Preparing Educators to Employ Design-Based Engineering Practices in K-12 Science

The purpose of this study was to characterize a methodological framework for preparing science educators to implement design-based engineering practices to intentionally teach targeted science content. Using a modified Delphi the study looked to answer the following research questions (RQs): RQ1: How should teacher educators prepare K-12 pre-service science teachers to define engineering problems as one of eight NGSS practices all students should acquire through science education?, RQ2: How should teacher educators prepare K-12 pre-service science teachers to design engineering solutions as one of eight NGSS practices all students should acquire through science education? and , RQ3: How should teacher educators prepare K-12 pre-service science teachers to intentionally teach targeted science content using their newly acquired abilities to define engineering problems and design engineering solutions? During Round 1 a panel of 20 (8 science and 12 technology) education experts responded to 5 open-ended questions that focused on identifying the competencies and instructional strategies used to prepare K-12 pre-service science teachers to intently teach science using engineering design. Each question resulted in identifying approximately 50 themes per question. These themes were then used to construct the Round 2 Questionnaire. During Round 2 panelists reached agreement on 283 characteristics of a framework for preparing future science educators. In Round 3, panelists were sent 87 contested Round 2 items. Results of the Round 3 data analysis indicted an additional 31 framework characteristics. The results of this study identify the essential characteristics of a methodological framework that can serve to prepare science educators on the implementation of design-based engineering practices that intentionally teach targeted science content.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Curriculum and Instruction

Department dc:contributor.department

Teaching and Learning

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2017

Author dc:creator

• Carlson, James Starr

Chair dc:contributor.committeechair

• Wells, John G.

Committee members dc:contributor.committeemember

• Foster, Patrick Neal
• Ernst, Jeremy V.
• Williams, Thomas O.

• Teaching Competencies
• Instructional Strategies
• Design-Based Engineering Practices
• Teacher Education
• Delphi

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

vt_gsexam:12023

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/77938