With the increased attention on integrating computer science concepts into K-12
curricula, there has been a growing investment into professional development
opportunities that prepare teachers to teach computer science principles. Yet, little
research exists on design features of professional development that help teachers gain the
computer science content, skills and teaching pedagogy that ultimately make an impact
on student learning and participation in the classroom. In this work we present a
professional development model for helping K-12 teachers integrate computer science
principles across the curriculum in a variety of content areas. We subsequently
investigate the ways in which the design features of the model promoted teacher learning
of computer science content and pedagogy.
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This content will become publicly available on January 1, 2025
“Changing in the Moment”: Examining Enacted and Personal Pedagogical Content Knowledge of Engineering Teachers (Poster 1)
Research exploring the pedagogical content knowledge (PCK) of engineering teachers remains sparse and more studies are needed to highlight systematic ways in which teachers scaffold teaching of engineering in K-12 schools. As part of an NSF funded DRK-12 project conducting research on the implementation of the STEM-ID curricula, we investigated the PCK of six middle school engineering teachers implementing a semester-long curricula in their 6th, 7th, and 8th grade classrooms. Using the theoretical lens of the refined consensus model of PCK in science teaching, we present preliminary findings of ways in which teachers converted their personal PCK (pPCK) into enacted PCK (ePCK) in engineering. We provide implications for research and its impact on scaffolding effective engineering PCK for K-12 teaching.
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- Award ID(s):
- 2101441
- NSF-PAR ID:
- 10536379
- Publisher / Repository:
- AERA
- Date Published:
- Format(s):
- Medium: X
- Location:
- Philadelphia, Pennsylvania
- Sponsoring Org:
- National Science Foundation
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