Analysing the Integration of Engineering in Science Lessons with the Engineering-Infused Lesson Rubric

Autor/inn/en	Peterman, Karen; Daugherty, Jenny L.; Custer, Rodney L.; Ross, Julia M.
Titel	Analysing the Integration of Engineering in Science Lessons with the Engineering-Infused Lesson Rubric
Quelle	In: International Journal of Science Education, 39 (2017) 14, S.1913-1931 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1359431
Schlagwörter	Engineering; Science Instruction; Biology; Physics; Engineering Education; Science Teachers; STEM Education; Scoring Rubrics; Lesson Plans; Online Courses; Instructional Materials; Secondary School Students + Suchen Sie Ihr Suchwort? Maschinenbau; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Physik; Ingenieurausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; STEM; Scoring formulas; Auswertungsbogen; Lesson planning; Unterrichtsplanung; Online course; Online-Kurs; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sekundarschüler
Abstract	Science teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. "Next Generation Science Standards," in particular. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01