Elementary Science Teachers' Integration of Engineering Design into Science Instruction: Results from a Randomised Controlled Trial

Autor/inn/en	Maeng, Jennifer L.; Whitworth, Brooke A.; Gonczi, Amanda L.; Navy, Shannon L.; Wheeler, Lindsay B.
Titel	Elementary Science Teachers' Integration of Engineering Design into Science Instruction: Results from a Randomised Controlled Trial
Quelle	In: International Journal of Science Education, 39 (2017) 11, S.1529-1548 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maeng, Jennifer L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1340688
Schlagwörter	Science Instruction; Teaching Methods; Engineering; Design; Randomized Controlled Trials; Elementary School Teachers; Control Groups; Lesson Plans; Video Technology; Statistical Analysis; Qualitative Research; Comparative Analysis; Experimental Groups; Course Content; Guidelines; Observation + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Maschinenbau; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Statistische Analyse; Qualitative Forschung; Kursprogramm; Richtlinien; Beobachtung
Abstract	This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of the PD were aligned with Cunningham and Carlsen's [(2014). "Teaching engineering practices." "Journal of Science Teacher Education", 25, 197-210] guidelines for ED PD and promoted inclusion of ED within science teaching. The treatment group included 219 teachers from 83 schools. Participants in the control group included 145 teachers from 60 schools in a mid-Atlantic state. Data sources, including lesson overviews and videotaped classroom observations, were analysed quantitatively to determine the frequency of ED integration and qualitatively to describe how teachers incorporated ED into instruction after attending the PD. Results indicated more participants who attended the PD (55%) incorporated ED into instruction compared with the control participants (24%), ?[superscript 2](1, n = 401) = 33.225, p < 0.001, r[subscript f] = 0.308. Treatment and control teachers taught similar science content (p's > 0.05) through ED lessons. In ED lessons, students typically conducted research and created and tested initial designs. The results suggest the PD supported teachers in implementing ED into their science instruction and support the efficacy of using Cunningham and Carlsen's (2014) guidelines to inform ED PD design. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01