UTEP Engineering NOYCE Capacity Building Grant 2014
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Poster design for ASEE 2014 in Indianapolis with an overview of our NSF NOYCE capacity building grant.
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The document describes the Inspiring Science Education tools, which were developed to support teachers in authoring and delivering technology-enhanced science lessons that follow an inquiry cycle and assess students' problem solving competences. The tools include an authoring tool to design lessons incorporating assessment tasks aligned with the PISA problem solving framework, and a delivery tool to implement the lessons and collect student assessment data. The overall goal is to help teachers improve their lesson plans and enhance students' problem solving skills.Achievement Goal Theory A Framework For Implementing Group Work And Open-End...
This document discusses achievement goal theory (AGT) as a framework for understanding student motivation and performance in engineering courses. AGT identifies two main goal orientations: mastery, focused on learning and self-improvement, and performance, focused on grades and outperforming others. The document reports on a study using interviews to examine how curricula and pedagogies at a university encourage these orientations. Key findings include tension between instructor and student goals regarding group work and open-ended learning. Students maintained a performance focus on grades despite instructor efforts to encourage mastery goals. Goal orientation depended on assessments and perceived course usefulness.
A Case Study Of Teachers Pedagogical Content Knowledge Of Functions
This document summarizes a case study that explored three teachers' levels of pedagogical content knowledge (PCK) regarding functions. The study found that the teachers had mediocre PCK levels, with more experienced teachers having better knowledge. However, all teachers lacked some conceptual knowledge of functions and focused more on procedures than conceptual understanding when teaching. The study suggested providing teachers with additional resources on mathematics concepts and ongoing training to improve their PCK and ability to effectively teach functions.
Proposal
This document outlines Tarisai Mudzatsi's research proposal examining the development of topic specific pedagogical content knowledge (TSPCK) in stoichiometry among three practicing teachers through a lesson study. The purpose is to determine how TSPCK in stoichiometry improves through teacher interactions in a lesson study context and how this newly developed knowledge translates to teaching practice. Poor student performance in physical science, especially topics involving stoichiometry, provides rationale for the research. The proposal includes an introduction, purpose, rationale, literature review, research questions, methodology, data analysis, ethics statement, and references.
2.- EJ1250564.pdf
Project-Based Learning has a large positive effect on student academic performance in science education according to a meta-analysis of 48 studies. The meta-analysis found an overall effect size of 1.063 for Project-Based Learning, indicating students receiving PBL performed 86% better than those receiving traditional instruction. Project-Based Learning was found to have large effect sizes across different subject areas, education levels, sample sizes, and study characteristics. The meta-analysis provides strong evidence that Project-Based Learning is an effective approach for science education.
C Yeates
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework, which aims to capture the knowledge teachers need to effectively integrate technology in the classroom. TPACK emphasizes the complex interplay between technology, pedagogy, and content knowledge. It builds on Shulman's idea of pedagogical content knowledge by adding the technology component. The TPACK framework is important for K-6 educators because it helps them understand that developing good instruction requires thoughtfully combining these three knowledge domains, rather than treating them separately. It also has implications for the author's own teaching practice by motivating integrated approaches to challenge and engage students.
Line of inquiry revised
The document discusses various aspects of engineering education, including learning styles of engineers, teaching methods, and the application of new technologies. It analyzes several sources that discuss how engineers learn differently based on their field, and how understanding learning styles is important for curriculum development. However, the document notes that while sources explore general learning trends, they do not incorporate student perspectives which could help shape course design to better fit students' needs and abilities. Overall, the document examines factors that impact engineering education, but suggests directly involving students could further strengthen course development.
Exploring the Scholarship of Teaching and Learning A Comprehensive Overview (...
