STEM Teachers' Planned and Enacted Attempts at Implementing Engineering Design-Based Instruction

Autor/inn/en	Capobianco, Brenda M.; Rupp, Madeline
Titel	STEM Teachers' Planned and Enacted Attempts at Implementing Engineering Design-Based Instruction
Quelle	In: School Science and Mathematics, 114 (2014) 6, S.258-270 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12078
Schlagwörter	STEM Education; Elementary School Teachers; Integrated Curriculum; Observation; Engineering; Lesson Plans; Scientific Concepts; Measures (Individuals) + Suchen Sie Ihr Suchwort? STEM; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Maschinenbau; Lesson planning; Unterrichtsplanung; Messdaten
Abstract	This study investigates grades 5 and 6 science, technology, engineering, and mathematics (STEM) teachers' planned and actualized engineering design-based instruction, the instruments used to characterize their efforts, and the implications this work has for teachers' implementations of an integrated approach to STEM education. Participants included 23 STEM teachers from six schools (three rural, two suburban, and one urban). Data were gathered via lesson implementation plans and classroom observations. Teachers demonstrated strength in planning for standards- and engineering design-based lessons, incorporating engineering practices within their respective implementation plans, and aligning their plans with content and design process standards. Missing from their plans was attention to science concepts and their placement, use, and application within a design task. Classroom observations indicated that the teacher participants gave priority to "front loading," the design process by concentrating more of their instructional time on problem identification and planning and less time on testing designs, communicating performance results, and redesigning. Measures utilized in this study provided insight into the content of teachers' planning and subsequent instruction and suggest potential for capturing content planning in the context of classrooms in which teachers are attempting to integrate novel curriculum, such as the new standards for engineering practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10