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Teaching middle-school engineering: ...

Tufts University., Education.

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Teaching middle-school engineering: An investigation of teachers' subject matter and pedagogical content knowledge.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teaching middle-school engineering: An investigation of teachers' subject matter and pedagogical content knowledge./
Author:	Hynes, Morgan M.
Description:	350 p.
Notes:	Adviser: Barbara M. Brizuela.
Contained By:	Dissertation Abstracts International70-04A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3354696
ISBN:	9781109118209

Teaching middle-school engineering: An investigation of teachers' subject matter and pedagogical content knowledge.
Hynes, Morgan M.

Teaching middle-school engineering: An investigation of teachers' subject matter and pedagogical content knowledge. - 350 p.

Adviser: Barbara M. Brizuela.

Thesis (Ph.D.)--Tufts University, 2009.

This dissertation reports on a study that investigated six middle-school mathematics, science, and computer teachers' use and development of subject matter and pedagogical content knowledge as they taught an engineering unit focused on the engineering design process to create an assistive device. The principal investigator interviewed the teachers before, during, and after the engineering unit, presented the teachers with hands-on, think-aloud tasks, videotaped selected classroom observations, and evaluated their students' final projects. These data were used to identify and compare the mathematics, science, and engineering subject matter knowledge the teachers drew upon as they taught the engineering unit. One key finding revealed from these data was that the teachers with more years of teaching experience made more connections to mathematics and science concepts during the engineering unit than the teachers with fewer years of teaching experience. The analysis of the data also revealed key findings regarding the teachers' engineering pedagogical content knowledge. The teachers with more years of teaching experience employed a more student-centered instructional approach, while the teachers with fewer years of teaching experience employed a more teacher-centered teaching approach. The teachers with more years of teaching experience also spent more time engaging their students in discussion during the building portion of lessons than did the other teachers. The science teachers also demonstrated stronger explanations of the engineering design process than did the other teachers.

ISBN: 9781109118209Subjects--Topical Terms:

539262
Education, Secondary.

Teaching middle-school engineering: An investigation of teachers' subject matter and pedagogical content knowledge.
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040 $a UMI $c UMI
100 1 $a Hynes, Morgan M. $3 1064697
245 1 0 $a Teaching middle-school engineering: An investigation of teachers' subject matter and pedagogical content knowledge.
300 $a 350 p.
500 $a Adviser: Barbara M. Brizuela.
500 $a Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1225.
502 $a Thesis (Ph.D.)--Tufts University, 2009.
520 $a This dissertation reports on a study that investigated six middle-school mathematics, science, and computer teachers' use and development of subject matter and pedagogical content knowledge as they taught an engineering unit focused on the engineering design process to create an assistive device. The principal investigator interviewed the teachers before, during, and after the engineering unit, presented the teachers with hands-on, think-aloud tasks, videotaped selected classroom observations, and evaluated their students' final projects. These data were used to identify and compare the mathematics, science, and engineering subject matter knowledge the teachers drew upon as they taught the engineering unit. One key finding revealed from these data was that the teachers with more years of teaching experience made more connections to mathematics and science concepts during the engineering unit than the teachers with fewer years of teaching experience. The analysis of the data also revealed key findings regarding the teachers' engineering pedagogical content knowledge. The teachers with more years of teaching experience employed a more student-centered instructional approach, while the teachers with fewer years of teaching experience employed a more teacher-centered teaching approach. The teachers with more years of teaching experience also spent more time engaging their students in discussion during the building portion of lessons than did the other teachers. The science teachers also demonstrated stronger explanations of the engineering design process than did the other teachers.
590 $a School code: 0234.
650 4 $a Education, Secondary. $3 539262
650 4 $a Engineering, General. $3 1020744
690 $a 0533
690 $a 0537
710 2 $a Tufts University. $b Education. $3 1036033
773 0 $t Dissertation Abstracts International $g 70-04A.
790 $a 0234
790 1 0 $a Brizuela, Barbara M., $e advisor
790 1 0 $a Crismond, David $e committee member
790 1 0 $a Rogers, Chris B. $e committee member
790 1 0 $a Schwartz, Judah L. $e committee member
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3354696