23,000 research outputs found

    Exploring creativity and progression in transition through assessment is for learning

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    This paper provides an overview of the aims, methods and findings of the Capability and Progression in Transition through Assessment for Learning in Design and Technology (CAPITTAL-DT) project. This project, funded by Determined to Succeed Scotland, aimed to identify useful approaches to aid progression in creativity through the current initiative entitled 'Assessment is for learning' (AifL, SEED, 2002). AifL encourages learners and teachers to engage with assessment for, as, and of learning and adopt a range of strategies and ideas. The project team gathered baseline and follow up data from teachers and learners using questionnaires to gauge attitudes towards creativity, structured conceptual design activities to assess performance, learner evaluations and teacher interviews. The team concludes that there is scope for adopting the tools explored to support formative and sustainable assessment strategies and approaches to gathering meaningful indicators that can be embedded into enterprising teaching and learning for Design and Technology Education

    Sector skills insights : education

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    An Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER)

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    Cultivating ethical Science, Technology, Engineering, and Mathematics researchers and practitioners requires movement beyond reducing ethical instruction to the rational exploration of moral quandaries via case studies and into the complexity of the ethical issues that students will encounter within their careers. We designed the Integrated Community-Engaged Learning and Ethical Reflection (I-CELER) framework as a means to promote the ethical becoming of future STEM practitioners. This paper provides a synthesis of and rationale for I-CELER for promoting ethical becoming based on scholarly literature from various social science fields, including social anthropology, moral development, and psychology. This paper proceeds in five parts. First, we introduce the state of the art of engineering ethics instruction; argue for the need of a lens that we describe as ethical becoming; and then detail the Specific Aims of the I-CELER approach. Second, we outline the three interrelated components of the project intervention. Third, we detail our convergent mixed methods research design, including its qualitative and quantitative counterparts. Fourth, we provide a brief description of what a course modified to the I-CELER approach might look like. Finally, we close by detailing the potential impact of this study in light of existing ethics education research within STEM

    Successful with STEM? A Qualitative Case Study of Pre-Service Teacher Perceptions

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    This research is a qualitative case study of pre-service teachers’ experiences with a Science, Technology, Engineering, and Mathematics (STEM) module during a middle level interdisciplinary course in the teaching of mathematics and science. Data were collected through document analysis of participant reflection journals (during six distinct stem tasks) and college curriculum as well as an analysis of researcher observations of the STEM activities. While the first and last tasks were reflective and designed to identify pre-existing STEM experiences and post-module knowledge, respectively, the other four STEM tasks simulated student-centered STEM activities common to the middle level classroom. The data were analyzed for patterns and significant experiences among participants. Findings indicated that participants perceived little to no experiences with STEM in K-12 education and other college courses despite contradicting data from required college coursework. As the module progressed, participants developed improved self-efficacy and expanded definitions for the teaching of STEM at the middle level. Future recommendations include more purposeful connection of teaching methodology and STEM content courses taught in isolation. Additional research is needed in more consistent and authentic STEM field placements for the continued growth and support of STEM in middle level teacher preparation

    Undergraduate Engineers and Teachers: Can Students Be Both?

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    Today’s college-aged students are graduating into a world that relies on multidisciplinary talents to succeed. Engineering college majors are more likely to find jobs after college that are outside of STEM (science, technology, engineering, and mathematics) fields, including jobs in healthcare, management, and social services. A survey of engineering undergraduate students at the University of Colorado Boulder in November 2012 indicated a desire by students to simultaneously pursue secondary teacher licensure alongside their engineering degrees: 25 percent ‘‘agreed’’ or ‘‘strongly agreed’’ that they ‘‘would be interested in earning grades 7–12 science or math teaching licenses while [they] earn [their] engineering degrees. As colleges of engineering education, how can we support the success of our students in these multidisciplinary fields post-graduation, including teaching? The University of Colorado Boulder’s College of Engineering and Applied Science in partnership with the School of Education, has developed an innovative program that results in graduates attaining a secondary school STEM teacher license concurrently with an engineering BS degree. This streamlined pathway through engineering educates and prepares a workforce of secondary teachers capable of high-level teaching in multiple STEM subjects—either engineering coupled with science (biology, chemistry, and physics), or engineering coupled with mathematics. These engineers are motivated and inspired to pursue two career routes because they find value and passion for both professions. One study showed that successful mathematics and science teachers ‘‘would have liked to be engineers’’. Teachers expressed that being comfortable and understanding engineering phenomena is a barrier to why they initially did not pursue an engineering career. We are fostering students that develop both an engineering mindset alongside a commitment to giving back through secondary teaching in this program. This research aims to discover if and how students in the engineering + teaching program identify themselves as both an engineering student and as a teaching student. We are exploring why students decided to pursue engineering and teaching and how they plan to use engineering, teaching, or both in their futures. It is important to also understand how we attract students to this program. Given the diverse student experience inherent in this degree program built around passion and desire to combine engineering and teaching, the paper addresses the questions, ‘‘How do engineering knowledge and teaching knowledge intersect for undergraduate engineering students?’’ and ‘‘What challenges exist to navigating an engineering major with a teaching license pathway?’’ Initial survey and focus group data collected this past academic year indicates that students in this degree program identify as both an engineer and a teacher. Using mixed-methods analysis informed by current education research—including quantitative and qualitative survey questions and small focus groups—we explore the ways in which students discovered this program and how they plan to incorporate the two disciplines in their future. We are interested in how engineering students will incorporate the knowledge that they learned in engineering classes into the lesson plans they design for secondary classroom students

    Extending Teacher Professional Development through an Online Learning Community: A Case Study

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    The Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University in the U.S. was established in 2006 to integrate engineering and engineering thinking into the Pre-Kindergarten-12th grade education. The institute provides elementary teachers with pioneering professional development in engineering education through a week-long face-to-face Summer Academy and an online professional development program. The purpose of this paper is to describe the process of the P-6 engineering education teacher professional development, and meanwhile, present a set of design principles to extend teacher professional development through an online learning community

    Outlook Magazine, Spring 2013

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    https://digitalcommons.wustl.edu/outlook/1189/thumbnail.jp

    Considerations for Classroom-Level STEM Implementation

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    No abstract available

    MEASURING POSSIBLE LANGUAGE TEACHER SELVES: A SCALE DEVELOPMENT STUDY

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    The current study set out to build on the limited research on possible language teacher selves. The study aimed to develop a possible language teacher selves scale (PLTSS) for English as a foreign language (EFL) student teachers. The tripartite scale intending to measure the constructs of ideal, ought-to and feared language teacher selves was developed in two major stages. Data were collected from two distinct samples of senior Turkish EFL student teachers studying at twelve different universities in Turkey. In a preliminary study, tentative scale items were constructed based on a review of literature and qualitative data collected from a small sample, and finalized through expert review and pre-piloting. The initial form of the scale was then administered to 296 senior student teachers of English. Following an exploratory factor analysis, the final form of the scale was constructed. The final form was administered to a different sample involving 274 student teachers. By this way, the scale was further validated through confirmatory factor analysis. The three scales under the PLTSS were checked for internal consistency reliability with both datasets. Findings revealed sound psychometric properties of the PLTSS in terms of construct validity and internal consistency reliability
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