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

机译：中学工程教学：对教师的学科和教学内容知识的调查。

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摘要

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.
机译：本论文报告了一项研究，该研究调查了六位中学数学，科学和计算机教师在教授一个专注于工程设计过程以创建辅助设备的工程部门时对主题和教学内容知识的使用和发展。首席研究员在工程部门之前，期间和之后采访了教师，向他们展示了动手，思考能力强的任务，对选定的课堂观察进行了录像，并评估了学生的最终项目。这些数据用于识别和比较教师在教授工程学单元时所汲取的数学，科学和工程学主题知识。这些数据揭示的一个关键发现是，与具有较少教学经验的教师相比，具有较长教学经验的教师在工程部门期间与数学和科学概念的联系更多。数据分析还揭示了有关教师工程教学内容知识的主要发现。具有多年教学经验的教师采用以学生为中心的教学方法，而具有较少教学经验的教师采用以教师为中心的教学方法。与其他教师相比，具有多年教学经验的老师在课程的制作过程中，还花费更多的时间让学生参与讨论。理科教师比其他教师表现出对工程设计过程的更强有力的解释。

著录项

  • 作者

    Hynes, Morgan M.;

  • 作者单位

    Tufts University.;

  • 授予单位 Tufts University.;
  • 学科 Education Secondary.;Engineering General.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 350 p.
  • 总页数 350
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;工程基础科学;
  • 关键词

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