An Examination of Science and Technology Teachers' Conceptual Learning through Concept-Based Engineering Professional Development

来自黑山州立大学（SD）和普渡大学（Purdue University）的技术教育工作者与来自马萨诸塞大学波士顿分校和史蒂文斯理工学院的科学教育工作者合作，确定基于工程概念的方法在生命科学和物理科学中学科学教师专业发展中的可行性。该项目完善了中学阶段学习的工程概念基础（以前由pi开发），以增加科学教师对工程概念的理解。在由各学科的10名教师进行的为期两周的专业发展试点测试中，教师们熟悉了工程概念，并研究了将工程概念融入科学课程的过程，以便他们能够在接下来的学年中开发本学科的模块。接下来的夏天，老师们汇报了这个过程，并为他们的学科开发了额外的模块。每个学科的22名教师对这个过程进行了修改和重复。教师明确提供策略，以帮助他们满足不同学习者的需求。该项目的成果包括：1)在研究期刊和实务期刊上发表中学工程教育的初步框架；2)试点测试和验证工程概念评估；3)生命科学和物理科学的工程课程模块；4)培养理科教师在教学中融入工程知识的专业发展模式。该项目比较了通过工程设计教授物理和生物特定概念的学生与通过学科中使用的现有改革技术教授早期学生的相同概念的学生的学习情况。假设是，当教师和学生参与工程设计活动时，他们对科学概念的理解和探究也会得到加强。项目的研究部分采用迭代设计，活动设计遵循开发和实施。开发并测试了工程概念评估，以检查教师的学习情况，并确定如何将工程概念融入生命科学和物理科学的科学课程。开发了其他定量和定性工具来评估教师？对工程概念及其教学意义的理解。综合STEM教育越来越受到重视。新的国家和国际评估正在发展工程方面的内容，并强调非常规问题的解决。下一代科学标准的框架包括工程作为四个方面之一。独立的工程课程不太可能被广泛使用。该项目开发了工程注入的科学单元，并确定了有效使用它们所需的专业发展。

Technology educators from Black Hills State University (SD) and Purdue University partner with science educators from the University of Massachusetts at Boston and Stevens Institute of Technology to determine the viability of an engineering concept-based approach to teacher professional development for secondary school science teachers in life science and in physical science. The project refines the conceptual base for engineering at the secondary level learning (previously developed by the PIs) to increase the understanding of engineering concepts by the science teachers. In a pilot test of two weeks of professional development with ten teachers from each discipline, teachers become familiar with engineering concepts and study the process of infusing engineering concepts into science curricula so that they can develop modules in their discipline to be taught during the following in the school year. The following summer the teachers debrief the process and develop additional modules for their discipline. The process is revised and repeated with 22 teachers from each discipline. Teachers are explicitly provided strategies to help them meet the needs of diverse learners. The outputs of this project include: 1) a preliminary framework for secondary level engineering education to be published in both research and practitioner journals; 2) a pilot tested and validated Engineering Concept Assessment; 3) engineering-infused curriculum modules in life and physical science; and 4) a professional development model to prepare science teachers to infuse engineering in their teaching. The project compares student learning when particular concepts in physics and biology are taught through engineering design with learning the same concepts taught an earlier group of students with present reform techniques used in the discipline. The hypothesis is that when teachers and students engage with engineering design activities their understanding of science concepts and inquiry are also enhanced. The research component of the project employs an iterative design with the design of activities followed by development and implementation. An engineering concept assessment is developed and tested to examine teacher learning and to determine how engineering concepts can be infused into the science curricula for life and physical science. Other quantitative and qualitative instruments are developed to assess the teachers? understandings of the engineering concepts and their pedagogical implications. There is increasing emphasis on integrative STEM education. New national and international assessments are developing engineering strands and emphasizing non-routine problem solving. The framework for the Next Generation Science Standards includes engineering as one of four strands. Stand alone engineering course are not likely to be widely used. This project develops engineering infused science units and determines the professional development needed to use them effectively.