What Goals Do Science Teachers Satisfy by Integrating Engineering Design Into the Science Curriculum?

• In Event: AERA Poster Session 3
  In Poster Session: Science Teaching and Learning

Abstract

Calls to expand access to engineering education lead to inclusion of engineering in the NGSS. While many states have adopted the NGSS, several have not. Students living in these states will gain access to engineering experiences if teachers choose to integrate such opportunities into science classes. This study seeks to understand why some teachers chose to implement an instructional model integrating engineering and science, despite living in a non-NGSS state. We ask what goals teachers felt were satisfied via engineering instruction. Four categories of goals emerged: (1) habits of mind; (2) preparation for the future; (3) science learning; and, (4) accountability policy. We also find teachers did not hold goals related to equity, despite equity considerations undergirding the instructional model.

Authors

• Todd L Hutner, The University of Alabama

• Victor Sampson, The University of Texas at Austin

• Lawrence Chu, The University of Texas at Austin

• Christina Baze, The University of Texas at Austin

• Richard Crawford, The University of Texas at Austin