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A Model for Integrating Engineering Design into Science Teacher Education.

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Title: A Model for Integrating Engineering Design into Science Teacher Education.
Authors: Mumba, Frackson1 (AUTHOR) mumba@virginia.edu, Rutt, Alexis2 (AUTHOR), Bailey, Reid3 (AUTHOR), Pottmeyer, Laura4 (AUTHOR), van Aswegen, Rachael1 (AUTHOR), Chiu, Jennie1 (AUTHOR), Ojeogwu, John1 (AUTHOR)
Source: Journal of Science Education & Technology. Feb2024, Vol. 33 Issue 1, p45-56. 12p.
Subject Terms: *Science teachers, *Next Generation Science Standards (Education), *Science education, Engineering design, Design science
Abstract: The Framework for K-12 Science Education and the Next Generation Science Standards require teachers to integrate engineering design into K-12 science teaching. However, many teachers have no formal preparation in engineering design and how to integrate it into science instruction. Furthermore, few models exist for preparing teachers in engineering design and how to integrate it into science teaching. Therefore, in this paper, we describe the model we have used for the past 8 years to prepare eighty-one (81) secondary pre-service science teachers in engineering design and how to integrate it into science instruction. We have also provided the outcomes and suggestions for implementing this model in science teacher education programs. We believe the model is transferable to other institutions and school districts that are involved in preparing teachers in engineering design integrated science teaching. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A Model for Integrating Engineering Design into Science Teacher Education.
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  Data: *<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Next+Generation+Science+Standards+%28Education%29%22">Next Generation Science Standards (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+design%22">Engineering design</searchLink><br /><searchLink fieldCode="DE" term="%22Design+science%22">Design science</searchLink>
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  Data: The Framework for K-12 Science Education and the Next Generation Science Standards require teachers to integrate engineering design into K-12 science teaching. However, many teachers have no formal preparation in engineering design and how to integrate it into science instruction. Furthermore, few models exist for preparing teachers in engineering design and how to integrate it into science teaching. Therefore, in this paper, we describe the model we have used for the past 8 years to prepare eighty-one (81) secondary pre-service science teachers in engineering design and how to integrate it into science instruction. We have also provided the outcomes and suggestions for implementing this model in science teacher education programs. We believe the model is transferable to other institutions and school districts that are involved in preparing teachers in engineering design integrated science teaching. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Science Education & Technology is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10956-023-10055-y
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              Text: Feb2024
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