The Impact of Engineering Integrated Science (EIS) Curricula on First-Year Technical High School Students’ Attitudes toward Science and Perceptions of Engineering

Younkyeong Nam; Sun-Ju Lee; Seoung-Hey Paik

doi:10.12973/eurasia.2016.1535a

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Younkyeong Nam ¹, Sun-Ju Lee ², Seoung-Hey Paik ³ ^*

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¹ Pusan National University² Korea National University of Education³ Korea National Universtiy of Education^* Corresponding Author

Abstract

This study investigated how engineering integrated science (EIS) curricula affect first-year technical high school students’ attitudes toward science and perceptions of engineering. The effect of the EIS participation period on students’ attitudes toward science was also investigated via experimental study design. Two engineering integrated science curricula (10 and 18 weeks) were purposefully designed and implemented for the study. Two important results emerged: (1) The EIS curriculum participation period (10 or 18 weeks) mattered in terms of changing students’ attitudes toward science and (2) A majority (>61%) of the students from both control and experimental groups who participated in the first EIS agreed that the curriculum positively affected their understanding of engineering practice. The results suggest that EIS is a potential pedagogical approach for reforming current science practice in technical high school programs to improve both students’ interest in science and career readiness. Implications for implementing EIS in technical high school settings are addressed.

Keywords

attitudes toward science
engineering integration
engineering perceptions
technical high school

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2016, Volume 12, Issue 7, 1881-1907

https://doi.org/10.12973/eurasia.2016.1535a

Publication date: 02 Jul 2016

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Article Downloads: 1055

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How to cite this article

APA

Nam, Y., Lee, S.-J., & Paik, S.-H. (2016). The Impact of Engineering Integrated Science (EIS) Curricula on First-Year Technical High School Students’ Attitudes toward Science and Perceptions of Engineering. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1881-1907. https://doi.org/10.12973/eurasia.2016.1535a

Vancouver

Nam Y, Lee SJ, Paik SH. The Impact of Engineering Integrated Science (EIS) Curricula on First-Year Technical High School Students’ Attitudes toward Science and Perceptions of Engineering. EURASIA J Math Sci Tech Ed. 2016;12(7):1881-907. https://doi.org/10.12973/eurasia.2016.1535a

AMA

Nam Y, Lee SJ, Paik SH. The Impact of Engineering Integrated Science (EIS) Curricula on First-Year Technical High School Students’ Attitudes toward Science and Perceptions of Engineering. EURASIA J Math Sci Tech Ed. 2016;12(7), 1881-1907. https://doi.org/10.12973/eurasia.2016.1535a

Chicago

Nam, Younkyeong, Sun-Ju Lee, and Seoung-Hey Paik. "The Impact of Engineering Integrated Science (EIS) Curricula on First-Year Technical High School Students’ Attitudes toward Science and Perceptions of Engineering". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 7 (2016): 1881-1907. https://doi.org/10.12973/eurasia.2016.1535a

Harvard

Nam, Y., Lee, S.-J., and Paik, S.-H. (2016). The Impact of Engineering Integrated Science (EIS) Curricula on First-Year Technical High School Students’ Attitudes toward Science and Perceptions of Engineering. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), pp. 1881-1907. https://doi.org/10.12973/eurasia.2016.1535a

MLA

Nam, Younkyeong et al. "The Impact of Engineering Integrated Science (EIS) Curricula on First-Year Technical High School Students’ Attitudes toward Science and Perceptions of Engineering". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 7, 2016, pp. 1881-1907. https://doi.org/10.12973/eurasia.2016.1535a