Board # 115 : EEGRC Poster: Improving Pre-service Elementary Teachers' Nature of Engineering Views with the Use of EV3 Robotics

Abstract

He is working as a graduate assistant and teaching science methods courses. Prior to beginning the PhD program, he received his MS degree in computer science and engineering. He coached robotics teams and was awarded several grants that promote Science, Technology, Engineering, and Mathematics (STEM). He has been volunteering in many education outreach programs including Science Fair and Robotics programs such as First Robotics competitions. Over the past four years, he published several journal papers and presented at national and international conferences. Areas of research interest include science and technology education, STEM, and robotics in science education. Mrs. Anna Danielle Newley, Sonoran Schools Anna Newley received a B.A. degree in Elementary Education from Arizona State University. She was an employee with the Tempe Elementary School District as a kindergarten, and second grade teacher, and instructional assistant until 2012. From 2012 to the current, she has been employed with the Sonoran Schools District. Presently, at Sonoran Science Academy-Phoenix, she is a fifth grade teacher. She is the contact for several grants awarded to the school. Mrs. Newley coaches the exploratory robotics club for grades 5-8, the Elementary Science Olympiad team, and the competitive high school robotics team, FTC. She contributed to international published papers, national proceedings, and is the process of writing several children's books. This summer she will present a workshop on robotics for elementary school students.

Toward developing a valid and reliable assessment of adults' nature of engineering views

“… An earlier version of this paper was presented at the 2022 National Association for Research in Science Teaching Conference (Kaya et al, 2022). …”

An overview of teacher training programs in educational robotics: characteristics, best practices and recommendations

“…In Kay and Moss (2012), for example, most participants had little or no programming experience and were not very confident of their own ability to learn how to program a robot. Similarly, in Kaya et al (2017) Some research studies also provide information about the trainers responsible for preparing and delivering the training programs. In the context of tertiary education, the trainer is usually a university professor with a background in ER, pedagogy and/or technology.…”

“…To further enrich the teachers' experience in ER training, the trainers-in-charge may invite experts in the field to conduct some of the training. For example, Kaya et al (2017) invited a guest speaker specialized in engineering projects for minorities, including women, while, Hynes and Dos Santos (2007) invited experts from various fields to further add to the teachers' experience. As well as experts, training assistants also seem to play an important role in teacher training programs.…”

“…Also common in the teacher training programs in our sample are the project-based learning approach (Alimisis 2019;Alimisis et al 2009;Negrini 2019), the discovery-based learning approach (Sullivan and Moriarty 2009) and learning by design (Alimisis et al 2009). Some training programs were also based on the Next Generation Science Standards (NGSS), the Engineering Design Process (Goodale 2013;Kaya et al 2017) or the innovative didactic methodologies of Digital Storytelling and Classroom Debate (Scaradozzi et al 2019). Finally, two studies were based on the Technological Pedagogical Content Knowledge (TPCK) framework (Bers et al 2013;Castro et al 2018).…”

Engagement in Practice: STEM Engagement through Mentoring

“…Mentoring on its own is not sufficient to help UR students learn challenging science and engineering concepts and practices. Students also need high quality materials and teachers; however, most science teachers are not prepared to teach engineering (Bybee, 2014;Hynes, 2012;Kaya, Newley, Deniz, & Yesilyurt, 2017). According to research, K-12 teachers continue to feel ill-prepared when teaching engineering related concepts and this limitation is in part caused by the lack of pre-service teacher trainings on engineering education (Katechi, Pearson, & Fader, 2009).…”