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Examining the Development of Middle School Science Teachers’ Understanding of Engineering Design Process

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Abstract

The purpose of the study was to analyze the development of middle school science teachers’ understanding of engineering design process. The study conceptualized engineering design process that serves as an important context for integrating engineering into K-12 science instruction and described patterns teachers might use to move towards a more sophisticated understanding. Qualitative case study method was employed to systematically investigate differences in science teachers’ understanding of engineering design process. The procedures of the study included development of an initial version of an engineering design process progression, delivery of a teacher professional development program, and development of the final version of the progression following revisions. The teacher professional development program was implemented with 30 middle school science teachers and was used to collect data for refinement of the initial version of the progression. Data sources included informative literature, teacher logs, and clinical interviews. Results indicated that a higher level of understanding pointed to a recognition of the contribution of engineering design to the society and the iterative nature of engineering design process. This level of understanding was also shown to contain possible confusions of the design steps; redesign and communication. Implications of the study contribute to future research and thinking about middle school science teachers’ understanding of the engineering design process from novice to sophisticated level.

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  1. Faculty of Education, Istanbul Aydin University, Istanbul, Turkey

    Canan Mesutoglu

  2. School of Education, Iowa State University, 0624B Lagomarcino Hall, Ames, IA, 50011-3190, USA

    Evrim Baran

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  1. Canan Mesutoglu
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Mesutoglu, C., Baran, E. Examining the Development of Middle School Science Teachers’ Understanding of Engineering Design Process. Int J of Sci and Math Educ 18, 1509–1529 (2020). https://doi.org/10.1007/s10763-019-10041-0

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