Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms

Thumbnail Image

Files

Williams_et_al_2019_Measuring_Pedagogy_Accepted_Version.pdf (767.1 KB)

Links to Files

https://link.springer.com/article/10.1007/s10956-018-9756-y

Permanent Link

https://doi.org/10.1007/s10956-018-9756-y
 http://hdl.handle.net/11603/22119

Collections

UMBC Education Department
UMBC Faculty Collection
UMBC Faculty Development Center (FDC)

Author/Creator

Author/Creator ORCID

Date

2018-11-03

Type of Work

journal articles postprints
Text

Department

Program

Citation of Original Publication

Williams, Tory et al.; Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms; Journal of Science Education and Technology, volume 28, pages 179–194, 3 November, 2018; https://doi.org/10.1007/s10956-018-9756-y

Rights

This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.

Subjects

Abstract

The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts. The INSPIRES educative curriculum materials and PD provided a mechanism for teachers to transform their teaching to meet the NGSS challenges. This study followed a longitudinal triangulation mixed methods design. Selected lessons were video recorded, scored on the Reformed Teaching Observation Protocol (RTOP) rubric, and examined for qualitative trends. Year 1 results indicated that teachers had begun to transform their teaching and pointed to particular lessons within the INSPIRES curriculum that most facilitated the reform. Instructional practices of participants improved significantly as a result of the INSPIRES PD program and also aligned with previous, similar studies. These findings provide insights for rethinking the structure of professional development, particularly in the integrated use of an educative curriculum aligned with intended professional development goals.