It was also not determined if the implemented sequence of activities provided an optimum arrangement. Studies nearly three decades ago provided some insight into lesson structure for implementation and effects on pedagogical knowledge practices such as questioning. For instance, Smith (1985) conducted a correlational study on lesson structure, questioning and student achievement in the social sciences. He showed that “Lesson structure affected scores for lower level questions but had little effect on scores for higher level questions” (p. 44). Another study (Fauth, Decristan, Rieser, Klieme, & Büttner, 2014) showed that student ratings of teachers’ implementation of lessons, which considered classroom management can predict student achievement, while facilitating a supportive climate and cognitive activation can predict students’ interests in the subject. However, further studies are needed to investigate how the implementation of a lesson structure affects student outcomes in STEM education and how to most effectively implement activities that may lead towards successful engineering education designs.