Science and engineering integration: Earth and life science teachers’ STEM implementations

Aydın Günbatar S., Öztürk N., Roehrıg G.

European Science Education Research Association (ESERA), Nevşehir, Türkiye, 28 Ağustos - 01 Eylül 2023, ss.1-4

  • Yayın Türü: Bildiri / Özet Bildiri
  • Basıldığı Şehir: Nevşehir
  • Basıldığı Ülke: Türkiye
  • Sayfa Sayıları: ss.1-4
  • Van Yüzüncü Yıl Üniversitesi Adresli: Evet

Özet

This study aimed to investigate how elementary and middle school science teachers integrated engineering into their planned science instruction and the extent they conceptually linked science to engineering following participation in a professional development program. Video recordings of three teachers’ classroom implementation of teacher-designed units were the main data sources, and the integrated STEM unit plans were used as a secondary source. Analysis showed that the extent and timing of engineering integration and the extent of conceptual connections between science and engineering varied in the three teachers’ classrooms. Each of the teachers started the instruction with an engineering design challenge and gave students a chance to redesign their engineering solutions; however, only one teacher asked for design justifications, and none of the teachers could establish a deep conceptual connection. Findings of the study revealed a need for further teacher professional development and documented the difficulty of engineering integration in earth and life science content domains.This study aimed to investigate how elementary and middle school science teachers integrated engineering into their planned science instruction and the extent they conceptually linked science to engineering following participation in a professional development program. Video recordings of three teachers’ classroom implementation of teacher-designed units were the main data sources, and the integrated STEM unit plans were used as a secondary source. Analysis showed that the extent and timing of engineering integration and the extent of conceptual connections between science and engineering varied in the three teachers’ classrooms. Each of the teachers started the instruction with an engineering design challenge and gave students a chance to redesign their engineering solutions; however, only one teacher asked for design justifications, and none of the teachers could establish a deep conceptual connection. Findings of the study revealed a need for further teacher professional development and documented the difficulty of engineering integration in earth and life science content domains.