Akademik Veri Yönetim Sistemi
RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION, cilt.3, sa.3, ss.1-21, 2023 (SSCI)
Background and Purpose: As a response to the need for effective engineering integration in K-12 science classrooms, teachers should be supported with rich professional development (PD) with diverse components (e.g. curriculum material support). Grounded in the framework for quality K-12 engineering education, this study explores how elementary science teachers integrated engineering into science lessons after participating in PD and the nature of engineering integration with additional curriculum material sup-port (CMS).Design/Method: In this single-case study with multiple embedded units of analysis, three teachers’ 79 classroom video recordings were analyzed using the Classroom Observation Protocol for Engineering Design with the engineering design process and engi-neering habits of mind components.Findings: Analysis showed that teachers spent time on each design component in both PD Year and CMS Year, with an increase for at least half of the components in the CMS Year. Across all the obser-vations in both years, the most common engineering design pro-cess component was researching possible solutions to the engineering challenge. Compared to the PD Year, teachers’ engi-neering habits of mind integration improved greatly in the CMS Year. Regarding engineering design and science concepts integra-tion, observations became more balanced, moving away from the independent ends of the continuum in the CMS Year.Conclusions: Long-term PD was effective in supporting teachers’ integration of engineering design components. Providing CMS had the greatest impact on the integration of engineering habits of mind components. Along with PD, curriculum support with explicit indication of how and when to incorporate engineering with habits of mind components was beneficial for teachers