PERC 2021 Abstract Detail Page
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| Abstract Title: | Relations between Teacher, Student, and Content in Physics-based Engineering Activities |
|---|---|
| Abstract: | To develop effective physics-based engineering curricula for K-6 classrooms, we need to understand the areas of support teachers need most, as well as their assumptions about their elementary students' abilities to succeed in engineering activities. To understand teacher perceptions of the relationships between the teacher, the students, and the physics-based engineering content we analyzed semi-structured interviews with five 4– 6th grade teachers who participated in a curricular module centered around the behavior of light as it passes through various materials. Teachers discussed how engineering modules led to more collaborative learning that was student-driven and created space for increased engagement for students who normally are reluctant to participate. On the other hand, teachers felt that materials required for the activities served as a barrier for implementation of the activities while the level of mathematics incorporated into the activities served as a barrier for younger students. These findings may inform future curriculum development to best support teachers in implementing physics-based engineering curricula in their classrooms. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session 1 Room A |
| Poster Number: | 1A-12 |
Author/Organizer Information | |
| Primary Contact: |
Allyson Randall University of California, Santa Barbara |
| Co-Author(s) and Co-Presenter(s) |
Alexandria Muller; University of California, Santa Barbara Marco Barron; University of California, Santa Barbara Danielle B Harlow; University of California, Santa Barbara |
