Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Programming and automation continue to evolve rapidly and advance the capabilities of science, technology, engineering, and mathematics (STEM) fields. However, physical computing (the integration of programming and interactive physical devices) integrated within biomedical contexts remains an area o...

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Bibliographic Details
Published in:Journal of science education and technology Vol. 32; no. 1; pp. 96 - 110
Main Authors: Love, Tyler S., Cysyk, Joshua P., Attaluri, Anilchandra, Tunks, Robert D., Harter, Kevin, Sipos, Renee
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.02.2023
Springer
Springer Nature B.V
Subjects:
Authentic Learning
Automation
Biomedical engineering
Biomedicine
Computation
Computer applications
Education
Educational Technology
Effectiveness
Engineering
Engineering education
Faculty Development
High School Teachers
High schools
Learning strategies
Medical colleges
Methods
Professional development
Programming
Science Education
Science Instruction
Science Teachers
Sciences education
Scientific Concepts
Secondary Education
Secondary School Science
Self Efficacy
STEM Education
Teacher Attitudes
Teacher Effectiveness
Teachers
Teaching
Teaching Methods
Technical education
Science education
Computer science education
Biomedical engineering education
Teacher preparation
Integrated STEM education
Technology and engineering education
ISSN:1059-0145, 1573-1839
Online Access:Get full text
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Summary:Programming and automation continue to evolve rapidly and advance the capabilities of science, technology, engineering, and mathematics (STEM) fields. However, physical computing (the integration of programming and interactive physical devices) integrated within biomedical contexts remains an area of limited focus in secondary STEM education programs. As this is an emerging area, many educators may not be well prepared to teach physical computing concepts within authentic biomedical contexts. This shortcoming provided the rationale for this study, to examine if professional development (PD) had a noticeable influence on high school science and technology and engineering (T&E) teachers’ (1) perceptions of teaching biomedical and computational thinking (CT) concepts and (2) plans to integrate physical computing within the context of authentic biomedical engineering challenges. The findings revealed a significant difference in the amount of biomedical and CT concepts that teachers planned to implement as a result of the PD. Using a modified version of the Science Teaching Efficacy Belief Instrument (STEBI-A) Riggs and Enochs in  Science Education, 74 (6), 625–637 ( 1990 ), analyses revealed significant gains in teachers’ self-efficacy toward teaching both biomedical and CT concepts from the PD. Further analyses revealed that teachers reported increases in their perceived knowledge of biomedical and CT concepts and a significant increase in their intent to collaborate with a science or T&E educator outside of their content area. This study provides implications for researchers and educators to integrate more biomedical and physical computing instruction at the secondary education level.
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ISSN:1059-0145
1573-1839
DOI:10.1007/s10956-022-09996-7