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Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students

Authors:

Jenny Daugherty ,

Louisiana State University
About Jenny
Director, of the Leadership Development Institute and Jones S. Davis Distinguished Associate Professor in the School of Leadership & Human Resource Development at Louisiana State University
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Raymond Dixon,

Idaho State University, US
About Raymond
Department Chair and Associate Professor in the Department of Curriculum & Instruction at Idaho State University
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Chris Merrill

Illinois State University
About Chris
Professor of Technology and Engineering Education in the Department of Technology at Illinois State University
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Abstract

Within the technology education classroom, engineering design has been targeted as key to improving learning, enhancing interest in STEM careers, and positively impacting students. The purpose of this research review was to determine whether the research evidence bears these claims. Four scholarly journals that focus on technology and engineering education research were reviewed resulting in the identification of 25 empirical research studies from the past decade. Across all of the studies, data had been collected from a total of 6,397 technology and engineering education students to analyze: (a) how students design, (b) student learning outcomes, and (c) student interests and perceptions. Just over half of the studies used qualitative methods to explore how small samples of students engage in engineering design. Although the overall research evidence of the impact of engineering design on technology and engineering students is sparse, there are some important descriptive findings relating to how engineering design can impact student learning and how students allocate their time and access information while designing.
How to Cite: Daugherty, J., Dixon, R., & Merrill, C. (2018). Research Evidence of the Impact of Engineering Design on Technology and Engineering Education Students. Journal of Technology Education, 30(1), 46–65. DOI: http://doi.org/10.21061/jte.v30i1.a.3
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Published on 21 Sep 2018.
Peer Reviewed

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