Measuring Pedagogical Reform and the Integration of Engineering Design in STEM Classrooms

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Division K Roundtable Session 4

Abstract

We examined changes in high school STEM pedagogy during a three-year professional development (PD) program using the INSPIRES educative curriculum. The curriculum-materials and PD aid teachers in meeting the challenges of integrating the Next Generation Science Standards. A longitudinal mixed-methods design involved recording lessons, coding with the Reformed Teaching Observation Protocol rubric, and identifying qualitative trends. Results indicated that teachers began to transform their teaching, and engineering-design lessons best facilitated the reform. Instructional practices of participants improved significantly as a result of the program. We recommend structuring PD to make targeted use of an educative curriculum aligned with PD goals. PD that supports teachers in implementing a strongly-written engineering educative curriculum aids the transfer of design-based pedagogy into teacher-developed curricula.

Authors

• Tory H Williams, University of Maryland - Baltimore County

• Jonathan E Singer, University of Maryland - Baltimore County

• Jacqueline Krikorian, University of Maryland - Baltimore County

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

• Julia Ross, University of Maryland - Baltimore County