The work of the Werklund School of Education is learning. Research is an engaging way of learning what is not already yet known, or probing what is already known but in new ways. Within the Werklund School of Education, the research conducted by our professors and students is incredibly diverse.
(2019-04) Brown, Barbara; Thomas, Christy; Hill, Joshua; Alonso-Yañez, Gabriela
An interdisciplinary approach to designing lessons requires collaboration among teachers. In undergraduate programs in education, faculty often assign group tasks and students struggle with negotiating ideas and effectively engaging in collaborative learning with peers. In this study, researchers used repeated surveys and social network analysis to examine pre-service teachers’ peer-group interactions while co-designing an interdisciplinary unit plan. Findings suggest effective relationships are needed to support collaborative learning, peer leaders can support collaborative learning and instructors can make leadership roles and strategies visible to help manage collaboration including how to use technology to support collaborative learning. Findings from the first year of this design-based research study serve to develop recommendations for teaching and learning strategies that will tested over the next year.
(International Journal of Engineering Pedagogy, 2016-11-01) Francis, Krista; Friesen, Sharon; Preciado-Babb, Armando Paulino; Takeuchi, Miwa; Alonso-Yañez, Gabriela; Gereluk, Dianne T.
While there have been numerous initiatives to promote and recruit students into postsecondary studies in science, technology, engineering and mathematics (STEM) around the world, traditional programs of studies for both K to 12 school and teacher education still lack an integrative approach to these disciplines. Addressing this concern, the Werklund School of Education of the University of Calgary started to offer a course in STEM education for the undergraduate Bachelor of Education program. The purpose of this article is to document the first iterations of this course. We draw from narratives of four instructors, including the coordinator of the course, and administrators who were actively involved in creation and approval of the course. We describe the course and its connection to the philosophy of the program, examine the context in which this course was conceived—including both national and provincial policy—and address some challenges and possibilities experienced by administrators, instructors and students during the creation and implementation of the course.