Impacts of professional development focused on teaching engineering applications of mathematics and science
Impacts of professional development focused on teaching engineering applications of mathematics and science
复制标题
专业发展的影响侧重于数学和科学的工程应用教学
DOI：
10.1111/ssm.12430
复制
发表时间：
2020
影响因子：
1.1
通讯作者：
Meyer, Elijah
中科院分区：
文献类型：
--
作者：
Hammack, Rebekah;Gannon, Paul;Foreman, Christine;Meyer, Elijah
随着最近国家强调让孩子们为未来的科学、技术、工程和数学职业做准备，K-12教师被要求在他们的教学中加入工程学。本研究探讨了一项以数学与科学工程应用为重点的暑期专业发展计划对在职K-12教师(A)个人工程效能感、(B)工程教学效能感和(C)工程教学感知障碍的影响。这项定量研究表明，单一的工程专业发展可以提高教师的个人工程效能感和工程教学效能感，并减少工程教学中的特定感知障碍。在研讨会前到研讨会后的评估分数上，根据所教年级、性别或教学经验的不同，没有差异。然而，研讨会前到研讨会后的评估在参与者之间存在差异，这取决于他们所教授的学科以及他们以前是否在课堂上使用过工程活动。这些发现表明，单一的工程学PD对在职教师的个人工程学效能感、工程学教学效能感以及教授工程学的障碍有显著影响，但一刀切的方法并不是对所有参与者都有效。
With the recent national emphasis on preparing children for future careers in science, technology, engineering, and mathematics, K‐12 teachers are being called upon to include engineering in their instruction. This study explores the impacts of a summer professional development (PD) program focused on the engineering applications of mathematics and science on in‐service K‐12 teachers' (a) personal engineering efficacy, (b) engineering teaching efficacy, and (c) perceived barriers to teaching engineering. This quantitative study revealed that a single engineering‐focused PD could increase teachers' personal engineering efficacy and engineering teaching efficacy and reduce particular perceived barriers to teaching engineering. No differences existed in pre‐ to post workshop assessment scores based on grade level taught, gender, or years of teaching experiences. However, pre‐ to post workshop assessment differences existed between participants depending on the discipline they taught and wether or not they had previously used engineering activities in their classrooms. These findings suggest that a single engineering PD can have significant impacts on in‐service teachers' personal engineering efficacy, engineering teaching efficacy, and perceived barriers to teaching engineering, but a one‐size‐fits‐all approach to such PD is not equally effective for all participants.
登录
查看更多内容
K-12 教师教学工程自我效能感量表的验证：结构方程建模方法
影响因子：
3.4
作者：
So Yoon Yoon;MilesG. Evans;Johannes Strobel
通讯作者：
Johannes Strobel
在密集的专业发展经历中，教师 STEM 教育理念的演变
影响因子：
1.9
作者：
Elizabeth A. Ring;E. Dare;Elizabeth A. Crotty;G. Roehrig
通讯作者：
G. Roehrig
安妮塔·伍尔福克专访：教师效能的教育心理学
DOI：
--
发表时间：
2004
期刊：
影响因子：
--
作者：
M. Shaughnessy
通讯作者：
M. Shaughnessy
科学教学效能信念
DOI：
--
发表时间：
2012
期刊：
影响因子：
--
作者：
J. Çakıroğlu;Yesim Çapa;A. W. Hoy
通讯作者：
A. W. Hoy
农村科学教育：重视当地知识
DOI：
--
发表时间：
2013
期刊：
影响因子：
--
作者：
Leanne M. Avery
通讯作者：
Leanne M. Avery