Skip to main content
SpringerLink
Log in

STEM Integration in Sixth Grade: Desligning and Constructing Paper Bridges

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

In this article, we report on sixth-grade students’ responses to a set of problem activities that required the application of mathematics, science, and engineering knowledge in designing and constructing a paper bridge that could withstand an optimal load. Increasing students’ application and awareness of their disciplinary learning and how they are applying this in an integrated STEM activity remains a challenge for educators. In addressing this issue, we included a focus on knowledge reflection and knowledge scaffolding through thought-provoking student workbooks. Among the findings are students’ capabilities in planning, designing, reflecting, constructing, and redesigning. Students’ planning indicated that they could justify their proposed bridge type/s, which often included a combination of types, by referring to their STEM understandings. At the same time, students remained cognizant of the problem boundaries. Students’ design sketches indicated an awareness of the problem constraints, an understanding of basic engineering principles, and an application of mathematics and science knowledge. Students’ reflections on their actions helped them to improve their bridge constructions. Suggestions are presented for knowledge scaffolding to facilitate the flexible and innovative application of STEM learning to new problem situations.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Bagiati, A., & Evangelou, D. (2015). Engineering curriculum in the preschool classroom: The teacher’s experience. European Early Childhood Education Research Journal, 23(1), 112–118.

    Article  Google Scholar 

  • Bryan, L. A., Moore, T. J., Johnson, C., & Roehrig, G. (2015). Integrated STEM education. In C. Johnson, E. E. Peters-Burton, & T. J. Moore (Eds.), STEM road map: A framework for integrated STEM education (pp. 23–37). New York, NY: Routledge.

  • Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, TX: NSTA Press.

  • Capobianco, B. M., DeLisi, J., & Radloff, J. (2017). Characterizing elementary teachers’ enactment of high-leverage practices through engineering design-based science instruction. Science Education, 102(2), 342–376.

    Article  Google Scholar 

  • Carroll, D. R. (1997). Bridge engineering for the elementary grades. Journal of Engineering Education, 86, 221–226.

    Article  Google Scholar 

  • Chen, Y., Moore, T. J., & Wang, H. (2014), Construct, critique, and connect: Engineering as a vehicle to learn science. Science Scope , 38(3), 58–69.

  • Clough, M. P., & Olson, J. K. (2016). Final commentary: Connecting science and engineering practices: A cautionary perspective. In L. A. Annetta, & J. Minogue (Eds.). Connecting science and engineering education practices in meaningful ways: Building bridges (pp. 373–385). Basel, Switzerland: Springer International Publishing.

  • Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill.

    Google Scholar 

  • Crismond, D. P., & Adams, R. S. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 738–797.

    Article  Google Scholar 

  • Cunningham, C. M., & Kelly, G. J. (2017). Epistemic practices of engineering for education. Science Education, 101(3), 486–505.

    Article  Google Scholar 

  • Cunningham, C. M., Lachapelle, C. P. & Davis, M. E. (2018). In author.

  • English, L. D., Hudson, P. B., & Dawes, L. (2012). Engineering design processes in seventh-grade classrooms: Bridging the engineering education gap. European Journal of Engineering Education, 37(5), 436-447. https://doi.org/10.1080/03043797.2012.708721

  • English, L. D. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3(3). https://doi.org/10.1186/s40594-016-0036-1.

  • English, L. D. (2017).  Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(Suppl. 1), S5-S24.

  • English, L. D., & King, D. T. (2017). Engineering education with fourth-grade students: Introducing design-based problem solving. International Journal of Engineering Education, 33(1B), 346-360.

  • Guzey, S. S., Ring-Whalen, E. A., Harwell, M., & Peralta, Y. (2017). Life STEM: A case study of life science learning through engineering design. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-017-9860-0

  • Hertel, J. D., Cunningham, C. M., & Kelly, G. J. (2017). The roles of engineering notebooks in shaping elementary engineering student discourse and practice. International Journal of Science Education, 39(9), 1194–1217.

    Article  Google Scholar 

  • Honey, M., Pearson, G., & Schweingruber, A. (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press.

  • King, A., & Johnson, B. (2014). Engibear’s bridge. In Frenchs Forest. Australia: Little Steps.

    Google Scholar 

  • Lachapelle, C. P., & Cunningham, C. M. (2014). Engineering in elementary schools. In S. Purzer, J. Stroble, & M. Cardella (Eds.), Engineering in pre-college settings: Research in synthesizing research, policy, and practices (pp. 61–88). Lafayette, IN: Purdue University Press.

  • Lawrenz, F., Gravemeijer, K., & Stephan, M. (2017). Introduction to this Special Issue, International Journal of Science and Mathematics Education, 15(Suppl. 1), S1–S4.

  • Lesh, R., & Lehrer, R. (2000). Iterative refinement cycles for videotape analyses of conceptual change. In R. Lesh & A. Kelly (Eds.), Research design in mathematics and science education (pp. 665–708). Hillsdale, NJ: Erlbaum.

  • Lewis, T. (2005). Coming to terms with engineering design as content. Journal of Technology Education, 16(2), 37-54.

    Article  Google Scholar 

  • Lucas, B., Claxton, G., & Hanson, J. (2014). Thinking like an engineer: Implications for the education system. A report for the Royal Academy of Engineering Standing Committee for Education and Training. Royal Academy of Engineers.

  • MacDonald, D., & Gustafson, B. (2004). The role of design drawing among children engaged in a parachute building activity. Journal of Technology Education, 16(1), 55–71.

