Partnering for Engineering Teacher Education

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Smetana, L.K., Nelson, C., Whitehouse, P., & Koin, K. (2019). Partnering for engineering teacher education. Innovations in Science Teacher Education, 4(2).     Retrieved from

by Lara K. Smetana, Loyola University Chicago; Cynthia Nelson, Loyola University Chicago; Patricia Whitehouse, William C. Goudy Technology Academy; & Kim Koin, Chicago Children's Museum


The aim of this article is to describe a specific approach to preparing elementary teacher candidates to teach engineering through a field-based undergraduate course that incorporates various engineering experiences. First, candidates visit a children’s museum to engage in engineering challenges and reflect on their experiences as learners as well as teachers. The majority of course sessions occur on-site in a neighborhood elementary school with a dedicated engineering lab space and teacher, where candidates help facilitate small group work to develop their own understandings about engineering and instructional practices specific to science and engineering. Candidates also have the option to attend the elementary school’s Family STEM Night which serves as another example of how informal engineering experiences can complement formal school-day experiences as well as how teachers and schools work with families to support children’s learning. Overall, candidates have shown increased confidence in engineering education as demonstrated by quantitative data collected through a survey instrument measuring teacher beliefs regarding teaching engineering self-efficacy. The survey data was complemented by qualitative data collected through candidates’ written reflections and interviews. This approach to introducing elementary teacher candidates to engineering highlights the value of a) capitalizing on partnerships, b) immersing candidates as learners in various educational settings with expert educators, c) providing opportunities to observe, enact, and analyze the enactment of high-leverage instructional practices, and d) incorporating opportunities for independent and collaborative reflection.

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A Blended Professional Development Model for Teachers to Learn, Implement, and Reflect on NGSS Practices

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Dare, E.A., Ellis, J.A., & Tyrrell, J.L. (2018). A blended professional development model for teachers to learn, implement, and reflect on NGSS practices. Innovations in Science Teacher Education, 3(3). Retrieved from

by Emily A. Dare, Michigan Technological University; Joshua A. Ellis, Michigan Technological University; & Jennie L. Tyrrell, Michigan Technological University


In this paper we describe a professional development project with secondary physics and physical science teachers. This professional development supported fifteen teachers in learning the newly adopted Next Generation Science Standards (NGSS) through integrating physical science content with engineering and engineering practices. Our professional development utilized best practices in both face-to-face and virtual meetings to engage teachers in learning, implementing, and reflecting on their practice through discussion, video sharing, and micro-teaching. This paper provides details of our approach, along with insights from the teacher participants. We also suggest improvements for future practice in professional development experiences similar to this one. This article may be of use to anyone in NGSS or NGSS-like states working with either pre- or in-service science teachers.

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Cobern and Loving’s Card Exchange Revisited: Using Literacy Strategies to Support and Enhance Teacher Candidates’ Understanding of NOS

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Allaire, F.S. (2018). Cobern and Loving’s card exchange revisited: Using literacy strategies to support and enhance teacher candidates’ understanding of NOS. Innovations in Science Teacher Education, 3(3). Retrieved from

by Franklin S. Allaire, University of Houston-Downtown


The nature of science (NOS) has long been an essential part of science methods courses for elementary and secondary teachers. Consensus has grown among science educators and organizations that developing teacher candidate’s NOS knowledge should be one of the main objectives of science teaching and learning. Cobern and Loving’s (1998) Card Exchange is a method of introducing science teacher candidates to the NOS. Both elementary and secondary teacher candidates have enjoyed the activity and found it useful in addressing NOS - a topic they tend to avoid. However, the word usage and dense phrasing of NOS statements were an issue that caused the Card Exchange to less effective than intended. This article describes the integration of constructivist cross-curricular literacy strategies in the form of a NOS statement review based on Cobern and Loving’s Card Exchange statements. The use of literacy strategies transforms the Card Exchange into a more genuine, meaningful, student-centered activity to stimulate NOS discussions with teacher candidates.

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