Cognitive Load, Transfer, and Instructional Decision-Making in an Informal Middle School STEM Integration Program

A challenge associated with Next Generation Science Standards (NGSS) implementation is the meaningful integration of science and engineering knowledge and skills in precollege teaching and learning. Instructors in informal settings have pioneered ways in which engineering design might be adapted for formal science classrooms. This includes interventions designed and taught by university engineers to promote interest in engineering among middle school students. The present study examined instructional decision making in an informal science and engineering camp for middle school students (grades 6-8). This summer program (N=40 students), developed and taught by university faculty and graduate and undergraduate students in electrical and computer engineering (N=5 instructors), physics, and science education, was designed to facilitate middle school students' engineering knowledge, design skills, interest, and motivation for learning electrical engineering applications in the context of physical science concepts. The conceptual framework was based upon theories in cognitive load, transfer, and instructional responsiveness. Through the exploratory case study design and pre- and post-interviews with course instructors, three main themes emerged: (1) cognitive challenges were often related to the abstraction and transfer of engineering concepts and skills; (2) comprehension was facilitated by fostering collaborative learning and autonomy; and (3) there were frequent timing issues with instructional pacing and differential rates of task completion. Findings suggest that STEM integration requires content mastery, pedagogical content knowledge, and attention towards transfer, particularly in the teaching of engineering design to reduce cognitive load. Scientific concepts such as energy transfer may not be easily recognized in a circuit when students cannot understand the function of individual components. Middle school learners may require verbal instruction and social interaction to minimize cognitive load when engaged with engineering applications. By examining middle school strategies in informal learning contexts, classroom teachers may learn from these findings to identify STEM-related learning difficulties and plan engaging, rigorous lessons. Additional implications for instructional decision making regarding cognitive and affective challenges are discussed.