Elementary Science Teachers’ Sense-Making with Learning to Implement Engineering Design and Its Impact on Students’ Science Achievement

Capobianco, Brenda M.; Radloff, Jeffrey; Lehman, James Daniel

doi:10.1080/1046560x.2020.1789267

Cited by 8 publications

(4 citation statements)

References 47 publications

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“…This similarity can be attributed to the close socioeconomic levels of the students or their taking lessons from the same teachers. This situation is seen as a situation that has emerged in many experimental studies (Capobianco, Radloff & Lehman, 2021;Kırıcı & Bakırcı, 2021). Moreover, the experimental group's post-test scores were different from comparison group with respect to engineering knowledge levels.…”

Section: Discussionmentioning

confidence: 95%

STEM Education Effect on Inquiry Perception and Engineering Knowledge

Kutlu

Bakırcı

Kara

2022

Participatory Educational Research

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Despite the adoption of modern educational approaches such as activitybased, laboratory-based, technology enhanced science education, it is known that in most cases, students have difficulties in achieving desired learning goals such as developing inquiry skills and engineering knowledge. The efforts of science educators to ensure that students reach the desired learning goals have led to the development of new educational approaches. It is then necessary to put the emerging educational approaches into practice, to determine their effects in practice, and to determine the level of achieved learning goals. Therefore, the study intends to examine the effect of Science, Technology, Engineering and Mathematics (STEM) supported science teaching on the perception of inquiry learning skills and engineering knowledge level of 8th graders regarding Basic Machines unit. Quasi experimental research design was adopted. The study was conducted with 8th grade students. The participant students were recruited through easily accessible sampling method. This study was implemented during five weeks. The Inquiry Learning Level Perception Scale (ILSPS) and the Engineering Knowledge Level Scale (EKLS) were data collection tools. The data obtained revealed that STEM supported science teaching was effective on 8th graders inquiry learning skill perception and engineering knowledge levels. It is recommended to carry out comprehensive studies to reveal the effect of STEM-supported science teaching on students' design skills in the 21st century.

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Section: Discussionmentioning

confidence: 95%

STEM Education Effect on Inquiry Perception and Engineering Knowledge

Kutlu

Bakırcı

Kara

2022

Participatory Educational Research

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“…These findings are consistent with the benefits of instruction featuring driving questions (e.g., Krajcik et al, 1994; Weizman et al, 2010) based on anchoring phenomena (Thompson et al, 2016; Windschitl et al, 2008), which motivate students' engagement in a range of science practices. In instruction that coherently integrates science and engineering, these anchoring science phenomena are further contextualized within design problems, compelling teachers to revisit design problem definitions throughout instruction to promote student engagement, self‐monitoring, and conceptual connections across disciplines (e.g., Capobianco et al, 2021). Findings are also consistent with research on responsive teaching in engineering settings where pedagogical decisions are based on what the students are saying and doing (e.g., Watkins et al, 2018; Wendell et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit

et al. 2022

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Contemporary science education frameworks identify computational thinking as an essential science and engineering practice that supports scientific sense-making and engineering design. Despite national emphasis on teaching science, engineering, and computational thinking (NGSS Lead States, 2013), little research has investigated the ways that elementary teachers support students to engage in science and engineering practices (SEPs) within integrated science, engineering, and computational thinking curricula. This study explores how teachers provide verbal support of SEPs to upper elementary students during a 4-week NGSS-aligned curricular unit that challenged students to redesign their school to reduce water runoff. Students conducted hands-on investigations of water runoff and created computational models to test their designs. Teacher audio data during the classroom implementation was collected and qualitatively coded for different purposes of verbal support, such as to understand how (pragmatic), when, and why (epistemic) to use SEPs, in three focal lessons. Results show that teachers provided a range of pragmatic and

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“…The ability of science museums to provide in-service science and mathematics teachers with extended PD is vitally important for the inclusion of engineering education in K-12 schools in the U.S. Despite the inclusion of engineering concepts in the widely adopted Next Generation Science Standard (NGSS), most K-12 teacher education programs still do not include engineering education content or courses, which leads to low teacher confidence in including engineering concepts in their instructional practice [47,48]. Because of their ability to deliver quality, adaptable PD, science museums are an underutilized mechanism for addressing these issues in teacher education.…”

Section: Informal Learning Institutions As Resources For Educatorsmentioning

confidence: 99%

University–Museum Partnerships for K-12 Engineering Learning: Understanding the Utility of a Community Co-Created Informal Education Program in a Time of Social Disruption

Rodegher,

McGowen,

Hughes

et al. 2024

Education Sciences

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This study explores the impact of COVID-19 on informal learning institutions, primarily science museums, through the lens of an activity kit co-created by CELL-MET—a cross-university, engineering research center—and museum partners. While formal learning organizations, like K-12 schools, play a critical role in the education process through standardized teaching, informal learning organizations also make important contributions to the engineering education ecosystem, such as by fostering engineering identity development, especially for learners and their families. This is particularly valuable for young learners from underrepresented and under-resourced communities. In this study, two questions are addressed: (1) How were museums impacted by COVID-19 and the resulting disruptions to their operations, and how did they respond? (2) To what extent were museums able to implement and adapt EEK! to reach under-served youth in the face of social disruption? When the world was experiencing social disruption from the spread of COVID-19, the authors realized they had an opportunity to test the utility and adaptability of their model of engineering activity co-creation. Approximately six months into the launch of both EEK! and the global pandemic, a 29-item survey was distributed to EEK! recipient institutions. Of the museum respondents, 97% reported experiencing full closures and 73% reported layoffs and furloughs. Despite these challenges, 78% implemented EEK!, with 70% of the institutions creating new virtual programming, and 38% adapting EEK! for remote facilitation, including real-time virtual events, self-guided activities, and at-home activity kits. Museums were equally impacted by COVID-19 policies and closures, but have not received the public attention and support that K-12 schools have received. Nonetheless, they have responded with ingenuity in using and adapting EEK!. Given their K-12 partnerships, flexibility, and ability to engage learners, museums are undervalued collaborators for universities trying to impact the K-12 engineering education ecosystem.

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Elementary Science Teachers’ Sense-Making with Learning to Implement Engineering Design and Its Impact on Students’ Science Achievement

Cited by 8 publications

References 47 publications

STEM Education Effect on Inquiry Perception and Engineering Knowledge

STEM Education Effect on Inquiry Perception and Engineering Knowledge

Elementary teachers' verbal supports of science and engineering practices in an NGSS‐aligned science, engineering, and computational thinking unit

University–Museum Partnerships for K-12 Engineering Learning: Understanding the Utility of a Community Co-Created Informal Education Program in a Time of Social Disruption

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