A High Quality Educative Curriculum in Engineering Fosters Pedagogical Growth
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| Title: | A High Quality Educative Curriculum in Engineering Fosters Pedagogical Growth |
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| Language: | English |
| Authors: | Williams, Tory, Krikorian, Jacqueline, Singer, Jonathan, Rakes, Christopher, Ross, Julia |
| Source: | International Journal of Research in Education and Science. Sum 2019 5(2):657-680. |
| Availability: | International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2019 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DRL1418183 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Educational Quality, Engineering Education, Faculty Development, Teaching Methods, Science Instruction, Standards, STEM Education, Authentic Learning, Curriculum Implementation, High School Students, Biology, Technology Education, Lesson Plans, Educational Change, Classroom Observation Techniques, College School Cooperation, School Districts |
| ISSN: | 2148-9955 |
| Abstract: | The Next Generation Science Standards call for the integration of engineering into mainstream science education, yet challenges arise for teachers unfamiliar with engineering-based pedagogy or concepts. The INSPIRES Hemodialysis educative curriculum may address such challenges by explicitly integrating all areas of STEM in an authentic learning experience with pedagogical support for teachers. Preparation and implementation of the INSPIRES curriculum is paired with professional development (PD) guided by the PrimeD framework. The present three-year study explored the role of the INSPIRES curriculum and PD in strengthening teacher pedagogical skills while implementing engineering ideas and practices in high school biology and technology education classrooms. Teachers' classroom practices were measured with the RTOP and qualifying themes emerged through further analyses across multiple time points. Initially, PD focused on the INSPIRES curriculum but later supported teachers in individual areas of concern. Growth in design-based pedagogy was evident in both engineering-rich INSPIRES lessons and subsequent teacher-developed lessons which highlighted the transfer of new skills. While skill transfer occurred within the teacher population discussed here, sustained pedagogical reform may require continued PD support over time. Overall, educative curricula may provide a vector for integrating elements of educational reform to address NGSS challenges, especially in engineering education. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1223642 |
| Database: | ERIC |
| Abstract: | The Next Generation Science Standards call for the integration of engineering into mainstream science education, yet challenges arise for teachers unfamiliar with engineering-based pedagogy or concepts. The INSPIRES Hemodialysis educative curriculum may address such challenges by explicitly integrating all areas of STEM in an authentic learning experience with pedagogical support for teachers. Preparation and implementation of the INSPIRES curriculum is paired with professional development (PD) guided by the PrimeD framework. The present three-year study explored the role of the INSPIRES curriculum and PD in strengthening teacher pedagogical skills while implementing engineering ideas and practices in high school biology and technology education classrooms. Teachers' classroom practices were measured with the RTOP and qualifying themes emerged through further analyses across multiple time points. Initially, PD focused on the INSPIRES curriculum but later supported teachers in individual areas of concern. Growth in design-based pedagogy was evident in both engineering-rich INSPIRES lessons and subsequent teacher-developed lessons which highlighted the transfer of new skills. While skill transfer occurred within the teacher population discussed here, sustained pedagogical reform may require continued PD support over time. Overall, educative curricula may provide a vector for integrating elements of educational reform to address NGSS challenges, especially in engineering education. |
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| ISSN: | 2148-9955 |
