Teachers' Incorporation of Epistemic Practices in K-8 Engineering and Their Views about the Nature of Engineering Knowledge

Autor/inn/en	Antink-Meyer, Allison; Arias, Anna Maria
Titel	Teachers' Incorporation of Epistemic Practices in K-8 Engineering and Their Views about the Nature of Engineering Knowledge
Quelle	In: Science & Education, 31 (2022) 2, S.357-382 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Antink-Meyer, Allison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-021-00265-4
Schlagwörter	Teacher Attitudes; Science Instruction; Engineering Education; Standards; Epistemology; Interdisciplinary Approach; Scientific Principles; Pedagogical Content Knowledge; Comparative Analysis; Teaching Methods; Elementary School Teachers; Middle School Teachers; Faculty Development + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ingenieurausbildung; Standard; Erkenntnistheorie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule
Abstract	The paper reports about a study that examines changes in teachers' incorporation of epistemic practices in their design of engineering lessons and compares them to their views about the nature of engineering knowledge across 100 hours of professional development. Nineteen K-8 teachers in the USA, who were new to teaching engineering as part of a shift in science learning standards, participated. We focused on four areas of engineering practice and epistemology, namely the orientation of engineering toward solutions, the role of context in defining engineering design specifications, the role and nature of data and evidence, and the interdisciplinary nature of science and engineering. Comparisons of changes in teachers' incorporation of epistemic practices show some reflection of changes in their views about the nature of engineering knowledge. Comparisons suggest that they were able to design instruction with appropriate epistemic practices while not necessarily understanding related features of the nature of engineering. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01