The Impact of Engineering Design Process in Teaching and Learning to Enhance Students’ Science Problem-Solving Skills
Abstract
This study aimed to determine the impact of the integration of engineering design process (asking, imagining, planning, creating and improving) in an electrical & magnetism module to improve problem-solving skills in physics among secondary school students in Aceh, Indonesia. The quasi-experimental study was carried out with 82 form three (age 15 years old) students of a secondary school in Aceh Besar, Indonesia. The first author had randomly chosen two classes as the experimental group and two other classes as the control group. Independent samples t-test analysis was conducted to determine the difference between the physics teaching and learning module which integrated the five steps of engineering design process and the existing commonly used science “Pudak†teaching and learning module. The results of the independent samples t-test analysis showed that the use of the physics teaching and learning module which integrated the five steps of engineering design process was more effective compared to the use of the existing “Pudak†module in increasing the students’ skills in solving physics problems. The findings of the study suggest that the science learning approach is appropriate to be applied in the teaching and learning of science to enhance science problem-solving skills among secondary school students. In addition, it can be used as a guide for teachers on how to implement the integration of the five steps of engineering design process in science teaching and learning practices.
Keywords
Full Text:
PDFReferences
Apedoe, X. S., Reynolds, B., Ellefson, M. R. & Schum, C. D. (2008). Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal of Science Education and Technology, 17(5), 454-465.
Becker, K., & Park, K. (2011). Effects of integrative approaches among science, technology, engineering, and mathematics (STEM) subjects on students’ learning: A preliminary meta-analysis. Journal of STEM Education: Innovations and Research, 12(5/6), 23-37
Cunningham, C. M., & Hester, K. (2007). Engineering is elementary: An engineering and technology curriculum for children. In American Society for Engineering Education Annual Conference & Exposition, Honolulu, HI.
Eide, A. R., Jenison, R.D., Northup, L.L. & Mickelson, S. K. (2012). Engineering Fundamental and Problem Solving. New York: McGraw-Hill.
Evi, S. (2010). Kesan pengajaran dan pembelajaran konstektual ke atas kemahiran proses sains, penyelesaian masalah, sikap saintifik dan pencapaian dalam matapelajaran biologi. Thesis Doctor of Philosophy: Universiti Kebangsaan Malaysia.
Fortus, D., Krajcik, J., Dershimer, R. C., Marx, R. W. & Mamlok-Naamand, R. (2005). Design-based science and real-world problem solving. International Journal of Science Education, 27(7), 885-879.
Haik, Y. (2003). Engineering Design Process. CA, USA: Pacific Grove.
Halim, A., Yusrizal, Y., Susanna, S., & Tarmizi, T. (2016). An analysis of students’ skill in applying the problem solving strategy to the physics problem settlement in facing AEC as global competition. Jurnal Pendidikan IPA Indonesia, 5(1), 1-5.
Henson, K. T. (2004). constructivist methods for teaching in middle-level classrooms. Boston: Allyn and Bacon.
Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403.
Hyman, B. (1998). Fundamentals of Engineering Design. New Jersey: Prentice-Hall.
Istikomah, H., Hendratto, S., & Bambang, S. (2016). Penggunaan Model Pembelajaran Group Investigation untuk menumbuhkan sikap ilmiah siswa. Jurnal Pendidikan Fisika Indonesia, 6(1), 40-43.
Kirkley, J. (2003). Principles of teaching problem solving: technical paper 4.
Laius, A. & Rannikmae, M. (2011). Impact on student change in scientific creativity and socio-scientific reasoning skills from teacher collaboration and gains from professional in-service. Journal of Baltic Science Education, 10(2), 127-137.
Lee, M. K., & Erdogan, I. (2007). The effect of science–technology–society teaching on students’ attitudes toward science and certain aspects of creativity. International Journal of Science Education, 29(11), 1315-1327.
Lim, Y. K. (Ed.). (2000). Problems and solutions on atomic, nuclear and particle physics. World Scientific Publishing Company.
Hieggelke, C., Maloney, D., Van Heuvelen, A., & O’Kuma, T. (2001). Surveying students’ conceptual knowledge of electricity and magnetism. American Journal of Physics, 69(7), S12-S23.
Mehalik, M. M., Doppelt, Y., & Schuun, C. D. (2008). Middleâ€school science through designâ€based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71-85.
Museum of Science [MoS]. (2012). EiE: engineering & technology lessons for children! Retrieved from http://www.mos.org/eie/.
Needham, R., & Hill, P. (1987). Teaching Strategies for Developing Understanding in Science. Children’s Learning in Science Project.
Nikkhah, A. (2011). Science education of the new millennium: mentorship arts for creative lives. Creative Education, 2(4), 341-345.
Piaget, J. (1957). Construction of Reality in the Child. London: Routledge.
Efendi, R. (2010). Kemampuan Fisika Siswa Indonesia dalam TIMSS (Trend of Inter-national on Mathematics and Science Study). In Prosiding Seminar Nasional Fisika (pp. 384-393).
Riskowski, J. L., Todd, C. D., Wee, B., Dark, M., & Harbor, J. (2009). Exploring the effectiveness of an interdisciplinary water resources engineering module in an eighth grade science course. International journal of engineering education, 25(1), 181-195.
Rockland, R., Bloom, D. S., Carpinelli, J., Burr-Alexander, L., Hirsch, L. S., & Kimmel, H. (2010). Advancing the “E†in K-12 STEM education.
Rogers, C. & Portsmore, M. (2004). Bringing engineering to elementary school. Journal of STEM Education, 5(3&4), 17-28.
Schnittka, C. G. (2009). Engineering design activities and conceptual change in middle school science. Dissertation: University of Virginia.
bin Sulaiman, P. D. S., binti Abdullah, F. A. P., & binti Ali, M. (2007). Kemahiran Metakognitif Dalam Kalangan Pelajar Sekolah Menengah di Negeri Johor Dalam Menyelesaikan Masalah Fizik.
Sopiah, S. (2009). Pembiasaan Bekerja Ilmiah Pada Pembelajaran Sains Fisika Untuk Siswa Smp. Jurnal Pendidikan Fisika Indonesia, 5(1), 80-92.
Sulistyanto & Rusilowati, A. (2009). Pengembangan kreativitas siswa dalam membuat karya ipa melalui model pembelajaran problem based-instruction di SMP. Jurnal Pendidikan Fisika Indonesia, 5(2), 102-107.
Syukri, M., Halim, L., & Meerah, T. S. M. (2012). Model Pendekatan Pakar Fisika Dalam Menyelesaikan Masalah Fisika Kontekstual: Sebuah Studi Kasus. Jurnal Pendidikan Fisika Indonesia, 8(1), 61-67.
Syukri, M., Halim, L., & Mohtar, L.E. (2017). Engineering design process: cultivating creativity through science technical product. Jurnal Fizik Malaysia 38(1), 10055-10065.
Vygotsky, L. S. (1978). Mind in Society. Cambridge: Harvard University Press.
WAN, W. N. F., Fairuz, M., Syukri, M., & Halim, L. (2015). Competencies of science centre facilitators. Journal of Turkish Science Education, 12(2), 49-62.
Wendell, K. B. (2011). Science through engineering in elementary school: Comparing three enactments of an engineering-design-based curriculum on the science of sound. Tufts University.
Widowati, A., Nurohman, S., & Anjarsari, P. (2017). Developing Science Learning Material with Authentic Inquiry Learning Approach to Improve Problem Solving and Scientific Attitude. Jurnal Pendidikan IPA Indonesia, 6(1), 32-40.
Refbacks
- There are currently no refbacks.
