Examining the Development of Middle School Science Teachers' Understanding of Engineering Design Process

Autor/inn/en	Mesutoglu, Canan; Baran, Evrim
Titel	Examining the Development of Middle School Science Teachers' Understanding of Engineering Design Process
Quelle	In: International Journal of Science and Mathematics Education, 18 (2020) 8, S.1509-1529 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mesutoglu, Canan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-019-10041-0
Schlagwörter	Middle School Teachers; Science Teachers; Engineering; Design; Science and Society; Knowledge Level; Professional Development + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Maschinenbau; Wissensbasis
Abstract	The purpose of the study was to analyze the development of middle school science teachers' understanding of engineering design process. The study conceptualized engineering design process that serves as an important context for integrating engineering into K-12 science instruction and described patterns teachers might use to move towards a more sophisticated understanding. Qualitative case study method was employed to systematically investigate differences in science teachers' understanding of engineering design process. The procedures of the study included development of an initial version of an engineering design process progression, delivery of a teacher professional development program, and development of the final version of the progression following revisions. The teacher professional development program was implemented with 30 middle school science teachers and was used to collect data for refinement of the initial version of the progression. Data sources included informative literature, teacher logs, and clinical interviews. Results indicated that a higher level of understanding pointed to a recognition of the contribution of engineering design to the society and the iterative nature of engineering design process. This level of understanding was also shown to contain possible confusions of the design steps; redesign and communication. Implications of the study contribute to future research and thinking about middle school science teachers' understanding of the engineering design process from novice to sophisticated level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01