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While integrating engineering into science education is not new in the United States, technology and engineering have not been well emphasized in the preparation and professional development of science teachers. Recent science education reforms integrate science and engineering throughout K-12 education, making it imperative to explore the conceptions teachers hold of engineering as a discipline, and as an approach to teaching. This analysis draws on focus group interviews with practicingdoi:10.7771/2157-9288.1138 fatcat:ikjvblt5ffg7tj3oanleoidrna