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The Laboratory Practice of K-5 Teachers in an Engineering RET: Triangulating Perceptions and Experience

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

9

Permanent URL

https://peer.asee.org/37875

Download Count

46

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Paper Authors

biography

Kent J. Crippen University of Florida Orcid 16x16 orcid.org/0000-0002-8981-2376

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Kent Crippen is a Professor of STEM education in the School of Teaching and Learning at the University of Florida and a Fellow of the American Association for the Advancement of Science. His research involves the design, development, and evaluation of STEM cyberlearning environments as well as scientist-teacher forms of professional development. Operating from a design-based research perspective, this work focuses on using innovative, iterative and theoretically grounded design for the dual purpose of addressing contemporary, complex, in situ learning problems while concurrently generating new theoretical insight related to the process of learning and the relationships among the people, tools and context of the problem space.

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Gayle Nelson Evans University of Florida Orcid 16x16 orcid.org/0000-0002-8559-5028

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Gayle Evans is a Lecturer and doctoral candidate in Curriculum & Instruction, Science Education in the School of Teaching and Learning at the University of Florida. She is science coordinator for the UFTeach undergraduate secondary STEM teacher preparation program and previously worked as a high school science teacher. Her research interests include mentoring relationships and program development in STEM teacher preparation and professional development.

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Chelsey Simmons University of Florida Orcid 16x16 orcid.org/0000-0001-6973-9813

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Chelsey S. Simmons, Ph.D., is an Associate Professor in the Department of Mechanical and Aerospace Engineering. She joined UF in Fall 2013 following a visiting research position at the Swiss Federal Institute of Technology (ETH) Zurich. Her research lab investigates the relationship between cell biology and tissue mechanics, and their projects are funded by the National Science Foundation, National Institutes of Health, and American Heart Association. She has received numerous fellowships and awards, including NIH's Maximizing Investigators' Research Award for Early Stage Investigators (2018), BMES-CMBE's Rising Star Award (2017), ASME's New Faces Award (2015) and an NSF Graduate Research Fellowship as a student. She teaches undergraduate Mechanics of Materials and graduate BioMEMS courses and was named MAE Teacher of the Year in 2017.

In addition to her engineering research and teaching, Simmons leads a $600k NSF-funded professional development program for elementary educators. Her efforts are bolstered by a legacy of education training and leadership, having received a Ph.D. Minor in Education and working as a founding officer and President of Stanford’s American Society for Engineering Education. Simmons received her B.S. cum laude from Harvard University and her M.S. and Ph.D. from Stanford University.

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Abstract

This study advances our team’s overall design and development goal of creating a valid and reliable observation protocol for science and engineering practices (SEPs) experienced by teachers working in research laboratories under the auspices of Research Experience for Teachers (RET). This protocol offers the potential for addressing a wide range of persistent questions related to the experience of RET participants by looking inside the blackbox of apprenticed professional research practice. Framed by cognitive apprenticeship and situated in an engineering RET for K-5 teachers, we independently document the SEPs that were consistently experienced across laboratory contexts and thus define a generalized teacher experience. Further, we identify key associations among the teacher's perception of their work, an independent observation of that activity and the perceptions reported by their graduate student mentors. Findings indicate that teacher participants’ perceptions of involvement and not actual experience was a more important predictor of confidence in practice. Perhaps most striking was the negative relationship between teacher confidence when working with mentors (r = -.242), which is similarly described by the mentors for working with teachers (r = -.356). This implies a strong need for further work and support for helping these unique individuals to understand each other’s goals and perspectives and for finding a way to work together that generates mutual feelings of confidence and satisfaction.

Crippen, K. J., & Evans, G. N., & Simmons, C. (2021, July), The Laboratory Practice of K-5 Teachers in an Engineering RET: Triangulating Perceptions and Experience Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37875

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015