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Preservice teachers (PSTs) in an educational foundations course were tasked with leading elementary students in an engineering design challenge. To explore different approaches for helping the PSTs develop competence in engineering education, two implementation methods were tested. In Spring 2022, PSTs collaborated with undergraduate engineering students to develop carnival-themed design challenge lessons. In Fall 2022, PSTs worked with their PST classmates to teach a professionally prepared engineering lesson focused on designing plastic filters. PSTs’ knowledge of engineering and engineering pedagogy were compared across the two semesters using an exploratory approach. Both groups showed increases in engineering knowledge and engineering pedagogical knowledge. Item-level differences suggest unique benefits to each approach providing insight for teacher educators designing interventions to prepare PSTs to integrate engineering into elementary education.
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An Investigation of Feedback in Engineering Design Workshop for Teachers
Engineering education has gained support in recent education reform efforts in the U.S. Although this is beneficial to students, it has become a significant challenge for teachers who do not have experience in engineering teaching, particularly in under-resourced schools. In this study, we characterized the nature of teacher educators' feedback used in an engineering design workshop. The findings showed that teacher educators frequently focused their feedback on the participants’ process, and none of them focused on personal evaluation, praise, or self-regulation – feedback that is common in classrooms. This study suggests the importance of teacher educators reflecting on their feedback during engineering design activities for effective engineering education.
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- Award ID(s):
- 1930777
- PAR ID:
- 10442627
- Date Published:
- Journal Name:
- Computersupported collaborative learning
- ISSN:
- 1573-4552
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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