高中STEM课堂中整合工程的专业发展。

Q1 Social Sciences

Journal of Pre-College Engineering Education Research Pub Date : 2016-06-22 DOI:10.7771/2157-9288.1130

Jon Singer, J. Ross, Yvette Jackson-Lee

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引用次数: 24

摘要

美国的科学、技术、工程和数学(STEM)教育正在转型。最近出版的《K-12科学教育框架:实践、横切概念和核心思想》以及《下一代科学标准》响应了这一呼吁，并清晰地表达了将工程实践作为关键组成部分的愿景。由于缺乏以研究为基础的以工程为重点的教学材料和相应的教师专业发展，这种转变给学区带来了重大挑战。本研究的目的是调查专业发展计划对高中STEM教师制定与预选工程设计课程相关的基于设计的教学实践能力的影响(启迪医疗保健工程:心肺系统案例研究)。数据是通过使用改革后的教学观察方案(RTOP)对教师实践进行评估而产生的。结果表明，RTOP得分具有统计学意义

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Professional Development for the Integration of Engineering in High School STEM Classrooms.

Science, Technology, Engineering, and Mathematics (STEM) education in the U.S. is in transition. The recently published A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas as well as the Next Generation Science Standards are responsive to this call and clearly articulate a vision that includes engineering practices as key components. This shift presents significant challenges to school districts owing to a stark lack of research-based engineering-focused instructional materials and corresponding teacher professional development. The purpose of this study was to investigate the impact of a professional development program on high school STEM teachers’ ability to enact design-based pedagogical practices associated with the pre-selected engineering design curriculum (INSPIRES Engineering in Healthcare: A Heart-Lung System Case Study). Data were generated through evaluation of teacher practice using the Reformed Teaching Observation Protocol (RTOP). Findings demonstrated that RTOP scores were statistically

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来源期刊

Journal of Pre-College Engineering Education Research Social Sciences-Education

CiteScore

3.90

自引率

0.00%

发文量

审稿时长

32 weeks

期刊介绍： The Journal of Pre-College Engineering Education Research (J-PEER) is issued electronically twice a year and serves as a forum and community space for the publication of research and evaluation reports on areas of pre-college STEM education, particularly in engineering. J-PEER targets scholars and practitioners in the new and expanding field of pre-college engineering education. This journal invites authors to submit their original and unpublished work in the form of (1) research papers or (2) shorter practitioner reports in numerous areas of STEM education, with a special emphasis on cross-disciplinary approaches incorporating engineering. J-PEER publishes a wide range of topics, including but not limited to: research articles on elementary and secondary students’ learning; curricular and extracurricular approaches to teaching engineering in elementary and secondary school; professional development of teachers and other school professionals; comparative approaches to curriculum and professional development in engineering education; parents’ attitudes toward engineering; and the learning of engineering in informal settings.