Examination of Differences in Science Professional Development Delivery of the Engineering Design Process

• In Event: Poster Session 15
  In Poster Session: STEM Education in K-12 and Higher Education

Abstract

Increased calls for experiential learning, alongside current STEM Education reform, has afforded design as a viable pedagogical approach for teaching students science content. Science education has increasingly shown interest in design through design-based teaching methods and the NGSS. This inclusion has come with concerns from the engineering community on the ability of non-engineering educators to effectively teach engineering design (ED). To determine differences in ability of teaching ED a study was conducted across a multi-site science professional development. This paper reports preliminary findings on how PD delivered by engineering educators vs. science educators influence teachers’ delivery of the EDP differently. Findings will suggest whether teachers’ delivery of engineering content differ when taught by engineering experts vs. science experts.

Authors

• Michael E. Grubbs, Virginia Polytechnic Institute and State University

• Tyler Scott Love, Virginia Polytechnic Institute and State University

• David E. Long, George Mason University

• Donna R. Sterling, George Mason University