ERIC Number: EJ941484
Record Type: Journal
Publication Date: 2011-Nov
Abstractor: As Provided
Reference Count: 40
Exploring a Science Teacher's Uncertainty with Integrating Engineering Design: An Action Research Study
Capobianco, Brenda M.
Journal of Science Teacher Education, v22 n7 p645-660 Nov 2011
This study examines a fifth grade science teacher's attempts at integrating engineering design using the construct of uncertainty. Collaborative action research served as a supportive mechanism to uncover and confront the teacher's uncertainties. Data were gathered through semi-structured interviews, reflections, classroom observations, lesson plans, and student work. Data analysis entailed the use of grounded theory. Findings from this study revealed that teaching science through engineering design is both challenging and problematic. Underpinning the teacher's pedagogical experiences was the constant force of uncertainty, in various forms, and how her sense of doubt was beneficial rather than problematic.
Descriptors: Grounded Theory, Action Research, Interviews, Engineering, Data Analysis, Science Teachers, Grade 5, Science Instruction, Engineering Education, Reflection, Classroom Observation Techniques, Science Education, Lesson Plans
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5
Authoring Institution: N/A