Learning to Teach Engineering Design by Being a Designer

• In Event: Poster Session 11
  In Poster Session: Discipline-Based Research in Engineering Education

Abstract

The push towards Science Technology Engineering and Mathematics (STEM) education has been strong in recent years, and interest in integrating engineering into the K-12 curriculum has been especially high. However, teachers are inadequately prepared for this new responsibility, and research guiding professional development (PD) efforts in this area is limited (Guzey, Tank, Wang, Roehrig, & Moore, 2014). In this paper, we examine teachers’ perceptions of the quality of instruction and the learning acquired based on two iterations of a PD model involving engineering design (ED). Responses to forced-choice and open-ended surveys and observations suggest that both iterations were successful, although the second PD was more effective in helping teachers to think about and plan for classroom applications.

Authors

• Nancy C. Lavigne, University of Delaware

• Chrystalla Mouza, University of Delaware

• Zoubeida R. Dagher, University of Delaware

• Hilary Mead, University of Delaware

• Jennie Buckley, University of Delaware

• Lori Pollock, University of Delaware

• Michelle Cirillo, University of Delaware

• Dustyn Roberts, University of Delaware