The goal of this research is to investigate middle-school teachers' use and development of engineering subject matter and pedagogical content knowledge as they teach an engineering robotics curriculum.
Project Summary
The purpose of this study is to explore the knowledge middle-school math and science teachers use and develop as they teach a robotics curriculum (see curriculum here) focused on the engineering design process (figure below).
The study, specifically, investigates what math, science, and engineering subject matter knowledge and engineering pedagogical content knowledge they use and develop. Similar research has been conducted looking at math and science teaching; however, little research has been done regarding teaching middle-school engineering. Engineering is a unique subject area, which adds to the complexity of understanding what knowledge teachers need and use in teaching the subject. Engineering is the process of applying different domains of knowledge (i.e., science, mathematics, economics, human psychology, etc.) to the design, evaluation, and redesign of technological ends.
Research Questions
1. What subject matter knowledge do middle school math and science teachers use and develop as they teach an engineering unit focusing on the engineering design process to design an assistive device?
2. What engineering pedagogical content knowledge do middle school math and science teachers know, use, and develop as they teach the said engineering unit?
3. How do math and science teachers connect their subject matter and pedagogical content knowledge the same and differently when teaching the said engineering unit?
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Research