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Session 2793

Creating a Course in Engineering Problem Solving for Future Teachers

William Jordan, Bill Elmore, Debbie Silver Louisiana Tech University

Abstract

The health of science and engineering tomorrow depends on improved mathematics and science preparation and problem solving skills of our students today. One cannot expect world-class learning of science, mathematics, and problem solving techniques by students if U.S. teachers lack the confidence, enthusiasm, and knowledge to deliver world-class instruction 1. One way to improve K-12 science education is to improve current knowledge and preparation of the future teachers themselves. This project moves toward that end.

Louisiana Tech University’s undergraduate engineering program has been significantly modified during the past two years. Emphasis has been placed on creating an integrated (college-wide) program for freshmen and sophomores. A key part of this program is a three- course sequence in the freshman year that largely deals with engineering problem solving.

It is our belief that part of the problem with K-12 science education is that teachers do not know how to relate the science they are teaching to real world experiences. To deal with that issue, we incorporated what we have learned in developing our freshman engineering course sequence as a basis to create a new three-hour course in engineering problem solving. This course is specifically designed for education majors. They are shown how to solve real world engineering problems and how to teach such subject matter to their own future students. In this course we model innovative teaching techniques as well as provide mathematics, science, engineering, technological and problem solving experiences for the students.

I. Introduction

The health of science and engineering tomorrow depends on improved mathematics and science preparation of our students today. The national interest is now a national imperative. The National Science Foundation (NSF) has stated in regard to declining performance among our nation’s K–12 students that the construction of knowledge about teaching and learning is evolving faster than institutions and bureaucracies can respond. NSF recognizes that science teachers exercise key roles in implementing effective reforms. It is, therefore, imperative that institutions of higher learning ensure that science teaching methods for preservice teachers be specifically related to the teaching/learning process as it applies to science. Experiences should be planned collaboratively with professional practitioners in the fields of education, science education, mathematics, engineering, technology and science. Included should be a myriad of problem solving techniques combined with information and technology that have applications

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Jordan, W. M., & Silver, D., & Elmore, B. B. (2000, June), Creating A Course In Engineering Problem Solving For Future Teachers Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8246