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Preservice Teachers Noticing About Students’ Written Design Performance and Improvement Ideas (RTP)

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2021 ASEE Virtual Annual Conference Content Access


Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Pre-College Engineering Education Division Technical Session 6

Tagged Division

Pre-College Engineering Education

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Paper Authors


Pamela S. Lottero-Perdue Towson University

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Pamela S. Lottero-Perdue, Ph.D., is Professor of Science and Engineering Education in the Department of Physics, Astronomy and Geosciences at Towson University. She has integrated engineering into courses for PreK-8 teacher candidates, developed and directed a graduate STEM program for PreK-6 teachers, and partnered with teachers to implement PreK-8 engineering learning experiences. She has authored numerous engineering-focused teacher practitioner articles, chapters, and research articles, and presents her research regularly through American Society for Engineering Education Pre-College Engineering Education Division, a division she has chaired. Her current research includes investigating how K-5 students experience design failure and engage in redesign; how simulated classroom environments can be used to help pre-service and in-service teachers practice facilitating argumentation discussions in science and engineering; and how close analysis of student work samples and classroom discussion transcripts can support pre-service teachers' learning to notice.

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Manuel Alejandro Figueroa The College of New Jersey

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Dr. Manuel Figueroa is an Associate Professor and chair of the Department of Integrative STEM Education at The College of New Jersey. In his role, he prepares pre-service teachers to become K-12 technology and engineering educators. His research involves engaging college students in human centered design and improving creativity. He also develops biotechnology and nanotechnology inspired lessons that naturally integrate the STEM disciplines. He received his PhD in biomedical engineering from Drexel University and was an NSF Graduate STEM Fellow in K-12 Education (GK-12).

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Jamie Mikeska

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Jamie Mikeska is a Research Scientist in the Student and Teacher Research Center at Educational Testing Service (ETS). Jamie completed her Ph.D. in the Curriculum, Teaching, and Educational Policy graduate program at Michigan State University in 2010. Her current research focuses on three key areas: (1) designing, developing, and conducting validation studies on assessments of content knowledge for teaching (CKT) science; (2) examining and understanding validity issues associated with measures designed to assess science teachers’ instructional quality, including observational measures, value-added measures, student surveys, and performance-based tasks; and (3) extending and studying the use of these knowledge and instructional practices measures of science teaching quality as summative assessment tools for licensure purposes and as formative assessment tools integrated within teacher education and professional development contexts. She currently serves as principal investigator on three National Science Foundation (NSF) research projects. One study (NSF #1621344) is designed to develop, pilot, and validate a set of performance-based tasks delivered within a simulated classroom environment in order to improve pre-service elementary teachers’ ability to facilitate goal-oriented discussions in science and mathematics. The purpose of the second study (NSF #1813254) is to examine and gather initial validity evidence for assessments designed to measure and build K-5th grade science teachers’ CKT about matter and its interactions in teacher education settings. The third grant (NSF #1813476) is focused on faciliating a working conference on the role of simulations in K-12 science and mathematics teacher education. Prior to graduate school, she taught elementary school for five years in Montgomery County, MD and earned her National Board certification during her tenure as a public school teacher.

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Matthew Scott Taylor

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Noticing involves teachers identifying important instances of teaching and learning during classroom interactions, connecting those to broader instructional principles, and using them to inform future instruction. To facilitate P-12 students’ engagement in engineering design, teachers must notice what students are designing and what they are thinking about their designs. In this qualitative study, we share pre-service teacher (PST) responses to a task that we developed for use in university-level engineering methods courses. The research question that guided our study was: In PSTs’ responses to the task, what do PSTs notice about students’ first designs and ideas about design performance and improvement? Study participants were 14 PSTs enrolled in an online engineering methods course at one of two college institutions. Our task engaged PSTs in analyzing two sets of student design work, each of which included pre- and post-testing images of the design, design scoring, and written work regarding design performance and improvement. Overall, we found that most PSTs were able to notice how students’ written work addressed aspects of the design constraints and criteria. However, few PSTs noticed missing information in the students’ written work, including design weaknesses and remedies to address them. Our findings suggest that PSTs need support in noticing what may be omitted from students’ designs and design thinking. PST noticing could be enhanced by deepening PSTs’ understanding of the design challenge and providing supports to scaffold their analysis.

Lottero-Perdue, P. S., & Figueroa, M. A., & Mikeska, J., & Taylor, M. S. (2021, July), Preservice Teachers Noticing About Students’ Written Design Performance and Improvement Ideas (RTP) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.

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