Chapter 29: A Model for Reform in Teaching Engineering and Technology: With a Focus on Prospective Elementary Teachers

We now live in a world where our interaction with high technology has become commonplace. However, many people have little understanding of the vast number of technology-based devices in everyday use. It is in the best interest of society in general and the engineering community in particular to improve the technology literacy of the general population. The future health of science and engineering fields critically depends upon improving students’ mathematics and science preparation and problem-solving skills accompanied by a heightened understanding of the role technology plays in everyday life. In particular, the dilemma of “technology literacy” is evident in K–12 science education when noting the struggle many teachers face as they attempt to relate science concepts to real-world experiences. To address this issue, we created a new 3-hour course in engineering problem solving specifically designed for education majors—Engineering Problem Solving for Future Teachers, co-taught by one science education professor and two engineering professors. In this course, preservice teachers are immersed in the integration of science and engineering principles applied to solving realworld problems. Techniques for improving pedagogy are included to strengthen their interest in science subject matter and to improve their ability to transfer this interest to their own future students.