Elementary Education and Engineering Design: Concrete Experiences in Mathematics and Science

Author(s):  
Richard H. Crawford ◽  
Kristin L. Wood ◽  
Marilyn L. Fowler

Abstract The education community has focused attention recently on a number of initiatives to evolve, and perhaps revolutionize, approaches for teaching science, mathematics, and engineering. In this paper, we present a new engineering and design technology program, initiated in 1992 and referred to as DTEACh, that focuses on the elementary grades. Two components comprise this new program: (1) open-ended design and exploration lessons that use hands-on models to teach integrated mathematics and science principles, and (2) a two-part teacher preparation program to provide teachers with the necessary engineering, mathematics, and science fundamentals for DTEACh. In this paper, we focus on a description of the teacher preparation program, including discussions of a novel teaching model, the subject matter for engineering and design fundamentals, and evaluation of the program. Results of the evaluation that teachers are more confident and equipped to facilitate the instruction of mathematics, science, and engineering principles.

2000 ◽  
Vol 22 (2) ◽  
pp. 25-32
Author(s):  
Valerie J. Bristor ◽  
Gloria M. Pelaez ◽  
Sharon Crawley

Author(s):  
Kristen C. Cuthrell ◽  
Joy Stapleton ◽  
Ann Bullock ◽  
Diana B. Lys ◽  
Judith J. Smith ◽  
...  

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.


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