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Autor/inn/en | Kim, Eunjeong; Oliver, J. Steve; Kim, Young Ae |
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Titel | Engineering Design and the Development of Knowledge for Teaching among Preservice Science Teachers |
Quelle | In: School Science and Mathematics, 119 (2019) 1, S.24-34 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-6803 |
DOI | 10.1111/ssm.12313 |
Schlagwörter | Engineering; Engineering Education; Preservice Teachers; Science Teachers; Science Instruction; Preservice Teacher Education; Teaching Methods; Secondary School Science Maschinenbau; Ingenieurausbildung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | The goal of this article is to inform professional understanding regarding preservice science teachers' knowledge of engineering and the engineering design process. Originating as a conceptual study of the appropriateness of "knowledge as design" as a framework for conducting science teacher education to support learning related to engineering design, the findings are informed by an ongoing research project. Perkins's theory encapsulates knowledge as design within four complementary components of the nature of design. When using the structure of Perkins's theory as a framework for analysis of data gathered from preservice teachers conducting engineering activities within an instructional methods course for secondary science, a concurrence between teacher knowledge development and the theory emerged. Initially, the individuals, who were participants in the research, were unfamiliar with engineering as a component of science teaching and expressed a lack of knowledge of engineering. The emergence of connections between Perkins's theory of knowledge as design and knowledge development for teaching were found when examining preservice teachers' development of creative and systematic thinking skills within the context of engineering design activities as well as examination of their knowledge of the application of science to problem-solving situations. (As Provided). |
Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |