Date of Award

6-3-2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

School of Teaching and Learning

First Advisor

Allison Antink-Meyer

Abstract

The Framework for K-12 Science Education and the Next Generation Science Standards propose that students learn concepts and practices related to engineering as well as science. Currently the research surrounding how engineering practices through engineering design are implemented in the life sciences such as high school biology is limited. To explore how engineering design is included in a biology class, a case study was conducted in two high school biology classrooms. This qualitative case study examined how high school biology teachers incorporated an engineering design project into a science curricular unit and how high school biology students engaged in an engineering design project in biology class. The results show that while the intention of the engineering design project was to include science learning related to the biology unit, the project was treated as a practice independent of the science unit of study. Students were able to successfully engage in the engineering design project with differing results dependent upon the type of instruction given in the biology class.

Comments

Imported from Parker_ilstu_0092E_12204.pdf

DOI

https://doi.org/10.30707/ETD2022.20221020070313155277.999977

Page Count

180

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