[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589440-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-589440-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","middle-grades-teachers-understanding-and-teaching-of-the-central-ideas-of-the-engineering-design-process-summer-2012","Middle Grades Teachers’ Understanding And Teaching Of The Central Ideas Of The Engineering Design Process - Summer 2012","","Research examines how to prepare Massachusetts middle school mathematics, science, and computer teachers to teach engineering within the engineering design process. Findings summarize six urban public school teachers’ subject matter and pedagogical content knowledge when delivering an engineering unit. Classroom observations show strong coverage of the EDP’s purpose and its cyclical, iterative nature, while limited attention is given to the EDP fostering communication, explored through teacher explanations and follow-up interviews.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/middle-grades-teachers-understanding-and-teaching-of-the-central-ideas-of-the-engineering-design-process-summer-2012/589440/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/middle-grades-teachers-understanding-and-teaching-of-the-central-ideas-of-the-engineering-design-process-summer-2012/589440.png","ImageObject",300,407,{"name":42,"@type":43},"Terk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the central focus of the research reported in the paper?","Question",{"text":62,"@type":63},"The research focuses on preparing Massachusetts middle school teachers to teach engineering, specifically the central ideas of the engineering design process.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which central ideas of the engineering design process did teachers cover well?",{"text":67,"@type":63},"Teachers covered the EDP’s purpose and the EDP as a cyclical, iterative process quite well, with every teacher addressing at least one related sub-idea.",{"name":69,"@type":60,"acceptedAnswer":70},"How did the teachers perform on the idea that the EDP fosters communication?",{"text":71,"@type":63},"Teachers did not cover that idea well; only Frieda and Monica conveyed aspects of it to their students.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},589440,1792659764,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2012  \nMiddle Grades Teachers’ Understanding And Teaching Of The Central Ideas Of The Engineering Design Process  \nMORGAN HYNES  \nTufts University Boston, MA  \nABSTRACT  \nThe research reported on in this paper addresses the problem of preparing Massachusetts middle school mathematics, science, and computer teachers to teach engineering. The results presented here are part of a larger dissertation study investigating six urban public school teachers and their subject matter and pedagogical content knowledge teachers know and develop as they taught an engineering unit. The results discussed in this paper focused on the teachers’ instruction and knowledge of the central aspects of the engineering design process (EDP)—the purpose of the EDP, that the EDP is a cyclical, iterative process, and that the EDP fosters communication. The analysis of the videotaped classroom observation data revealed that the teachers as a group covered the central ideas regarding 1. Purpose of the EDP and 2. EDP as a cyclical process quite well. Every teacher touched upon at least one of the sub-ideas for these two central ideas. The teachers did not cover 3. EDP for fostering communication well. Only Frieda and Monica conveyed anything regarding this idea to their students. This paper explores each central idea and the teachers’ understandings of them as expressed through their explanations in the classroom observations and follow-up interviews.  \nKeywords: engineering education, engineering design process, teacher knowledge, teacher professional development  \nINTRODUCTION  \nLearning about engineering within science curriculum has gained traction throughout the U. S. A recent draft of National Science standards places engineering alongside the other science disciplines (i.e., physics, biology, and chemistry) as a discipline to be taught within the domain of science (Board on Science Education, 2010) . Massachusetts state curriculum frameworks have included engineering within their Science & Technology/Engineering frameworks since 2001, which outline engineering  \nSUMMER 2012 1  \nADVANCES IN ENGINEERING EDUCATION  \nMiddle Grades Teachers’ Understanding And Teaching Of The Central Ideas Of The Engineering Design Process  \nconcepts and topics that should be addressed in grades 5–12 (Massachusetts DOE, 2001) . As government, industry, and education organizations continue to call for the improvement of science, technology, engineering, and mathematics (STEM) teaching and learning in our K-12 classrooms, engineering is a relatively new idea for the K-12 classroom has limited history in the classroom and as such few teachers prepared to teach it. The research study discussed in this paper was designed to better understand the issues and challenges associated with preparing middle grades teachers to teach engineering leading to the driving research question:  \nWhat subject matter knowledge AND pedagogical content knowledge do middle grades teachers use and develop as they teach an engineering unit focused on the engineering design process?  \nThis research question, which represents the focus of a dissertation study (Hynes, 2009) discussed only in part in this paper, was born out of the idea that we cannot expect to have engineering teachers who have the same domain-specific preparation as those who teach mathematics or science. Generally, middle grades teachers who teach mathematics or science have either majored in or taken a significant number of courses in the subject. In the short-term, it is unlikely to have middle grades engineering teachers who have majored in engineering or even taken a college-level engineering course since it has not, traditionally, been a route for those who attain a degree in engineering. Thus, we need to learn how to prepare teachers to teach engineering. Since engineering is often thought of as t","cbCainFleip4CcNX","https://ap.wps.com/l/cbCainFleip4CcNX","pdf",903210,21,"English","# Abstract\n# Introduction\n## Teacher Knowledge","[{\"question\":\"What is the central focus of the research reported in the paper?\",\"answer\":\"The research focuses on preparing Massachusetts middle school teachers to teach engineering, specifically the central ideas of the engineering design process.\"},{\"question\":\"Which central ideas of the engineering design process did teachers cover well?\",\"answer\":\"Teachers covered the EDP’s purpose and the EDP as a cyclical, iterative process quite well, with every teacher addressing at least one related sub-idea.\"},{\"question\":\"How did the teachers perform on the idea that the EDP fosters communication?\",\"answer\":\"Teachers did not cover that idea well; only Frieda and Monica conveyed aspects of it to their students.\"}]","Middle Grades Teachers’ Understanding And Teaching Of The Central Ideas Of The Engineering Design Process - Summer 2012 | PDF",1792067288,53]