From Knowing-About To Knowing-To:  Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties

Sun, Yan

doi:10.19030/ajee.v5i1.8610

Cited by 13 publications

(13 citation statements)

References 26 publications

(16 reference statements)

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“…Just as considerations of organizational culture can help explain corporate autonomy dilemmas, teaching beliefs may be considered in discussing school autonomy in school–university–industry partnerships. Engineering pedagogical content knowledge (Sun & Strobel, 2014) requires not only knowledge of engineering but also knowledge of how to apply instructional methods and translating that engineering content to the appropriate grade level; the latter is a noted challenge in the teacher–industry partnership literature (Buxner et al, 2014). It may be intimidating for an educator with low teaching engineering self‐efficacy (Yoon et al, 2014) to participate in this project.…”

Section: Discussionmentioning

confidence: 99%

A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

Gillen

Grohs

Matusovich

et al. 2021

J of Engineering Edu

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Background Calls to improve learning in science, technology, engineering, and mathematics (STEM), and particularly engineering, present significant challenges for school systems. Partnerships among engineering industry, universities, and school systems to support learning appear promising, but current work is limited in its conclusions because it lacks a strong connection to theoretical work in interorganizational collaboration. Purpose/Hypothesis This study aims to reflect more critically on the process of how organizations build relationships to address the following research question: In a public–private partnership to integrate engineering into middle school science curriculum, how do stakeholder characterizations of the collaborative process align with existing frameworks of interorganizational collaboration? Design/Method This qualitative, embedded multiple case study considered in‐depth pre‐ and post‐year interviews with teachers, administrators, industry, and university personnel during the first year of the Partnering with Educators and Engineers in Rural Schools (PEERS) program. Transcripts were analyzed using a framework of interorganizational collaboration operationalized for our context. Results Results provide insights into stakeholder perceptions of collaborative processes in the first year of the PEERS program across dimensions of collaboration. These dimensions mapped to three central discussion points with relevance for school–university–industry partnerships: school collaboration as an emergent and negotiated process, tension in collaborating across organizations, and fair share in collaborating toward a social goal. Conclusions Taking a macro‐level look at the collaborative processes involved enabled us to develop implications for collaborative stakeholders to be intentional about designing for future success. By systematically applying a framework of collaboration and capitalizing on the rich situational findings possible through a qualitative approach, we shift our understanding of collaborative processes in school–university–industry partnerships for engineering education and contribute to the development of collaboration theory.

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Section: Discussionmentioning

confidence: 99%

A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

Gillen

Grohs

Matusovich

et al. 2021

J of Engineering Edu

View full text Add to dashboard Cite

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“…When the literature examined, it is seen that in recent years, scale development studies in the fields of PCK and TPCK (Technological Pedagogical Content Knowledge) for teachers and pre-service teachers are frequently used (Graham et al, 2009;Schmidt et al, 2009;Landry, 2010;Marks, 1990;Sun & Strobel, 2014). However, when the literature was examined, a limited number of studies were found that measure the Pedagogical Content Knowledge of teachers and pre-service teachers towards STEM (Rigelman, 2014;Yildirim & Sahin-Topalcengiz, 2019).…”

Section: Determining the Needmentioning

confidence: 99%

Development of the STEM-Pedagogical Content Knowledge Scale for Pre-service Teachers: Validity and Reliability Study

Akçay

Avcı

2022

J. Sci. Learn.

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This study aims to develop a valid and reliable scale to determine the STEM-Pedagogical Content Knowledge (STEM-PCK) levels of pre-service teachers. This study was conducted in the 2018-2019 academic year with 322 pre-service teachers in Turkey. In the study, one of the mixed method typologies, Exploratory Sequential Design was applied. The scale was submitted for evaluation by four experts to determine the content and face validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was performed to determine the construct validity of the scale. As a result of EFA, the scale had five factors including STEM Pedagogical Knowledge, Pedagogical Knowledge, Engineering Pedagogical Knowledge, Mathematics Pedagogical Knowledge and Science Pedagogical Knowledge.As a result of CFAχ ² / df = 2.7085, RMSEA = .073, RMR = 0.0420, SRMR = .0667, NFI = .940, NNFI = .960, CFI = .961, IFI = .962, RFI = .938 values were reached and the factor structure determined to be suitable.To determine the reliability of the scale, internal consistency and test-retest reliability analyzes were made. Internal consistency reliability value of the scale was found as .977. The final form of the STEM-PCK scale is a 5-point Likert type that includes 57 items and 5 factors.

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“…Teachers' comfort with open-ended activities, engineering concepts, curriculum outside of state standards, and their relationship with peers or administrators can all impact the ability to successfully engage in the collaboration. In the literature on science content knowledge, researchers found a positive link between teaching science self-efficacy and content knowledge (Menon and Sadler, 2016), but the same cannot be said about the engineering education literature (Sun and Strobel, 2014). There is something about engineering in particular, that seems to have decreased the perceived capacity to contribute to the collaboration for teachers and some did explicitly state they were afraid of looking unintelligent in front of their engineering partners or students.…”

Section: Capacity-building Metrics (Goal 2)mentioning

confidence: 99%

Building community capacity for integrating engineering in rural middle school science classrooms

Grohs

Gillen

Matusovich

et al. 2020

JSTEM

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Broadening participation in engineering is an important national priority and has led to increasing demands for engineering content to be integrated into traditional K-12 curriculum. However, expecting teachers to incorporate engineering into their classrooms without additional training or resources is unreasonable. Partnering teachers with industry partners is one promising way to prioritize integrated science and engineering content while also introducing youth to possible career paths. In this programmatic article, we introduce the Partnering with Educators and Engineers in Rural Schools (PEERS) project that focuses on the collaborative design, implementation, and study of recurrent hands-on engineering activities with middle school youth in three rural communities in or near Appalachia. We discuss the curricular priorities of the program as well as preliminary findings on both student-focused and capacity-building metrics across the partnerships. Key discussion points include (1) a need to distill goals for engineering outreach by wrestling with what success might really look like for middle-school youth engagement with engineering and (2) cultivating community capacity to better support education systems and the simultaneous potential for and challenges of collaborating to build such infrastructure.

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From Knowing-About To Knowing-To: Development Of Engineering Pedagogical Content Knowledge By Elementary Teachers Through Perceived Learning And Implementing Difficulties

Cited by 13 publications

References 26 publications

A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

Development of the STEM-Pedagogical Content Knowledge Scale for Pre-service Teachers: Validity and Reliability Study

Building community capacity for integrating engineering in rural middle school science classrooms

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