<p>The Next Generation Science Standards (NGSS Lead States, 2013) promote a new vision of K-12 science education that emphasizes the importance of integrating engineering practices into science education. Recent engineering studies have highlighted design approaches that focus on designers’ empathy, such as human-centered design (Hess & Fila, 2016a; Kouprie & Visser, 2009; Walther et al., 2017). Empathic engineering design approaches can help students understand how engineers understand various users’ contexts and develop effective design solutions. Furthermore, empathy is a key element in cross-cultural education (Gay, 2002; Webb et al., 2012) because it can help teachers create positive interactions with diverse students (Arghode et al., 2013; Warren, 2014). Empathy is an important attribute highlighted in both engineering and cross-cultural education. Therefore, it is necessary for teachers to comprehend and integrate the principles of Human-Centered Design (HCD) approaches to provide more authentic and holistic engineering education. </p> <p>This study explored elementary preservice teachers’ competence in planning and implementing an empathic engineering design lesson plan in cross-cultural STEM education by applying a module. The module consisted of a researcher-developed elementary science methods unit on designing empathic integrated STEM instruction. Using a convergent mixed methods design (Creswell & Clark, 2018) and 16 participants, this study investigated preservice teachers’ understanding of empathic integrated STEM instruction before and after the module. This study utilized the Interpersonal Reactivity Index (Davis, 1983) to examine preservice teachers’ levels of empathy and the Teaching Engineering Self-Efficacy Scale (Yoon et al., 2014) to measure their self-efficacy. For qualitative data, reflection papers, empathic design lesson plans, and interview transcripts were collected. Thematic analysis (Braun & Clark, 2006) was employed to identify patterns and relationships within the data.</p> <p>The analysis of a paired samples t-test and a related-samples Wilcoxon signed-rank test showed a significant difference between the means of preservice teachers’ self-efficacy scores before and after the module. However, there was no significant difference in the means of their empathy scores. According to qualitative data analysis, preservice teachers understood the role of empathy in both engineering and cross-cultural education. The module enhanced preservice teachers’ pedagogical strategies regarding empathic techniques and culturally and socially responsive pedagogies. Preservice teachers also discovered the benefits of empathic integrated STEM instruction including broadening one’s perspectives, understanding the value of inclusive designs, and enhancing students’ 21st century skills. After experiencing the module, they felt confident in integrating empathic integrated STEM instruction and recognizing potential challenges of implementation. The study findings show that empathic integrated STEM instruction can be a way to support preservice teachers’ understanding of engineering pedagogical strategies, culturally responsive pedagogy, and the features of integrated STEM instruction. </p>

This collective case study explores the nature of the relationship between teachers’ use of culturally responsive teaching (CRT) practices and students’ engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers’ facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers’ depth and breadth of their knowledge of CRT and SMP3.