Representation of Science and Engineering Practices and Design Skills in Engineering Design-Integrated Science Units Developed by Pre-Service Teachers
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| Title: | Representation of Science and Engineering Practices and Design Skills in Engineering Design-Integrated Science Units Developed by Pre-Service Teachers |
|---|---|
| Language: | English |
| Authors: | Mumba, Frackson, Rutt, Alexis, Chabalengula, Vivien Mweene |
| Source: | International Journal of Science and Mathematics Education. Feb 2023 21(2):439-461. |
| 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://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | DUE1439858 EEC1636443 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Secondary Education |
| Descriptors: | Science Education, Preservice Teacher Education, Preservice Teachers, Engineering Education, Design, Science Instruction, Secondary School Teachers, Science Teachers, Instructional Materials, Teacher Developed Materials, Skill Development, Teaching Methods, Integrated Curriculum, Units of Study |
| DOI: | 10.1007/s10763-022-10266-6 |
| ISSN: | 1571-0068 1573-1774 |
| Abstract: | The current US science education reforms call for integrating engineering design in science instruction requires teachers to develop and teach engineering design-integrated science (EDIS) lessons. However, very few teachers have received training in engineering and how to integrate engineering design into science lessons. In response to this challenge, our teacher education program has been training secondary pre-service science teachers in engineering design and how to develop EDIS instructional materials. Thus, this study reports on the representation of science and engineering practices and engineering design skills in the EDIS instructional units developed by participant pre-service teachers, in aggregate and by science discipline and by different sections within the units. Results show that all science and engineering practices and design skills were included in the units. However, engineering practices and design skills were covered more than science practices in the EDIS instructional units. Pre-service teachers did not treat engineering design as an add-on or culminating activity. Instead, they planned the units to teach science through engineering design process, which was consistent to the model of our intervention, and the Next Generation Science Standards. We conclude that instruction on engineering design process and how to integrate it in science instruction through intensive professional development activities can enhance pre-service science teachers' abilities to develop EDIS instructional units, even for science subjects like life science. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1361917 |
| Database: | ERIC |
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| Abstract: | The current US science education reforms call for integrating engineering design in science instruction requires teachers to develop and teach engineering design-integrated science (EDIS) lessons. However, very few teachers have received training in engineering and how to integrate engineering design into science lessons. In response to this challenge, our teacher education program has been training secondary pre-service science teachers in engineering design and how to develop EDIS instructional materials. Thus, this study reports on the representation of science and engineering practices and engineering design skills in the EDIS instructional units developed by participant pre-service teachers, in aggregate and by science discipline and by different sections within the units. Results show that all science and engineering practices and design skills were included in the units. However, engineering practices and design skills were covered more than science practices in the EDIS instructional units. Pre-service teachers did not treat engineering design as an add-on or culminating activity. Instead, they planned the units to teach science through engineering design process, which was consistent to the model of our intervention, and the Next Generation Science Standards. We conclude that instruction on engineering design process and how to integrate it in science instruction through intensive professional development activities can enhance pre-service science teachers' abilities to develop EDIS instructional units, even for science subjects like life science. |
|---|---|
| ISSN: | 1571-0068 1573-1774 |
| DOI: | 10.1007/s10763-022-10266-6 |
