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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
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
FullText Text:
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  Data: A High Quality Educative Curriculum in Engineering Fosters Pedagogical Growth
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. Sum 2019 5(2):657-680.
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  Data: 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
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 657
    Subjects:
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Standards
        Type: general
      – SubjectFull: STEM Education
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      – SubjectFull: Authentic Learning
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      – SubjectFull: Curriculum Implementation
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      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Technology Education
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      – SubjectFull: College School Cooperation
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      – SubjectFull: School Districts
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    Titles:
      – TitleFull: A High Quality Educative Curriculum in Engineering Fosters Pedagogical Growth
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