Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/1069
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dc.contributor.authorLivingston, Ayesha
dc.contributor.authorCollins, Jamie
dc.contributor.authorKooser, Ara
dc.contributor.authorSvihla, Vanessa
dc.date.accessioned2018-05-21T22:08:52Z
dc.date.accessioned2019-01-22T19:42:06Z-
dc.date.available2018-05-21T22:08:52Z
dc.date.available2019-01-22T19:42:06Z-
dc.date.issued2014-06
dc.identifier.citationLivingston, 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.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/icls2014.1625
dc.identifier.urihttps://repository.isls.org//handle/1/1069-
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleTeachers Becoming (Temporary) Engineers to Become Better Teachersen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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