Rational STEM Instruction Through Evidence-Based Practice

Rational STEM Instruction Through Evidence-Based Practice | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Rational STEM Instruction Through Evidence-Based Practice Rongde LU, Lei GONG, Jun JIANG, Yi LUO This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8476586/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 9 You are reading this latest preprint version Abstract Background STEM education is typically delivered in teacher-facilitated classroom settings. In these environments, evidence-based practice (EBP) research aims to promote interdisciplinary integration, foster a positive classroom culture, and support competency-based learning. These goals are closely tied to behavioral, cognitive, and affective dimensions of engagement—a complex dynamic that may challenge instructors' capacity for real-time assessment and instructional adjustment. While certain EBPs seem to be associated with measurable improvements in classroom engagement, tools for assessing both EBP implementation and engagement metrics in STEM contexts have developed in isolation and lack a cohesive, integrative framework. Method STEM education research requires a solid foundation for EBPs that integrate the three dimensions of teacher, student, and curriculum dynamics within the classroom habitus. This study examines an EBP model grounded in these dimensions, which we term a rational instruction evidence-based practice (RIEBP) model, addressing how classroom cultures shape engagement and learning. Data from 126 STEM classrooms—compiled from teacher and student reports—revealed alignment between exploratory and confirmatory evidence structures, supporting the model’s construct validity. Additionally, the study advances tools to measure student comprehension-building, the formation of collaborative instructional communities, and the implementation efficacy of interdisciplinary, problem-driven, and science-based EBPs. Conclusions This study enhances instructor understanding of classroom engagement dynamics in classroom environments by implementing an RIEBP model. Through systematic analysis of 126 STEM classrooms, we asses three critical classroom engagement dimensions—behavioral, cognitive, and affective—while evaluating pedagogical responsiveness, curriculum effectiveness, and learner motivation. To measure the impact of the RIEBP framework, we developed and validated Student Curriculum Investment Instrument (SCII), a novel tool for quantifying engagement in evidence-based STEM instruction. Social science/Education Biological sciences/Psychology Social science/Psychology STEM education field classroom engagement classroom habitus RIEBP STEM classroom Full Text Additional Declarations No competing interests reported. Supplementary Files Supplementaryinformation.docx Cite Share Download PDF Status: Under Review Version 1 posted Reviewers agreed at journal 09 May, 2026 Reviewers agreed at journal 21 Apr, 2026 Reviews received at journal 09 Apr, 2026 Reviewers agreed at journal 01 Apr, 2026 Reviewers invited by journal 30 Mar, 2026 Editor invited by journal 18 Mar, 2026 Editor assigned by journal 05 Mar, 2026 Submission checks completed at journal 07 Feb, 2026 First submitted to journal 07 Feb, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8476586","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":615373998,"identity":"a1c8e854-6675-4589-b5c6-c1b0c9b4c1e9","order_by":0,"name":"Rongde LU","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAAp0lEQVRIiWNgGAWjYBACPgYGwwdQtgFxWtgYGIwNoKqJ12ImQaIW6cPbqnn+/JFnYG/eJsFQc4cILXxpZbd52wwMG3iOlUkwHHtGhBYeHrPbvA0GCQwSOWYSjA2HidNSzPMHqEX+DQlamHnYQLbwEK2FrVhybpuxYRtPWrFFwjEitPDzMG/88OaPnDw/++GNNz7UEKEFYR2ISCBBwygYBaNgFIwCPAAAqS4qn7rrSuEAAAAASUVORK5CYII=","orcid":"","institution":"University of Science and Technology of China","correspondingAuthor":true,"prefix":"","firstName":"Rongde","middleName":"","lastName":"LU","suffix":""},{"id":615373999,"identity":"66386d43-a83d-49b5-9038-692faa1cd860","order_by":1,"name":"Lei GONG","email":"","orcid":"","institution":"University of Science and Technology of China","correspondingAuthor":false,"prefix":"","firstName":"Lei","middleName":"","lastName":"GONG","suffix":""},{"id":615374000,"identity":"c5c73d9c-2d80-4d22-93e5-a24f86cd2617","order_by":2,"name":"Jun JIANG","email":"","orcid":"","institution":"University of Science and Technology of China","correspondingAuthor":false,"prefix":"","firstName":"Jun","middleName":"","lastName":"JIANG","suffix":""},{"id":615374001,"identity":"50cdc9e0-de6f-443c-9207-87675cc652e2","order_by":3,"name":"Yi LUO","email":"","orcid":"","institution":"University of Science and Technology of China","correspondingAuthor":false,"prefix":"","firstName":"Yi","middleName":"","lastName":"LUO","suffix":""}],"badges":[],"createdAt":"2025-12-30 02:23:18","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8476586/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8476586/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":105884371,"identity":"ab1870df-95e2-4f3e-bf22-c881d8ab3d3b","added_by":"auto","created_at":"2026-04-01 07:13:35","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":971226,"visible":true,"origin":"","legend":"","description":"","filename":"EvidenceBasedPracticeofRationalTeachinginSTEMFieldsblindedmanuscript1.