February - Vol 69, No 5 - International Technology and Engineering ...

α=.0001 (t=9.4263, df = 150, sed = 0.854) was calculated
using an unpaired t test on the means, demonstrating
a strong, statistically significant difference between the
pre- and posttests means, indicating an increase in STEM
content knowledge.
Qualitative results from the summer institute survey
(shown in Figure 6 below) show that knowledge of science
concepts, cooperative learning in science or math, and
project-based learning in science or math were among
the top components rated “greatly increased” by teacher
participants. The project is also being assessed through
classroom observations during the present academic
school year. It will be interesting to see the extent to which
teachers incorporate project-based, STEM-integrative
approaches involving engineering and technological design
principles in their classrooms as a result of their summer
institute experience.
My content knowledge
of math concepts
My content knowledge
of science concepts
Instruction in
mathematics
Instruction in science
Cooperative learning
in science or math
Constructivist learning
in science or math
Problem-based learning
in science or math
Project-based learning
in science or math
Inquiry-based learning
in science or math
Understanding of academic
standards in science
Please rate the impact of the MSP program
on the following activities in your classroom.
0 20 40 60 80
Greatly Increased
Increased
Neither increased
nor decreased
Decreased
Greatly decreased
N/A
Figure 6. Qualitative results from the summer institute survey.
Lesson plans that were developed by participating
teachers seemed to indicate acceptance of technological/
engineering design pedagogy into their curriculum.
An examination of the lesson plans developed for 2009
showed that approximately 39% of the lessons focused
on technological/engineering design and 52% focused
on inquiry. This is more than twice the percentage that
focused on design in 2007 and 2008, which focused
primarily on inquiry as the pedagogical basis for content
delivery during the summer institute. Curriculum
development results are provided in Table 1.
Year
Conclusion
Design-Based Lessons
Developed During
Summer Science
Institute
Inquiry-Based Lessons
Developed During Summer
Science Institute
2009 39% 52%
2008 17% 61%
2007 10% 42%
Table 1: Analysis of Curriculum Developed during Summer
Institutes by Year
One item that we all agreed that we would change is
the evaluation of the projects themselves. Although
the rubric that we used was helpful, we would want to
develop it further so that it would more effectively reveal
the differences in the projects. In addition, the rotating
presentation-and-evaluation schedule meant that some
of the teams had too much down time. If this approach
were implemented in the classroom, evaluations and
presentations would have to be carefully structured in order
to avoid the down time.
This was a wonderful experience! The work load was heavy, but
I am leaving a better teacher, energized and more comfortable
with my understanding of various science/math/and
technology concepts. This has made me feel better about
communicating science standards/concepts in my classroom.
Thank You!!
Figure 7. Participant quote.
The project-based, STEM-integrated approach to
professional development involved a great deal of planning
and coordination, but the results were well worth it.
Figure 7 provides a quote from one participant that was
representative of the feedback from teachers on the
summer institute evaluation survey. Teachers became
very enthusiastic about the challenge aspect of the project
and seemed to be gratified in having learned about some
of the science behind alternative energy, some authentic
alternative energy projects located in their region, and how
to incorporate engineering and technological design into
science instruction.
References
American Association for the Advancement of Science.
(1990). Science for all Americans. New York, NY: Oxford
University Press.
33 • The Technology Teacher • February 2010