Engineering the Future: A Workshop for High School Teachers (original) (raw)
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Engineering the future: training teachers to develop tomorrow's engineers
2018
BEd/MEd students (2017/18 academic year) at the University of Winchester who volunteered to take part in the project. Halterworth Primary School, Hampshire and Ropley CE Primary School, Hampshire, for welcoming the students into their classrooms and for giving permission How some future teachers learned about EHoM during their ITE programme 4.1 Opportunities and challenges for incorporating EHoM within ITE programmes 4.2 How future teachers encouraged pupils to 'think like an engineer' 4.3 How future teachers engaged with engineers 4.4 How future teachers noticed pupils using EHoM in the classroom 4.5 Extending understanding of EHoM 4.6 Aligning EHOM and disciplinary thinking ways of thinking 4.7 Summary 5. Conclusions and recommendations 5.1. Summary of the project outcomes 5.2 Recommendations Endnotes Engineering the future: training today's teachers to develop tomorrow's engineers AR Action research Attainment 8 A school accountability measure used in England for the attainment of a pupil across eight qualifications BEd/MEd University undergraduate programme leading to a Bachelor of Education degree or a Master's of Education and qualification as a teacher CRL Centre for Real-World Learning at the University of Winchester, UK D&T Design and technology DfE Department for Education EBacc English Baccalaureate EHoM Engineering habits of mind ITE Initial teacher education, sometimes referred to as initial teacher training, includes programmes combining academic and practical study leading to a qualification to teach in UK schools ITE provider Organisation providing approved undergraduate or postgraduate programmes of study to prepare students to qualify as teachers Key Stage Blocks of years by which the National Curriculum in England is organised, each having its own prescribed course of study. Key Stages 1 to 2 cover ages 5 to 11; Key Stages 3 to 4 cover ages 11 to 16 NAE National Academy of Engineering, a US non-governmental organisation providing independent advice to the US government on engineering and technology matters NGSS Next Generation Science Standards, US science content standards that set the expectations for what students should know and be able to do from Kindergarten to Grade 12 (ages 4 to 17/18) Ofsted Office for Standards in Education, Children's Services and Skills PGCE Postgraduate Certificate of Education Progress 8 School accountability measure that aims to capture the progress a pupil makes from the end of primary school to the end of Key Stage 4 QTS Qualified Teacher Status STEM Science, technology, engineering and mathematics STEM Ambassador A volunteer from a STEM-related job or discipline who supports schools in bringing STEM subjects to life and generates enthusiasm for STEM careers Glossary of abbreviations and terms 'growth mindsets'; improvements in literacy, numeracy and oracy; enhanced self-management skills; and better understanding of engineering. Pupils at Halterworth Primary School proudly display their interactive fireworks scene Engineering the future: training today's teachers to develop tomorrow's engineers 32 Conclusions and recommendations
Secondary Science Preservice Teachers' Perceptions of Engineering: A Learner Analysis
Education Sciences, 2019
The purpose of this study was to describe how US secondary science preservice teachers, or those preparing to teach middle and high school science, at one university, perceive engineering and teaching engineering within an epistemological framework of required domain components pre-and post-instruction (intervention) as well as over three cohort years. Their perceptions reveal relevant prior beliefs helpful for designing instruction to address an external need to prepare secondary science teachers to teach disciplinary content ideas, cross-cutting concepts, and science and engineering practices to meet the Next Generation Science Standards. Questionnaires administered pre-and post-instruction (intervention), as well as over three years, asked participants to decide whether various scenarios qualified as engineering and then to provide reasoning. Intervention instruction included whole-class discussions of engineering design practices. The responses to the questionnaire were analyzed for thematic content. The results indicate that the secondary science preservice teachers (n = 43) have a novice understanding of engineering and teaching engineering. They gain an emerging understanding during the secondary science methods courses, consistent in all three years with expanding perspectives from narrow discipline views. As their perceptions are refined, however, there are risks of oversimplification, which may lead to forming misconceptions. The recommendations for designing instruction such as secondary science methods courses and early career professional development include creating opportunities for preservice and early career teachers to explore and challenge their perceptions of engineering design practices integrated within science and engineering practices.
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The book series Contemporary Trends and Issues in Science Education provides a forum for innovative trends and issues connected to science education. Scholarship that focuses on advancing new visions, understanding, and is at the forefront of the fi eld is found in this series. Accordingly, authoritative works based on empirical research and writings from disciplines external to science education, including historical, philosophical, psychological and sociological traditions, are represented here.
2020 ASEE Virtual Annual Conference Content Access Proceedings
She holds a B.S. in Mathematics and English and an M.A.Ed. in Secondary Education from The College of William and Mary. Her research centers on STEM education, particularly using qualitative methods to understand the integration of math and science concepts with computational modeling and engineering design practices in technology-enhanced learning environments. Prior to beginning doctoral work, she taught secondary mathematics for four years as well as created and implemented an interdisciplinary, project-based mathematics, science, and principles-of-technology curriculum for freshmen and sophomore high school students in Albemarle County, Virginia.