Professional Development for the Integration of Engineering in High School STEM Classrooms
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| Title: | Professional Development for the Integration of Engineering in High School STEM Classrooms |
|---|---|
| Language: | English |
| Authors: | Singer, Jonathan E., Ross, Julia M., Jackson-Lee, Yvette |
| Source: | Journal of Pre-College Engineering Education Research. 2016 6(1). |
| Availability: | Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2016 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DRL0822286 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Engineering Education, High Schools, Integrated Curriculum, STEM Education, Secondary School Teachers, Faculty Development, Protocol Materials, Lesson Observation Criteria, Teacher Competency Testing, Journal Writing, Content Analysis, Qualitative Research, Statistical Analysis |
| DOI: | 10.7771/2157-9288.1130 |
| ISSN: | 2157-9288 |
| Abstract: | Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. is in transition. The recently published "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" as well as the "Next Generation Science Standards" are responsive to this call and clearly articulate a vision that includes engineering practices as key components. This shift presents significant challenges to school districts owing to a stark lack of research-based engineering-focused instructional materials and corresponding teacher professional development. The purpose of this study was to investigate the impact of a professional development program on high school STEM teachers' ability to enact design-based pedagogical practices associated with the pre-selected engineering design curriculum (INSPIRES Engineering in Healthcare: A Heart-Lung System Case Study). Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP). Findings demonstrated that RTOP scores were statistically significant. |
| Abstractor: | As Provided |
| Number of References: | 34 |
| Entry Date: | 2016 |
| Accession Number: | EJ1110491 |
| Database: | ERIC |
| Abstract: | Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. is in transition. The recently published "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" as well as the "Next Generation Science Standards" are responsive to this call and clearly articulate a vision that includes engineering practices as key components. This shift presents significant challenges to school districts owing to a stark lack of research-based engineering-focused instructional materials and corresponding teacher professional development. The purpose of this study was to investigate the impact of a professional development program on high school STEM teachers' ability to enact design-based pedagogical practices associated with the pre-selected engineering design curriculum (INSPIRES Engineering in Healthcare: A Heart-Lung System Case Study). Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP). Findings demonstrated that RTOP scores were statistically significant. |
|---|---|
| ISSN: | 2157-9288 |
| DOI: | 10.7771/2157-9288.1130 |