    Article  Google Scholar 

  • McKenna, A. F. (2014). Adaptive expertise and knowledge fluency in design and innovation. In A. Johri & B. M. Olds (Eds.), Cambridge handbook of engineering education research (pp. 227–242). New York, NY: Cambridge University Press.

  • Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education, 15(1), 5–10.

    Google Scholar 

  • Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A., & Stohlmann, M. S. (2014a). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research (J-PEER), 4(1), 1-13.

    Article  Google Scholar 

  • Moore, T. J., Stohlmann, M. S., Wang, H., Tank, K. M., Glancy, A. W., & Roehrig, G. H. (2014b). Implementation and integration of engineering in K-12 STEM education. In S. Purzer, J. Strobel, & M. Cardella (Eds.), Engineering in pre-college settings: Research into practice (pp. 35–60). West Lafayette, IN: Purdue University Press.

  • Nathan, M. J., Srisurichan, R., Walkington, C., Wolfgram, M., Williams, C., & Alibali, M. W. (2013). Building cohesion across representations: A mechanism for STEM integration. Journal of Engineering Education, 102(1), 77–116.

    Article  Google Scholar 

  • Next Generation Science Standards [NGSS] (2014). MS-ETS1 Engineering Design. Retrieved from https://www.nextgenscience.org/dci-arrangement/ms-ets1-engineering-design.

  • Park, D., Park, M., & Bates, A. (2018). Exploring young children’s understanding about the concept of volume through engineering design in a STEM activity: A case study. International Journal of Science and Mathematics Education, 16(2), 275-294.

  • Peterman, K., Daugherty, J. L., Custer, R. L., & Ross, J. M. (2017). Analysing the integration of engineering in science lessons with the engineering-infused lesson rubric. International Journal of Science Education, 39(14), 1913–1931.

    Article  Google Scholar 

  • Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. Journal of the Learning Sciences, 13(3), 273–304.

    Article  Google Scholar 

  • Roth, W. M., Tobin, K., & Ritchie, S. (2001). Re/constructing elementary science. New York, NY: Peter Lang.

    Google Scholar 

  • Roth, W.-M. (1995). From "wiggly structures" to "unshaky towers": Problem framing, solution finding, and negotiation of courses of actions during a civil engineering unit for elementary students. Research in Science Education, 25(4), 365-381.

  • Schὂn, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

    Google Scholar 

  • Shaughnessy, M. (2013). By way of introduction: Mathematics in a STEM context. Mathematics Teaching in the Middle school, 18(6), 324.

    Article  Google Scholar 

  • Sherin, B., Reiser, B. J., & Edelson, D. (2004). Scaffolding analysis: Extending the scaffolding metaphor to learning artifacts. The Journal of the Learning Sciences, 13(3), 387–421.

    Article  Google Scholar 

  • Song, S., & Agogino, A. M. (2004). Insights on designers’ sketching activities in new product design teams. In ASME (Ed.). Proceedings of the DETC'04 ASME 2004 Design Engineering Technical Conference and Computers and Information in Engineering Conference (pp. 1–10). Salt Lake City, UT: ASME.

  • Strauss, A., & Corbin, J. M. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Tank, K. M., Moore, T. J., Dorie, B. L., Gajdzik, E., Sanger, M. T., Rynearson, A. M., & Mann, E. F. (2018). In author.

  • Tversky, B., & Suwa, M. (2009). Thinking with sketches. In A. B. Markman & K. L. Wood (Eds.), Tools for innovation (pp. 75–84). Oxford, England: Oxford University Press.

    Chapter  Google Scholar 

  • Vasquez, J., Sneider, C., & Comer, M. (2013). STEM lesson essentials, grades 3–8: Integrating science, technology, engineering, and mathematics. Portsmouth, England: Heinemann.

    Google Scholar 

  • Watkins, J., Spencer, K., & Hammer, D. (2014). Examining young students’ problem scoping in engineering design. Journal of Pre-College Engineering Education Research, 4(1), 43-53. https://doi.org/10.7771/2157-9288.1082.

    Article  Google Scholar 

  • Welch, M., & Lim, H. S. (2000). The strategic thinking of novice designers: Discontinuity between theory and practice. The Journal of Technology Studies, 26(2), 34–44.

    Article  Google Scholar 

  • Wendell, K. B., & Kolodner, J. L. (2014). Learning disciplinary ideas and practices through engineering design. In A. Johri & B. M. Olds (Eds.), Cambridge handbook of engineering education research (pp. 243–263). New York, NY: Cambridge University Press.

    Google Scholar 

  • Wendell, K., & Lee, H. (2010). Elementary students’ learning of materials science practices through instruction based on engineering design tasks. Journal of Science and Technology Education, 19, 580–601.

    Article  Google Scholar 

  • Wendell, K., Wright, C. G., & Paugh, P. (2017). Reflective decision-making in elementary students’ engineering design. Journal of Engineering Education, 106(3), 356–397.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, Queensland University of Technology Kelvin Grove Campus, Park Road, Kelvin Grove, Brisbane, VIC, 4059, Australia

    Lyn D. English & Donna King

Authors
  1. Lyn D. English
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Donna King
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lyn D. English.

Electronic supplementary material

ESM 1

(DOCX 29 kb)

ESM 2

(DOCX 1634 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

English, L.D., King, D. STEM Integration in Sixth Grade: Desligning and Constructing Paper Bridges. Int J of Sci and Math Educ 17, 863–884 (2019). https://doi.org/10.1007/s10763-018-9912-0

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-018-9912-0

Keywords

Search

Navigation