The purpose of this study was to characterize a methodological framework for preparing science educators to implement design-based engineering practices to intentionally teach targeted science content. Using a modified Delphi the study looked to answer the following research questions (RQs): RQ1: How should teacher educators prepare K-12 pre-service science teachers to define engineering problems as one of eight NGSS practices all students should acquire through science education?, RQ2: How should teacher educators prepare K-12 pre-service science teachers to design engineering solutions as one of eight NGSS practices all students should acquire through science education? and , RQ3: How should teacher educators prepare K-12 pre-service science teachers to intentionally teach targeted science content using their newly acquired abilities to define engineering problems and design engineering solutions? During Round 1 a panel of 20 (8 science and 12 technology) education experts responded to 5 open-ended questions that focused on identifying the competencies and instructional strategies used to prepare K-12 pre-service science teachers to intently teach science using engineering design. Each question resulted in identifying approximately 50 themes per question. These themes were then used to construct the Round 2 Questionnaire. During Round 2 panelists reached agreement on 283 characteristics of a framework for preparing future science educators. In Round 3, panelists were sent 87 contested Round 2 items. Results of the Round 3 data analysis indicted an additional 31 framework characteristics. The results of this study identify the essential characteristics of a methodological framework that can serve to prepare science educators on the implementation of design-based engineering practices that intentionally teach targeted science content. / Ph. D. / The purpose of this study was to characterize a methodological framework for preparing science educators to implement design-based engineering practices to <i>intentionally</i> teach targeted science content. The rationale for this research was the <i>Next Generation Science Standards</i> necessitate science use engineering practices to teach K-12 science content. According to the National Research Council the implementation of engineering practices will take shape in the form of engineering design. To date science education has focused primarily on defining the content of science education at the expense of its application (NRC, 2013, p.2). Furthermore, studies have shown professional development continues to prepare science teacher in the use of scientific inquiry. This study utilized a modified Delphi and focused on answering the question of how teacher educators should prepare pre-service K-12 science teachers to teach the practice of engineering design to intentionally teach targeted science content. The results of this study identify the essential characteristics of a methodological framework that can serve to prepare science educators on the implementation of design-based engineering practices that <i>intentionally</i> teach targeted science content.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/77938 |
| Date | 06 June 2017 |
| Creators | Carlson, James Starr |
| Contributors | Teaching and Learning, Wells, John G., Foster, Patrick Neal, Ernst, Jeremy V., Williams, Thomas O. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0022 seconds