Is Engineering Inspiring Change in Secondary Chemistry Teachers' Practices?

Autor/in	Boesdorfer, Sarah B.
Titel	Is Engineering Inspiring Change in Secondary Chemistry Teachers' Practices?
Quelle	In: Journal of Science Teacher Education, 28 (2017) 7, S.609-630 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boesdorfer, Sarah B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2017.1389224
Schlagwörter	Science Instruction; Chemistry; Secondary School Science; Engineering; Faculty Development; High Schools; Case Studies; Student Centered Learning; Interdisciplinary Approach; Science Teachers; Interviews; Observation; Mixed Methods Research; Program Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Maschinenbau; High school; Oberschule; Case study; Fallstudie; Case Study; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The inclusion of engineering practices poses a challenge for many science teachers trying to meet the expectations of the Next Generation Science Standards because they lack formal training in engineering. This, however, may provide an opportunity for science teacher educators striving to improve the use of learner-centered teaching practices by science teachers. The exploratory study in this article describes the impact to teachers' practices of a professional development program on the inclusion of engineering in high school chemistry. Survey data and a case study of 1 of the participants were used to assess the professional development program. By the end of the program, teachers described using engineering activities in their classroom along with more general changes to other aspects of their teaching. The subject of the case study included new student-centered teaching methods in his teaching practice in the year following the professional development. In line with conceptual change theory and transfer of learning theory, the results of this study led to the hypothesis that learning to include engineering in their classrooms may improve secondary science teachers' use of learner-centered practices throughout their teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01