A High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into Classrooms
A High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into Classrooms
复制标题
为 3-6 年级教师提供高质量的专业发展，将工程融入课堂
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
T. Moore
中科院分区：
文献类型：
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作者：
S. Guzey;K. Tank;Hui;G. Roehrig;T. Moore
随着人们越来越重视将工程融入到K-12课堂，以帮助满足我们复杂和多学科社会的需求，迫切需要调查教师以工程为重点的专业发展经验，因为它们与教师的学习、实施和学生成就有关。本研究旨在探讨以工程整合为重点的专业发展计划的效果，以及教师如何因专业发展而选择在课堂上实施工程。来自17个学区的43所学校的198名3-6年级教师参加了一项为期一年的专业发展计划，该计划旨在帮助将新的国家科学标准融入到他们的教学中，重点是工程。包括教案和学生手工艺品在内的海报被用来评估教师的工程实践及其在课堂上的实施。结果显示，大部分参与专业发展的教师能够有效地在课堂上实施工程设计课程，这说明教师在课堂上成功实施工程课程与专业发展计划的结构密切相关。
With the increasing emphasis on integrating engineering into K-12 classrooms to help meet the needs of our complex and multidisciplinary society, there is an urgent need to investigate teachers' engineering-focused professional development experiences as they relate to teacher learning, implementation, and student achievement. This study addresses this need by examining the effects of a professional development program focused on engineering integration, and how teachers chose to implement engineering in their classrooms as a result of the professional development. 198 teachers in grades 3–6 from 43 schools in 17 districts participated in a yearlong professional development program designed to help integrate the new state science standards, with a focus on engineering, into their teaching. Posters including lesson plans and student artifacts were used to assess teachers' engineering practices and the implementation in their classrooms. Results indicated that the majority of the teachers who participated in the professional development were able to effectively implement engineering design lessons in their classrooms suggesting that the teachers' success in implementing engineering lessons in their classroom was closely related to the structure of the professional development program.