June 15, 2014
June 15, 2014
June 18, 2014
K-12 & Pre-College Engineering
24.508.1 - 24.508.16
Engineering teaching behaviors in PK-3 classroomsGuidelines provided by the National Research Council’s (NRC) Framework for K-12 ScienceEducation and subsequent implementation of the Next Generation Science Standards (NGSS)require that both science and engineering content be delivered in K-12 classrooms. Furthermore,this content must be delivered as students engage in science and engineering practices, and mustpoint toward larger principles known as cross-cutting concepts that span multiple scientific andengineering disciplines.As part of the NURTURES program, a 5 year project funded by a NSF Math-SciencePartnership, we have developed and delivered summer institutes for PK-3 teachers to improvethe quality of science and engineering education in early childhood classrooms and to facilitatethe implementation of the NGSS in an urban school system. As part of this project, we havedeveloped an instrument known as the Systematic Characterization of Inquiry Instruction inEarly LearNing Classroom Environments, or SCIIENCE instrument, to measure the efficacy ofour professional development and to improve pedagogical practices in PK-3 classrooms.The SCIIENCE instrument was designed to objectively capture the presence of specific bestpractices outlined in the NRC Framework as they occur within a science lesson and focuses onteacher behaviors. The goals of the SCIIENCE instrument are (a) to provide a standardized toolbased on the NRC Framework for assessing the quality of science and engineering instruction inPK-3 classrooms; (b) to capture the instructional practices that engage students in their scienceand engineering lessons, promote scientific and engineering practices, and encourage higher-level thinking; and (c) to provide a feedback mechanism for guiding professional development ofPK-3 teachers designed to facilitate NGSS implementation.This paper describes the aspects of the SCIIENCE instrument that measure teacher behaviorsassociated with engineering practices specified by the NGSS that are appropriate for PK-3classrooms. Furthermore, we show results from the application of the SCIIENCE instrumentthat demonstrate a substantial improvement in teaching practices with regards to NGSSengineering content and practices following completion of our summer institute. A comparisonof these results to similar results for teaching behaviors associated with scientific inquiry showsthat PK-3 teachers may be more amenable to the implementation of engineering practices in theirclassrooms.
Molitor, S. C., & Kaderavek, J. N., & Dao, H., & Liber, N. J., & Rotshtein, R., & Milewski, G., & Czerniak, C. M. (2014, June), Engineering Teaching Behaviors in PK-3 Classrooms Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20399
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