Education Commons^™

Covid-19 As A Magnifying Glass: Exploring The Importance Of Relationships As Education Students Learn And Teach Robotics Via Zoom, Jennifer Kidd, Krishnanand Kaipa, Kristie Gutierrez, Min Jung Lee, Pilar Pazos, Stacie I. Ringleb

Journal of Pre-College Engineering Education Research (J-PEER)

Ed+gineering, an NSF-funded program, adapted hands-on robotics instruction for online delivery in response to the COVID-19 pandemic. This qualitative multiple case study shares the experiences of participating education students in spring 2021 as they collaborated virtually with engineering students and fifth graders to engineer bioinspired robots in an afterschool technology club adapted to be virtual. The online context reduced the education students’ interactions with people other than the engineering students and fifth graders on their team and thus positioned COVID-19 as a metaphorical magnifying glass amplifying the critical role that these relationships played in influencing the project’s outcomes. Through analyzing …

Enhancing Preservice Teachers’ Intention To Integrate Engineering Through A Cross-Disciplinary Model, Francisco Cima, Pilar Pazos, Jennifer Kidd, Kristie Gutierrez, Stacie Ringleb, Orlando Ayala, Krishnanand Kaipa

Journal of Pre-College Engineering Education Research (J-PEER)

Although elementary educators recognize the importance of integrating engineering in their classrooms, many feel challenged and unprepared to teach engineering content. The absence of effective engineering instruction in teacher preparation programs leaves future educators unprepared for this challenge. Ed+gineering is an NSF-funded cross-disciplinary model between education and engineering aimed at increasing preservice teachers’ preparation, confidence, and intention to integrate engineering into their teaching. Ed+gineering partners education and engineering students in cross-disciplinary teams within the context of their respective university courses. As part of their coursework, the teams plan and deliver culturally responsive engineering lessons to elementary school students under the …

Elementary Teacher Adaptations To Engineering Curricula To Leverage Student And Community Resources, Jennifer L. Chiu, Sarah J. Fick, Kevin W. Mcelhaney, Nonye Alozie, Reina Fujii

Journal of Pre-College Engineering Education Research (J-PEER)

This paper addresses an important consideration for promoting equitable engineering instruction: understanding how teachers contextualize curricular materials to draw upon student and community resources. We present a descriptive case study of two 5th grade teachers who co-designed a Next Generation Science Standards (NGSS)-aligned curricular unit that integrated science, engineering, and computational modeling. The five-week project challenged students to redesign their school grounds to reduce water runoff and increase accessibility for students with disabilities. The teachers implemented the project with one Grade 5 class with a large proportion of students having individualized learning plans and cultural backgrounds minoritized in science, technology, …

Recognition And Positional Identity In An Elementary Professional Learning Community: A Case Study, Christopher G. Wright, Rasheda Likely, Kristen B. Wendell, Patricia P. Paugh, Elizabeth Smith

Journal of Pre-College Engineering Education Research (J-PEER)

Professional learning communities are typically conceived of as spaces for reducing teacher isolation, supporting informed and committed teachers, and fostering student academic gains. Focusing on a professional learning community that supported the teaching and learning of engineering in elementary schools, we also conceived of this learning environment as a space for negotiating a teacher-of- engineering identity. Calling attention to emergent issues of power and status through a lens of positional identity, this article examines a Black female educator’s sense of self as a teacher-of-engineering and how this perception was informed by participation in the professional learning community. Findings reveal that …

The Effect Of Teacher Professional Development On Implementing Engineering In Elementary Schools, Teresa Porter, Meg E. West, Rachel L. Kajfez, Kathy L. Malone, Karen E. Irving

Journal of Pre-College Engineering Education Research (J-PEER)

Increased attention on the implementation of engineering education into elementary school classrooms aims to start preparing students early for potential engineering careers. In order to efficiently and effectively add engineering concepts to the curriculum, appropriate development and facilitation of engineering design challenges are required. Therefore, professional development programs are necessary to educate teachers about engineering and how to adequately teach it. This paper explores the effects of an engineering professional development program for practicing teachers. The program included training elementary teachers about how to implement units from Engineering is Elementary (EiE) by the Science Museum of Boston into their classes. …

Elementary Teachers’ Positive And Practical Risk-Taking When Teaching Science Through Engineering Design, Jeffrey Radloff, Brenda Capobianco, Annie Dooley

Journal of Pre-College Engineering Education Research (J-PEER)

This study examines the perspectives of three generations of elementary teachers learning to teach science using engineering design and the risks associated with implementing this innovative type of reform-based science instruction. Data were gathered using semi-structured interviews, classroom observations, and teacher reflections. Data analysis entailed open coding and document analysis. The findings indicated that there were four types of perceived risks: practical, pedagogical, conceptual, and personal. First-generation teachers exhibited conceptual risk-taking behavior, while second- and third-generation teachers reported practical, pedagogical, and personal risks. Benefits of risk-taking included increased student engagement in science, improved self-confidence in teaching science, and greater teacher …

