Changes in Teachers' Adaptive Expertise in an Engineering Professional Development Course

Autor/inn/en	Martin, Taylor; Peacock, Stephanie Baker; Ko, Pat; Rudolph, Jennifer J.
Titel	Changes in Teachers' Adaptive Expertise in an Engineering Professional Development Course
Quelle	In: Journal of Pre-College Engineering Education Research, 5 (2015) 2, S.35-48, Artikel 4 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2157-9288
DOI	10.7771/2157-9288.1050
Schlagwörter	Teacher Education; Faculty Development; Engineering; Engineering Education; Secondary School Teachers; Secondary School Students; Expertise; Pretests Posttests; Design; Problem Solving; Teacher Attitudes; Educational Innovation; Mathematics Teachers; Science Teachers; Measures (Individuals); Robotics; Teacher Surveys; Online Surveys; Likert Scales; Texas + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Maschinenbau; Ingenieurausbildung; Sekundarschüler; Expert appraisal; Problemlösen; Lehrerverhalten; Instructional innovation; Bildungsinnovation; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Messdaten; Robotertechnik; Likert-Skala
Abstract	Although the consensus seems to be that high-school-level introductory engineering courses should focus on design, this creates a problem for teacher training. Traditionally, math and science teachers are trained to teach and assess factual knowledge and closed-ended problem-solving techniques specific to a particular discipline, which is unsuited for teaching design skills for open-ended problems that may involve multiple engineering disciplines. Instead, engineering teacher training should use the more fluid framework of adaptive expertise which values the ability to apply knowledge in innovative ways as well as recall facts and solve problems using conventional techniques. In this study, we examined a 6-week program to train math/science teachers to teach high school design engineering. For each curriculum unit, we had a pre-posttest to assess the teachers' factual knowledge and ability to solve typical problems (termed ''efficiency'') and their ability to apply their knowledge to reason through open-ended problems (termed ''innovation''). In addition, we conducted a pre-posttest to see whether teachers' attitudes and beliefs related to adaptive expertise changed over the course of the program. (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