Elementary Teachers' Positive and Practical Risk-Taking When Teaching Science through Engineering Design

Autor/inn/en	Radloff, Jeffrey; Capobianco, Brenda; Dooley, Annie
Titel	Elementary Teachers' Positive and Practical Risk-Taking When Teaching Science through Engineering Design
Quelle	In: Journal of Pre-College Engineering Education Research, 9 (2019) 2, S.51-63, Artikel 4 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
Schlagwörter	Elementary School Teachers; Risk; Teaching Methods; Science Instruction; Engineering Education; Teacher Attitudes; Age Groups; Correlation; Educational Change; Faculty Development; Learner Engagement; Self Efficacy; Teacher Collaboration; Teaching Experience; Design; Partnerships in Education + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Risiko; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ingenieurausbildung; Lehrerverhalten; Age grop; Altersgruppe; Korrelation; Bildungsreform; Self-efficacy; Selbstwirksamkeit; Lehrerkooperation; Hochschulpartnerschaft
Abstract	This study examines the perspectives of three generations of elementary teachers learning to teach science using engineering design and the risks associated with implementing this innovative type of reform-based science instruction. Data were gathered using semi-structured interviews, classroom observations, and teacher reflections. Data analysis entailed open coding and document analysis. The findings indicated that there were four types of perceived risks: practical, pedagogical, conceptual, and personal. First-generation teachers exhibited conceptual risk-taking behavior, while second- and third-generation teachers reported practical, pedagogical, and personal risks. Benefits of risk-taking included increased student engagement in science, improved self-confidence in teaching science, and greater teacher collaboration across generations. By exploring the experiences of these three generations of teachers, we aim to make transparent the uneven shifts in thinking and practice, and the associated risks elementary school teachers took as they enacted engineering design-based science instruction. (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