Synergizing STEM and ELA: Exploring How Small-Group Interactions Shape Design Decisions in an Engineering Design-Based Unit
While small group learning through engineering design activities has been shown to enhance student achievement, motivation, and problem-solving skills, much of the existing research in this area focuses on undergraduate engineering education. Therefore, this study examines how small-group interactio...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-06-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/15/6/716 |
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| Summary: | While small group learning through engineering design activities has been shown to enhance student achievement, motivation, and problem-solving skills, much of the existing research in this area focuses on undergraduate engineering education. Therefore, this study examines how small-group interactions influence design decisions within a sixth-grade engineering design-based English Language Arts unit for multilingual learners. Multilingual Learners make up 21% of the U.S. school-aged population and benefit from early STEM opportunities that shape future educational and career trajectories. Grounded in constructivist learning theories, the research explores collaborative learning in the engineering design process, using a comparative case study design. Specifically, this study explores student interactions and group dynamics in two small groups (Group A and Group B) engaged in a board game design challenge incorporating microelectronics. Video recordings serve as the primary data source, allowing for an in-depth analysis of verbal and nonverbal interactions. The study employed the Social Interdependence Theory to examine how group members collaborate, negotiate roles, and make design decisions. Themes such as positive interdependence, group accountability, promotive interaction, and individual responsibility are used to assess how cooperation influences final design choices. Three key themes emerged: Roles and Dynamics, Conflict, and Teacher Intervention. Group A and Group B exhibited distinct collaboration patterns, with Group A demonstrating stronger leadership dynamics that shaped decision-making, while Group B encountered challenges related to engagement and resource control. The results demonstrate the importance of small-group interactions in shaping design decisions and emphasize the role of group dynamics and teacher intervention in supporting multilingual learners’ engagement and success in integrated STEM curriculum. |
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| ISSN: | 2227-7102 |