This paper explores the components and efficacy of an engineering-based Research Experience for Teachers (RET) program with a focus on ideation. Leveraging the imaginative and iterative elements of the ideation process, participants engaged in inquiry exploring energy harvesting and novel sensor technology. In modeling the ideation methodology, participants were more engaged in authentic research, which subsequently fostered the creation of novel lesson plans extending beyond the classroom. The importance of research-based, STEM-based RET experiences are a critical feature of bolstering teacher content and pedagogical skills while embedding features of student-centered elements such as creativity and imagination. During the following school year, participating teachers created an inter-district competition designing Ebolavirus sensors using the One Health framework introduced in the summer research experience program. An example of a student product is provided. A discussion of alignment to science curriculum standards as well as the need of these programs are also discussed.
Participation In A Research Experience For Teachers Program: Impact On Perceptions And Efficacy To Teach Engineering
