Developing teacher learning progressions for K-12 engineering education: teachers’ attitudes and their understanding of the engineering design

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2017
Mesutoğlu, Canan
Teachers at the K-12 level have a critical role in including engineering in their instruction. More teachers who are equipped with the knowledge and skills necessary to teach science using the engineering design process are needed. Aiming to build tools to measure and track the progress in teacher’ attitudes and their understanding of the engineering design process suggested the use of learning progressions approach. The purpose of the study was to develop two teacher learning progressions for K-12 engineering education. The study followed design-based research with three phases of methodology framework; developing initial learning progressions, implementing a teacher professional development program, and refining the learning progressions. Data was collected from different groups of in-service science teachers. Data sources included written assessments, cognitive interviews, teacher logs, and clinical interviews. The analysis of data resulted in refined and empirically supported versions of the learning progressions. Implications and recommendations for future research were discussed in light of the findings and the relevant literature.
Citation Formats
C. Mesutoğlu, “Developing teacher learning progressions for K-12 engineering education: teachers’ attitudes and their understanding of the engineering design,” Ph.D. - Doctoral Program, Middle East Technical University, 2017.