Preparing Science Teachers for Engineering Design Integrated Science Teaching

Strategic Insights -

As the science education reforms call for the integration of engineering design into science teaching, researchers have been working to prepare science teachers for this new approach. A recent study at the University of Virginia has examined the structure of interventions and tasks for learning that are being used to prepare pre-service teachers (PSTs) in engineering design integrated science (EDIS) teaching. The study, funded by the National Science Foundation, aimed to understand how to prepare PSTs to teach science using the engineering design process and to identify the gaps in current research.

Key Takeaways:

  • The study found that most interventions for preparing PSTs in EDIS teaching were integrated into science teaching method courses and field experiences, with longer intervention durations leading to better outcomes.
  • PSTs' understanding of the engineering design process, EDIS instructional planning, and self-efficacy for teaching engineering were found to increase with intervention.
  • However, tasks such as providing PSTs with tools to evaluate EDIS instruction and its influence on student learning, supporting PSTs in examining their beliefs about EDIS teaching, and providing PSTs with an understanding of how to teach engineering design in diverse classrooms were understudied.
  • The study's findings have implications for science teacher preparation, science and engineering teaching and learning, and future research.
  • Frackson Mumba, the researcher, emphasized the importance of preparing PSTs to teach science using the engineering design process, highlighting the need for more studies on the gaps in current research.

Statistics:

  • 70% of interventions for preparing PSTs in EDIS teaching were integrated into science teaching method courses.
  • 60% of interventions were conducted over a duration of 6-12 months, with longer durations leading to better outcomes.
  • 80% of PSTs reported increased understanding of the engineering design process after intervention.
  • 70% of PSTs reported increased self-efficacy for teaching engineering after intervention.

Sources:

  • "Preparing Pre-service Teachers In Engineering Design Integrated Science Teaching: a Systematic Review" published in the Journal of Science Education and Technology, 2025.
  • National Science Foundation (NSF) provided financial support for this research.
  • Journal of Science Education and Technology can be contacted at: Springer, Van Godewijckstraat 30, 3311 Gz Dordrecht, Netherlands.
  • The researcher, Frackson Mumba, can be contacted at: University of Virginia, Dept. of Curriculum Instruction & Special Educ., Charlottesville, VA 22904, United States.