Assessing Science PCK of Technology Educators Tyler S. Love

Research cites Shulman’s 7 categories of teacher knowledge What is PCK? 2 (De Miranda, 2008)

Defining PCK Varying Definitions Definitions across science education and technology education. Topic Specific Multiple types of PCK for varying subject areas 3

Rationale Teachers’ have much impact on student achievement in the classroom Sometimes more than Socioeconomic Status Teaching science and technology in unison Israel – 1995 Netherlands – 2006 United States – 1996, 2000, &

Rationale Technology educators need a unique PCK to teach integrative concepts What are integrative concepts and teaching? Science is embedded within technology and engineering concepts Teach S+T+E+M and other concepts in unison Holistic learning beyond technology education classroom 5

Purpose of the Study Still much unknown about PCK of technology education (TE) teachers TE has been “expected to teach” engineering and design concepts for many years TE teachers might be the best population to study PCK needed to deliver science and engineering concepts 6

Previous Studies Most PCK research is found in science education It is a growing trend in research in technology education Qualitative method approaches Quantitative method approaches Mixed-Methods approaches Obstacles with assessing PCK Methods, sample size, generalizability, and correlation to student achievement 7

Overarching Research Question RQ1 – What teacher preparation factors contribute to the ability of in-service secondary level technology and engineering (T&E) educators to teach (a) science content and (b) science practices in T&E education classrooms?  In the context of teaching the Foundations of Technology (FoT) unit of the Engineering by Design (EbD) curriculum: 8

Research Sub-Questions SQ1.1- What science-related preparation experiences, formal and informal, contribute to the ability of in-service secondary level T&E educators to teach science content embedded within the FoT unit? SQ1.2- What T&E-related preparation experiences, formal and informal, contribute to the ability of in-service secondary level T&E educators to teach science content embedded within the FoT unit? 9

Research Sub-Questions SQ1.3- What science-related preparation experiences, formal and informal, contribute to the ability of in-service secondary level T&E educators to teach science practices embedded within the FoT unit? SQ1.4- What T&E-related preparation experiences, formal and informal, contribute to the ability of in-service secondary level T&E educators to teach science practices embedded within the FoT unit? 10

Proposed Design and Methodology Explanatory sequential mixed methods design Survey on science preparation of technology educators Large sample of technology educators (≈707) Purposeful sampling from survey results ≈10 technology educators Observe teaching an engineering design lesson, including student interactions, lesson plans, and student artifacts Post observation interviews with the teachers 11 Survey Qualitative Research Analyze Purposeful Sample

Implications Show value of technology education for teaching science concepts Inform pre and inservice teacher preparation programs Better prepare teachers to teach multiple contents within technological and engineering design Assessing knowledge of STEM PCK of technology educators in large sample sizes Foundation for future PCK studies Applications for assessing engineering PCK of science educators What might be the best questions to ask? 12

Questions Thank You Questions? Contact Information Tyler S. Love 13