Science Teachers' Misconceptions in Science and Engineering Distinctions: Reflections on Modern Research Examples

The aim of this exploratory study was to learn about the misconceptions that may arise for elementary and high school science teachers in their reflections on science and engineering practice. Using readings and videos of real science and engineering work, teachers' reflections were used to unc...

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Bibliographic Details
Published in:Journal of science teacher education 2016-10, Vol.27 (6), p.625-647
Main Authors: Antink-Meyer, Allison, Meyer, Daniel Z.
Format: Article
Language:English
Subjects:
Design engineering
Education
Educational Change
Elementary School Science
Elementary School Teachers
Engineering design
Engineering Education
Inquiry method
Misconceptions
Research methodology
Science Education
Science Instruction
Science Teachers
Scientific inquiry
Secondary School Science
Secondary School Teachers
Teaching and Teacher Education
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Summary:The aim of this exploratory study was to learn about the misconceptions that may arise for elementary and high school science teachers in their reflections on science and engineering practice. Using readings and videos of real science and engineering work, teachers' reflections were used to uncover the underpinnings of their understandings. This knowledge ultimately provides information about supporting professional development (PD) for science teachers' knowledge of engineering. Six science teachers (two elementary and four high school teachers) participated in the study as part of an online PD experience. Cunningham and Carlsen's (Journal of Science Teacher Education 25:197-210, 2014 ) relative emphases of science and engineering practices were used to frame the design of PD activities and the analyses of teachers' views. Analyses suggest misconceptions within the eight practices of science and engineering from the US Next Generation Science Standards in four areas. These are that: (1) the nature of the practices in both science and engineering research is determined by the long-term implications of the research regardless of the nature of the immediate work, (2) engineering and science are hierarchical, (3) creativity is inappropriate, and (4) research outcomes cannot be processes. We discuss the nature of these understandings among participants and the implications for engineering education PD for science teachers.
ISSN:1046-560X
1573-1847
DOI:10.1007/s10972-016-9478-z