Title: Multiple Case Study of Science and Engineering Integration in Secondary School Across Six School Districts
Authors: Elizabeth F. Hasseler, Elizabeth B. Lewis
Abstract:
A multiple case study was conducted to investigate six districts’ approaches to integrating science and engineering curricula in their secondary education programs. Data collected included classroom observations, interviews with teachers and administrators, college transcripts, professional development, curriculum, and how district personnel supported and teachers enacted classroom instruction to align with the NGSS. Six districts were chosen due to their ranges in size, urban or rural context, and demographics. There were 25 participants in the study who were either district personnel or secondary teachers. All school districts in the study incorporated STEM into their program through either extracurriculars, courses, and/or formal focus programs, regardless of their size; however, engineering integration was not consistent across science instruction. Also, although two districts have required curriculum for their middle schools that integrates engineering, teachers may or may not use the engineering portions of these curricula. Professional development (PD) offerings for teachers ranged in availability due to the size and rural or urban context of the districts; however, none of the districts offered engineering-specific teacher PD. As science teachers have limited experience with engineering, districts and educational service units, need to provide long-term engineering-specific teacher PD.
Thurs, March 23rd
2:00-3:00 pm CT
109 Bessey Hall or via Zoom at
https://unl.zoom.us/j/212107342