Exploring the Proposition of a Joint Conference Between State Science, and Technology and Engineering Education Associations

Love, Tyler S.; Loveland, Thomas R.

doi:10.21061/jte.v26i1.a.1

Cited by 4 publications

(5 citation statements)

References 19 publications

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“…This was apparent from the literature they read, to their participation in workshops, school committees, online networks, and conferences. The high percentage of participants attending mostly T&E conference sessions was also consistent with previous research (Love & Loveland, 2014). The T&E and science educator associations in Maryland created a collaborative professional development opportunity by merging their annual conferences.…”

Section: Demographics and Preparation Of Fot Teacherssupporting

confidence: 85%

“…Given the alignment of the data from this study with other recent national studies (Ernst & Williams, 2014;Love & Loveland, 2014;Moye, Jones, & Dugger, 2015;Strimel, 2013) it could be expected that T&E educators from other states would have similar demographics and preparation experiences to those reported in this study.…”

Section: Demographics and Preparation Of Fot Teacherssupporting

confidence: 62%

“…Given the increasing demand on FoT teachers to prepare more STEM-literate citizens, and the continually convergent paths of T&E and science education (Love & Loveland, 2014), the lack of science courses completed by participants was alarming. In Litowitz's (2014) analysis, he noted that courses covering content foundational to the STLs, such as medical, agricultural, and related biotechnologies, were absent from T&E teacher preparation programs' requirements.…”

Section: Discussionmentioning

confidence: 99%

“…From this experience, attendees reported gains in their understanding of content and ability to demonstrate concepts from both within and outside of their content area. Some attendees at this conference also reported that simply eating lunch and attending sessions with educators outside of their content area spawned integrative conversations and relationships (Love & Loveland, 2014).…”

Section: Demographics and Preparation Of Fot Teachersmentioning

confidence: 99%

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<p>Examining the Demographics and Preparation Experiences of Foundations of Technology Teachers</p>

Love¹

2015

JOTS

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When the Standards for Technological Literacy were released in 2000, Technology and Engineering (T&E) educators were expected to integrate concepts from other content areas within the context of engineering design and problem solving (ITEA/ITEEA, 2000/2002/2007). Fourteen years later, the Next Generation Science Standards called for science educators to teach engineering content and practices within their curricula (NGSS Lead States, 2014). These integrative standards have increased the demands placed on pre-and in-service teacher preparation efforts to ensure science and T&E educators are properly prepared to teach cross-disciplinary concepts. However, requisite for suggesting changes to adequately prepare educators for teaching such concepts, the demographics and preparation experiences of those teaching within these content areas must be thoroughly examined. This is especially important in T&E T&E educators than openings in the United States (Moye, 2009). Given this shortage it begs to question, "What are the demographic and preparation experiences of those tasked with teaching T&E courses?" This study examined the demographic and background characteristics of 55 individuals who were teaching Foundations of Technology (FoT), the International Technology and Engineering Furthermore, this research investigated the types and amount of formal and informal preparation experiences that participating FoT teachers completed within science and T&E education. among the preparation experiences of those recommendations to better prepare FoT teachers for integrating science concepts were suggested.

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Section: Demographics and Preparation Of Fot Teacherssupporting

confidence: 85%

Section: Demographics and Preparation Of Fot Teacherssupporting

confidence: 62%

Section: Discussionmentioning

confidence: 99%

Section: Demographics and Preparation Of Fot Teachersmentioning

confidence: 99%

See 2 more Smart Citations

<p>Examining the Demographics and Preparation Experiences of Foundations of Technology Teachers</p>

Love¹

2015

JOTS

Self Cite

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“…Additionally, other collaborative PD efforts such as professional association conferences can enhance science educators' knowledge about integrating engineering content and practices. A joint conference between state science and engineering education associations reported gains in attendees' understanding and ability to apply science and engineering content in their classrooms (Love & Loveland, 2014). Results from collaborative projects at these scales provide promising means to address the concerns voiced by the engineering education community regarding how engineering design is being implemented within science education (Buchanan, 2013;Hosni, 2013).…”

Section: Design Models and Materialsmentioning

confidence: 99%

Science Educators Teaching Engineering Design: An Examination across Science Professional Development Sites

Grubbs

Love²,

Long³

et al. 2016

Journal of Education and Training Studies

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Engineering pedagogical content knowledge: examining correlations with formal and informal preparation experiences

Love

Hughes

2022

IJ STEM Ed

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Background Developing pre-service educators’ content and pedagogical knowledge is critical for providing high-quality instruction in science, technology, engineering, and mathematics (STEM) disciplines. Specifically, pedagogical content knowledge (PCK) has been identified as one of the most critically needed research areas within engineering education. However, limited research exists on PCK in engineering education contexts. Therefore, this study investigated whether specific teacher preparation coursework and informal educational experiences influenced high school instructors’ teaching of engineering content and practices. Results Using methods similar to a previous study examining technology and engineering educators’ teaching of science content and practices (Love & Wells in International Journal of Technology and Design Education 28:395–416, 2018), this study utilized a random sample of 55 Foundations of Technology and Engineering (FoTE) educators from 12 county school systems in the United States. The participants completed the TEES-PCK survey (Love in The Journal of Technology Studies 41: 58–71, 2015), which collected data about their formal and informal preparation experiences. Based on participant responses, eight educators were purposefully selected to be observed while teaching the same FoTE lesson. The observed teaching of engineering content and practices for these eight educators were assigned a rating using the reliable and validated RTOP instrument modified by Love et al. (Journal of Technology Education 29: 45–66, 2017). The TEES-PCK survey data and teaching observation ratings for the eight educators were analyzed using an exploratory correlational design. Spearman’s rho tests were used to examine the strength of the relationship between specific formal or informal preparation experiences and their teaching of engineering content and practices. The data were validated through corroboration with FoTE curriculum content analyses, classroom audio recordings and notes, and interviews. The analyses found several formal and informal preparation experiences significantly correlated with participants’ teaching of engineering content and practices. Conclusions This study presents recommendations for informing the preparation of educators to teach engineering content and practices in greater depth. The findings provide implications for educational researchers, teacher preparation programs, and in-service professional development efforts. This study contributes to the limited yet essential research area of engineering PCK.

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Exploring the Proposition of a Joint Conference Between State Science, and Technology and Engineering Education Associations

Cited by 4 publications

References 19 publications

<p>Examining the Demographics and Preparation Experiences of Foundations of Technology Teachers</p>

<p>Examining the Demographics and Preparation Experiences of Foundations of Technology Teachers</p>

Science Educators Teaching Engineering Design: An Examination across Science Professional Development Sites

Engineering pedagogical content knowledge: examining correlations with formal and informal preparation experiences

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