Refining An Instrument And Studying Elementary Teachers’ Understanding Of The Scope Of Engineering, Jacob Pleasants, Joanne K. Olson

Journal of Pre-College Engineering Education Research (J-PEER)

To effectively incorporate engineering into their instruction, K–12 teachers need sufficient knowledge of the engineering discipline. An important component of teachers’ engineering knowledge is their understanding of the nature of engineering: what engineers do, the epistemological underpinnings of engineering, and the relationships between engineering and other fields of study. In this study, we present a quantitative tool that was developed to assess teachers’ knowledge of a particular nature of engineering dimension: the scope of engineering, which describes the demarcation between engineering and non-engineering. This tool was used to assess the knowledge of teachers and engineering graduate students, before and after …

Guest Commentary: Citizenship, Economics, And Morality, Thomas Lucey, Mary Beth Henning

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

Tinkering With Logo In An Elementary Mathematics Methods Course, Keri Duncan Valentine

Interdisciplinary Journal of Problem-Based Learning

With an increased push to integrate coding and computational literacy in K–12 learning environments, teacher educators will need to consider ways they might support preservice teachers (PSTs). This paper details a tinkering approach used to engage PSTs in thinking computationally as they worked with geometric concepts they will be expected to teach in K–5. Experiences programming in Logo to construct authentic artifacts in the form of two-dimensional geometric graphics not only supported PSTs’ understanding of core geometric and spatial concepts, but also helped them to make connections between mathematics and computational literacy. Artifacts and discourse are discussed as they relate …

The Iterative Development And Use Of An Online Problem-Based Learning Module For Preservice And Inservice Teachers, Peter Rillero, Laurie Camposeco

Interdisciplinary Journal of Problem-Based Learning

Teachers’ problem-based learning knowledge, abilities, and attitudes are important factors in successful K–12 PBL implementations. This article describes the development and use of a free, online module entitled Design a Problem-Based Learning Experience. The module production, aligned with theories of andragogy, was a partnership between the recipients of a grant using PBL to enhance English language learner education and the Sanford Inspire Program. A multistage evaluation design was used in the iterative process of module creation. Starting with an initial white paper, the module’s conceptualization, development, pilot testing, and refinement are described, along with the current use statistics. The URL …

Engaged Learning: Impact Of Pbl And Pjbl With Elementary And Middle Grade Students, Sharon Dole, Lisa Bloom, Kristy K. Doss

Interdisciplinary Journal of Problem-Based Learning

This study used structured online interviews with teachers to examine the impact that inquiry-based teaching methods had on their students. The research question was the following: What are the effects on student learning and motivation as a result of teachers using problem-based and project-based learning? Interviews were conducted with 36 teachers, followed up by telephone interviews with four teachers. Participants had taken a hybrid course consisting of four weeks online followed by a one-week intensive field experience facilitating problem-based and project-based learning with children in grades 1–9. Student-related themes that resulted from the data analysis are grouped under the main …

Perspectives On Failure In The Classroom By Elementary Teachers New To Teaching Engineering, Pamela S. Lottero-Perdue, Elizabeth A. Parry

Journal of Pre-College Engineering Education Research (J-PEER)

This mixed methods study examines perspectives on failure in the classroom by elementary teachers new to teaching engineering. The study participants included 254 teachers in third, fourth, and fifth grade who responded to survey questions about failure, as well as a subset of 38 of those teachers who participated in interviews about failure. The study first examines the literature about failure in the contexts of engineering and education. Failure is positioned as largely normative and expected in engineering, whereas in education, learning and failure have a more tenuous relationship. Identity, failure avoidance, failure as part of the learning process, growth …

Elementary Teachers’ Reflections On Design Failures And Use Of Fail Words After Teaching Engineering For Two Years, Pamela S. Lottero-Perdue, Elizabeth A. Parry

Journal of Pre-College Engineering Education Research (J-PEER)

This mixed-methods study examines how teachers who have taught one or two units of the Engineering is Elementary (EiE) curriculum for two years reported on: students’ responses to design failure; the ways in which they, the teachers, supported these students and used fail words (e.g. fail, failure); and the teachers’ broad perspectives and messages to students about failure. In addition, the study explores how strategies, perspectives, messages, and fail word use may change after two years of engineering instruction. This study builds on previous work about elementary teachers’: perspectives on failure prior to teaching engineering, and responses to and perspectives …

Developing Teacher Competencies For Problem-Based Learning Pedagogy And For Supporting Learning In Language-Minority Students, Peter Rillero, Mari Koerner, Margarita Jimenez-Silva, Joi Merritt, Wendy J. Farr

Interdisciplinary Journal of Problem-Based Learning

Teachers need to be able to design and implement problem-based learning (PBL) experiences to help students master the content and the processes in new mathematics and science education standards. Due to the changed population of learners within schools, it is also critically important that teachers in the elementary grades have the abilities to work effectively with English language learners (ELL). This article discusses the implementation of a major initiative by our teachers college to achieve both of these goals through Problem-Based Enhanced Language Learning (PBELL), which combines PBL, enhanced opportunities for language, and ELL methods. The implementation began with a …

