Dinota, K. A., & Bugallo, M. (2024, June), Board 191: A Model for Engineering Education Professional Development for K-12 Science Teachers  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46756

\bibitem{asee_peer_46756}
  Dinota, K. A., \& Bugallo, M. (2024, June), \emph{Board 191: A Model for Engineering Education Professional Development for K-12 Science Teachers}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--46756

Kathleen Ann Dinota and Monica Bugallo.  "Board 191: A Model for Engineering Education Professional Development for K-12 Science Teachers".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/46756 Internet.  07 Jan, 2025

\bibitem{asee_peer_46756}
  Kathleen Ann Dinota and Monica Bugallo.
  "Board 191: A Model for Engineering Education Professional Development for K-12 Science Teachers".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46756 Internet.  07 Jan, 2025

@INPROCEEDINGS{asee_peer_46756
author = "Kathleen Ann Dinota and Monica Bugallo"
title = "Board 191: A Model for Engineering Education Professional Development for K-12 Science Teachers"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46756}
number = {10.18260/1-2--46756}
}

TY  - CPAPER
AB  - As the Next Generation Science Standards (NGSS) have been adopted and implemented across the US, K-12 teachers are tasked with finding ways to incorporate engineering practices in their science lessons, despite having little formal training as part of the teacher certification process. This has led to an increased need for professional development to guide educators in engineering practices (such as defining problems, designing solutions and optimizing solutions) while simultaneously learning pure science concepts. Even though there are grade-level specific and discipline-specific learning standards, there are generic practices and lessons that can be used across grade levels and disciplines. Introducing teachers to the general mind-set of engineers and how engineering practices can help students to apply science concepts has become critical in professional development for science teachers.
 
A professional development program was developed and implemented over a period of several months during the school year through a university outreach program. Teachers were recruited from a variety of suburban school districts and included teachers at the elementary through high school levels. Participants met at the university and were given time to explore the science and engineering practices in NGSS and the progression of expected student competency from kindergarten through graduation. The workshop engaged teachers in hands-on engineering experiences, included direct instruction on engineering practices, and provided time to reflect on ways to incorporate these practices in their science classroom. In addition, each participant was required to complete a final project from a list of options provided. Many of the teachers created and instructed new engineering lessons for their classrooms, while being observed by university staff. Several teachers used university-based lessons as a means of providing engineering lessons to their students. Upon completion of the program, a feedback survey was administered and participants provided overwhelming positive feedback and expressed a desire for further professional development.


AU  - Kathleen Ann Dinota
AU  - Monica Bugallo
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 191: A Model for Engineering Education Professional Development for K-12 Science Teachers
UR  - https://peer.asee.org/46756
DO  - 10.18260/1-2--46756
ER  -