Teaching Design in Middle-School: Instructors’ Concerns and Scaffolding Strategies

Bamberger, Yael; Cahill, Clara

doi:10.1007/s10956-012-9384-x

Cited by 26 publications

(16 citation statements)

References 30 publications

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“…This strategy aims for thoughtful design decisions based on scientific and mathematical concepts without reverting to trial and error, the tendency the students in our study had. Furthermore, applying explicit instruction (Archer and Hughes 2011) and the use of scaffolding strategies (Bamberger and Cahill 2013) are interesting. Both strategies help to facilitate students' understanding and overseeing of the learning process.…”

Section: Possibilities For Improvement and Further Researchmentioning

confidence: 99%

“…Maybe not surprising, because the teacher plays a significant role in the succeeding of learning activities (Bamberger and Cahill 2013;Van der Veen and Van der Wal 2012). Thus, it will be valuable to study (the interplay of) concept learning and teacher handling in detail to distract important clues for appropriate teacher behaviour.…”

Section: Possibilities For Improvement and Further Researchmentioning

confidence: 99%

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Concept learning by direct current design challenges in secondary education

Breukelen

Vries

Schure

2016

Int J Technol Des Educ

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This paper presents a mixed methods study in which 77 students and 3 teachers took part, that investigated the practice of Learning by Design (LBD). The study is part of a series of studies, funded by the Netherlands Organisation for Scientific Research, that aims to improve student learning, teaching skills and teacher training. LBD uses the context of design challenges to learn, among other things, science. Previous research showed that this approach to subject integration is quite successful but provides little profit regarding scientific concept learning. Perhaps, when the process of concept learning is better understood, LBD is a suitable method for integration. Through pre-and post-exams we measured, like others, a medium gain in the mastery of scientific concepts. Qualitative data revealed important focus-related issues that impede concept learning. As a result, mainly implicit learning of loose facts and incomplete concepts occurs. More transparency of the learning situation and a stronger focus on underlying concepts should make concept learning more explicit and coherent.

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Section: Possibilities For Improvement and Further Researchmentioning

confidence: 99%

Section: Possibilities For Improvement and Further Researchmentioning

confidence: 99%

Concept learning by direct current design challenges in secondary education

Breukelen

Vries

Schure

2016

Int J Technol Des Educ

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“…The use of computer-based scaffolding paired with problem-centered instruction has emerged as a common and valued approach in science education (Crippen & Archambault, 2012;Lin et al, 2012), engineering education (Bamberger & Cahill, 2013;Gómez Puente, Eijck, & Jochems, 2013), and mathematics education (Aleven & Koedinger, 2002). To fully understand how to support students effectively in problem-centered instructional approaches, it is necessary to know the most promising strategies for instructional scaffolding (Belland et al, 2008;Lin et al, 2012;Quintana et al, 2004).…”

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confidence: 99%

Introduction

Belland¹

2016

Instructional Scaffolding in STEM Education

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In this chapter, I describe the call for the use of problem-centered instructional approaches in science, technology, engineering, and mathematics (STEM) education. I note the rationale for this book-specifically that it allows me space to explain the theoretical background of scaffolding and to explore the theoretical implications of a meta-analysis of computer-based scaffolding in STEM education that I completed with colleagues. I also posit instructional scaffolding as an intervention that extends students' capabilities as they engage with the central problem in problem-centered instructional approaches. I note the difference between one-toone, peer, and computer-based scaffolding, and articulate that in this book I synthesize research on computer-based scaffolding in STEM education. Finally, I outline the structure of the book.

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“…An exception is the high score teachers received in the Modeling construct. In pre-college engineering research, teachers' capacity to conduct engineering-level modeling has been cited to be a gap in teachers practice 42 . In this study 61% of teachers designed curricula that explicitly targeted scaffolded student modeling, ground student modeling in academic concepts, and provide students with a moderate level of autonomy in modeling.…”

Section: Behaviormentioning

confidence: 99%

K-12 Teachers as Curriculum Designers in Engineering Professional Development

Berry¹,

DeRosa²

2015 ASEE Annual Conference and Exposition Proceedings

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The purpose of this paper is to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' engineering knowledge, attitudes, and behaviors. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. This preliminary study evaluates the effects of a CDB professional development program, the PTC STEM Certificate Program, on twenty-six K-12 teachers who participated in 62 hours of engineering education professional development over a six month period. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula. Data was collected pre-, mid-, and post-program using teacher surveys and a curriculum evaluation instrument. Study results indicate improvements in self-reported engineering subject-matter knowledge and teachers' engineering curriculum design self-efficacy. Analysis of teachers' curricula indicates alignment with multiple educational standards and integration of engineering design strategies.

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Teaching Design in Middle-School: Instructors’ Concerns and Scaffolding Strategies

Cited by 26 publications

References 30 publications

Concept learning by direct current design challenges in secondary education

Concept learning by direct current design challenges in secondary education

Introduction

K-12 Teachers as Curriculum Designers in Engineering Professional Development

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