Easier Said than Done

STEM Subject Integration Through Engineering Design in Swedish Upper Secondary School

Datos Bibliográficos

ID15401366
AutoresCharlotta Nordlöf (0000-0002-6177-3897, Linköping University, autor de correspondencia), Per Norström (0000-0002-7778-2552, KTH Royal Institute of Technology), Konrad Schönborn (0000-0001-8888-6843, Department of Science and Technology and Biotechnology), Jonas Hällström (0000-0003-0829-3349, Linköping University)
Año2024
Volumen24
Número3-4
Páginas333-347
Fecha de publicación2024-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaCanadian Journal of Science Mathematics and Technology Education (JOURNAL)
Identificadores de la revistaISSN: 1492-6156 • E-ISSN: 1942-4051
EditorialSpringer Science+Business Media (PUBLISHER • DE)
DOI10.1007/s42330-025-00348-2
OpenAlexW4408292532
IdiomaEN
Citas recibidas2
Referencias citadas25

Engineering design projects can enhance authenticity, increase relevance, and integrate STEM subjects without compromising their individual integrity. Nevertheless, the literature also warns that few STEM subject integration projects acknowledge students’ contexts and everyday problems. This study explores how teachers prepare for STEM subject integration in an engineering design project in a Swedish upper secondary school Technology programme and examines the process and outcomes of project implementation from both teachers’ and students’ viewpoints. The design project induces students’ solutions for bettering their everyday physical school context regarding well-being, feasibility, and sustainability. Collection of data employed participatory observations, and interviews with teachers and students. Results are presented as four themes: (1) integration and collaboration can be encouraged through project organization; (2) the engineering design process is the centrepiece of the integrated project; (3) models and modelling are primarily used for communication of design ideas; and (4) integration of STEM content and methods seldomly draws on more than two disciplines. Findings show that utilizing the school’s technology profile provides an accessible pathway to promote integrated STEM. However, although several teachers demonstrate enthusiasm for the real-world relevance of design projects, integration remains challenging. Since the project was mostly viewed as being technology and engineering-based, science and mathematics were present to a lesser degree, which made integration of all STEM subjects demanding. Nevertheless, the project could be seen as responding to an “extended STEM problem” in that components from health sciences were also incorporated

Engineering education · Engineering management · Library science · Mathematics education · Pedagogy · Science education · Sociology · Subject (documents · Biomedical and Engineering Education · Computer Science · Engineering · Engineering Education and Pedagogy · Psychology · Science Education and Pedagogy