Enhancing Elementary Teacher Practice through Technological/Engineering Design Based Learning

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Autor/in	Deck, Anita S.
Titel	Enhancing Elementary Teacher Practice through Technological/Engineering Design Based Learning
Quelle	(2016), (345 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Virginia Polytechnic Institute and State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3552-0854-2
Schlagwörter	Hochschulschrift; Dissertation; STEM Education; Elementary School Teachers; Teacher Competencies; Science Instruction; Faculty Development; Engineering; Design; Teaching Methods; Case Studies; Mixed Methods Research; Accountability; State Standards; Standardized Tests; Teacher Surveys; Statistical Inference; Interviews; Program Effectiveness; Scientific Concepts; Concept Formation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Maschinenbau; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Verantwortung; Standadised tests; Standardisierter Test; Inferential statistics; Schließende Statistik; Interviewing; Interviewtechnik; Concept learning; Begriffsbildung
Abstract	As widespread as Science, Technology, Engineering, and Math (STEM) initiatives and reforms are today in education, a rudimentary problem with these endeavors is being overlooked. In general, education programs and school districts are failing to ensure that elementary teachers who provide children's early academic experiences have the appropriate knowledge of and proclivity toward STEM subjects. This issue is further compounded by the focus centered on mathematics due to accountability requirements leaving very little emphasis on science, and most often, the exclusion of technology and engineering instruction from the curriculum (Blank, 2012; Cunningham, 2009; Lederman & Lederman, 2013; Lewis, Harshbarger, & Dema, 2014; Walker, 2014). At the elementary level, the lack of science instruction and professional development generates a weakness for both pre- and in-service teachers and prompts elevated concerns about teaching science (Goodrum, Cousins, & Kinnear, 1992; Anderson, 2002). Research (Lewis, 1999/2006; Wells, 2014) suggests that one way to address this weakness is through the technological/engineering designed-based approach within the context of integrative STEM education. The purpose of the study was to gain an understanding of change in science instructional content and practice through professional development that educates elementary teachers to implement Technological/Engineering Design Based Learning (T/E DBL) as part of teaching science. The research design was a multiple case study which adhered to a concurrent mixed method approach (Teddlie, & Tashakkori, 2006; Yin, 2003), with four participants who were recruited because of their availability and their grade level teaching assignment that correlated to an analysis of the 2013 science state accountability test, Standards of Learning (Pyle, 2015). Data collected from surveys were analyzed using descriptive and inferential statistics. These data were corroborated with a sweep instrument and assessment rubric analyses, and interview responses to validate the results. Findings from this study revealed that professional development model used in this study was clearly effective in getting elementary teachers to implement T/E DBL. The participants were better able to integrate T/E DBL when planning and designing instructional units and had an improved understanding of the science concepts they were teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01