Current reform efforts in science education around the world call on teachers to use integrated approaches to teach science. As a part of such reform efforts in the United States, engineering practices and engineering design have been identified in K–12 science education standards. However, there is relatively little is known about effective ways of teaching science through engineering design. The study explores the approaches or strategies used by a sixth grade science teacher to teach science and engineering in an integrative manner. Classroom observations, teacher interview, and student surveys were used to study the features of engineering integration implemented by the teacher and the changes in student interest in science and engineering by participating in an engineering design-based science unit. Findings suggest that the teacher explicitly included practices and core ideas from engineering and science; used an engaging, motivating engineering challenge; and provided students with opportunities to be autonomous. Students engaged in the activities in the engineering unit and their interest level slightly increased. The results suggest that the three strategies that the teacher used to teach engineering and science are important foundations of integrated science and engineering education.

中文翻译：

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学生对工程设计科学的兴趣

目前世界各地的科学教育改革工作呼吁教师使用综合方法教授科学。作为美国此类改革努力的一部分，K-12 科学教育标准中确定了工程实践和工程设计。然而，人们对通过工程设计教授科学的有效方法知之甚少。该研究探讨了六年级科学教师用于以综合方式教授科学和工程的方法或策略。通过课堂观察、教师访谈和学生调查，研究教师实施的工程一体化特点以及学生参与以工程设计为基础的科学单元对理工科兴趣的变化。调查结果表明，教师明确地包括了工程和科学的实践和核心思想；使用了引人入胜、激励人心的工程挑战；并为学生提供自主的机会。学生参与工程单元活动，兴趣水平略有提高。结果表明，教师用于教授工程和科学的三种策略是综合科学与工程教育的重要基础。