Literaturnachweis - Detailanzeige
Autor/inn/en | Shumway, Steven; Wright, Geoff |
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Institution | National Center for Engineering and Technology Education (NCETE) |
Titel | A Case Study of the Implementation of an Engineering Program into a High School Technology Education Classroom. Research in Engineering and Technology Education |
Quelle | (2009), (7 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Secondary School Teachers; Academic Standards; Observation; Selection Criteria; Engineering Education; Technology Education; Pedagogical Content Knowledge; Educational Policy; Educational Environment; Workshops; Inservice Teacher Education; Case Studies; Curriculum Implementation; Curriculum Development; Barriers; Design; STEM Education; Science Curriculum; Secondary School Curriculum; Federal Aid; Interviews; Utah Beobachtung; Selection criterion; Auslesekriterium; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; Pädagogische Kompetenz; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernwerkstatt; Schulung; Lehrerfortbildung; Case study; Fallstudie; Case Study; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; STEM; Interviewing; Interviewtechnik |
Abstract | Using a case study format, the authors' objective was to collect data related to the following research questions: (1) What criteria do teachers and districts use when selecting engineering design experiences for infusion into high school classes and which of these criteria are most effective?; and (2) What issues, opportunities, and constraints do teachers confront as they infuse engineering concepts into technology education? Findings include: (1) It is imperative that the teacher have a passion for technology beyond mere subject expertise and be willing to include contemporary techniques, tools, processes, and issues in the course; (2) Teachers need to ensure their administrators understand the need to have a contemporary technology education program focused on engineering; (3) Teachers need to be aware of contemporary technology and engineering education issues, trends, processes, techniques, standards, and tools; and (4) There will be obstacles when making the transition to (or adopting a new) technology and engineering program, however, they are limited to issues of facilities, administrative concerns, teacher training, and pedagogical issues. (ERIC). |
Anmerkungen | National Center for Engineering and Technology Education. c/o Department of Engineering Education Utah State University, 4160 Old Main Hill, Logan, UT 84322. Tel: 435-797-0213; Fax: 435-797-2567; e-mail: ncete@usu.edu; Web site: http://ncete.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |