A Case Study: Teaching Engineering Concepts in Science

Autor/in	Stricker, David R.
Titel	A Case Study: Teaching Engineering Concepts in Science
Quelle	In: Journal of STEM Teacher Education, 48 (2011) 2, S.63-102 (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-6586
Schlagwörter	Curriculum Development; Interviews; Scientific Literacy; Teaching Methods; Concept Teaching; Scientific Concepts; Educational Strategies; Engineering Education; High Schools; Secondary School Curriculum; Content Analysis; Curriculum Evaluation; Delivery Systems; Change Strategies; Case Studies; Educational Practices; Teacher Attitudes; Barriers; Performance Factors; Science Course Improvement Projects; Mathematical Concepts; Numeracy + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Ingenieurausbildung; High school; Oberschule; Inhaltsanalyse; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Auslieferung; Lösungsstrategie; Case study; Fallstudie; Case Study; Bildungspraxis; Lehrerverhalten; Leistungsindikator; Rechenkompetenz
Abstract	This study was conducted to describe a high school engineering curriculum, identify teaching strategies used to increase math and science literacy, and discover challenges and constraints that occur during its development and delivery, as well as what strategies are used to overcome these obstacles. Semi-structured interviews were conducted with the engineering instructor. In addition, students were observed and curriculum documents, teacher lesson plans, and teacher resources were examined. Concepts created the platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, and project based learning and teaching was critical. There was a clear emphasis on creative thought and work. Assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this new pedagogy. Financial and instructional support through business partnership and administrative support were found to be critical strategies used to overcome obstacles identified. (Contains 1 figure.) (As Provided).
Anmerkungen	Association for sTEm Teacher Education. Web site: http://scholar.lib.vt.edu/ejournals/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11