Middle-school teachers' understanding and teaching of the engineering design process: a look at subject matter and pedagogical content knowledge

被引：58

作者：

Hynes, Morgan M. ^{[1
]}

机构：

[1] Tufts Univ, Ctr Engn Educ & Outreach, Medford, MA 02155 USA

来源：

INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION | 2012年 / 22卷 / 03期

基金：

美国国家科学基金会;

关键词：

Design education; Design process; Design research; Design knowledge; Engineering education; Subject matter knowledge; Pedagogical content knowledge;

D O I：

10.1007/s10798-010-9142-4

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper reports on research investigating six middle school teachers without engineering degrees as they taught an engineering unit on the engineering design process. Videotaped classroom sessions and teacher interviews were analyzed to understand the subject matter and pedagogical content knowledge the teachers used and developed as they introduced the eight steps of the engineering design process (from content standards for the state of Massachusetts, USA). The teachers demonstrated wide-ranging knowledge of the engineering design process, and this paper describes two of the steps the teachers showed a more sophisticated understanding-constructing a prototype and redesigning. Examples from the teachers illustrate strengths that can be built upon as well as some areas for further development.

引用

页码：345 / 360

页数：16