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已经实施和研究。 这个工程教师教学法项目实施和评估扩展的专业发展模式的承诺，再加上课程制定，以发展教师教学技能，将工程设计融入高中生物和技术教育课堂。 专业发展是提供给二十高中生物教师和二十技术教育教师在巴尔的摩县公立学校。 专业发展包括两个为期五天的会议，在连续两个夏天，并在两个学年的教师学习内容，教学内容知识和课堂管理技能的后续行动。 该项目使用经过验证的工具调查教师的学习轨迹。 本研究采用纵向研究的方法，通过课堂观察和学生手工艺品的检验，探讨教师在实践中的变化及其对学生学习的作用。 该研究还调查了实践中的变化是否会随着时间的推移而持续，以及实践中的变化转移到其他学习环境的程度。 本研究应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.