scholarly journals The Impact of Engagement in STEM Activities on Primary Preservice Teachers’ Conceptualization of STEM and Knowledge of STEM Pedagogy

2018 ◽  
Vol 4 (2) ◽  
pp. 213-234
Author(s):  
Mehmet Aydeniz ◽  
Kader Bilican
Keyword(s):  
Preservice Teachers ◽  
Engineering Design ◽  
Primary Teachers ◽  
Structured Interviews ◽  
Stem Integration ◽  
Practicing Teachers ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
Science Technology ◽  
The Impact

The purpose of current study was to explore the weaknesses and strengths in pre-service primary teachers’ (PST) conceptualization of STEM and their knowledge of STEM pedagogy after engaging in integrated STEM (science, technology, mathematics and engineering) activities for one semester. The course activities emphasized concepts related to engineering design process, the interrelatedness of STEM subjects, inquiry and problem solving. The integrated STEM activities were implemented for six weeks. Data were collected through a questionnaire, reflection papers, semi-structured interviews with a sub set of participants (n=8/20). Results show that engaging students in immersive STEM activities helped PSTs develop foundational knowledge regarding STEM, engineering design and STEM pedagogy, which they could built on later to more effectively teach through STEM integration. Discussion focuses on how PSTs and practicing teachers can be supported through sustained professional development for STEM integration pedagogy.

The Impact of the Design Teams Approach on Preservice Teachers’ TPACK in the Vietnamese Context

2020 ◽  
Vol 8 (1) ◽  
pp. p85
Author(s):  
Tan, Choon Keong ◽  
Nguyen, B.D. ◽  
Lee, Kean Wah ◽  
Kang, Hwa Choo
Keyword(s):  
Preservice Teachers ◽  
Teacher Candidates ◽  
Technology In Education ◽  
Design Teams ◽  
Structured Interviews ◽  
Knowledge Domains ◽  
Language Studies ◽  
Central Vietnam ◽  
Mixed Method Design ◽  
The Impact

This study aimed to examine the impact of the design teams approach on preservice teachers’ technological pedagogical and content knowledge (TPACK). Using a mixed-method design, the researcher implemented the investigation among 62 teacher candidates whose major was Primary English Teaching at a university of foreign language studies in Central Vietnam. All of the participants attended a course named “Technology in Education”, which was adapted based on Johnson’s design teams approach model (2014). The data were collected using pre- and post-TPACK Survey, a TPACK Rubric (TIAI) and semi-structured interviews. The findings indicated that this design teams approach had a significant impact on the participants’ TPACK, particularly its technology-related knowledge domains (TK, TPK, TCK, TPACK). The result was also confirmed by the teacher candidates’ positive responses about their perceptions towards this instructional approach.

Investigating bridge design

2015 ◽  
Vol 22 (4) ◽  
pp. 255-260
Author(s):  
Lukas J. Hefty
Keyword(s):  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Interest ◽  
Bridge Design ◽  
Student Centered ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
Science Technology ◽  
Understanding Of Science ◽  
And Mathematics

Teachers making the transition to integrated, student-centered science instruction benefit from sharing resources, and this bridge design unit offers one example. The unit uses the engineering design process to give students time to develop critical thinking skills while helping teachers assess understanding of science and mathematics content. Each month, iSTEM (Integrating Science, Technology, and Engineering in Mathematics) authors share ideas and activities that stimulate student interest in integrated STEM fields in K–grade 6 classrooms.

