Analysing Preservice Teachers’ Potential for Implementing Engineering Education in the Middle School

Strategic Options for the Expansion of South African Retail Businesses within Africa: Consequences on Operational Management

“…Despite the small number of respondents (N=72) and the resultant weakness of the data for factor analysis (which arguably demands the minimum of N=100), it serves the purpose of this study by providing clear indications of the relationships between the items. A good example here is the work of Hudson, English and Dawes (2009) which reported only 36 participants but successfully employed factor analysis to establish the relationships between items and their associated constructs. The advantage of this current study is that the factor analysis is not conclusive on its own, but rather serves as complimentary evidence to a more in-depth content analysis on the phenomenon understudy.…”

A qualitative assessment of preservice elementary teachers' formative perceptions regarding engineering and K-12 engineering education

“…The research literature also shows that the degree to which inservice and preservice educators believe engineering education is important depends on teaching experience, preservice education, grade level, and subject area (ASEE, 2005;Baker, Yasar-Purzer, Robinson-Kurpius, Krause, & Roberts, 2007;Lambert, Diefes-Dux, Beck, Duncan, Oware, & Nemeth, 2007;Yasar et al, 2006;Hudson, English, & Dawes, 2009). Experienced teachers in science, math, and technology found engineering education to be important (ASEE, 2005;Baker et al, 2007;Lambert et al, 2007).…”

“…However, the study conducted by Yasar et al (2006) indicated that more experienced science teachers were less interested in learning about engineering education. Middle and secondary teachers were more likely to believe that engineering education is important compared to elementary teachers (Yasar et al, 2006;ASEE, 2005;Hudson et al, 2009). Despite of these findings, scholars have argued that the elementary classroom environment is an essential context for implementing K-12 engineering education (Petroski, 2003;Brophy, Klein, Portsmore & Rogers, 2008).…”

“…Engineering is commonly misunderstood as construction and engineers are viewed in stereotypical ways (NAE, 2008;ASEE, 2005;ASEE, 2006;Lambert, 2007;Davis & Gibbin, 2002;Yasar, Baker, Robinson-Kurpius, Krause, & Roberts, 2006). The research literature also indicates that the degree to which educators believe engineering education is important depends on teaching experience, preservice education, grade level, and subject area (ASEE, 2005;Baker, Yasar-Purzer, Robinson-Kurpius, Krause, & Roberts, 2007;Lambert, Diefes-Dux, Beck, Duncan, Oware, & Nemeth, 2007;Yasar et al, 2006;Hudson, English, & Dawes, 2009). Elementary teachers were the most likely to express little interest in engineering (Yasar et al, 2006;ASEE, 2005;Hudson et al, 2009).…”

“…The research literature also indicates that the degree to which educators believe engineering education is important depends on teaching experience, preservice education, grade level, and subject area (ASEE, 2005;Baker, Yasar-Purzer, Robinson-Kurpius, Krause, & Roberts, 2007;Lambert, Diefes-Dux, Beck, Duncan, Oware, & Nemeth, 2007;Yasar et al, 2006;Hudson, English, & Dawes, 2009). Elementary teachers were the most likely to express little interest in engineering (Yasar et al, 2006;ASEE, 2005;Hudson et al, 2009). This is a concern because cultivating qualities of engineering education in young learners does the nation a great service as we prepare for a future where skills in the STEM subjects are required.…”