School Personnel Lived Experiences Related to High School Engineering Education and the Covid-19 Pandemic

Journal of Pre-College Engineering Education Research

article

Jackson, Justina R.¹  Boice, Katherine L.¹  Cochran, Stephen²  Skelton, Brooke²  Rosen, Jeffrey¹  Usselman, Marion¹ 

[1] Georgia Institute of Technology;School District Partner for GoSTEAM@Tech

关键词: pre-college engineering;    STEM/STEAM education;    Covid-19;    K-12 emergency remote teaching (ERT);    virtual instruction;    narrative analysis;   

DOI  :  10.7771/2157-9288.1344

学科分类：地球科学(综合)

来源: Purdue University

【 摘 要 】

This study investigated the teaching experiences of three school personnel at a public high school during the 2020–2021 school year as they implemented a unique science, technology, engineering, arts, and math (STEAM) unit with in-person and virtual students in their engineering classes during the Covid-19 pandemic. A research team interviewed two teachers and one administrator at the school to better understand the nuances of pre-college engineering during a pandemic year and how changes in school and district policy affected the instructional delivery of STEAM projects. Narrative analytic methods were utilized to understand each participant’s experience and an inductive content thematic approach was used to develop the findings. The participants described varied experiences navigating instruction during the pandemic, particularly when adapting hands-on STEAM projects for virtual or hybrid teaching. All three participants thought deeply about how to best meet the needs of students while attempting to support equitable instruction. The findings of this study indicate that pre-college engineering in the pandemic was challenging for the participants, but not impossible, and that this setting was an appropriate context for STEAM projects that provided students with a mechanism for collaboration and engagement.

【 授权许可】

CC BY-NC-ND