Problem-Based Learning In K–8 Mathematics And Science Education: A Literature Review, Joi Merritt, Mi Yeon Lee, Peter Rillero, Barbara M. Kinach

Interdisciplinary Journal of Problem-Based Learning

This systematic literature review was conducted to explore the effectiveness of problem-based and project-based learning (PBL) implemented with students in early elementary to grade 8 (ages 3–14) in mathematics and science classrooms. Nine studies met the following inclusion criteria: (a) focus on PBL, (b) experimental study, (c) kindergarten to grade 8 level, and (d) focus on mathematics or science content. For these studies, we examined: the definitions of PBL used, the components of PBL explicitly identified as salient to student learning, and the effectiveness of PBL. This review found that although there is no consistent definition of PBL, PBL is …

Pbl In The Era Of Reform Standards: Challenges And Benefits Perceived By Teachers In One Elementary School, Nahid Nariman, Janet Chrispeels

Interdisciplinary Journal of Problem-Based Learning

We explore teachers’ efforts to implement problem-based learning (PBL) in an elementary school serving predominantly English learners. Teachers had an opportunity to implement the Next Generation Science Standards (NGSS) using PBL in a summer school setting with no test-pressures. To understand the challenges and benefits of PBL implementation, a case study method was used and a variety of data collected. Results suggest collaboration amongst teachers is essential to design and implement PBL units. A challenge was the tension between the contradictory accountability and curriculum coverage goals of the regular academic year versus letting go to promote inquiry. Both teachers and …

Transforming Pedagogy: Changing Perspectives From Teacher-Centered To Learner-Centered, Sharon Dole, Lisa Bloom, Kristy Kowalske

Interdisciplinary Journal of Problem-Based Learning

This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers’ pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of online interviews with 36 participants who completed the gifted education licensure program at a regional state university in the southeast. The online interviews were followed up with telephone interviews with four of the participants. The resulting themes can be grouped under the major categories of teacher-related and student-related …

Design Practices Of Preservice Elementary Teachers In An Integrated Engineering And Literature Experience, Kristen Bethke Wendell

Journal of Pre-College Engineering Education Research (J-PEER)

The incorporation of engineering practices and core ideas into the Next Generation Science Standards at the elementary school level provides exciting opportunities but also raises important questions about the preparation of new elementary teachers. Both the teacher education and engineering education communities have a limited literature base on the resources that novice elementary teachers bring to learning and teaching engineering. The purpose of this descriptive exploratory research study was to characterize the design practices used by preservice elementary teachers during an integrated engineering and literature experience. Using a modification of the Design Activity Coding Scheme (Atman et al., 2007), we …

Comparing Technology-Supported Teacher Education Curricular Models For Enhancing Statistical Content Knowledge, Dionne Cross Francis, Rick Hudson, Crystal Vesperman, Arnulfo Perez

Interdisciplinary Journal of Problem-Based Learning

Recent calls have been made to enhance and extend the statistical experiences of K-12 students. However, to ensure that such goals are met, teachers also need to develop deep conceptual understanding and pedagogical content knowledge that are essential to statistical thinking and reasoning. In this regard, over the past two decades, leading thinkers and professional organizations had advocated that teaching and curricula should be focused and organized around problem solving. In this paper we describe three such technology-supported curricula—a project-based learning (PjBL) unit, problem-solving activities (PS) unit, and a model-eliciting activities (MEA) unit—that align with this perspective and discuss the …

Conexiones: Fostering Socioscientific Inquiry In Graduate Teacher Preparation, Krista Glazewski, Michele I. Shuster Phd, Thomas Brush, Andrea Ellis

Interdisciplinary Journal of Problem-Based Learning

Socioscientific Inquiry (SSI) represents one approach designed to target interest and knowledge in science. In this context, students consider scientific issues that have social implications and require a range of trade-offs, concepts, and considerations in order to arrive at informed conclusions (Sadler, 2004). However, inquiry tasks in general and SSI projects in particular are not widely adopted in K-12 settings, despite strong beliefs among teachers that these types of activities are valuable (Marshall, Horton, Igo, & Switzer, 2009). We suggest Collaborative Action Research may provide an important platform for enabling teachers to experience success through systematic investigations of their practice …

Teacher Perspectives Regarding Gifted Diverse Students, Toni Szymanski, Thomas Shaff

Gifted Children

Abstract

Understanding teacher perceptions of diverse, gifted students is a first step to exploring the underrepresentation of non-white students in programs for advanced academic ability. As professionals, teachers are responsible for making referrals for special programming and are often the “gatekeepers” for student identification. This qualitative study used exploratory interviews to examine perceptions of five second- and third-grade teachers and the talented and gifted coordinator at a school in which 65% of the student population was Hispanic. Three themes emerged in the findings: (a) Teachers experience differences in training to work with diverse, low income students and gifted students; (b) …