How an integrative STEM curriculum can benefit students in engineering design practices

Szu Chun Fan, Kuang Chao Yu*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

111 Citations (Scopus)


STEM-oriented engineering design practice has become recognized increasingly by technology education professionals in Taiwan. This study sought to examine the effectiveness of the application of an integrative STEM approach within engineering design practices in high school technology education in Taiwan. A quasi-experimental study was conducted to investigate the respective learning performance of students studying a STEM engineering module compared to students studying the technology education module. The student performances for conceptual knowledge, higher-order thinking skills and engineering design project were assessed. The data were analyzed using quantitative (t test, ANOVA, ANCOVA, correlation analysis) approaches. The findings showed that the participants in the STEM engineering module outperformed significantly the participants studying the technology education module in the areas of conceptual knowledge, higher-order thinking skills, and the design project activity. A further analysis showed that the key differences in the application of design practice between the two groups were (a) their respective problem prediction and (b) their analysis capabilities. The results supported the positive effect of the use of an integrative STEM approach in high school technology education in Taiwan.

Original languageEnglish
Pages (from-to)107-129
Number of pages23
JournalInternational Journal of Technology and Design Education
Issue number1
Publication statusPublished - 2017 Mar 1


  • Conceptual knowledge
  • Engineering design
  • Higher-order thinking
  • Integrative STEM curriculum

ASJC Scopus subject areas

  • Education
  • General Engineering


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