EIPECK: Assessing Educators' Pedagogical Content Knowledge for Engineering Integration in K-12
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| Title: | EIPECK: Assessing Educators' Pedagogical Content Knowledge for Engineering Integration in K-12 |
|---|---|
| Authors: | Pilar Pazos (ORCID |
| Source: | Journal of Pre-College Engineering Education Research. 2023 13(2):51-68. |
| Availability: | Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jpeer/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1821658 1908743 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Pedagogical Content Knowledge, Engineering Education, Elementary Secondary Education, Curriculum Implementation, Teaching Methods, Preservice Teachers, Teacher Education Programs, Minority Serving Institutions, Science Curriculum, Academic Standards, Knowledge Level, Teacher Evaluation, Measures (Individuals), Validity |
| DOI: | 10.7771/2157-9288.1336 |
| ISSN: | 2157-9288 |
| Abstract: | Global efforts are underway to include engineering in pre-college curricula. In the USA, this pursuit led to the inclusion of engineering content in the most recent version of the Next Generation Science Standards that guide K-12 science. As these standards become part of the K-12 curriculum, teachers face the challenge of gaining basic engineering literacy, while developing the associated inclusive pedagogies necessary to integrate engineering content into their classrooms. In this context, teacher preparation programs can benefit from easy-to-implement tools that measure preservice teachers' readiness to integrate engineering content in their future classrooms. This work describes the development and validation of an instrument to help assess educators' perceived levels of pedagogical content knowledge for engineering integration at single or multiple time points throughout their academic preparation. The proposed instrument can complement other assessment methods, such as classroom observations, interviews, and journal entries. Additionally, the instrument can be used to help discern the effectiveness of teacher preparation programs in preparing future teachers to integrate engineering. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1407759 |
| Database: | ERIC |
| Abstract: | Global efforts are underway to include engineering in pre-college curricula. In the USA, this pursuit led to the inclusion of engineering content in the most recent version of the Next Generation Science Standards that guide K-12 science. As these standards become part of the K-12 curriculum, teachers face the challenge of gaining basic engineering literacy, while developing the associated inclusive pedagogies necessary to integrate engineering content into their classrooms. In this context, teacher preparation programs can benefit from easy-to-implement tools that measure preservice teachers' readiness to integrate engineering content in their future classrooms. This work describes the development and validation of an instrument to help assess educators' perceived levels of pedagogical content knowledge for engineering integration at single or multiple time points throughout their academic preparation. The proposed instrument can complement other assessment methods, such as classroom observations, interviews, and journal entries. Additionally, the instrument can be used to help discern the effectiveness of teacher preparation programs in preparing future teachers to integrate engineering. |
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| ISSN: | 2157-9288 |
| DOI: | 10.7771/2157-9288.1336 |