Customizing Products Using Functional Component Matrices

2008 ◽  
Author(s):  
Ali Kamyab ◽  
Kemper E. Lewis
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Change Propagation ◽  
Modern Design ◽  
Functional Component ◽  
Engineering Design Process ◽  
Function Change ◽  
Product Customization ◽  
The Impact ◽  
Component Matrix

Modern design methodologies have used Function Component Matrices in a variety of different ways in order to support various facets of an engineering design process. The mapping of functions to components can be used to model and capture the dependencies and relationships that exist. This process is accomplished by breaking down complicated functions into smaller, easier to understand functions. This decomposition allows engineers to get a better understanding for how a change in each component within a product will affect the overall operation of the product. Being able to recognize the impact of the propagation of a sub-function change will give designers a better understanding of the flexibility (or lack thereof) of choices they have when designing a product for customization. In turn they can be used to inform the consumer regarding the consequences their customization choices can have on the final product. This paper discusses how a Functional Component Matrix (FCM) can be used to assist in this process of product customization and understanding change propagation.

scholarly journals TEAM FORMATION IN ENGINEERING DESIGN COURSES

2019 ◽  
Author(s):  
Mohamed Galaleldin ◽  
Justine Boudreau ◽  
Hanan Anis
Keyword(s):  
Student Satisfaction ◽  
Engineering Design ◽  
Engineering Students ◽  
Project Based Learning ◽  
Team Composition ◽  
Structured Interviews ◽  
Great Opportunity ◽  
Project Outcome ◽  
The Right ◽  
The Impact

Engineering design courses often include a team-based project. Project-based learning offers a great opportunity for engineering students to learn about teamwork and collaboration. It also gives students a chance to learn about themselves and improve their conflict management skills. Choosing the right team members for a specific project is not trivial, as the choice of the team often affects the project outcome and the students’ experience in the course. Moreover, there is a debate among engineering educators as to whether it is better to force team composition or not. In this paper, we investigate the impact of team composition and formation on project outcomes and student satisfaction in a second-year engineering design course at the University of Ottawa. The course is open to all engineering students and has an accessibility theme. Students work in teams with a client that has a specific accessibility need. Students meet the client three times during the semester and deliver a physical prototype by the end of the semester. For this study, students in the design course were divided into two groups. Students in the first group were allowed to pick their teams, while the instructor created the teams in the second group based on multidisciplinary composition and year of study. Both groups had the same instructor and the same course material, labs, project choices, etc. Semi-structured interviews were conducted with a few teams in each group.

scholarly journals The impact of STEAM integration on preservice teachers' disposition and knowledge

2020 ◽  
Vol 13 (1) ◽  
pp. 27-42
Author(s):  
Shuhua An
Keyword(s):  
Preservice Teachers ◽  
Data Collection ◽  
Mathematics Methods ◽  
Methods Courses ◽  
Content Type ◽  
Inquiry Process ◽  
Science Technology ◽  
And Mathematics ◽  
The Impact ◽  
Mathematics Methods Courses

PurposeThis study intended to provide such an opportunity to preservice teachers with a project-based learning (PBL) approach and an inquiry-based pedagogy to engage them in learning science, technology, engineering and mathematics (STEM) knowledge and skills of integration with adding an art component to STEM as science, technology, engineering, arts and mathematics (STEAM) for K-8 children, and developing their own STEAM tasks. The purpose of this project was to explore how STEAM integration in mathematics methods courses influenced K-8 preservice teachers' disposition and knowledge of STEAM integration.Design/methodology/approachThis project used a mixed-research design in data collection and analysis to examine the effects of using the STEAM integration on preservice teachers' knowledge and disposition. The preservice teachers in two EDEL 462 classes in Spring 2019 participated in STEAM learning and development in the inquiry process of four steps of STEAM integration. Data collection includes the pre- and postquestionnaires on teachers' knowledge and disposition.FindingsThe results in this study show that the STEAM integration in the mathematics methods courses engaged preservice teachers in four steps of the inquiry process of connection, collaboration, communication and evaluation for STEAM integration using PBL approach. The preservice teachers not only enhanced their disposition in attitude and confidence but also enhanced their knowledge of STEAM integration.Research limitations/implicationsThe following conclusions can be drawn from the present study that integrating STEAM components in mathematics methods fosters preservice teachers' creativity, connection, communication, application and teamwork skills, and importantly, it enhances K-8 preservice teachers' productive dispositions and knowledge in STEAM integration.Practical implicationsThe results of this study indicate that using math methods courses to engage preservice teachers in learning STEAM integration and designing authentic STEAM tasks in four steps enhanced preservice teachers' attitude and confidence that significantly related to their knowledge of STEAM integration.Originality/valueThese findings have significant implications for the understanding of how to prepare future teachers in STEAM integration in higher education.

