國立虎尾科技大學 |

Examining Teacher Knowledge in Connecting Engineering Design to Science Instruction in the Elementary Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Examining Teacher Knowledge in Connecting Engineering Design to Science Instruction in the Elementary Classroom./
作者:	Ynigo, Iraiz.
面頁冊數:	1 online resource (126 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780438069213

Examining Teacher Knowledge in Connecting Engineering Design to Science Instruction in the Elementary Classroom.
Ynigo, Iraiz.

Examining Teacher Knowledge in Connecting Engineering Design to Science Instruction in the Elementary Classroom. - 1 online resource (126 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--California State University, Los Angeles, 2018.

Includes bibliographical references

There is limited research about teaching elementary students in the field of engineering. Few articles and research address engineering in kindergarten through fifth grade classrooms. The literature that does exist falls under broader topics and/or are encompassed by a larger umbrella such as Science, Technology, Engineering, and Mathematics (STEM), offering very little about the engineering component. Many multiple-subject credentialed teachers tend to panic when they begin teaching engineering to their class of young students feeling ill prepared for the task. The purpose of this study was to describe science and engineering lead teachers' perspectives of the 2013 Next Generation Science Standards (NGSS) at the elementary level with a focus on making connections to science content when teaching engineering design. The following focus question guided this study: How have experiences and interactions with NGSS affected teacher perceptions and instruction in elementary engineering? A sequential mixed-methods explanatory case study approach was used to analyze the research data from survey, interviews, and documents. Findings showed that engineering lead teachers were confident in their Next Generation Science Standards (NGSS) knowledge, although they lacked concrete connections to science content during engineering design instruction. Major themes that arose include limited resources, lack of time for activities and limited external support in elementary science. In addition, teachers reiterated the need for continued professional development and support in NGSS learning in order to improve science instruction in schools and implementation of shifts in the new standards.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780438069213Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

Examining Teacher Knowledge in Connecting Engineering Design to Science Instruction in the Elementary Classroom.
LDR:03024ntm a2200361Ki 4500 001 919844
005 20181130083351.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780438069213
035 $a (MiAaPQ)AAI10789821
035 $a (MiAaPQ)calstatela:12892
035 $a AAI10789821
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ynigo, Iraiz. $3 1194500
245 1 0 $a Examining Teacher Knowledge in Connecting Engineering Design to Science Instruction in the Elementary Classroom.
264 0 $c 2018
300 $a 1 online resource (126 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
500 $a Adviser: Anne Hafner.
502 $a Thesis (Ed.D.)--California State University, Los Angeles, 2018.
504 $a Includes bibliographical references
520 $a There is limited research about teaching elementary students in the field of engineering. Few articles and research address engineering in kindergarten through fifth grade classrooms. The literature that does exist falls under broader topics and/or are encompassed by a larger umbrella such as Science, Technology, Engineering, and Mathematics (STEM), offering very little about the engineering component. Many multiple-subject credentialed teachers tend to panic when they begin teaching engineering to their class of young students feeling ill prepared for the task. The purpose of this study was to describe science and engineering lead teachers' perspectives of the 2013 Next Generation Science Standards (NGSS) at the elementary level with a focus on making connections to science content when teaching engineering design. The following focus question guided this study: How have experiences and interactions with NGSS affected teacher perceptions and instruction in elementary engineering? A sequential mixed-methods explanatory case study approach was used to analyze the research data from survey, interviews, and documents. Findings showed that engineering lead teachers were confident in their Next Generation Science Standards (NGSS) knowledge, although they lacked concrete connections to science content during engineering design instruction. Major themes that arose include limited resources, lack of time for activities and limited external support in elementary science. In addition, teachers reiterated the need for continued professional development and support in NGSS learning in order to improve science instruction in schools and implementation of shifts in the new standards.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Science education. $3 1151737
650 4 $a Engineering. $3 561152
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0714
690 $a 0537
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a California State University, Los Angeles. $b Applied and Advanced Studies in Education. $3 1189054
773 0 $t Dissertation Abstracts International $g 79-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10789821 $z click for full text (PQDT)