Novice Mathematics and Science Teachers and the Engineering Design Process

• In Event: There's an E in STEM: Engineering's Place in STEM Teaching

Abstract

In this paper we discuss novice mathematics and science teachers’ (NMSTs’) conceptualization and enactment of the engineering design process (EDP). We draw from a larger study situated in a summertime engineering program that includes NMSTs as mentors. Qualitative data analysis of surveys, focus groups, and follow-up interviews from eight NMSTs revealed the ways in which they define the EDP and implement it in their classroom, and perceived challenges and supports for this implementation. Findings highlight the need for professional development a) that goes beyond the technical aspects of EDP and explicitly attends to 21st century skills that are critical components of the process; and b) helps teachers actualize the implementation of lesson plans that explicitly link EDP with content standards.

Authors

• Eugenia Vomvoridi-Ivanovic, University of South Florida - Tampa

• Tonisha B. Lane, Virginia Tech

• Salam Rifa'at Ahmad, University of South Florida - Tampa

• Selene Willis, University of South Florida

• Leia Cain

• Jonathan Gaines