"They're Like the Wizards": Ideological Discourses and Engineering Epistemologies as Resources for Teacher Reasoning

• In Event: Division K Section 1 Poster Session: Math, Science, and STEM

Abstract

Increased integration of engineering content in K-12 spaces has brought attention to the possibilities for engineering instruction as a means toward more equitable classroom experiences. This project considers teachers’ role in this, exploring the interaction between ideological discourses and engineering epistemologies as resources for reasoning about students’ capability in engineering activities. In the context of a graduate-level teacher certificate program on engineering education, we use a case study methodology to explore a single case of an elementary inclusion teacher’s reasoning about his students. Four significant patterns arose in the way ideological discourses and engineering epistemologies interacted: hierarchy discourse shaped how this teacher drew on engineering epistemologies and engineering epistemologies supported this teacher to tap into asset-based stances.

Authors

• Natalie Annabelle De Lucca, Vanderbilt University

• Jessica Watkins, Vanderbilt University

• Rebecca D. Swanson, University of Nebraska - Lincoln

• Merredith Desiree Portsmore, Tufts University