Situating Teachers' Developmental Engineering Experiences in an Inquiry-Based, Laboratory Learning Environment

Autor/inn/en	Hardré, Patricia L.; Ling, Chen; Shehab, Randa L.; Nanny, Mark A.; Nollert, Matthias U.; Refai, Hazem; Ramseyer, Christopher; Herron, Jason; Wollega, Ebisa D.; Huang, Su-Min
Titel	Situating Teachers' Developmental Engineering Experiences in an Inquiry-Based, Laboratory Learning Environment
Quelle	In: Teacher Development, 21 (2017) 2, S.243-268 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1224776
Schlagwörter	Educational Environment; Active Learning; Inquiry; Mixed Methods Research; Engineering Education; Science Teachers; Mathematics Teachers; Mentors; Teacher Collaboration; College School Cooperation; Partnerships in Education; Communities of Practice; Incidence; Attitude Change; Integrated Activities; Laboratory Training; Questionnaires; Transcripts (Written Records); Lesson Plans; Self Efficacy; Program Content; Skill Development; Performance Factors + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aktives Lernen; Ingenieurausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Lehrerkooperation; Hochschulpartnerschaft; Community; Vorkommen; Attitudinal change; Einstellungsänderung; Integrierender Unterricht; Laborkunde; Fragebogen; Lesson planning; Unterrichtsplanung; Self-efficacy; Selbstwirksamkeit; Programmgestaltung; Kompetenzentwicklung; Qualifikationsentwicklung; Leistungsindikator
Abstract	Many secondary math and science teachers don't understand the nature and application of engineering adequately to transfer that understanding to their students. Research is needed that investigates and illuminates the process and characteristics of development that addresses this gap. This mixed-method study examines the developmental experiences of 16 public math and science teachers in a yearlong engineering experience. Teachers partnered with university engineering professor-mentors for six weeks on campus followed by ongoing support for transfer to their secondary classes (grades 9-12). Teachers gained engineering knowledge and skills, and an understanding of engineering's diversity and interdisciplinary nature, plus integrative applied strategies for math and science instruction. They developed productive perceptions (of value, utility, benefits, feasibility and fit) of engineering for their grade 9-12 students, along with efficacy and intent to use what they had learned. Teachers identified positive, profound shifts in their perceptions of engineering and engineers. All teachers integrated engineering principles into their classrooms, but the process was more challenging for math teachers than for science teachers. This developmental experience may help bridge gaps of school-to-life and disciplinary boundaries that separate formal educational environments from authentic life experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01