A Case Study of Eighth-Grade Science Teachers' Goal Conflict Arising From Engineering Integration

• In Event: Science Teaching and Learning: Engineering Education

Abstract

The Framework for K-12 Science Education details new goals to guide the improvement of US science education. Among the new goals, the inclusion of engineering core ideas and practices stand out. In this paper, we examine the goal conflict arising in four science teachers implementing a new engineering instructional framework. Primary data for this study are eight semi-structured interviews conducted with each teacher. Findings indicate four goal conflicts, grouped under two categories, which all four teachers experienced. Under the allocation of resources category, teachers expressed goal conflict related to the allocation of money and allocation of time. Underneath the district coordination category, all four teachers expressed goal conflict related to the district required curriculum and district mandated benchmark testing.

Authors

• Victor Sampson, The University of Texas at Austin

• Todd L Hutner, The University of Alabama

• Christina Baze, The University of Texas at Austin

• Lawrence Chu, The University of Texas at Austin

• Richard Crawford, The University of Texas at Austin