Abstract
In this paper, I share the results of a study of teachers’ ideas about student decision-making at entry into a professional development program to integrate engineering into their instruction. The framework for the Engineering Design Process (EDP) was based on a Challenge-Based Learning (CBL) model. The EDP embedded within the CBL model suggests teachers should provide opportunities for students to make decisions throughout the design process. The differentiation consolidation decision-making framework was used to understand the decision-making process. Study data was gathered from 16 teacher participants, interviewed and surveyed at entry into the program. The data were analyzed to understand the kinds of decision-making activities the teachers’ identified as possible for students to make based on eleven engineering design scenarios and the teachers’ current use of, and confidence in applying, lessons that engaged students in decision-making. The results indicated the teachers most frequently identified students that engaged in stage one decisions-making activities, i.e., problem identification and clarification. When the teachers discussed stage two and stage three decision-making activities, they most frequently discussed general problem solving or design process type activities with little differentiation of specific details of how the decision-making was to take place. In addition, in most cases teachers did not mention teaching or supporting student decision-making strategies.
Highlights
IntroductionWe know that a 21st century education should be a key component in preparing citizens to be active, engaged, and informed decision makers and citizens
We are into the second decade of the 21st century and education systems are still working to understand exactly what needs to happen for teachers to become confident 21st century teachers.We know that a 21st century education should be a key component in preparing citizens to be active, engaged, and informed decision makers and citizens
The survey responses indicate that most of the teachers believed at the start of the program that they were not engaging their students in learning activities that offered them practice with decision-making; the teachers were not confident in their ability to lead these learning activities
Summary
We know that a 21st century education should be a key component in preparing citizens to be active, engaged, and informed decision makers and citizens. If students are to take on this role, they need experience making and implementing decisions of consequence as part of their education. One mechanism suggested to improve decision-making experiences and 21st century skills for students is the instructional strategy Problem-Based Learning (PBL). A PBL strategy is suggested in the A Framework for K-12 Science Education [2] as part of the inclusion of engineering into the science standards. In the Framework, engineering is broadly defined as: “any engagement in a systematic practice of design to achieve solutions to particular human problems” [2] In the Framework, engineering is broadly defined as: “any engagement in a systematic practice of design to achieve solutions to particular human problems” [2] (p. 11)
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