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A Model for Integrating Engineering Design into Science Teacher Education

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Abstract

The Framework for K-12 Science Education and the Next Generation Science Standards require teachers to integrate engineering design into K-12 science teaching. However, many teachers have no formal preparation in engineering design and how to integrate it into science instruction. Furthermore, few models exist for preparing teachers in engineering design and how to integrate it into science teaching. Therefore, in this paper, we describe the model we have used for the past 8 years to prepare eighty-one (81) secondary pre-service science teachers in engineering design and how to integrate it into science instruction. We have also provided the outcomes and suggestions for implementing this model in science teacher education programs. We believe the model is transferable to other institutions and school districts that are involved in preparing teachers in engineering design integrated science teaching.

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Data Availability

The data used and analyzed for the outcomes reported in the manuscript are available from the corresponding author on reasonable request. We have provided example teacher guide manual as Appendix 1, example EDIS unit as Appendix 2, and EDIS unit plan template as Appendix 3.

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Acknowledgements

We acknowledge all participant pre-service teachers for attending the EDIS intervention in our science teacher education program in which this model was implemented, and for the feedback they provided that led to improve our offerings in the program.

Funding

This research was supported by two National Science Foundation award numbers DUE 1439858 & EEC 1636443. The funding enabled researchers to do the intervention on engineering design and collect data.

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Authors and Affiliations

Authors

Contributions

The authors worked together on this study. Frackson Mumba, Jennie Chiu, and Reid Bailey were involved in the EDIS intervention and data collection. Laura Pottmeyer, Alexis Rutt, Rachel van Aswegen, and John Ojeogwu were involved in mentoring pre-service teachers and data collection. Then, all the authors were involved in writing the manuscript.

Corresponding author

Correspondence to Frackson Mumba.

Ethics declarations

Ethical Statement

We complied with all required ethics for data collection and analysis for the outcomes we have reported in this manuscript through the IRB approval.

Informed Consent

Participant pre-service teachers and students in the studies we have reported in the outcomes section completed IRB approved consent forms before data collection.

Conflict of Interest

The authors declare no competing interests.

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Mumba, F., Rutt, A., Bailey, R. et al. A Model for Integrating Engineering Design into Science Teacher Education. J Sci Educ Technol 33, 45–56 (2024). https://doi.org/10.1007/s10956-023-10055-y

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