Developing Pre-service Science Teachers' Pedagogical Content Knowledge for Engineering Design Integrated Science Teaching, and Assessing the Impact on Student Learning

美国现行的K-12科学教育国家框架要求教师通过工程设计教授科学。然而，许多科学教师没有接受过这方面的培训。因此，迫切需要对教师进行工程设计概念和教学方法方面的培训。还需要收集关于教师如何通过工程设计为教学科学发展知识以及他们的教学实践对学生学习的影响的研究证据。本研究项目旨在培训职前理科教师进行工程设计，发展他们通过工程设计教授科学的知识，并评估对学生学习和对待工程设计和科学的影响。该项目的结果为职前教师通过工程设计发展教学科学知识、由此产生的教学实践以及对学生学习和对工程设计和科学的态度的影响提供了研究证据。该项目将直接影响至少1000名高中生，向他们传授工程设计原理。通过编写一本关于在高中教授工程设计的有效方法的手册，该项目的影响将进一步扩大。最终，该项目的目标是提供经过验证的资源，为未来的工程挑战准备未来的劳动力。新的K-12科学教育框架和下一代科学教育标准强调了K-12科学课堂中工程设计的整合。然而，许多理科教师缺乏工程设计知识。同样，关于理科教师对工程设计综合理科(EDIS)教学的教学内容知识及其对学生理工科成绩影响的研究也很少。显然，K-12科学中工程设计的成功将在很大程度上取决于教师对工程设计的理解以及他们对EDIS教学的教学内容知识。因此，本研究致力于四个目标：培养高中职前科学教师的工程设计教学；测量职前科学教师工程设计综合科学教学内容知识的发展；促进职前教师在高中实施EDIS单元；评估职前教师工程设计综合科学教学知识对学生学习工程设计和科学的效果。样本由两个队列组成，包括34名职前科学教师和1428名高中生。该项目采用了两个队列的整群随机试验，采用前后措施的重复措施设计，其中高中理科班级作为整群水平。每名职前教师在高中教授两个理科课程。每名职前教师内嵌有两个班，分为两组，传统组和工程设计组。传统组用作与工程设计组进行比较的基线。使用EDIS科学教学工具的教学内容知识、工程设计技能和工程设计态度问卷、知识整合内容知识测试、工程设计过程知识工具和修订的改革后的教学观察方案(RTOP)收集数据。多层次和结构方程建模和分析归纳是数据分析技术。研究结果将为职前教师对EDIS教学的教学内容知识的发展、由此产生的教学实践以及对学生学习和对工程设计和科学的态度的影响提供经验证据。该项目将显著影响职前理科教师的工程设计技能、教学实践以及学生对工程设计的学习和态度。

The current US National framework for K-12 science education requires teachers to teach science through engineering design. However, many science teachers have no training in this area. Therefore, there is an urgent need to train teachers in the concepts of engineering design and methods for teaching it. There is also a need to collect research evidence on how teachers develop knowledge for teaching science through engineering design and the effect of their teaching practices on student learning. This research project is training pre-service science teachers in engineering design, developing their knowledge for teaching science through engineering design, and assessing the impact on their students' learning of and attitudes towards engineering design and science. Results from the project are providing research evidence on the development of pre-service teachers' knowledge of teaching science through engineering design, the resulting instructional practices, and the impact on student learning and attitude towards engineering design and science. This project will impact at least 1000 high school students directly, teaching them principle of engineering design. The impact of the project will be further magnified through the development of a manual on effective approaches for teaching engineering design in high schools. Ultimately, the goal of the project is to provide proven resources for preparing the future workforce for engineering challenges of the future.The New Framework for K-12 Science Education, and the Next Generation Science Education Standards accentuate the integration of engineering design in K-12 science classrooms. However, many science teachers lack knowledge of engineering design. Likewise, there is a paucity of research on science teachers' pedagogical content knowledge of engineering design integrated science (EDIS) teaching, and its effect on student achievement in engineering design and science. Clearly, the success of engineering design in K-12 science will largely depend on teachers' understanding of engineering design and their pedagogical content knowledge of EDIS teaching. Therefore, this study is addressing four objectives: train high school pre-service science teachers in engineering design; measure the development of the pre-service science teachers' pedagogical content knowledge of engineering design integrated science instruction; facilitate pre-service teachers' implementation of EDIS units in high schools; and assess the effect of the pre-service teachers' pedagogical content knowledge of engineering integrated science instruction on students' learning of and attitudes towards engineering design and science. The sample is comprised of two cohorts of 34 pre-service science teachers and 1428 high school students. The project is employing a two-cohort cluster randomized trial with repeated measures design of pre- and post-measures, where high school science classes serve as the cluster level. Each pre-service teacher is teaching two science classes in high schools. Two classes nested within each pre-service teacher are divided into two groups, Traditional group and Engineering Design group. The Traditional group serves as a baseline for comparison to the Engineering Design group. Data is being collected using the Pedagogical Content Knowledge of EDIS Science Teaching instrument, the Engineering Design Skills and Engineering Design Attitudes questionnaire, Knowledge Integration Content Knowledge tests, the Engineering Design Process Knowledge Instrument, and the revised Reformed Teaching Observation Protocol (RTOP). Multilevel and structural equation modeling and analytic induction are the data analysis techniques. The results will provide empirical evidence on the development of pre-service teachers' pedagogical content knowledge of EDIS teaching, the resulting instructional practices, and the impact on student learning and attitude towards engineering design and science. The project will significantly impact pre-service science teachers' engineering design skills, instructional practice, and student learning and attitude towards engineering design.