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ERIC Number: EJ1203332
Record Type: Journal
Publication Date: 2019-Jan
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0036-6803
Engineering Design and the Development of Knowledge for Teaching among Preservice Science Teachers
Kim, Eunjeong; Oliver, J. Steve; Kim, Young Ae
School Science and Mathematics, v119 n1 p24-34 Jan 2019
The goal of this article is to inform professional understanding regarding preservice science teachers' knowledge of engineering and the engineering design process. Originating as a conceptual study of the appropriateness of "knowledge as design" as a framework for conducting science teacher education to support learning related to engineering design, the findings are informed by an ongoing research project. Perkins's theory encapsulates knowledge as design within four complementary components of the nature of design. When using the structure of Perkins's theory as a framework for analysis of data gathered from preservice teachers conducting engineering activities within an instructional methods course for secondary science, a concurrence between teacher knowledge development and the theory emerged. Initially, the individuals, who were participants in the research, were unfamiliar with engineering as a component of science teaching and expressed a lack of knowledge of engineering. The emergence of connections between Perkins's theory of knowledge as design and knowledge development for teaching were found when examining preservice teachers' development of creative and systematic thinking skills within the context of engineering design activities as well as examination of their knowledge of the application of science to problem-solving situations.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A