Analyzing the Use of Technological/Engineering Design-Based Biotechnical Learning Pedagogical Approaches to Promote Change in Concept Knowledge of Eighth Grade Mathematics Students

The purpose of this research was to document the ways in which the pedagogical approaches of technology/engineering design-based learning (T/E DBL) were shown to promote change in concept knowledge of eighth grade mathematics students. A mixed method, sequential explanatory multiple embedded case study was used to determine the significance between the T/E DBL intervention and bivariate measurement data concept knowledge.

 Whole Group quantitative data analysis indicated a statistical significance between pretest and posttest scores. Qualitative data (Interactive Engineering Journals and semi-structured interviews) analyses for the Sub-Group confirmed that students did possess the bivariate data concept knowledge as documented through quantitative results and those gains were directly related to experiences students had while engaged in the T/E DBL intervention.

 This research demonstrated that the utilization of T/E DBL in an eighth-grade mathematics classroom has the potential to foster a change in concept knowledge of bivariate measurement data through informed design decision-making in a 21st century problem context. This study can be used as a guide for mathematics educators and curriculum developers implementing T/E DBL pedagogy allowing students to learn through contextual experiences. Future research should explore the utilization of T/E DBL to teach additional mathematical concepts at different grade levels.