Skip to main content
Have a personal or library account? Click to login
Enhancing STEM Attitudes of Rural High School Students through Engineering Design-Based Learning Cover

Enhancing STEM Attitudes of Rural High School Students through Engineering Design-Based Learning

By: ,   and    
Open Access
|May 2025

References

  1. Altan, E. B., and Tan, S. (2021). Concepts of creativity in design based learning in STEM education. International Journal of Technology and Design Education, 31, 503-529. doi:10.1007/s10798-020-09569-y
  2. Bame, E. A., Dugger, W. E., de Vries, M., and McBee, J. (1993). Pupils’ attitudes toward technology—PATT-USA. The Journal of Technology Studies, 19, 40-48.
  3. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148. doi: 10.1207/s15326985ep2802_3.
  4. Benek, İ., and Akçay, B. (2018). STEM in The My Imaginary World! Investigation of Student’s Drawings in STEM Field. Journal of STEAM Education, 1, 79-107.
  5. Biddle, C., and Azano, A. P. (2016). Constructing and reconstructing the “rural school problem” a century of rural education research. Review of Research in Education, 40, 298-325. doi:10.3102/0091732X16667700
  6. Bird, S. R., & Rhoton, L. A. (2021). Seeing isn’t always believing: Gender, academic STEM, and women scientists’ perceptions of career opportunities. Gender & Society, 35(3), 422-448. doi:10.1177/0891243221100881
  7. Breiner, J. M., Harkness, S. S., Johnson, C. C., and Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3-11. doi:10.1111/j.1949-8594.2011.00109.x
  8. Cardador, M. T., Damian, R. I., and Wiegand, J. P. (2021). Does More Mean Less?: Interest Surplus and the Gender Gap in STEM Careers. Journal of Career Assessment, 29, 76-97. doi:10.1177/1069072720930658
  9. Ciftci, A., Topcu, M. S., and Erdogan, I. (2020). Gender Gap and Career Choices in STEM Education: Turkey Sample. International Journal of Progressive Education, 16, 53-66. doi:10.29329/ijpe.2020.248.4
  10. Cowgill, C., Halper, L., Rios, K., & Crane, P. (2021). “Why so few?”: Differential effects of framing the gender gap in STEM recruitment interventions. Psychology of Women Quarterly, 45(1), doi:61-78. 10.1177/03616843209651
  11. Committee on STEM Education of the National Science and Technology Council. (2018). Charting a course for success: America’s strategy for STEM education. Washington, DC. Available at https://www.whitehouse.gov/wp-content/uploads/2018/12/STEM-Education-Strategic-Plan-2018.pdf Accessed on February 18, 2020.
  12. de Vries, M. J. (2021). Design-based learning in science and technology as integrated STEM, Chapter 2, pp. 14-24 in Ineke Henze and Marc J. de Vries (Eds.) In Design-Based Concept Learning in Science and Technology Education. doi:10.1163/9789004450004_002
  13. Dou, R., Hazari, Z., Dabney, K., Sonnert, G., and Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103, 623-637. doi:10.1002/sce.21499
  14. Dym, C. L., Agogino, A. M., Eris, O., Frey, D. D., and Leifer, L. J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94, 103-120. doi:10.1002/j.2168-9830.2005.tb00832.x
  15. Eccles, J. S., and Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132. doi:10.1146/annurev.psych.53.100901.135153.
  16. English, L.D., and King, D.T. (2015). STEM learning through engineering design: fourth-grade students’ investigations in aerospace. International Journal of STEM Education, 2, 1-18. doi:10.1186/s40594-015-0027-7
  17. Ertl, B., Luttenberger, S., and Paechter, M. (2017). The impact of gender stereotypes on the self-concept of female students in STEM subjects with an under-representation of females. Frontiers in Psychology, 8: 703. doi:10.3389/fpsyg.2017.00703
  18. Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., and Mamlok-Naaman, R. (2004). Design-based science and student learning. Journal of Research in Science Teaching, 41, 1081-1110. doi:10.1002/tea.20040
  19. Fraser, S., Beswick, K., & Crowley, S. (2019). Responding to the demands of the STEM education agenda: The experiences of primary and secondary teachers from rural, regional and remote Australia. Journal of Research in STEM Education, 5(1), 40-59. doi:10.51355/jstem.2019.62
  20. Goldschmidt, G. (1991). The dialectics of sketching. Creativity Research Journal, 4, 123-143. doi:10.1080/10400419109534381
  21. Gómez Puente, S. M., Van Eijck, M., & Jochems, W. (2014). Exploring the effects of design-based learning characteristics on teachers and students. International Journal of Engineering Education, 30(4), 916-928.
  22. Goodpaster, K. P., Adedokun, O. A., & Weaver, G. C. (2012). Teachers’ perceptions of rural STEM teaching: Implications for rural teacher retention. Rural Educator, 33(3), 9-22.
