Engineering Pedagogy: Using INSPIRES to Support Integration of Engineering Design in Science and Technology Classrooms

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-6 - Division K Section 8 Poster Session 2

Abstract

The present study examined changes in high school biology and technology education pedagogy during the first of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) call for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts. The INSPIRES educative curriculum-materials and PD provided a mechanism for teachers to transform their teaching to meet the NGSS challenges. Year 1 results indicated that teachers had begun to transform their teaching and pointed to particular lessons within the INSPIRES curriculum that most facilitated the reform.

Authors

• Tory H Williams, University of Maryland - Baltimore County

• Jonathan E Singer, University of Maryland - Baltimore County

• Christopher R. Rakes, University of Maryland - Baltimore County

• Julia Ross, University of Maryland - Baltimore County

• Jacqueline Krikorian, University of Maryland - Baltimore County