Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology

Hammack, Rebekah; Ivey, Toni; Utley, Juliana; High, Karen

doi:10.7771/2157-9288.1102

Cited by 59 publications

(49 citation statements)

References 30 publications

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“…In a later study, they found that elementary students' categorizations were improved after completing an Engineering is Elementary unit (Museum of Science, Boston) (Cunningham & Lachapelle, 2007). A similar version of the activity-categorization task was also used by Hammack, Ivey, Utley, and High (2015), who found evidence of misconceived views among middle-school students. Ozogul, Miller, and Reisslein (2017) used a different categorization task with K-5 students and found that older students tended to have fewer misconceptions than younger students.…”

Section: Literature Reviewmentioning

confidence: 99%

Refining an Instrument and Studying Elementary Teachers’ Understanding of the Scope of Engineering

Pleasants¹,

Olson²

2019

Journal of Pre-College Engineering Education Research (J-PEER)

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To effectively incorporate engineering into their instruction, K-12 teachers need sufficient knowledge of the engineering discipline. An important component of teachers' engineering knowledge is their understanding of the nature of engineering: what engineers do, the epistemological underpinnings of engineering, and the relationships between engineering and other fields of study. In this study, we present a quantitative tool that was developed to assess teachers' knowledge of a particular nature of engineering dimension: the scope of engineering, which describes the demarcation between engineering and non-engineering. This tool was used to assess the knowledge of teachers and engineering graduate students, before and after they participated in a research project focused on improving elementary science and engineering instruction. Our results indicate that the scope of engineering knowledge of all participants, including the engineering graduate students, improved over the course of the project. Unexpectedly, we found that engineering graduate students were no more knowledgeable about the scope of engineering than the teachers in the study. We explore potential reasons for this result, propose recommendations for future use of the scope of engineering instrument, and discuss promising avenues for future instrument development.

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Section: Literature Reviewmentioning

confidence: 99%

Refining an Instrument and Studying Elementary Teachers’ Understanding of the Scope of Engineering

Pleasants¹,

Olson²

2019

Journal of Pre-College Engineering Education Research (J-PEER)

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“…Other instruments have been developed to approach the problem from different angles. Researchers have asked elementary and middle school students to explain their perceptions of engineering and technology in an instrument containing pictures and images as well as open-ended questions about engineering and technology as defined by the participant [33,34]. While a comparison of perceptions from teacher and student perspectives is outside the scope of this study, it further illustrates the gap in the literature about secondary science preservice teachers' perspectives.…”

Section: Instruments To Measure Perceptionsmentioning

confidence: 99%

Secondary Science Preservice Teachers’ Perceptions of Engineering: A Learner Analysis

Kilty

Burrows

2019

Education Sciences

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The purpose of this study was to describe how US secondary science preservice teachers, or those preparing to teach middle and high school science, at one university, perceive engineering and teaching engineering within an epistemological framework of required domain components pre-and post-instruction (intervention) as well as over three cohort years. Their perceptions reveal relevant prior beliefs helpful for designing instruction to address an external need to prepare secondary science teachers to teach disciplinary content ideas, cross-cutting concepts, and science and engineering practices to meet the Next Generation Science Standards. Questionnaires administered pre-and post-instruction (intervention), as well as over three years, asked participants to decide whether various scenarios qualified as engineering and then to provide reasoning. Intervention instruction included whole-class discussions of engineering design practices. The responses to the questionnaire were analyzed for thematic content. The results indicate that the secondary science preservice teachers (n = 43) have a novice understanding of engineering and teaching engineering. They gain an emerging understanding during the secondary science methods courses, consistent in all three years with expanding perspectives from narrow discipline views. As their perceptions are refined, however, there are risks of oversimplification, which may lead to forming misconceptions. The recommendations for designing instruction such as secondary science methods courses and early career professional development include creating opportunities for preservice and early career teachers to explore and challenge their perceptions of engineering design practices integrated within science and engineering practices.

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“…Deney grubu öğrencilerinden ön testte mühendislikle ilgisi olmayan yanlış bir çizim yapanların sayısının son testte azaldığı görülmüştür. Alan yazında mühendislik uygulamalarının (Hammack, Ivey, Utley ve High, 2015;Lyons ve Thompson, 2005;Sabo, Burrows ve Childers, 2014) ve entegre programların (Yoon vd., 2014) mühendislikle ilgili algıyı doğru yönde geliştirdiğini belirterek bu sonucu destekleyen araştırmalar bulunmaktadır. Deney grubu öğrencileri ön testte çoğunlukla "ev/inşaat yapan","bilgisayarla uğraşan" mühendis çizerken; son testte "çizim/tasarım yapan", "şehir planlaması yapan" algısına geçiş yaptıkları görülmüştür.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin kavramsal anlamalarına ve mesleklerle ilgili görüşlerine etkisi

Gülhan¹,

Şahin²

2017

Eğitim Bilimlerinde Yenilikler Ve Nitelik Arayışı

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Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology

Cited by 59 publications

References 30 publications

Refining an Instrument and Studying Elementary Teachers’ Understanding of the Scope of Engineering

Refining an Instrument and Studying Elementary Teachers’ Understanding of the Scope of Engineering

Secondary Science Preservice Teachers’ Perceptions of Engineering: A Learner Analysis

Fen-teknoloji-mühendislik-matematik entegrasyonunun (STEM) 5. sınıf öğrencilerinin kavramsal anlamalarına ve mesleklerle ilgili görüşlerine etkisi

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