  23. Gonzalez, H. B., and Kuenzi, J. J. (2012, August). Science, technology, engineering, and mathematics (STEM) education: A primer. Washington, DC: Congressional Research Service, Library of Congress. Retrieved October 8, 2021 from http://steamwise.io/docs/congressional-research-service-R42642.pdf
  24. Han, J., Kelley, T., & Knowles, J. G. (2021). Factors Influencing Student STEM Learning: Self-Efficacy and Outcome Expectancy, 21st Century Skills, and Career Awareness. Journal for STEM Education Research, 4, 117-137. doi:10.1007/s41979-021-00053-3
  25. Hand, S., Rice, L., and Greenlee, E. (2017). Exploring teachers’ and students’ gender role bias and students’ confidence in STEM fields. Social Psychology of Education, 20, 929-945. doi:10.1007/s11218-017-9408-8
  26. Hall, C., Dickerson, J., Batts, D., Kauffmann, P., and Bosse, M. (2011). Are We Missing Opportunities to Encourage Interest in STEM Fields? Journal of Technology Education, 23(1), 32-46.
  27. Haron, H. N., Kamaruddin, S. A., Harun, H., Abas, H., and Salim, K. R. (2019). Science, Technology, Engineering and Mathematics Initiatives at Rural Schools and Its Impact on Learning Motivation. Journal of Physics: Conference Series, 1174. doi:10.1088/1742-6596/1174/1/012002
  28. Harris, R. S., and Hodges, C. B. (2018). STEM Education in Rural Schools: Implications of Untapped Potential. National Youth-At-Risk Journal, 3, 3-12.
  29. International Technology and Engineering Educators Association [ITEEA]. (2020). Standards for Technological and Engineering Literacy: Defining the Role of Technology and Engineering in STEM Education. VA: Author.
  30. Jang, H. (2016). Identifying 21st century STEM competencies using workplace data. Journal of Science Education and Technology, 25, 284-301. doi:10.1007/s10956-015-9593-1
  31. Katehi, L., Pearson, G., and Feder, M. (2009). Engineering in K-12 Education: Understanding the Status and Improving the Prospects. Washington, DC: National Academies Press.
  32. Kelley, T. R. & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(11). doi:10.1186/s40594-016-0046-z
  33. Kind, P., Jones, K., and Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29, 871-893. doi:10.1080/09500690600909091
  34. Kulturel-Konak, S., D’Allegro, M. L., and Dickinson, S. (2011). Review of gender differences in learning styles: Suggestions for STEM education. Contemporary Issues in Education Research (CIER), 4, 9-18. doi:10.19030/cier.v4i3.4116
  35. Lavalley, M. (2018). Out of the loop: Rural schools are largely left out of research and policy discussions, exacerbating poverty, inequity, and isolation. Alexandria, VA: The Center for Public Education. Retrieved from https://education.wsu.edu/documents/2018/12/center-public-education-rural-schools-report.pdf/
  36. Lin, K. Y., Wu, Y. T., Hsu, Y. T., & Williams, J. P. (2021). Effects of infusing the engineering design process into STEM project-based learning to develop preservice technology teachers’ engineering design thinking. International Journal of Technology and Design Education, 8(1), doi:10.1186/s40594-020-00258-9.
  37. Lin, K. Y., Yu, K. C., Hsiao, H. S., Chu, Y. H., Chang, Y. S., and Chien, Y. H. (2015). Design of an assessment system for collaborative problem solving in STEM education. Journal of Computers in Education, 2, 301-322. doi:10.1007/s40692-015-0038-x
  38. Makarova, E., Aeschlimann, B., and Herzog, W. (2019). The gender gap in STEM fields: The impact of the gender stereotype of math and science on secondary students’ career aspirations. Frontiers in Education, 4:60. doi:10.3389/feduc.2019.00060
  39. Maltese, A. V., and Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among US students. Science education, 95, 877-907. doi:10.1080/09500690902792385
  40. Mau, W. C. J., and Li, J. (2018). Factors influencing STEM career aspirations of underrepresented high school students. The Career Development Quarterly, 66, 246-258. doi:10.1002/cdq.12146
  41. Merayo, N., & Ayuso, A. (2023). Analysis of barriers, supports and gender gap in the choice of STEM studies in secondary education. International Journal of Technology and Design Education, 33(4), 1471-1498. doi:10.1007/s10798-022-09776-9
  42. Mutambara, D., & Bayaga, A. (2021). Determinants of mobile learning acceptance for STEM education in rural areas. Computers & Education, 160, 104010. doi:10.1016/j.compedu.2020.104010
  43. National Research Council. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington, DC: National Academies Press. doi:10.17226/12635.
  44. National Research Council. 2010. Exploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary. Washington, DC: The National Academies Press. doi:10.17226/12771.
