Changes in Science Teachers' Conceptions and Connections of STEM Concepts and Earthquake Engineering

Autor/inn/en	Cavlazoglu, Baki; Stuessy, Carol
Titel	Changes in Science Teachers' Conceptions and Connections of STEM Concepts and Earthquake Engineering
Quelle	In: Journal of Educational Research, 110 (2017) 3, S.239-254 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cavlazoglu, Baki)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2016.1273176
Schlagwörter	Science Teachers; Scientific Attitudes; Knowledge Level; Scientific Concepts; STEM Education; Seismology; Natural Disasters; Pedagogical Content Knowledge; Engineering; Secondary School Teachers; Faculty Development; Concept Mapping; Content Analysis; Workshops; Transfer of Training; Teacher Developed Materials; Curriculum Development; Statistical Analysis + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Wissensbasis; STEM; Seismologie; Natural disaster; Naturkatastrophe; Pädagogische Kompetenz; Maschinenbau; Concept Map; Inhaltsanalyse; Lernwerkstatt; Schulung; Training; Transfer; Ausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Statistische Analyse
Abstract	The authors find justification for integrating science, technology, engineering, and mathematics (STEM) in the complex problems that today's students will face as tomorrow's STEM professionals. Teachers with individual subject-area specialties in the STEM content areas have limited experience in integrating STEM. In this study, the authors investigated the conceptual changes of secondary school teachers teaching domain-specific STEM courses after a week-long professional development experience integrating earthquake engineering and domain-specific concepts. They documented and then triangulated outcomes of the experience using participating teachers' concept maps and teacher-generated written materials, respectively. Statistical comparisons of participants' concept maps revealed significant increases in their overall understanding of earthquake engineering and more accurate linkages with and among science domain-specific concepts. Content analyses of teachers' learning products confirmed the concept map analysis and also provided evidence of transfer of workshop learning experiences into teacher-designed curriculum products accurately linking earthquake engineering and domain-specific STEM content knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01