Using design-centered challenge-based instruction to teach adaptive expertise in high school engineering

Abstract

Popularization of high school engineering with multiple course options, varying teacher content expertise, and open-ended design-based courses requires maximally adaptive teachers. As researchers helping prepare these teachers, we conceptualize the competencies needed as Adaptive Expertise (AE), a balance between innovation and efficiency. Prior research shows that challenge-based instruction (CBI) courses increase engineering undergraduates' innovation and efficiency, developing AE, hence we used a cycle adapted for the design-based engineering course in our 6-week summer institute involving thirty-three experienced mathematics and science teachers. Teachers' adaptive beliefs about engineering and learning were measured before and after the institute. Pre- and posttests likewise measured teachers' innovation and efficiency relative to particular challenge units. From the results we conclude that design-based instruction (DBI) can improve teachers' AE in the space of one course. © 2011 American Society for Engineering Education.