  45. National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. doi: 10.17226/13158
  46. Osborne, J., Simon, S., and Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25, 1049-1079. doi:10.1080/0950069032000032199
  47. O’Dea, R. E., Lagisz, M., Jennions, M. D., and Nakagawa, S. (2018). Gender differences in individual variation in academic grades fail to fit expected patterns for STEM. Nature Communications, 9, 1-8. doi:10.1038/s41467-018-06292-0
  48. Phothong, W., Chaimongkol, J., & Ladachart, L. (2023). Changes in Students’ Design-Thinking Mindsets after Design-Based Learning with Respect to Gender and Prior Experiences in Design. Journal of Technology Education, 34(2), 4-21.
  49. Popa, R. A., and Ciascai, L. (2017). Students’ Attitude towards STEM Education. Acta Didactica Napocensia, 10, 55-62.
  50. Raat, J. H., and de Vries, M. (1985). What do 13-year old students think about technology? The conception of and the attitude towards technology of 13-year old girls and boys. The Netherlands: Eindhoven University of Technology.
  51. Raudenbush, S. & Bryk, A. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage Publications.
  52. Riskowski, J. L., Todd, C. D., Wee, B., Dark, M., and 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, 181-195.
  53. Sadler, P. M., Sonnert, G., Hazari, Z., and Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96, 411-427. doi:10.1002/sce.21007
  54. Sanders, M. (2009). STEM, STEM education, STEMmania. The Technology Teacher, 68, 20-26.
  55. Shanta, S., and Wells, J. G. (2020). T/E design based learning: assessing student critical thinking and problem solving abilities. International Journal of Technology and Design Education, 1-19. doi:10.1007/s10798-020-09608-8
  56. Shin, J., Lee, H., McCarthy-Donovan, A., Hwang, H., Yim, S., and Seo, E. (2015). Home and motivational factors related to science-career pursuit: Gender differences and gender similarities. International Journal of Science Education, 37, 1478-1503. doi:10.1080/09500693.2015.1042941
  57. Showalter, D., Klein, R., Johnson, J., and Hartman, S. L. (2017). Why Rural Matters 2015-2016: Understanding the Changing Landscape. Washington, DC: Rural School and Community Trust.
  58. Simpson, A., and Bouhafa, Y. (2020). Youths’ and adults’ identity in STEM: A systematic literature review. Journal for STEM Education Research, 3, 167-194. doi:10.1007/s41979-020-00034-y
  59. Simpson, A., Collazo, J. M., Zilvinskis, J., and Maltese, A. (2021). Professionals’ identification within and across science, technology, engineering, and mathematics (STEM) fields. Journal of Career Development, 48, 942-956. doi:10.1177/0894845320913112
  60. Sırakaya, M., Alsancak Sırakaya, D., and Korkmaz, Ö. (2020). The impact of STEM attitude and thinking style on computational thinking determined via structural equation modeling. Journal of Science Education and Technology, 29, 561-572. doi:10.1007/s10956-020-09836-6
  61. Suárez, M. I., and Wright, K. B. (2019). Investigating School Climate and School Leadership Factors that Impact Secondary STEM Teacher Retention. Journal for STEM Education Research, 2, 55-74. doi:10.1007/s41979-019-00012-z
  62. Swafford, M., & Anderson, R. (2020). Addressing the Gender Gap: Women’s Perceived Barriers to Pursuing STEM Careers. Journal of Research in Technical Careers, 4(1), 61-74.
  63. Svenningsson, J., Hultén, M., and Hallström, J. (2018). Understanding attitude measurement: Exploring meaning and use of the PATT short questionnaire. International Journal of Technology and Design Education, 28, 67-83. doi:10.1007/s10798-016-9392-x
  64. Talafian, H., Moy, M.K., Woodard, M.A., and Foster, A.N. (2019). STEM identity exploration through an immersive learning environment. Journal for STEM Education Research 2, 105-127. https://doi-org.ezproxy.lib.purdue.edu/10.1007/s41979-019-00018-7
  65. Taylor, M., Jonathan, M. T., Hollie, M. C., and Lorelle, L. E. (2020). Race and ethnicity in higher education: 2020 supplement. Washington, DC: American Council on Education.
  66. Thibaut, L., Ceuppens, S., De Loof, H., De Meester, J., Goovaerts, L., Struyf, A., … and Depaepe, F. (2018). Integrated STEM education: A systematic review of instructional practices in secondary education. European Journal of STEM Education, 3: 02. doi:10.20897/ejsteme/85525
  67. Tseng, K. H., Chang, C. C., Lou, S. J., and Chen, W. P. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment. International Journal of Technology and Design Education, 23, 87-102. doi:10.1007/s10798-011-9160-x
  68. Tyler-Wood, T., Ellison, A., Lim, O., and Periathiruvadi, S. (2012). Bringing up girls in science (BUGS): The effectiveness of an afterschool environmental science program for increasing female students’ interest in science careers. Journal of Science Education and Technology, 21, 46-55. 10.1007/s10956-011-9279-2
  69. Unfried, A., Faber, M., and Wiebe, E. N. (2014, June). Student Interest in Engineering and Other STEM Careers: School-Level, Gender, Race/Ethnicity, and Urbanicity. In 2014 ASEE Annual Conference and Exposition (pp. 24.1114.1-24.1114.27).
