“Changing in the Moment”: Examining Enacted and Personal Pedagogical Content Knowledge of Engineering Teachers (Poster 1)

• In Event: Sunday Poster Session 7:45 am
  In Poster Session: Contemporary Issues in Science Teaching and Learning

Abstract

Research exploring the pedagogical content knowledge (PCK) of engineering teachers remains sparse and more studies are needed to highlight systematic ways in which teachers scaffold teaching of engineering in K-12 schools. As part of an NSF funded *** project conducting research on the implementation of the ****** curricula, we investigated the PCK of six middle school engineering teachers implementing a semester-long curricula in their 6th, 7th, and 8th grade classrooms. Using the theoretical lens of the refined consensus model of PCK in science teaching, we present preliminary findings of ways in which teachers converted their personal PCK (pPCK) into enacted PCK (ePCK) in engineering. We provide implications for research and its impact on scaffolding effective engineering PCK for K-12 teaching.

Authors

• Dyanne Baptiste Porter, Georgia Institute of Technology

• Jessica Gale, Georgia Institute of Technology

• Meltem Alemdar, Georgia Institute of Technology

• Jasmine Sookhyun Choi, Georgia Institute of Technology

• Sunni Newton, Georgia Institute of Technology