A case study of science teachers' goal conflicts arising when integrating engineering into science classes

Datos Bibliográficos

ID21392751
AutoresTodd L Hutner (0000-0003-1020-3410, Department of Curriculum & Instruction The University of Alabama Tuscaloosa Alabama USA), Victor Sampson (0000-0002-2152-313X, Department of Curriculum & Instruction The University of Texas at Austin Austin Texas USA), Lawrence Chu (KIPP Texas Public Schools Houston Texas USA), Christina Baze (0000-0002-0418-1772, University of Arizona), Christina L Baze (Department of Systems and Industrial Engineering The University of Arizona Tucson Arizona USA), Richard Crawford (0000-0003-2404-641X, The University of Texas at Austin), Richard H Crawford (Department of Mechanical Engineering The University of Texas at Austin Austin Texas USA)
Año2022
Volumen106
Número1
Páginas88-118
Fecha de publicación2022-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21690
OpenAlexW3210484385
IdiomaEN
Citas recibidas2
Referencias citadas48

The Framework for K‐12 Science Education details new goals to guide improvement of US science education. Among the new goals, the inclusion of engineering core ideas and practices stand out. We report a case study of four 8th‐grade science teachers who chose to integrate engineering core ideas and practices into their science classes by teaching four STEM design challenges (SDC). This study focuses on understanding the goal conflicts arising from these teachers' choice and how they resolve their goal conflicts. Primary data come from semistructured interviews conducted with each teacher. The goal conflicts expressed by our teachers fell into one of two broad categories: pacing conflicts and mandated testing conflicts. Pacing conflicts exist between the goals of teaching the SDCs in full and the goals of following the district‐wide pacing guide and covering all state mandated standards. Mandated testing conflicts were those goal conflicts arising between teaching the SDCs and ensuring that students were successful on officially mandated tests from the state and the district. The science teachers resolved their conflicts through goal balancing, where actions taken to satisfy one goal (teaching the SDCs) allow a person to subsequently pursue actions toward satisfying a conflicting goal. In this study, goal balancing is exhibited by teachers partially completing each SDC before moving on to the next topic. Finally, we discuss these findings in relationship to the existing literature on science teachers' goals and provide implications for science teachers' professional development and for research

Inclusion (mineral) · Mathematics education · Pedagogy · Science education · State (computer science) · Career Development and Diversity · Computer Science · Diverse Educational Innovations Studies · Psychology · Science Education and Pedagogy · Social Psychology