{"title":"Professional Development for the Integration of Engineering in High School STEM Classrooms.","authors":"Jon Singer, J. Ross, Yvette Jackson-Lee","doi":"10.7771/2157-9288.1130","DOIUrl":null,"url":null,"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","PeriodicalId":37951,"journal":{"name":"Journal of Pre-College Engineering Education Research","volume":"6 1","pages":"3"},"PeriodicalIF":0.0000,"publicationDate":"2016-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"24","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Pre-College Engineering Education Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7771/2157-9288.1130","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 24
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
期刊介绍：
The Journal of Pre-College Engineering Education Research (J-PEER) is issued electronically twice a year and serves as a forum and community space for the publication of research and evaluation reports on areas of pre-college STEM education, particularly in engineering. J-PEER targets scholars and practitioners in the new and expanding field of pre-college engineering education. This journal invites authors to submit their original and unpublished work in the form of (1) research papers or (2) shorter practitioner reports in numerous areas of STEM education, with a special emphasis on cross-disciplinary approaches incorporating engineering. J-PEER publishes a wide range of topics, including but not limited to: research articles on elementary and secondary students’ learning; curricular and extracurricular approaches to teaching engineering in elementary and secondary school; professional development of teachers and other school professionals; comparative approaches to curriculum and professional development in engineering education; parents’ attitudes toward engineering; and the learning of engineering in informal settings.
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