Taking Their Lessons Home: Teachers' Change in Engineering Knowledge, Beliefs, and Practice From an Inquiry-Based Laboratory Experience

• In Event: Inquiry-Based Professional Development in Science

Abstract

The study tracked teachers’ motivation, learning and transfer from an engineering-based professional development experience across social and developmental contexts. Sixteen secondary math and science teachers participated in a university-based, resident professional development opportunity, followed by ten months of supported planning and classroom implementation. Quantitative and qualitative data were collected over the year-long project period, and analyzed integratively. Teachers gained engineering knowledge and skills, understanding of engineering’s diversity and interdisciplinary nature, and integrative applied strategies for math and science instruction. They identified profound shifts in their perceptions of engineering and engineers, and gained efficacy and intent to use engineering principles for their students. All teachers integrated engineering principles into their classrooms, a process more challenging for math than science teachers.

Author

• Patricia L. Hardre, University of Oklahoma