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Full-Text Articles in Secondary Education and Teaching
Pre-Service Science Teachers’ Understanding Of Science And Engineering Practices, Engineering Design Process, And Scientific Method, Frackson Mumba, Alexis Rutt, Paul Asunda, Reid Bailey
Pre-Service Science Teachers’ Understanding Of Science And Engineering Practices, Engineering Design Process, And Scientific Method, Frackson Mumba, Alexis Rutt, Paul Asunda, Reid Bailey
Journal of STEM Teacher Education
This study examined secondary pre-service science teachers’ understanding of science and engineering practices, the engineering design process, and the scientific method before and after an intervention. Participants were ten pre-service science teachers. Data were collected through a survey and semi-structured interviews. Results show that after the intervention pre- service science teachers developed understanding of science and engineering practices and used more engineering-specific language when describing them. They also developed an understanding that both engineering design process and scientific method are cyclical and iterative and that the two processes share many practices, but the biggest difference between them is in their …
The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite
The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite
Journal of Pre-College Engineering Education Research (J-PEER)
The instructional practices of the engineering design process and culturally responsive pedagogy have each garnered national attention and multiple decades of research. Findings from the respective literature bases call for educators and policymakers to integrate these two pedagogical approaches into K-12 classroom instruction. Scholars have argued that this integration would improve student engagement and academic achievement. There is a significant amount of research that supports the positive student outcomes associated with each approach, yet there remains a dearth of literature that addresses the integration of these two practices into the science and mathematics content areas. The movement around educational reform …