The document provides an overview of the Scholarship of Teaching and Learning (SoTL). It discusses key concepts such as the purpose of SoTL to improve teaching practices and enhance student learning outcomes through systematic inquiry. It covers benefits and challenges of engaging in SoTL research and effective methodologies. Examples are provided of impactful SoTL findings that have influenced higher education. The document also compares two articles on SoTL in engineering education and their collective contribution to advancing evidence-based practices in the field.
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Dr David Morrison-Love, July 2019.
ESERA Paper Exploring teacher's belief Sally Howard
This document discusses a study exploring how teachers' beliefs about learning and pedagogy change when introducing inquiry-based science education. It describes a teacher education program where teachers participated in sessions to engage with inquiry practices and assessment strategies, then trialled inquiry activities in their classrooms. The paper examines how three English teachers adapted their practices when introduced to new ideas through the program. It explores how the teachers dealt with pedagogical transformations and developed personal solutions supported by professional learning opportunities in the project.
Inquiry paper
The document discusses research conducted on engineering education. It explores learning styles of engineers and the effects on curriculum development. Several sources discuss the importance of understanding diverse learning styles and adapting teaching methods to different styles. The document also examines common teaching methods in engineering education and the goal of teaching students to think independently and solve problems. Finally, it discusses how applying new technologies can revolutionize engineering education, with some sources finding benefits of technologies like e-learning.
Ej1108668
This document compares the change in teaching motivations among preservice teachers in Austria, Germany, and Switzerland. It finds that intrinsic motivation increases during teacher education programs, while extrinsic motivation does not change. Unexpectedly, altruistic motivation like the motivation to work with children tends to decrease. The change in motivation is influenced by in-school learning opportunities like teaching practice and mentor support, with more practical programs in Austria and Switzerland seeing a greater impact than the more theoretical German program.
EDUC 8101-7 Module 1
This is Walden University course (EDUC8101-7) Module 1 Major Assignment. The purpose of this writing is to present a presentation plan for an adult learning theory. It is written in APA format and includes references. Most universities submit higher-education assignments to turnitin; so, remember to paraphrase. Enjoy your discovery!
Tpack e learning
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for transforming teacher education, training, and professional development related to educational technology integration. Over five years of research, the authors have studied how teachers develop TPCK and how this framework can guide research on technology integration.
Il modello TPCK
This article proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge teachers need to effectively integrate technology into their teaching. The framework builds on Shulman's idea of pedagogical content knowledge by adding an additional component of how content, pedagogy, and technology interrelate and influence each other. The authors argue that developing TPCK is important for teacher training programs, professional development, and educational research on technology integration. They have studied the development of TPCK through a design-based research project working with teachers.
Curriculumworkshopon lineversion2011-110222075834-phpapp02
The document discusses theoretical models and practical applications of curriculum design. It explores principles of curriculum frameworks, planning learning and teaching, and assessment. Key topics covered include defining curriculum, underlying philosophies, curriculum mapping, knowledge-constitutive interests, and factors influencing curriculum design such as quality assurance standards, teaching methods, and learning outcomes. The presentation aims to provide a critical exploration of curriculum design issues to inform participants' practice.
Ise tools online_seminar_etwinning
Panagiotis Zervas and Demetrios G. Sampson, Supporting the assessment of problem solving competences through inquiry-based teaching in school science education: The Inspiring Science Education tools, Webinar Slides, eTwinning Creative Classroom Group, 28 April 2015
26.pedagogical content knowledge taxonomies
This document presents two new taxonomies related to pedagogical content knowledge (PCK) for science teachers. The General Taxonomy of PCK categorizes the different types of knowledge bases for various science disciplines, subjects, and topics. The Taxonomy of PCK Attributes identifies and characterizes the key components of PCK based on previous research. These taxonomies are intended to provide organizational frameworks to guide future research on developing PCK in science teacher education programs.
