The Effects of a Modeling and Computational Thinking Professional Development Program on STEM Educators’ Perceptions toward Teaching Science and Engineering Practices

Teachers’ integration of the Next Generation Science Standards and corresponding Science and Engineering Practices (SEPs) illustrate current science education reform in the United States. Effective teacher professional development (PD) on SEPs is essential for reform success. In this study, we evalu...

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Bibliographic Details
Published inEducation sciences Vol. 12; no. 8; p. 570
Main Authors Colclasure, Blake C., Durham Brooks, Tessa, Helikar, Tomáš, King, Scott J., Webb, Audrey
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.08.2022
Subjects
Active Learning
computational thinking
Curricula
Engineering Education
Learning Strategies
modeling
next generation science standards
Professional development
science and engineering practices
Science Education
Science teachers
Students
teacher professional development
Teaching
Teaching Methods
Thinking Skills
United States > US
Nebraska
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Summary:Teachers’ integration of the Next Generation Science Standards and corresponding Science and Engineering Practices (SEPs) illustrate current science education reform in the United States. Effective teacher professional development (PD) on SEPs is essential for reform success. In this study, we evaluated the Nebraska STEM Education Conference, a PD program for middle school, high school, and first- and second-year post-secondary STEM teachers. This SEP-oriented PD program focused predominantly on the SEPs ‘developing and using models’ and ‘using mathematics and computational thinking.’ An electronic survey was used to measure participants’ (n = 45) prior integration of SEPs, influential factors and barriers to using SEPs, and changes to interest and confidence in using SEPs as a result of attending the PD program. Our results showed that teachers had limited prior use of SEPs in their teaching. Student interest and learning outcomes were the factors found to be most influential to teachers’ use of SEPs, while limited knowledge, confidence, and resources were the most commonly identified barriers. As a result of attending the PD program, participants significantly improved their confidence and interest to incorporate SEPs. We recommend continued SEP-oriented PD to foster successful NGSS integration and to advance reforms in science education.
ISSN:2227-7102
2227-7102
DOI:10.3390/educsci12080570