Representation of Science and Engineering Practices and Design Skills in Engineering Design-Integrated Science Units Developed by Pre-service Teachers
Representation of Science and Engineering Practices and Design Skills in Engineering Design-Integrated Science Units Developed by Pre-service Teachers
复制标题
职前教师开发的工程设计综合科学单元中科学与工程实践和设计技能的代表性
DOI：
10.1007/s10763-022-10266-6
复制
发表时间：
2022
影响因子：
2.2
通讯作者：
V. Chabalengula
中科院分区：
文献类型：
--
作者：
Frackson Mumba;Alexis A. Rutt;V. Chabalengula
美国当前的科学教育改革要求将工程设计融入科学教学，要求教师开发和教授工程设计-综合科学（EDIS）课程。然而，很少有教师接受过工程方面的培训，以及如何将工程设计融入科学课程。为了应对这一挑战，我们的教师教育计划一直在培训中学职前科学教师在工程设计和如何开发EDIS教材。因此，本研究报告的代表性的科学和工程实践和工程设计技能的EDIS教学单位开发的参与者职前教师，总的科学学科和单位内的不同部分。结果表明，所有的科学和工程实践和设计技能都包括在单位。然而，在EDIS教学单元中，工程实践和设计技能比科学实践覆盖得更多。职前教师没有把工程设计作为一个附加的或最终的活动。相反，他们计划通过工程设计过程来教授科学，这与我们的干预模式和下一代科学标准是一致的。我们的结论是，工程设计过程中的指令，以及如何通过密集的专业发展活动将其整合到科学教学中，可以提高职前科学教师的能力，发展EDIS教学单元，甚至是科学学科，如生命科学。
The current US science education reforms call for integrating engineering design in science instruction requires teachers to develop and teach engineering design-integrated science (EDIS) lessons. However, very few teachers have received training in engineering and how to integrate engineering design into science lessons. In response to this challenge, our teacher education program has been training secondary pre-service science teachers in engineering design and how to develop EDIS instructional materials. Thus, this study reports on the representation of science and engineering practices and engineering design skills in the EDIS instructional units developed by participant pre-service teachers, in aggregate and by science discipline and by different sections within the units. Results show that all science and engineering practices and design skills were included in the units. However, engineering practices and design skills were covered more than science practices in the EDIS instructional units. Pre-service teachers did not treat engineering design as an add-on or culminating activity. Instead, they planned the units to teach science through engineering design process, which was consistent to the model of our intervention, and the Next Generation Science Standards. We conclude that instruction on engineering design process and how to integrate it in science instruction through intensive professional development activities can enhance pre-service science teachers’ abilities to develop EDIS instructional units, even for science subjects like life science.