Background
The Next Generation Science Standards accentuate engineering design along with scientific inquiry, emphasizing the relationship between scientific investigations and engineering design in solving problems and devising new ideas and technologies. The goal is for students to realize the importance of science and engineering in innovation and in solving many of today’s challenges. The Next Generation Science Standards contends that a working knowledge and practicality of engineering design prepares students for embracing the challenges of the future. To support students in developing these capabilities, teachers are tasked with the responsibility of facilitating science instruction that integrates science and engineering practices. This is a challenge since a majority of them have little to no understanding of engineering applications.

Results
An interdisciplinary team, consisting of science education and mechanical engineering faculty and doctoral students from each discipline, and science, mathematics, and career and technical curriculum supervisors, collaborated with middle school science, mathematics, and career and technical education teachers to develop a framework for integrating engineering practices into their curricula. The exploratory nature of the project, and instructional outcomes with their students, supported teachers in developing an understanding and value for science and engineering practices. As a result, they were motivated to critique and revise their practices, aiming to develop and implement instruction that they perceived as beneficial to their students.

Conclusion
With the surge in emphasis on preparing K-12 students for the STEM workforce, initiatives devoted to exposing teachers and students to STEM applications have also increased. The findings from this study could be useful for informing these initiatives, since they reveal the learning experiences of the teachers while processing instructional strategies for integrating science and engineering practices into their curriculum. The findings highlight factors that motivated these teachers to reform their instructional practices, as well as their deliberations while endeavoring to assimilate the strategies into their curricular activities.



中文翻译：

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融合科学与工程实践：专业合作的发展成果

背景
下一代科学标准着重于工程设计和科学探究，强调了科学研究和工程设计在解决问题和设计新思想和技术方面的关系。目的是让学生认识到科学和工程学在创新和解决当今许多挑战中的重要性。下一代科学标准认为，工程设计的实用知识和实用性使学生为迎接未来的挑战做好了准备。为了支持学生发展这些能力，老师肩负着促进将科学与工程实践相结合的科学教学的责任。这是一个挑战，因为其中大多数人对工程应用程序了解甚少或根本不了解。

结果
一个跨学科团队，由来自各个学科的科学教育和机械工程学系的博士生，以及科学，数学以及职业和技术课程的主管组成，与中学科学，数学以及职业和技术教育的老师合作开发了一个框架将工程实践整合到他们的课程中。该项目的探索性质以及与学生的教学成果，为教师发展对科学和工程实践的理解和价值提供了支持。结果，他们被激励去批判和修改他们的做法，旨在发展和实施他们认为对学生有益的指导。

结论
随着对K-12学生的STEM劳动力准备工作的激增，致力于使教师和学生接触STEM应用程序的计划也有所增加。这项研究的发现可能有助于告知这些倡议，因为它们揭示了教师的学习经验，同时处理了将科学和工程实践纳入其课程的教学策略。调查结果突出显示了促使这些教师改革他们的教学实践以及他们的思考的因素，同时努力将这些策略吸收到他们的课程活动中。