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- Title
Supporting Elementary Teachers' Collective Inquiry into the "E" in STEM: Examining Students' Engineering Design Work.
- Authors
Mangiante, Elaine Silva; Gabriele-Black, Kaitlin A.
- Abstract
In the USA context of the Next Generation Science Standards, elementary teachers face challenges in implementing engineering practices in their teaching due their lack of experience and training in engineering design. The paper reports about a multiple case study that examined one professional development approach to improve teachers' understanding and implementation of the STEM discipline of engineering. Two teams of elementary teachers analyzed their students' written work and assessments during facilitated professional learning community sessions with a science/engineering education researcher after their first implementation of an engineering design unit. The results indicated that the teachers noticed students' understandings and misconceptions about the work of engineers, the disciplinary language for a specific engineering unit, the operational mechanism of a design, and engineering epistemic practices (i.e., envisioning design proposals, making evidence-based decisions, evaluating solutions based on criteria). From this collaborative, focused analysis of student work for the engineering challenge, the teacher teams constructed their understanding of students' thinking and generated recommendations for pedagogical changes in their own STEM teaching practice for engineering design. The findings from this study have implications for forms of professional development that sustain teacher learning about the STEM discipline of engineering design.
- Subjects
PROFESSIONAL education; STEM education; ENGINEERING design; ELEMENTARY school teachers; LEARNING; COLLEGE curriculum; EDUCATIONAL change
- Publication
Science & Education, 2020, Vol 29, Issue 4, p1007
- ISSN
0926-7220
- Publication type
Article
- DOI
10.1007/s11191-020-00123-9