Science and Mathematics through a Technological Design Context: The Potential
Article Sidebar
Main Article Content
Abstract
As technology and engineering education evolves, its potential to naturally integrate STEM (Science, Technology, Engineering, and Mathematics) subjects through practical, hands-on learning remains underexplored. This study examines how students engage with scientific and mathematical concepts within a technology-based design project. The findings suggest that while students actively apply cross-disciplinary knowledge in design and experimentation, their conceptual understanding of STEM principles often remains implicit rather than explicit. The role of teacher facilitation emerges as a critical factor, with evidence indicating that strategic interventions could enhance interdisciplinary connections. This study contributes to the understanding of cross-disciplinary integration in technology education, offering insights into how a balanced approach, combining student autonomy with scaffolding, can deepen conceptual learning.
Article Details
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater exchange of knowledge. Articles will be downloadable in HTML, PDF or ePub formats.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.