Epistemological Alignment in Implementation of High School Engineering Instruction

• In Event: Roundtable Session 16
  In Roundtable Session: Epistemological Alignment and Beliefs in Science and Engineering Education

Abstract

This qualitative study examined a high school physics teacher’s engineering education epistemology (EEE). My main research questions were, what were some identifiable features of Evan’s* science education epistemology and engineering epistemology? And, how did they contribute to his EEE? Some pieces of Evan’s engineering epistemology matched his science education epistemology creating a coherent EEE in which student failure was problematic and caused him to abandon engineering projects. Understanding how Evan’s EEE affected his use engineering instruction sheds critical light on the potential successes of the NGSS reform agenda in science classrooms.

Author

• Katherine Shirey, University of Maryland - College Park