A Framework For Teaching Socio-Environmental Problem-Solving
This document proposes an educational framework for teaching socio-environmental problem solving. It emphasizes developing competencies for synthesizing social and environmental systems, integrating knowledge across disciplines, and producing actionable science. The framework is meant to provide guidance for developing curricula, teaching materials, and pedagogies for socio-environmental synthesis and interdisciplinary environmental education. It identifies the knowledge, skills, dispositions, and practices needed at undergraduate and graduate levels, and clarifies how these competencies can be applied to understand problems and generate solutions. The goal is a coherent vision for training students to become effective problem solvers of complex environmental challenges.
Similar to UTEP Engineering NOYCE Capacity Building Grant 2014 (20)
Tpck in pre-service_teacher_education_preparing_pr
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Supporting the Assessment of Problem Solving Competences through Inquiry-base...
Supporting the Assessment of Problem Solving Competences through Inquiry-base...
Achievement Goal Theory A Framework For Implementing Group Work And Open-End...
Achievement Goal Theory A Framework For Implementing Group Work And Open-End...
A Case Study Of Teachers Pedagogical Content Knowledge Of Functions
A Case Study Of Teachers Pedagogical Content Knowledge Of Functions
Exploring the Scholarship of Teaching and Learning A Comprehensive Overview (...
Exploring the Scholarship of Teaching and Learning A Comprehensive Overview (...
Developing Pedagogical Expertise in Initial Teacher Education - Introducing t...
Developing Pedagogical Expertise in Initial Teacher Education - Introducing t...
ESERA Paper Exploring teacher's belief Sally Howard
ESERA Paper Exploring teacher's belief Sally Howard
Curriculumworkshopon lineversion2011-110222075834-phpapp02
Curriculumworkshopon lineversion2011-110222075834-phpapp02
A Framework For Teaching Socio-Environmental Problem-Solving
A Framework For Teaching Socio-Environmental Problem-Solving
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- 1. Figure 1. THEORY-INFORMS-PRACTICE MODEL THEORY Education Course 1 Education Course 2 PRACTICE PBL UNIV1301 PBL ME, IE, CE, MME PBL EE PBL CS Blumenfeld, P., Soloway, P., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist 26(3/4), 369-398. Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review 16(3), 235-266. Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., Fredricks, J., & Soloway, E. (1998). Inquiry in project-based science classrooms: Initial attempts by middle school students. The Journal of Learning Sciences 7(3/4), 313-350. Theory Informs Practice Model Key Accomplishments References E. Q. Villa1 , Peter Golding1 , Patricia Nava2 , Eric Hagedorn3 , and David Carrejo4 The University of Texas at El Paso 1 Center for Research in Engineering and Technology Education, 2 Associate Dean of Engineering, 3 Physics, and 4 Teacher Education The overarching goal is to build capacity within the UTEP College of Engineering to prepare for recruiting and certifying engineering and computer science (hereafter referred to as engineering) students to become teacher-engineers. Building Capacity for Preparing Teacher-Engineers for 21st Century Engineering Goal 1. Build the infrastructure for producing effective and knowledgeable teacher-engineers who will teach in K-12 settings. Goal 2. Strengthen partnerships among UTEP colleges and local school districts to support teacher-engineers. At the core of this project is the development and implementation of a theory-informs-practice model in which engineering and education courses will be tightly coupled (see Figure 1). That is, the education courses set the theoretical underpinning for inquiry-based instruction, and the theory is practiced and realized in targeted engineering courses. Thus, the project supports faculty who attend professional development workshops on problem-based learning (Blumenfeld, Soloway, Marx, Krajcik, Guzdial, & Palinscar, 1991; Hmelo-Silver, 2004; Krajcik, Blumenfeld, Marx, Bass, Fredricks, & Soloway, 1998) and implement an engineering course re-design. This material is based upon work supported by the National Science Foundation under Grant Number DUE-1239910. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. Partnerships with 4 key area school districts Faculty and staff professional development has led to integration of PBL within and across courses Inclusion of PBL as a major tenet through our Center for Excellence in Teaching and Learning (CETaL) which will expand PBL across all disciplines and beyond the college of engineering