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ERIC Number: EJ1150033
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1946-2077
EISSN: N/A
Integrating Engineering into an Urban Science Classroom
Meyer, Helen
Journal of Urban Learning, Teaching, and Research, v13 p112-123 2017
This article presents a single case study of an experienced physical science teacher (Janet) integrating engineering practices into her urban science classroom over a two-year time frame. The article traces how Janet's understanding of the role engineering in her teaching expanded beyond engineering as an application of science and mathematics to engineering as a humanistic and socially-just activity with the potential to empower her students. The data for this qualitative case were gathered over a two-year period during which the teacher participated in an engineering professional development program. The data were gathered from five interviews, observations of implementation, student artifacts, lesson plans, and Janet's journal reflections. Three primary themes arose around the role of engineering in her urban classroom: real-world problems and applications, student engagement and learning, and solving complex problems. These themes each contributed to Janet's expanded understanding of engineering from a focus on engineering as a general STEM career to engineering as problem solving strategies which empowers students to be active participants in their urban community
AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: https://aera-ultr.wixsite.com/ultr
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DUE1102990