From Knowing-About To Knowing-To: Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties
From Knowing-About To Knowing-To: Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties
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从知到到知：小学教师通过感知学习和实施难点发展工程教学内容知识
DOI：
10.19030/ajee.v5i1.8610
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Johannes Strobel
中科院分区：
文献类型：
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作者：
Yan Sun;Johannes Strobel
本研究旨在揭示小学教师离开专业发展计划后，在真实的课堂环境中进行工程教学实践，如何发展他们的工程教学内容知识（PCK）。本研究的参与者是小学教师，他们接受了为期一周的工程教育培训，由EFF（一个P-12工程教学和学习机构在中西部大学）。本研究的资料采面对面访谈及线上开放式问卷调查的方式收集。本研究采用现象学的研究方法，以建构主义的ELC（Engineering Instruction，Learners，and Contexts）框架为基础，采用归纳性的质性数据分析方法，对小学教师的工程教学体验进行了研究。本研究结果显示国小教师在工程教学实践中，对工程教学情境的认知逐渐成长。但这种知识是知的知识，它并没有自动转移到小学教师的工程PCK或知道的知识，使他们能够有效地采取行动，并作出反应，以工程教学和学习的情况下。在工程教学实践中，小学教师参与了一个动态的、不断发展的尝试-失败-成功的过程。正是在这个过程中，小学教师认识到新的工程教学和学习的情况，并将他们的知识转化为工程PCK响应这些情况。
The present study sought to reveal how elementary teachers develop their engineering pedagogical content knowledge (PCK) after leaving professional development programs to practice engineering teaching in real classroom settings. Participants of this study were the elementary teachers who received one-week training of engineering education provided by EfF (a P-12 Engineering teaching and learning institute in a Midwestern university). Data of this study were collected from these elementary teachers through face-to-face interviews and an online open-ended survey. Based on a phenomenological research method and a constructivist ELC (engineering instruction, learners, and contexts) framework developed by the researchers to investigate engineering PCK development, this study explored the elementary teachers’ lived engineering teaching experiences following the procedures of inductive qualitative data analysis. Findings yielded in this study revealed that the elementary teachers developed their knowledge about engineering teaching and learning situations through their engineering teaching practice. But such knowledge was the knowledge of knowing-about and it did not automatically transfer into the elementary teachers’ engineering PCK or knowing-to knowledge allowing them to act effectively and responsively to engineering teaching and learning situations at hand. In their engineering teaching practice, the elementary teachers engaged themselves in a dynamic and evolving trial-failure-success process. It was in this process that the elementary teachers made sense of new engineering teaching and learning situations and transformed their knowing-about into engineering PCK responsive to these situations.