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Engineering STEM Teacher Learning: Using a Museum-Based Field Experience to Foster STEM Teachers' Pedagogical Content Knowledge for Engineering

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Title: Engineering STEM Teacher Learning: Using a Museum-Based Field Experience to Foster STEM Teachers' Pedagogical Content Knowledge for Engineering
Language: English
Authors: Lau, Matty, Multani, Satbir
Source: Advances in STEM Education. 2018.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Peer Reviewed: Y
Page Count: 19
Publication Date: 2018
Sponsoring Agency: National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 1238157
Document Type: Reports - Descriptive
Descriptors: Engineering Education, STEM Education, Pedagogical Content Knowledge, Science Teachers, Mathematics Teachers, Student Centered Learning, Museums, Field Experience Programs, Instructional Design
Geographic Terms: New York
DOI: 10.1007/978-3-319-97475-0_11
Abstract: Empowering students to utilize science and mathematics to solve the world's problems is needed to prepare them for their future. To do that, science and mathematics teachers must know how to integrate engineering into their classrooms. In this chapter, we describe a novel museum-based field experience for novice science and mathematics teachers to develop their pedagogical content knowledge for teaching engineering and disciplinary practices. This field experience used the Design Lab exhibit at the New York Hall of Science as a way to introduce these novices to design-based and student-centered learning. Through the iterations of this experience, we found it critical to scaffold novice teachers' understanding of how to use disciplinary practices and engineering ideas to help students learn. What worked and future directions will be discussed. [For the complete volume, "Pedagogical Content Knowledge in STEM: Research to Practice. Advances in STEM Education," see ED613708.]
Abstractor: As Provided
Entry Date: 2021
Accession Number: ED613741
Database: ERIC
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  Data: Empowering students to utilize science and mathematics to solve the world's problems is needed to prepare them for their future. To do that, science and mathematics teachers must know how to integrate engineering into their classrooms. In this chapter, we describe a novel museum-based field experience for novice science and mathematics teachers to develop their pedagogical content knowledge for teaching engineering and disciplinary practices. This field experience used the Design Lab exhibit at the New York Hall of Science as a way to introduce these novices to design-based and student-centered learning. Through the iterations of this experience, we found it critical to scaffold novice teachers' understanding of how to use disciplinary practices and engineering ideas to help students learn. What worked and future directions will be discussed. [For the complete volume, "Pedagogical Content Knowledge in STEM: Research to Practice. Advances in STEM Education," see ED613708.]
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