Professional development on connections to the world of work in mathematics and science education

Maaß, Katja; Engeln, Katrin

doi:10.1007/s11858-019-01047-7

Cited by 21 publications

(21 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is critical for scientists and engineers to have an active role in policy formation and implementation, and for students to recognize this as an important topic. Furthermore, using timely, realworld examples engages students in the classroom and creates connections to the world of work [29,30]. Importantly, these activities are synergistic with current best practices in engineering pedagogy.…”

Section: Discussionmentioning

confidence: 98%

Bridging the Gap: Science and Technology Policy in the (Bio)Engineering Classroom

Kuxhaus

Michalek

Martin

et al. 2020

Journal of Biomechanical Engineering

View full text Add to dashboard Cite

Engineers and scientists have a key role to play in the creation and implementation of government policy. Policy-makers need access to the technical expertise that is critical to our national progress and security; however, this need is often overlooked by engineering students, faculty, and professionals. Even though a substantial fraction of scientists and engineers end up pursuing jobs in government, engineering curricula don't usually provide any background in policy, and for many, the policy-making process remains a black box. The good news is that there are some simple ways to make it more accessible and to encourage increased involvement. In this paper, we provide a brief overview of the federal policy-making process, and present a collection of classroom learning activities that link policy-making and implementation to science and engineering. These can easily be added to existing courses without wholesale curricular changes. We also suggest professional development activities for engineers at all stages of their careers, and discuss ways for engineers to become involved in the policy process. Introducing learning and career development activities focused on science and engineering policy will better prepare engineers to provide needed technical expertise to policy-makers. It may also encourage engineers to consider careers in local, state, and federal government.

show abstract

Section: Discussionmentioning

confidence: 98%

Bridging the Gap: Science and Technology Policy in the (Bio)Engineering Classroom

Kuxhaus

Michalek

Martin

et al. 2020

Journal of Biomechanical Engineering

View full text Add to dashboard Cite

show abstract

“…First, in line with previous studies, the ASPETE students showed a lack of preference for the surface approach (though not combined with a preference for a deep approach) and they considered mathematics as being mainly about models and techniques (Moutsios-Rentzos, & Kasimati, 2014;Kasimati et al, 2016). Moreover, we added to previous results (Maass, & Engeln, 2019;Wood et al, 2012) the fact that the ASPETE engineering students expressed a neutral-positive confidence in learning mathematics, and they appeared to be satisfied with the actual mathematics teaching, identifying area for improvement. Furthermore, our systemic approach allowed for investigations both within the mathematics dynamic affect system (cf.…”

Section: Discussion and Concluding Remarksmentioning

confidence: 99%

Pre-Service Engineer Educators Learning Mathematics: Mapping the Lived Complexity

Kasimatis¹,

Moutsios-Rentzos²,

Matzakos³

et al. 2021

Advances in Education and Educational Trends Series

View full text Add to dashboard Cite

In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educator. We focus on the complex lived reality of first year Electrical Engineers and Mechanical Engineers students through a multileveled affective mapping oftheir studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). Thestudents were found to show a lack of preference for the surface approach (though not combined with a preference for a deep approach), a neutral-positive confidence in learning mathematics, and to be satisfied by the teachers’ effectiveness. Confidence in learning mathematics appeared to be central in the identified dynamic affect system, whilst their conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching. The students of the two departments differed in their levels of confidence in learning mathematics, which we posit that is linked with the qualitatively different affective complexity they experience.

show abstract

“…These criteria for PD courses have proven effective in practice (see, e.g. Maass & Engeln, 2018 , 2019 ) and provide guidelines for the design of PD courses on a general level.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Promoting Active Citizenship in Mathematics and Science Teaching

Maaß

Sorge

Quesada

et al. 2021

Int J of Sci and Math Educ

Self Cite

View full text Add to dashboard Cite

The world is facing severe global challenges such as climate change, food security, rising migration, social justice, or the current corona crisis. In these times, citizenship education seems more important than ever. How can this citizenship education relate to mathematics and science learning? The research project MaSDiV (Supporting mathematics and science teachers in addressing diversity and promoting fundamental values) connected mathematics and science with citizenship education by modeling real-life problems relevant to society. In this paper, we present the foundational design features of the PD course as well the results from the accompanying evaluation of this PD course, which was implemented by partners in six countries to support teachers in connecting mathematics and science education with citizenship education. More specifically, we investigate how participating teachers experienced the PD program; how their self-efficacy beliefs, learning-related beliefs, as well as teaching practices change; and which factors contributed to that change. In order to investigate the outcome of the PD program, we surveyed N = 311 mathematics and science teachers’ pre- and post-participation of the PD in six different European countries. Among others, our results show that in general, most participating teachers reported a high overall satisfaction with the course across all six participating countries. They also indicate that teachers’ self-efficacy beliefs about using relevant contexts, their learning-related beliefs about the benefits of using contexts, as well as their own teaching practice changed significantly after participating in the MaSDiV PD course.

show abstract

Professional development on connections to the world of work in mathematics and science education

Cited by 21 publications

References 32 publications

Bridging the Gap: Science and Technology Policy in the (Bio)Engineering Classroom

Bridging the Gap: Science and Technology Policy in the (Bio)Engineering Classroom

Pre-Service Engineer Educators Learning Mathematics: Mapping the Lived Complexity

Promoting Active Citizenship in Mathematics and Science Teaching

Contact Info

Product

Resources

About