Analysing the integration of engineering in science lessons with the Engineering-Infused Lesson Rubric |
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| Authors: | Karen Peterman Jenny L Daugherty Rodney L Custer Julia M Ross |
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| Institution: | 1. Karen Peterman Consulting, Co., Durham, USAkarenpetermanphd@gmail.com;3. School of Human Resource Education &4. Workforce Development, Louisiana State University, Baton Rouge, LA, USA;5. Academic Affairs, Black Hills State University, Spearfish, SD, USA;6. College of Engineering and Information Technology, University of Maryland, Baltimore, Baltimore, MD, USA |
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| Abstract: | ABSTRACTScience teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular. |
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| Keywords: | Biology education physics education engineering |
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