Teaching K-8 Teachers about Integrating Science and Engineering: An Engineering Learning Cycle Model and Acoustics Example

Autor/inn/en	Antink-Meyer, Allison; Arias, Anna
Titel	Teaching K-8 Teachers about Integrating Science and Engineering: An Engineering Learning Cycle Model and Acoustics Example
Quelle	In: Journal of College Science Teaching, 49 (2020) 5, S.50-59 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Preschool Teachers; Elementary School Teachers; Middle School Teachers; Pedagogical Content Knowledge; Engineering Education; Acoustics; Classroom Design; STEM Education; Faculty Development; Outcomes of Education; Learning Processes; Empathy; Teaching Experience; Common Core State Standards; Teacher Attitudes; Self Efficacy; Mathematics Instruction; Science Instruction + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Pädagogische Kompetenz; Ingenieurausbildung; Akustik; Klassenraumgestaltung; STEM; Lernleistung; Schulerfolg; Learning process; Lernprozess; Empathie; Common core curriculum; Curriculum; Kerncurriculum; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	We examined the use of an engineering learning cycle (ELC) model and in a course for K-8 inservice teachers for two purposes. First, we were interested in how the ELC would support teachers' science, mathematics, and engineering content knowledge. We were also interested in their confidence in their ability to adapt content for teaching using the cycle. Thirty teachers participated in the course and completed an ELC that contextualized acoustics engineering in a school-based application: the design of classroom spaces. The science of sound, the science and engineering practices (NGSS Lead States, 2013), and the mathematics practices (NGAC & CCSSO, 2010) in the investigation of acoustics were emphasized through the initial stages of the cycle. The application of the concepts and skills of those early stages were then supported in the later stages of the cycle wherein teachers designed (and re-designed) classroom models to meet design criteria. The ELC model, a description of an acoustics engineering professional development experience, and outcomes related to teachers' content knowledge and confidence to adapt it within an ELC are discussed. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01