Engineering Teacher Pedagogy: Using INSPIRES to Support Integration of Engineering Design in Science and Technology Classrooms

国家大学和职业准备标准要求将工程实践融入科学和数学教学。很少有这样做的模型被实施和研究。这一工程教师教育学项目实施并评估了扩展的专业发展模式与课程设置相结合的前景，以培养教师将工程设计融入高中生物和技术教育课堂的教学技能。巴尔的摩县公立学校为20名高中生物教师和20名技术教育教师提供专业发展。专业发展包括连续两个暑期的两次为期五天的课程，并在两个学年进行跟踪，教师学习内容、教学内容知识和课堂管理技能。该项目使用经过验证的工具调查教师的学习轨迹。一项纵向研究通过课堂观察和对学生人工制品的检查来调查教师在实践中的变化及其在学生学习中的作用。该研究还调查了实践中的变化是否随着时间的推移而持续，以及实践中的变化在多大程度上转移到其他学习环境中。这项研究应该阐明通过使用科学和工程实践来教授科学概念的问题。

National college and career readiness standards call for integrating engineering practices into science and mathematics instruction. Very few models for doing this have been implemented and studied. This Engineering Teacher Pedagogy project implements and assesses the promise of an extended professional development model coupled with curriculum enactment to develop teacher pedagogical skills for integrating engineering design into high school biology and technology education classrooms. Professional development is provided to twenty high school biology teachers and twenty technology education teachers in the Baltimore County Public Schools. The professional development consists of two five day sessions in two consecutive summers and follow up in two academic years as the teachers learn content, pedagogical content knowledge and classroom management skills. The project investigates the teachers' learning trajectories using validated instruments. A longitudinal study investigates teachers' change in practice and its role on student learning through classroom observations and examination of student artifacts. The study also investigates whether the change in practice persists over time and the extent to which the change in practice transfers to other learning environments. This study should elucidate the issues of teaching science concepts through the use of science and engineering practices.