Promoting Preservice Elementary Teacher Acquisition of Science and Mathematics Concept Knowledge: Potential of Technological/Engineering Design Based Learning

Abstract

Prior research suggests that teachers connect science and mathematics concepts to practical explanations and, when given examples where such concepts can be seen, explanations and applications of the theory are more accurate. Technology and Engineering Design Based Learning (T/E DBL) is uniquely suited for teaching the concepts of science, technology, engineering, and mathematics in an integrative, practical way. However, not yet fully understood is how, when, or the extent to which such conceptual understandings develop while preservice teachers engage in a T/E DBL design challenge and are immersed in the eight design phases. This research documents how engagement of preservice elementary teachers in T/E DBL promotes their acquisition of complex science and mathematics concept knowledge. Specifically, the research demonstrates the progressions of acquiring science and mathematics concept knowledge among preservice elementary teachers following their engagement in T/E DBL. Participant perceptions of design experiences that support concept knowledge acquisition are also documented. Results indicate engagement of preservice elementary teachers in T/E DBL design challenges promotes their knowledge progression towards acquisition of targeted science and mathematics concepts and that Research, Potential Solutions, Solution Evaluation 1 and Solution Evaluation 2 are the most impactful phases of design for promoting conceptual understanding. These results provide validation of T/E DBL as an effective pedagogical approach for preparing preservice elementary teachers to teach complex science and mathematics concepts.