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Abstract Although current science education reforms call for integration of engineering design into science teaching, many science teachers have no preparation in engineering. To address this problem, science teacher education programs have started preparing pre-service teachers (PSTs) in engineering design integrated science (EDIS) teaching. However, little is known about the structure of interventions and tasks for learning that are being used to prepare PSTs in EDIS teaching. We systematically examined the extant research studies on preparing PSTs in EDIS teaching for variations in their structures and tasks for learning and outcomes using a framework highlighting key structural and task-related components for preparing PSTs to teach science using the engineering design process. We also sought to consider in what ways those findings can inform future teacher preparation and research. Results show that most interventions were integrated into science teaching method courses and in field experiences. The longer intervention durations appeared to lead to better outcomes. Most studies reported PSTs’ increased understanding of the engineering design process, EDIS instructional planning, and self-efficacy for teaching engineering. However, some tasks for learning, such as providing PSTs with tools to evaluate EDIS instruction and its influence on student learning, supporting PSTs in examining their beliefs about EDIS teaching, and providing PSTs with an understanding of how to teach engineering design in diverse classrooms, were understudied in the studies reviewed. The findings have implications for science teacher preparation, science and engineering teaching and learning, and future research.
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This content will become publicly available on December 14, 2026
Collective (Un)Learning: A Self‐Examination of Science Teacher Educators' Evolving Translanguaging Pedagogy for Eliciting and Elevating Student Ideas
ABSTRACT This study centers the idea that it is not just what science teacher educators (STEs) teach, but how they teach it, that matters. To prepare future teachers who can enact more equitable and transformative reform‐oriented science instruction with multilingual learners, research must explore what STEs are doing, and how, to develop preservice teachers' expansive views of language and understandings around the nuanced ways students might use their diverse language repertoires for sensemaking. Wanting to explore whether our instructional practices as STEs aligned to the translanguaging pedagogy we espouse within our bilingual elementary science methods course, we employed self‐study methodology to critically examine our own instruction across a semester, specifically in terms of how we engaged in the core practice of “eliciting student ideas.” Findings revealed particularities around the evolution of our translanguaging pedagogy with respect to this core practice, the extensive and intentional effort that went into designing learning activities strongly suited to facilitate our elicitation of PSTs' ideas in language‐expansive ways, and the vulnerable space that we had to hold, as individuals and as a collective, in order to (un)learn and carry out this work. These findings highlight the importance of STEs addressing their own continued professional growth, and of the power of collaboration in supporting this growth through self‐examination and loving self‐critique. Furthermore, findings suggest the importance of intentionally eliciting and elevating PSTs' ideas both implicitly and explicitly, and for needing to attend to the emotional and relational aspects of learning environments to support students' language use.
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- Award ID(s):
- 1942912
- PAR ID:
- 10656299
- Publisher / Repository:
- Wiley
- Date Published:
- Journal Name:
- Science Education
- ISSN:
- 0036-8326
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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