PowerPoint Sunusu

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HELPING TEACHERS INTEGRATE DESIGN ENGINEERING
TECHNOLOGY (DET) INTO THE CURRICULUM Steve
Krause skrause_at_asu.edu Ira A. Fulton
School of Engineering Chell Roberts chell.roberts
_at_asu.edu Ira A. Fulton School of
Engineering Dale Baker dale.baker_at_asu.edu
College of Education Sharon Robinson
Kurpius sharon.kurpius_at_asu.edu College of
Education Senay Yasar senay_at_asu.edu College of
Education Arizona State
University NSF Grant EEC0230726
http//www.eas.asu.edu/cme/ASUBEE
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HELPING TEACHERS INTEGRATE DESIGN ENGINEERING
TECHNOLOGY (DET) INTO THE CURRICULUM Steve
Krause Chell Roberts Ira A. Fulton
School of Engineering Dale Baker, Sharon
Robinson Kurpius, Senay Yasar College of
Education Arizona State
University NSF Grant EEC0230726

• Objectives
• Document the effect of a course designed to help
  teachers integrate Design, Engineering, and
  Technology (DET) into their curriculum.
• Describe the effect of the course through
• Changes in Knowledge
• Changes in Practice
• Reflections on Practice
• Intentions to Change Practice

• Conclusions
• Infusing DET into current practice is not an easy
  matter but can be accomplished
• Using iterative design process in designing unit
  lessons was critical
• Change occurred through a community of learners
  who
• Read and discussed research on classroom
  applications
• Discussed possible changes in their own practice
• Developed lessons, tried them, then shared their
  successes and failures, and continually refined
  their lessons
• Students
• Learned more about DET
• Thought more about DET
• Had intentions to use DET in the future
• Without continuous support, the applicability of
  intentions will depend on constraints such as
  administration support, state test rankings, and
  time supplies

• Case 3 DANA
• Project Her students designed labs and lab
  instruments (e.g. calorimeter)
• Changes in Knowledge
• Described DET with technical vocabulary
• Learned the iterative aspect of design
• Developed a reciprocal view of science and
  technology
• Changes in Practice
• Incorporated DET into her unit in various ways
• Helped other teachers incorporate DET
• Reflections on Practice
• First struggled to incorporate DET in her
  classroom
• Saw parallels between the design process and the
  scientific method
• Iterative process was hard for her students
• Providing everyday context was important but hard
  to do with chemistry
• Her students learned everything intended
• Future Intentions to Change Practice
• Wrote about outcomes and challenges of what she
  was changing

• Case 2 DENISE
• Project Created a bridge building activity for
  museum visitors
• Changes in Knowledge
• Technology is not merely computers
• Design process is iterative
• Tinkering is not just playing
• Science technology are reciprocal
• Challenges teachers face in teaching DET
• Reflections on Practice
• More attention to gender equity
• Integrated design process and tinkering in
  lessons
• Aware of he rime needs for hands-on exploration

• Course Organization
• A team of 2 education, 2 engineering, and a
  graduate student
• A graduate course in science education
• Weekly class meetings at an industrial
  engineering lab
• Course activities included
• Weekly reflections and discussions of research
  articles
• Hands-on activities (e.g. nutcrackers bone
  structure)
• Iterative process for building unit lessons

• Methodology Sample
• Case study approach
• Alice
• 3rd grade teacher at a private school
• 5 teaching experience
• Has good science background
• Denise
• Works at a science center
• Teacher professional development and educational
  outreach
• Has weak science background
• Dana
• High school honors chemistry teacher
• 15 teaching experience
• Strong science background

• Recommendations
• Infusing DET into k-12 requires a community of
  learners who provides support to one another
• Engineering educators who wish to infuse DET into
  curriculum should familiarize themselves with the
  curricular and testing constraints teachers face
  (Alice was the most successful because she had
  the least constraints)

Calorimeter Lab Designs Q M.C. ?T
NARST, April 5, 2005 Dallas, Texas

• Data Source
• Pre/post questionnaires
• Written and verbal reflections
• Email correspondence
• 2 focus groups
• DET unit and report

http//www.eas.asu.edu/cme/ASUBEE