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8476586/v1_covered_c781fbeb-c664-4aa8-95bd-7daeddb27834.pdf"},{"id":105884360,"identity":"b776c638-5e25-489b-a282-f8624d58f877","added_by":"auto","created_at":"2026-04-01 07:13:23","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":537585,"visible":true,"origin":"","legend":"","description":"","filename":"Supplementaryinformation.docx","url":"https://assets-eu.researchsquare.com/files/rs-8476586/v1/eb1fe1424f246ad3477af11a.docx"}],"financialInterests":"No competing interests reported.","formattedTitle":"Rational STEM Instruction Through Evidence-Based Practice","fulltext":[],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":true,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":true,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"STEM education field, classroom engagement, classroom habitus, RIEBP, STEM classroom","lastPublishedDoi":"10.21203/rs.3.rs-8476586/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8476586/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eSTEM education is typically delivered in teacher-facilitated classroom settings. In these environments, evidence-based practice (EBP) research aims to promote interdisciplinary integration, foster a positive classroom culture, and support competency-based learning. These goals are closely tied to behavioral, cognitive, and affective dimensions of engagement\u0026mdash;a complex dynamic that may challenge instructors' capacity for real-time assessment and instructional adjustment. While certain EBPs seem to be associated with measurable improvements in classroom engagement, tools for assessing both EBP implementation and engagement metrics in STEM contexts have developed in isolation and lack a cohesive, integrative framework.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e \u003cp\u003eSTEM education research requires a solid foundation for EBPs that integrate the three dimensions of teacher, student, and curriculum dynamics within the classroom habitus. This study examines an EBP model grounded in these dimensions, which we term a rational instruction evidence-based practice (RIEBP) model, addressing how classroom cultures shape engagement and learning. Data from 126 STEM classrooms\u0026mdash;compiled from teacher and student reports\u0026mdash;revealed alignment between exploratory and confirmatory evidence structures, supporting the model\u0026rsquo;s construct validity. Additionally, the study advances tools to measure student comprehension-building, the formation of collaborative instructional communities, and the implementation efficacy of interdisciplinary, problem-driven, and science-based EBPs.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eThis study enhances instructor understanding of classroom engagement dynamics in classroom environments by implementing an RIEBP model. Through systematic analysis of 126 STEM classrooms, we asses three critical classroom engagement dimensions\u0026mdash;behavioral, cognitive, and affective\u0026mdash;while evaluating pedagogical responsiveness, curriculum effectiveness, and learner motivation. To measure the impact of the RIEBP framework, we developed and validated Student Curriculum Investment Instrument (SCII), a novel tool for quantifying engagement in evidence-based STEM instruction.\u003c/p\u003e","manuscriptTitle":"Rational STEM Instruction Through Evidence-Based Practice","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-04-01 07:12:01","doi":"10.21203/rs.3.rs-8476586/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewerAgreed","content":"211887475642630479407720577148896084073","date":"2026-05-09T13:55:33+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"337725891534590269162127309687116575341","date":"2026-04-21T14:18:01+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-04-10T01:20:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"20363267333411854366330589365986660202","date":"2026-04-01T07:20:27+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-03-30T04:55:44+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-03-18T05:41:32+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-03-05T12:57:16+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-02-08T03:00:19+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2026-02-08T02:53:10+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"16447392-5991-49cb-9013-fe77ca1e5bf3","owner":[],"postedDate":"April 1st, 2026","published":true,"recentEditorialEvents":[{"type":"reviewerAgreed","content":"211887475642630479407720577148896084073","date":"2026-05-09T13:55:33+00:00","index":53,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":65478337,"name":"Social science/Education"},{"id":65478338,"name":"Biological sciences/Psychology"},{"id":65478339,"name":"Social science/Psychology"}],"tags":[],"updatedAt":"2026-04-01T07:12:01+00:00","versionOfRecord":[],"versionCreatedAt":"2026-04-01 07:12:01","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8476586","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8476586","identity":"rs-8476586","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}