Investigating Elementary Teachers’ Tensions and Mitigating Strategies Related to Integrating Engineering Design-Based Science Instruction

The adoption of engineering design-based science teaching requires elementary teachers to modify their current science pedagogy, often resulting in tensions or hard choices they must make in their teaching practice. The purpose of this study is to identify, compare, and characterize the tensions faced by 45 grade 3 and grade 4 elementary teachers over the course of 2 years within the context of a large-scale math-science partnership aimed at...