Professional Development for the Integration of Engineering in High School STEM Classrooms

Autor/inn/en	Singer, Jonathan E.; Ross, Julia M.; Jackson-Lee, Yvette
Titel	Professional Development for the Integration of Engineering in High School STEM Classrooms
Quelle	In: Journal of Pre-College Engineering Education Research, 6 (2016) 1, Artikel 3 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
DOI	10.7771/2157-9288.1130
Schlagwörter	Engineering Education; High Schools; Integrated Curriculum; STEM Education; Secondary School Teachers; Faculty Development; Protocol Materials; Lesson Observation Criteria; Teacher Competency Testing; Journal Writing; Content Analysis; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Ingenieurausbildung; High school; Oberschule; STEM; Unterrichtsprotokoll; Unterrichtsmitschau; Zeitschriftenaufsatz; Inhaltsanalyse; Qualitative Forschung; Statistische Analyse
Abstract	Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. is in transition. The recently published "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" as well as the "Next Generation Science Standards" are responsive to this call and clearly articulate a vision that includes engineering practices as key components. This shift presents significant challenges to school districts owing to a stark lack of research-based engineering-focused instructional materials and corresponding teacher professional development. The purpose of this study was to investigate the impact of a professional development program on high school STEM teachers' ability to enact design-based pedagogical practices associated with the pre-selected engineering design curriculum (INSPIRES Engineering in Healthcare: A Heart-Lung System Case Study). Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP). Findings demonstrated that RTOP scores were statistically significant. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01