  70. Unfried, A., Faber, M., Stanhope, D. S., and Wiebe, E. (2015). The development and validation of a measure of student attitudes toward science, technology, engineering, and math (S-STEM). Journal of Psychoeducational Assessment, 33, 622-639. doi:10.1177/0734282915571160
  71. van den Hurk, A., Meelissen, M., and van Langen, A. (2018). Interventions in education to prevent STEM pipeline leakage. International Journal of Science Education, 41, 150-164. doi:10.1080/09500693.2018.1540897
  72. van der Vleuten, M., Steinmetz, S., and van de Werfhorst, H. (2018). Gender norms and STEM: the importance of friends for stopping leakage from the STEM pipeline. Educational Research and Evaluation, 24, 417-436. doi:10.1080/13803611.2019.1589525
  73. van Tuijl, C., & van der Molen, J. H. W. (2016). Study choice and career development in STEM fields: An overview and integration of the research. International Journal of Technology and Design Education, 26(2), 159-183. doi:10.1007/s10798-015-9308-1
  74. Yaşar, Ş., Baker, D., Robinson-Kurpius, S., Krause, S., and Roberts, C. (2006). Development of a survey to assess K-12 teachers’ perceptions of engineers and familiarity with teaching design, engineering, and technology. Journal of Engineering Education, 95, 205-216. doi:10.1002/j.2168-9830.2006.tb00893.x
  75. Xie, Y., Fang, M., and Shauman, K. (2015). STEM education. Annual review of sociology, 41: 331. doi:10.1146/annurev-soc-071312-145659
  76. Wahono, B., and Chang, C. Y. (2019). Assessing teacher’s attitude, knowledge, and application (AKA) on STEM: An effort to foster the sustainable development of STEM education. Sustainability, 11: 950. doi: 10.3390/su11040950
  77. Wang, M. T., Ye, F., & Degol, J. L. (2017). Who chooses STEM careers? Using a relative cognitive strength and interest model to predict careers in science, technology, engineering, and mathematics. Journal of Youth and Adolescence, 46, 1805-1820. doi:10.1007/s10964-016-0618-8
  78. Wang, T.-L., and Berlin, D. (2010). Construction and validation of an instrument to measure Taiwanese elementary students’ attitudes toward their science class. International Journal of Science Education, 32, 2413-2428. doi:10.1080/09500690903431561
  79. Wegemer, C. M., and Eccles, J. S. (2019). Gendered STEM career choices: Altruistic values, beliefs, and identity. Journal of Vocational Behavior, 110, 28-42. doi:10.1016/j.jvb.2018.10.020
  80. Wells, J. G., (2021). Design based biotechnological learning: Distinct knowledge forms supporting technology and science conceptual understanding, Chapter 11, pp. 223-247 in Ineke Henze and Marc J. de Vries (Eds.), Design-based concept learning in science and technology education. Sense/Brill, International Technology Education Studies, Leiden, The Netherlands. 10.1163/9789004450004_011
  81. Wells, J. G., (2016b). Efficacy of the technological/engineering design approach: Imposed cognitive demands within design based biotechnology instruction. Journal of Technology Education, 27(2), 4-20.
  82. Wells, J. G., (2016a). Integrative STEM Education Exemplar: Implementation of the PIRPOSAL Model. Technology and Engineering Teacher, 75(10), 16-23.
  83. Wells, J. G. (2013). Integrative STEM Education at Virginia Tech: Graduate preparation for tomorrow’s leaders. Technology and Engineering Teacher, 72(5), 28-35. Reston, VA
  84. Woolfolk, A. E. (2019). Educational psychology (14th ed.). New York, NY: Pearson.
  85. Zarifa, D., Seward, B., and Milian, R. P. (2019). Location, location, location: Examining the rural-urban skills gap in Canada. Journal of Rural Studies, 72, 252-263. doi:10.1016/j.jrurstud.2019.10.032
Language: English
Page range: 113 - 137
Submitted on: Mar 28, 2024
Accepted on: Apr 22, 2025
Published on: May 16, 2025
Published by: Virginia Tech
In partnership with: Paradigm Publishing Services

© 2025 Euisuk Sung, Jung Han, Todd R. Kelley, published by Virginia Tech
This work is licensed under the Creative Commons Attribution 4.0 License.