Integration of engineering into K-12 education: a systematic review of teacher professional development programs

Mesutoğlu, Canan; Baran, Evrim

doi:10.1080/02635143.2020.1740669

Cited by 18 publications

(7 citation statements)

References 36 publications

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“…Both studies were set in the context of STEM education, and the integrated use of technology is limited to single-subject content learning. As for the teacher use of ICT in engineering, very little is known, except that teachers' lack of engineering knowledge is an identified barrier for the implementation of STEM education [34][35][36]. Nonetheless, quantitative studies of teachers' technological pedagogical science, mathematics, and engineering knowledge influencing their interdisciplinary STEM efficacies have been recently reported [31,37].…”

Section: Learning By Designing To Develop Teachers' Tpackmentioning

confidence: 99%

Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

2020

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This paper presents Indonesian preservice teachers’ experiences in designing a Science Technology Engineering and Mathematics-Technological Pedagogical Content Knowledge (STEM-TPACK) learning website. The framework of TPACK was expanded to include all STEM subjects for the synthesis of the theoretical/design framework. The STEM-TPACK framework is further epitomized as a replicable website to support preservice teachers in designing STEM lesson activities. The framework is also employed to examine preservice teachers’ efficacies and experiences in learning how to design the learning website. Thirty-seven second- and third-year Indonesian preservice teachers from science, mathematics, computer science, and engineering backgrounds formed interdisciplinary groups to design the STEM-TPACK website based on the current secondary school curricula. Data were collected from TPACK-STEM questionnaires, interviews, reflective journals, and observation. The preservice teachers’ efficacy for their STEM-TPACK developed significantly, with large effect sizes, after they co-designed the websites. The results also indicate that the preservice teachers faced challenges in communicating their discipline-based content knowledge when developing the STEM projects. Contextualizing and connecting their content knowledge with real-world design challenges was also difficult for them. Consequently, the preservice teachers realized that teaching is a complex matter, especially when they need to integrate the different disciplines for STEM education. However, this was viewed in a positive light for professional development. This study implies that preservice teachers may benefit from learning by design, employing the TPACK framework in the social setting of interdisciplinary STEM communities.

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Section: Learning By Designing To Develop Teachers' Tpackmentioning

confidence: 99%

Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

2020

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“…The sum of such offerings has been shown to positively influence teacher self-efficacy toward pedagogical content knowledge, engagement, and disciplinary knowledge [47], [54], [55]. Key to the effectiveness of engineering PL experiences is structure [56], hands-on, real-world experiences [57], and opportunities to collaborate [58]. A challenge associated with any such PL experience is the applicability of the training provided for teaching engineering at different levels and using different program resources.…”

Section: B Engineering Teacher Professional Learningmentioning

confidence: 99%

Blended Implementation of Existing Precollege Engineering Programs: Teacher Perspectives of Program Impact

Dalal,

Iqbal,

Carberry

2024

IEEE Trans. Educ.

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Contribution: This work examines the impact of a unique precollege STEM education initiative during its two pilot years. The study contributes to the growing body of research by unpacking the needs of and the impact on an important stakeholder group (i.e., the teachers) in the engineering education ecosystem to help inform the future design and development of teacher professional learning models. Background: Efforts to provide precollege students with engineering or robotics-specific experiences are on the rise. These efforts are typically undertaken independently of one another. A first-of-its-kind collaboration between two precollege STEM initiatives aimed to break down existing silos between programs and offer a blended engineering and robotics curriculum targeting underserved schools. Research Questions: 1) How does a program designed to blend two existing engineering and robotics programs at the secondary school level impact teachers? and 2) What program elements are deemed valuable by participating teachers who are implementing a blended engineering and robotics program at the secondary school level? Methodology: Four focus groups were conducted with teachers (n = 16) over a period of two years. Data was analyzed using open coding and constant comparison methods. Findings: Four themes of growing confidence, exercising agency, responsive professional development, and support structures emerged across the four datasets. Collectively these themes capture pragmatic understandings of offering a new, blended precollege STEM program and advance an argument for the involvement of all stakeholders to support the teachers.

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“…Indeed, numerous studies support the use of engineering-focused professional development to enhance teachers' engineering content knowledge and understanding of engineering design (Duncan et al, 2011;Guzey et al, 2014;Utley et al, 2019;Yoon et al, 2013). Mesutoglu and Baran (2021) suggest several research-based guidelines for the design of effective engineering professional development to include: (1) use a variety of instructional methods such as presentations, panels, field trips, and hands-on activities; (2) provide teachers opportunities to work collaboratively with other teachers, engineers, and researchers; and (3) provide ongoing constructive feedback. The design of such research-based engineering professional development efforts can be facilitated through The National Science Foundation's (NSF) Research Experience for Teachers (RET) program (National Science Foundation, 2023).…”

Section: Current State Of Engineering Education In Elementarymentioning

confidence: 99%

Culturally Responsive Energy Engineering Education: Campus-Based Research Experience for Reservation and Rural Elementary Educators

Lux,

Hammack,

Gannon

et al. 2024

JSTEM

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This multi-methods investigation was conducted to examine the experiences of preservice and in-service elementary teachers (n=11) from rural and American Indian Reservation communities who participated in an NSF-funded Research Experience for Teachers (RET), a summer residential research-focused professional development experience. The primary intent of the professional development was to build elementary teachers' self-efficacy in the design and implementation of community-centered and culturally responsive engineering education curricula. Over six weeks, teachers participated in energy-related research experiences in campus engineering laboratories while simultaneously developing engineering curricula for their elementary classrooms that focused on energy, a cross-cutting elementary topic. Results indicate that teachers showed significant gains in personal teaching efficacy beliefs in science and engineering. Findings also suggest that participating teachers felt significantly more comfortable teaching engineering post-program compared to preprogram. Quantitative results from this study align with the qualitative findings and indicate that the experience positively impacted teachers' capacities to teach engineering and integrate culturally responsive practices. Results also help identify specific attributes of the experience that contributed to their professional learning. Findings from this study contribute to the refinement of theories on teacher self-efficacy in engineering education and help guide future professional development efforts that foster inclusive student engineering identity formation within their classrooms.

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Integration of engineering into K-12 education: a systematic review of teacher professional development programs

Cited by 18 publications

References 36 publications

Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

Indonesian Science, Mathematics, and Engineering Preservice Teachers’ Experiences in STEM-TPACK Design-Based Learning

Blended Implementation of Existing Precollege Engineering Programs: Teacher Perspectives of Program Impact

Culturally Responsive Energy Engineering Education: Campus-Based Research Experience for Reservation and Rural Elementary Educators

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