Exploring how Science Teachers' Views of the Nature and Pedagogy of Science are Affected by their Transition to Engineering (Fundamental)

摘要

"When I taught science, it was a small classroom with little bitty tables with four chairs a piece, and I walked in and out of them, I taught at the board and we did a few pre-made experiments, we did projects that showed different things. It was very different, I couldn't, I would not teach engineer that way, but I could teach science the way that I teach [engineering] now."-Steve With the integration of engineering into the Next Generation Science Standards (NGSS), many science teachers are now being asked to understand both engineering and science at the level they will be teaching as well as how to navigate the complex nature of teaching the subjects in an integrated fashion. The addition of engineering to K-12 education has been shown to benefit students and provide teachers with a new mode for teaching science. However, like many new educational innovations, this amendment will require that teachers gain a new set of knowledge and resolve how it fits within their current conception of science and science education. This study examines how teaching engineering affects or shifts the way educators think about science and the ways it should be taught in K-12 schools.