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Engineering design and the development of knowledge for teaching among preservice science teachers

机译：职前科学教师的工程设计和教学知识的发展

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The goal of this article is to inform professional understanding regarding preservice science teachers' knowledge of engineering and the engineering design process. Originating as a conceptual study of the appropriateness of "knowledge as design" as a framework for conducting science teacher education to support learning related to engineering design, the findings are informed by an ongoing research project. Perkins's theory encapsulates knowledge as design within four complementary components of the nature of design. When using the structure of Perkins's theory as a framework for analysis of data gathered from preservice teachers conducting engineering activities within an instructional methods course for secondary science, a concurrence between teacher knowledge development and the theory emerged. Initially, the individuals, who were participants in the research, were unfamiliar with engineering as a component of science teaching and expressed a lack of knowledge of engineering. The emergence of connections between Perkins's theory of knowledge as design and knowledge development for teaching were found when examining preservice teachers' development of creative and systematic thinking skills within the context of engineering design activities as well as examination of their knowledge of the application of science to problem-solving situations.
机译：本文的目的是提供有关职前科学教师的工程知识和工程设计过程的专业知识。作为对“知识即设计”是否适合进行理科教师教育以支持与工程设计相关的学习的框架的概念研究，该发现得到了正在进行的研究项目的启发。珀金斯的理论将知识作为设计封装在设计性质的四个互补组成部分中。当使用珀金斯理论的结构作为对从中学前科学教学方法课程中从事工程活动的职前教师收集的数据进行分析的框架时，出现了教师知识发展与理论之间的共识。最初，参与研究的个人不熟悉工程学作为科学教学的组成部分，并表示缺乏工程学知识。当在工程设计活动的背景下检查职前教师的创造性和系统性思维技能的发展，以及检查他们的科学应用知识时，发现珀金斯的设计知识理论与教学知识发展之间出现了联系。解决问题的情况。

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