Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1069
Title: Teachers Becoming (Temporary) Engineers to Become Better Teachers
Authors: Livingston, Ayesha
Collins, Jamie
Kooser, Ara
Svihla, Vanessa
Issue Date: Jun-2014
Publisher: Boulder, CO: International Society of the Learning Sciences
Citation: Livingston, A., Collins, J., Kooser, A., & Svihla, V. (2014). Teachers Becoming (Temporary) Engineers to Become Better Teachers. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 3. Colorado, CO: International Society of the Learning Sciences, pp. 1625-1626.
Abstract: The new science standards incorporate engineering practices, but few teachers are prepared to enact these. This poster presents preliminary findings from professional development that placed 14 teachers in university engineering labs for six weeks, tracking changes in their understanding of STEM practices, their designs for their classrooms, and the impact on their students. Preliminary findings demonstrate deepened teacher understanding of STEM practices and that their students begin with notions that do not match STEM practices.
URI: https://doi.dx.org/10.22318/icls2014.1625
https://repository.isls.org//handle/1/1069
Appears in Collections:ICLS2014

Files in This Item:
File SizeFormat 
1625-1626.pdf186.35 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.