scholarly journals Understanding coherence and integration in integrated STEM curriculum

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Gillian H. Roehrig ◽  
Emily A. Dare ◽  
Elizabeth Ring-Whalen ◽  
Jeanna R. Wieselmann
Keyword(s):  
Engineering Design ◽  
Earth Science ◽  
Science Content ◽  
Science Standards ◽  
Conceptual Integration ◽  
Integrated Stem ◽  
Engineering Design Process ◽  
And Mathematics ◽  
Engineering Practices

Abstract Background Few tools or rubrics exist to assess the quality of integrated STEM curricula, and existing tools focus on checklists of characteristics of integrated STEM. While such instruments provide important information about the presence and quality of certain curricular components, they do not assess the level and nature of integration of the curriculum as a whole. Thus, this study explores the development of a process focused to understand the nature of integration within a STEM curriculum unit. Findings A conceptual flow graphic (CFG) was constructed for 50 integrated STEM curriculum units. Patterns in the nature of the interdisciplinary connections were used to categorize and understand the nature of integration and curricular coherence within each unit. The units formed four broad types of integrated STEM curricula: (i) coherent science unit with loosely connected engineering design challenge (EDC), (ii) engineering design-focused unit with limited connections to science content, (iii) engineering design unit with science content as context, and (iv) integrated and coherent STEM units. All physical science units were in the integrated and coherent category with strong conceptual integration between the main science concepts and the EDC. Curricula based in the Earth and life sciences generally lacked conceptual integration between the science content and the EDC and relied on the engineering design process to provide a coherent storyline for the unit. Conclusions Our study shows that engineering practices can serve as a contextual integrator within a STEM unit. The utilization of an EDC also provides the potential for conceptual integration because engineering is grounded in the application of science and mathematics. Integrated STEM curricula that purposefully include science and mathematics concepts necessary to develop solutions to the EDC engage students in authentic engineering experiences and provide conceptual integration between the disciplines. However, the alignment of grade-level science standards with the EDC can be problematic, particularly in life science and Earth science. The CFG process provides a tool for determining the nature of integration between science and mathematics content and an EDC. These connections can be conceptual and/or contextual, as both forms of integration are appropriate depending on the instructional goals.

scholarly journals Walking the Walk: An Integrated STEM Project for Elementary Teachers

2016 ◽  
Vol 1 (1) ◽  
pp. 25-29
Author(s):  
Sarah J. Carrier ◽  
Valerie N. Faulkner ◽  
Laura Bottomley
Keyword(s):  
Teacher Preparation ◽  
Elementary Teachers ◽  
National Research Council ◽  
Teacher Preparation Program ◽  
Practicing Teachers ◽  
Integrated Stem ◽  
School Subjects ◽  
Science Technology ◽  
Engineering Mathematics ◽  
National Economic

Preparing effective STEM (science, technology, engineering, mathematics) education teachers has become a priority of national economic importance (National Research Council [NRC], 2007) and this goal depends on teachers who understand content and possess effective teaching practices that impact student learning true integration of STEM will require significant changes in classroom practices, shifting away from traditional instruction and begin with teacher preparation. The present article originates from an interdisciplinary STEM project within an elementary teacher preparation program that has a stated and explicit STEM focus for undergraduate pre-service elementary teachers, yet this investigation also applies to practicing teachers interested in STEM integration. The investigation aims to blur the rigid boundaries that traditionally separate school subjects. Here we highlight a unified investigation project that spans not only disciplines and courses but also pre-service teachers’ (PSTs’) mindsets.

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