Elementary Preservice Teachers' Trajectories for Appropriating Engineering Design-Based Science Teaching

Autor/inn/en	Capobianco, Brenda M.; Radloff, Jeffrey
Titel	Elementary Preservice Teachers' Trajectories for Appropriating Engineering Design-Based Science Teaching
Quelle	In: Research in Science Education, 52 (2022) 5, S.1623-1641 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Capobianco, Brenda M.) ORCID (Radloff, Jeffrey)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-021-10020-y
Schlagwörter	Preservice Teachers; Elementary School Teachers; Engineering; Grade 5; Grade 6; Teaching Methods; Design; Science Instruction + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Maschinenbau; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Learning to teach science using engineering design is a complex endeavor for elementary preservice teachers (PSTs). This entails helping PSTs understand students as sense makers and recognizing ways to notice, respond, and leverage their students' ideas throughout the design process. In this study, we follow a cohort of elementary PSTs through a 16-week method course including a related field experience in a local STEM intermediate school (grades 5-6) to better understand how they organize, plan for, and attempt to integrate engineering design-based science teaching. Data were gathered through interviews, lesson plans, reflective narratives, and classroom observations. Data were analyzed using open coding, document review, and cross case analysis. Results indicated that PSTs demonstrated three different ways they began to appropriate elements of engineering design-based science teaching, including adaptive approximations and compartmentalization of core practices as well as the replication of delivery pedagogies as practiced by school-based mentors. Recommendations for science teacher educators and instructors of science interested in integrating engineering design-based science teaching across contexts are provided. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01