STEM (Science, Technology, Engineering, and Mathematics) teaching now focuses on interdisciplinary integration, but how students apply this knowledge is unclear, especially with teacher scaffolding. This study explores how students apply interdisciplinary knowledge within a problem-based learning STEM curriculum focused on designing wind-driven turn signals. The research aims to understand the types of knowledge students use when solving problems and how they integrate scientific and engineering knowledge provided by instructors. The study involved 53 university physics students in Taiwan, who were tasked with designing wind turbine blades and circuits. Their work was analyzed to assess whether they applied scientific knowledge, engineering knowledge, life experience, or intuitive guesses. The findings reveal three key insights. First, students tended to use the type of knowledge (engineering or scientific) most recently introduced by the instructor but did not naturally integrate both. Second, a structured teaching approach that introduced engineering knowledge first, followed by scientific knowledge, and then emphasized their integration helped students effectively combine and apply these areas of knowledge in problem-solving. Third, some students relied on intuition over scientific reasoning when the two conflicted, indicating that instructors must continually encourage applying scientific principles to move beyond intuitive thinking. This study contributes to understanding how students think during engineering design and offers a teaching strategy that scaffolds the integration of scientific and engineering knowledge, enabling students to apply these skills appropriately in various contexts.

Authors:
Meng-Fei Cheng, National Changhua University of Education, Taiwan
Huang-Chi Chiu, National Changhua University of Education, Taiwan

About the Presenter(s)
Professor Meng-Fei Cheng is a University Professor/Principal Lecturer at Department of Physics, National Changhua University of Education in Taiwan

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