The Next Generation Science Standards present an integrated approach to science and engineering education in which science is foundational to engineering and engineering contextualizes and reinforces science ideas. The research presented here explores how one elementary school teacher and her students came to understand what is expected of them when asked to engage in an integrated science and engineering unit on simple circuits. Analysis of whole class and small group video transcripts and artifacts revealed that an integrated approach may be more problematic that promising for teachers and students. We discuss these findings and what they might mean when engineering is seen as an avenue for applying science knowledge in classrooms. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / December 13, 2018. / Elementary Science Education, Integration of Science and Engineering, Science Education / Includes bibliographical references. / Sherry A. Southerland, Professor Co-Directing Dissertation; Lama Z. Jaber, Professor Co-Directing Dissertation; Alice Winn, University Representative; George Boggs, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_709333 |
| Contributors | Schellinger, Jennifer (author), Southerland, Sherry A. (Professor Co-Directing Dissertation), Jaber, Lama (Professor Co-Directing Dissertation), Winn, Alice A. (University Representative), Boggs, George L. (Committee Member), Florida State University (degree granting institution), College of Education (degree granting college), School of Teacher Education (degree granting departmentdgg) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text, doctoral thesis |
| Format | 1 online resource (113 pages), computer, application/pdf |
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