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Table 5 Excerpt of coding scheme

From: Exploring critical components of an integrated STEM curriculum: an application of the innovation implementation framework

EDP processStudent describes EDP generally without referencing specific steps.
EDP teacher directedStudent discusses teacher intervention in the design process or teacher making or influencing design decisions.
EDP iterateStudent describes iteration: during iteration, the engineer/designer draws upon past designs to inform future designs. Various stages may be frequently updated and revisited when new knowledge about the problem or proposed solutions is acquired.
EDP 1—identifyStudent describes or mentions “identify the problem” stage of EDP: student refers to the challenge or problem statement.
EDP 2—understandStudent describes or mentions “understand” stage of EDP: student describes design requirements and goals; background research; customer needs.
EDP 3—ideateStudent describes or mentions “ideate” stage of EDP; brainstorming design ideas, sketching to communicate.
EDP 4—evaluateStudent describes or mentions “evaluate” stage of EDP; determining whether design meets requirements, design strengths/weaknesses, using a decision tool to rate designs and selecting promising designs.
EDP 5—prototype and testStudent describes or mentions “prototype and test” stage of EDP; detailed technical drawings, building, and testing models.
EDP 6—communicateStudent describes or mentions “communicate solution” stage of EDP; Sharing solution, justifying design using collected data, providing design process documentation (usually PowerPoint/class presentations)
EDLStudent discusses whether they did or did not use the EDL, how they used the EDL, and discussion of teacher reviewing/providing feedback on EDL.
Math integrationStudent affirms the integration of math in STEM-ID and/or describes the integration of math in STEM-ID course (including practice/application)
Science integrationStudent affirms the integration of science in STEM-ID and/or describes the integration of science in STEM-ID course (including practice/application)
Collaboration—positiveStudents describes group collaboration in STEM-ID as positive experience (any degree of positive experience including indicates preference for group/partner collaboration over working individually, describes examples of productive collaboration, group decision-making, engaging in group brainstorming, resolving disagreements).
Collaboration—negativeStudent describes negative collaboration experiences in STEM-ID (e.g., students not working together well, students unable to resolve disagreements, one student doing all the work).