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Nevada Teachers Integrating Engineering Into Science (Ties)

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Conference

2004 Annual Conference

Location

Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004

ISSN

2153-5965

Conference Session

Engineering/Education Collaborators

Page Count

8

Page Numbers

9.941.1 - 9.941.8

Permanent URL

https://peer.asee.org/12836

Download Count

13

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Paper Authors

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Norma Velasquez-Bryant

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Gokhan Pekhan

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Ahmad Itani

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Pamela Cantrell

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

2004-3130

Nevada Teachers Integrating Engineering into Science

Pamela Cantrell, Norma Velasquez-Bryant, Gokhan Pekcan, Ahmad Itani University of Nevada, Reno

Introduction

The Teachers Integrating Engineering into Science (TIES) Program is a collaborative project among faculty from the College of Education and the College of Engineering at the University of Nevada, Reno and teachers and administrators from four Nevada school districts. The TIES partnership presents opportunities for both university professors and middle school science teachers to work collaboratively for the development and implementation of best practices in science and mathematics education. This paper describes our project, which is currently in progress. The two-part focus of the project is to first, provide professional development for 7th- 8th grade science teachers to upgrade their content knowledge in engineering and learn integrated technology that supports effective science and mathematics instruction, and second, to facilitate the teachers in developing three engineering education modules for their classrooms. The modules include engineering design activities and are aligned with district and state standards for science and mathematics. Based on a review of current literature in engineering and science education, we developed a best practices model we call the Triangulated Learning Model (TLM) that was presented to the teachers as the delivery mode for the modules. The TLM employs three major elements designed to reinforce student learning: Simulation, Construction, and Connection. A variety of classroom and interactive Web-based learning activities are used throughout the TLM in order to reach a wide range of students.

Theoretical Framework

This project draws heavily upon the research in scientific inquiry, teacher efficacy, and engineering education. The engineering design modules developed by the teachers will provide a rich opportunity for their students to engage in scientific inquiry. The process of inquiry is critical to scientific literacy.1,2 Improving scientific literacy among teachers of science has become a national goal. The report to the nation by the National Commission on Mathematics and Science Teaching for the 21st Century3 identifies professional development as prerequisite for a well-qualified teaching force and encourages teachers to take responsibility for their own professionalism as they work to improve their skills. The Commission also stresses the need for professional development that provides opportunities for teachers to upgrade content knowledge and to learn how to integrate technology into the teaching of mathematics and science.

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright ©2004, American Society for Engineering Education

Velasquez-Bryant, N., & Pekhan, G., & Itani, A., & Cantrell, P. (2004, June), Nevada Teachers Integrating Engineering Into Science (Ties) Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/12836

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