Skip to main content

Table 2 Coding frame for ratings of connections to science content

From: Conceptual connections between science and engineering in elementary teachers’ unit plans

Rating

Category description

1: Disconnected

The engineering has no connection to the science content in the unit.

2: Topical connection

The only connection between the engineering and the science content is that they both relate to the same overall topic (e.g., water, food, erosion). The science concepts being studied in the unit are not needed for the engineering.

3: Shallow conceptual connection

Shallow knowledge of a science phenomenon is relevant for completing the engineering lesson(s). Alternatively, the engineering lesson(s) were used to develop shallow science knowledge. The knowledge is shallow in the sense that it can be conveyed through disconnected declarative statements (e.g., plants need water in order to survive). Although the science knowledge is relevant for the engineering, students can use still trial-and-error to complete the engineering experience without using the relevant science ideas.

4: Deep conceptual connection

Deep understanding of the science concept being studied is required for success in the engineering lesson(s). Alternatively, the engineering lesson(s) were used to develop deep science understanding. The knowledge is deep in the sense that it includes multiple related ideas. The science knowledge is not just relevant but required by the engineering lesson(s) in that students cannot simply use trial-and-error to reach an optimal solution in the engineering activity.