Abstract
Engineering design activities can help educators to apply concepts and processes from within and across STEM domains. To facilitate these connections, there is a need for sustained, job-embedded, and collegial professional development that brings together teachers from across STEM domains to engage in design-based activities. These activities can help teachers better understand engineering design processes and can foster collaborations. This can lead to a culture shift within the school by which integration of STEM concepts and process becomes more seamless for both educators and their students. This paper describes a research-based model for professional development to promote engineering pedagogy to support learning of STEM concepts within and across domains.
Recommended Citation
Donna, J. D.
(2012).
A Model for Professional Development to Promote Engineering Design as an Integrative Pedagogy within STEM Education.
Journal of Pre-College Engineering Education Research (J-PEER), 2(2), Article 2.
https://doi.org/10.5703/1288284314866
