Short answer

When designing professional development for educators in new or complex fields like integrated STEM, ensure it builds both content mastery and pedagogical self-efficacy, and explicitly addresses nuanced skills like 'engineering habits of mind'.

Field: Innovation & Design
Source: Journal of the Arkansas Academy of Science (2016)
Method: Mixed-methods exploratory case study
Sample: 14 participants
Evidence: Strong effect

Structured professional development significantly enhances elementary teachers' confidence and understanding of integrated STEM and engineering concepts, though specific aspects like 'engineering habits of mind' may require more targeted focus. This innovation & design research insight is drawn from a 2016 study published in Journal of the Arkansas Academy of Science. Using Mixed-methods exploratory case study with 14 participants, researchers explored how this design variable affects real-world outcomes. The key design takeaway: When designing professional development for educators in new or complex fields like integrated STEM, ensure it builds both content mastery and pedagogical self-efficacy, and explicitly addresses nuanced skills like 'engineering habits of mind'.

Study

Innovation & DesignHigh ImpactStrong effect

Integrated STEM Professional Development Boosts Elementary Teacher Self-Efficacy in Engineering Practices

Journal of the Arkansas Academy of Science · 2016

Key Findings

01All participating teachers reported sustained higher perceptions of personal self-efficacy in understanding Next Generation Science Standards (NGSS) after the professional development and teaching of integrated STEM units.
02Teachers gained a better understanding of engineering and engineering practices throughout the training and unit teaching.
03The professional development did not significantly improve teachers' understanding of 'engineering habits of mind'.

Application

Design takeaway

How to apply

When developing training modules for educators or professionals in emerging fields, consider pre- and post-assessments of both knowledge and confidence, and design modules that explicitly target specific skill sets, including soft skills or cognitive approaches.

Project actions

01When researching the impact of a new design or intervention, consider measuring both objective knowledge gains and subjective confidence levels.
02If your design aims to improve a specific skill, ensure your evaluation methods can clearly differentiate improvements in core knowledge versus more nuanced abilities.

Method & Evidence

AimDoes professional development influence elementary teachers’ perceptions of the curriculum and instruction of integrated STEM engineering and engineering practices in a 3-to-5 grade level setting?

MethodMixed-methods exploratory case study

ProcedureElementary teachers participated in 80 hours of integrated STEM professional development focused on aviation, using the Understanding by Design framework to create curriculum units. Their perceptions and understanding of engineering and engineering practices were assessed before and after the training and curriculum implementation.

Sample14 participants

ContextElementary education (grades 3-5) with a focus on integrated STEM and engineering practices.

Variables

IVIntegrated STEM professional development training.

DVElementary teachers’ perceptions of curriculum and instruction of integrated STEM engineering and engineering practices (including self-efficacy and understanding).

CVGrade level (3-5), specific STEM content (aviation), curriculum framework used (Understanding by Design).

Strengths & Limitations

Strengths

+Utilized a mixed-methods approach to provide a comprehensive understanding of teacher perceptions.
+Focused on a practical application of integrated STEM in an elementary setting.

Limitations

The findings are specific to elementary teachers and aviation-themed STEM. The study did not explore long-term retention of knowledge or the actual impact on student learning.

Reliability & validity

The use of mixed methods (qualitative and quantitative data) and triangulation of data sources likely enhances the validity of the findings. Reliability would depend on the consistency of the assessment instruments and the coding of qualitative data.

Think critically

While the professional development improved general understanding of engineering, it did not significantly impact 'engineering habits of mind.' What specific pedagogical approaches or content modifications might be necessary to effectively cultivate these habits in educators?

Design Principles

"Effective professional development fosters both knowledge acquisition and confidence in application."

This research highlights the critical role of targeted training in equipping educators with the confidence and knowledge to implement complex subjects like integrated STEM and engineering. For design practice, it underscores the need for well-designed educational programs that not only impart technical knowledge but also foster pedagogical self-assurance.

What This Means for Your Design

Teachers felt much better about teaching STEM and engineering after a special training program, showing that good training can make a big difference in how confident and knowledgeable educators feel.

How to use in your project

1.Use this study to justify the importance of targeted training or educational interventions in your own design project, especially if it involves introducing new technologies or methodologies.
2.Cite this research when discussing the potential impact of your design on user confidence and knowledge acquisition.

Add to My Project

Quick Cite

Paragraph starter

Research indicates that targeted professional development can significantly enhance educators' self-efficacy and understanding of complex subjects like integrated STEM and engineering practices. For instance, a study by Fincher (2016) found that elementary teachers reported sustained higher perceptions of personal self-efficacy after participating in an integrated STEM professional development program, demonstrating the potential for well-structured training to positively influence pedagogical confidence and content knowledge.

Source

Journal of the Arkansas Academy of Science

Leveling the Playing Field: Teacher Perception of Integrated STEM, Engineering, and Engineering Practices

journal · 2016

View source

Questions About This Research

What does the research say about integrated stem professional development boosts elementary teacher self-efficacy in engineering practices?: When designing professional development for educators in new or complex fields like integrated STEM, ensure it builds both content mastery and pedagogical self-efficacy, and explicitly addresses nuanced skills like 'engineering habits of mind'. Evidence: Journal of the Arkansas Academy of Science (2016).
Why does "Integrated STEM Professional Development Boosts Elementary Teacher Self-Efficacy in Engineering Practices" matter for design?: This research highlights the critical role of targeted training in equipping educators with the confidence and knowledge to implement complex subjects like integrated STEM and engineering. For design practice, it underscores the need for well-designed educational programs that not only impart technical knowledge but also foster pedagogical self-assurance.
How can designers apply this research?: When designing professional development for educators in new or complex fields like integrated STEM, ensure it builds both content mastery and pedagogical self-efficacy, and explicitly addresses nuanced skills like 'engineering habits of mind'.
What were the main findings?: All participating teachers reported sustained higher perceptions of personal self-efficacy in understanding Next Generation Science Standards (NGSS) after the professional development and teaching of integrated STEM units.. Teachers gained a better understanding of engineering and engineering practices throughout the training and unit teaching.. The professional development did not significantly improve teachers' understanding of 'engineering habits of mind'.
What research method was used?: Mixed-methods exploratory case study with 14 participants.
How strong is the evidence?: Evidence strength is rated Strong effect, based on a 2016 journal from Journal of the Arkansas Academy of Science.
What should I do differently in my next project?: When developing training modules for educators or professionals in emerging fields, consider pre- and post-assessments of both knowledge and confidence, and design modules that explicitly target specific skill sets, including soft skills or cognitive approaches.
What are the limitations?: The study focused on a specific geographic region and a particular STEM theme (aviation), which may limit the generalizability of findings to other contexts or subject areas. The sample size was also relatively small.