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Board # 108 :Measuring Changes in High School Science Teacher Practice: Results of a Materials Science-focused Professional Development Program

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Pre-college Engineering Education Division Poster Session

Tagged Division

Pre-College Engineering Education Division

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Paper Authors


Alison K. Polasik The Ohio State University Orcid 16x16

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Alison K Polasik received a B.S.E. degree in Materials Science and Engineering from Arizona State University in 2002, and M.S. and Ph.D. degrees from The Ohio State University in 2005 and 2014, respectively. She is an assistant professor of practice in the Department of Materials Science and Engineering at OSU. Dr. Polasik's research interests include modeling of microstructure-property relationships in metals, assessment of educational outcomes, and engineering-specific epistemology in undergraduate students.

Dr. Polasik is a member of ASM, TMS, and ASEE.

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Alexandria Julius The Ohio State University

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Professional Development for Materials Science-Focused High School Courses is a professional development program for high school teachers of physical science, chemistry, physics, and materials science elective courses. This program was developed by faculty at The Ohio State University’s College of Engineering, Department of Materials Science Engineering, and it has been in operation since 2012. Throughout the course of the program, teacher content knowledge and use of materials science demos and hands-on activities in the classroom have increased. Researchers also noticed a change in teachers’ instructional practices, which was at first documented anecdotally. In an effort to measure these changes, the research team began using the “Survey of Enacted Curriculum” in Year 4. This instrument is used to gather data on instructional practices and time spent on various topics within a course. Data was collected from returning and new participants at the beginning and end of the program. In Year 5 data was again collected from returning and new participants. The program now has sufficient data to quantify changes in participating teachers’ instructional practices. In this paper we will share the results of this data, and correlate it with teachers’ own reflections on their change in practice.

Polasik, A. K., & Julius, A. (2017, June), Board # 108 :Measuring Changes in High School Science Teacher Practice: Results of a Materials Science-focused Professional Development Program Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27683

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