K-5 Teachers' Perceptions of Engineering Education and Perceived Barriers to Teaching Engineering

Hammack, Rebekah

doi:10.18260/1-2--30744

Cited by 7 publications

(6 citation statements)

References 6 publications

(12 reference statements)

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“…This study suggests that engaging elementary PSTs in science methods courses incorporating engineering design activities significantly improves their EDTE and EDE. These findings align with prior studies that found that engaging PSTs in engineering activities can enhance their engineering teaching efficacy [16,29,31].…”

Section: Discussionsupporting

confidence: 90%

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Board 167: Exploring Elementary Pre-service Teachers’ Personal Engineering Efficacy and Engineering Teaching Efficacy in a Science Methods Course Incorporating Engineering Design Activities (Work in Progress)

Moonga,

Hammack,

Yeter

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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The recent incorporation of engineering in state and national standards requires elementary teachers to teach engineering within their science curricula. However, few elementary preservice teachers (PSTs) feel confident about incorporating engineering into their science curricula. Research on how to support effective engineering design instruction in PSTs' elementary education programs is sparse. The present study investigated the impact of engaging 170 elementary PSTs in a K-8 science methods course that incorporated several engineering design activities on their engineering design efficacy (EDE) and engineering design teaching efficacy (EDTE). Students completed pre and post surveys of the of the Engineering Design Self-Efficacy Instrument (EDSI) to measure their EDE. They also completed the M-EDSI (a modified version of the EDSI) to measure their EDTE. Results from the pre-test (M = 49.6, SD = 22.9) and post-test (M = 82.0, SD = 13.1) indicate that PSTs' participation in an engineeringfocused K-8 science methods course significantly improved their EDE, t(169) = 19.7, p < .05. Similarly, there was a statistically significant increase in PSTs' EDTE after participating in the course (M = 83.0, SD = 13.3) compared to before (M = 42.5, SD = 25.2), t(169) = 21.0, p < .05. The findings suggest that exposing elementary PSTs to multiple engineering design activities within science methods courses improves their EDE and EDTE. Implications of the results and future research plans are discussed in the paper.

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Section: Discussionsupporting

confidence: 90%

“…The results showed that their self-efficacy in teaching engineering improved as a result. Hammack and Yeter [31] engaged elementary PSTs in multiple engineering design activities throughout the semester and found significant improvements in their engineering teaching efficacies.…”

Section: Conceptual Framework: Self-efficacymentioning

confidence: 99%

Board 167: Exploring Elementary Pre-service Teachers’ Personal Engineering Efficacy and Engineering Teaching Efficacy in a Science Methods Course Incorporating Engineering Design Activities (Work in Progress)

Moonga,

Hammack,

Yeter

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Other studies have reported that participating in engineering professional development opportunities has a positive impact on the engineering teaching efficacy of preservice teachers (Fogg-Rogers et al, 2017;Perkins Coppola, 2019;Smetana et al, 2019) and in-service teachers (Crawford et al, 2021;Utley et al, 2019). Further, preservice teachers who engaged in multiple engineering learning activities within a K-8 science methods course, have significantly higher engineering teaching efficacy and outcome expectancy than prior to engaging in the course (Hammack and Yeter, 2022).…”

Section: Current State Of Engineering Education In Elementarymentioning

confidence: 94%

Culturally Responsive Energy Engineering Education: Campus-Based Research Experience for Reservation and Rural Elementary Educators

Lux,

Hammack,

Gannon

et al. 2024

JSTEM

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This multi-methods investigation was conducted to examine the experiences of preservice and in-service elementary teachers (n=11) from rural and American Indian Reservation communities who participated in an NSF-funded Research Experience for Teachers (RET), a summer residential research-focused professional development experience. The primary intent of the professional development was to build elementary teachers' self-efficacy in the design and implementation of community-centered and culturally responsive engineering education curricula. Over six weeks, teachers participated in energy-related research experiences in campus engineering laboratories while simultaneously developing engineering curricula for their elementary classrooms that focused on energy, a cross-cutting elementary topic. Results indicate that teachers showed significant gains in personal teaching efficacy beliefs in science and engineering. Findings also suggest that participating teachers felt significantly more comfortable teaching engineering post-program compared to preprogram. Quantitative results from this study align with the qualitative findings and indicate that the experience positively impacted teachers' capacities to teach engineering and integrate culturally responsive practices. Results also help identify specific attributes of the experience that contributed to their professional learning. Findings from this study contribute to the refinement of theories on teacher self-efficacy in engineering education and help guide future professional development efforts that foster inclusive student engineering identity formation within their classrooms.

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“…One fading away with each grade level and the other emerging only in recent years as a legitimate content area. The Texas Education Agency added the Engineering essential knowledge and skills in 2015 and, while engineering is now a recognized subject, many K-5 teachers, especially, do not feel prepared to integrate engineering into their pedagogy [2].…”

Section: Introductionmentioning

confidence: 99%

Art and Engineering in Kindergarten (RTP)

Golding

Kaplan

2021 ASEE Virtual Annual Conference Content Access Proceedings

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K-5 Teachers' Perceptions of Engineering Education and Perceived Barriers to Teaching Engineering

Cited by 7 publications

References 6 publications

Board 167: Exploring Elementary Pre-service Teachers’ Personal Engineering Efficacy and Engineering Teaching Efficacy in a Science Methods Course Incorporating Engineering Design Activities (Work in Progress)

Board 167: Exploring Elementary Pre-service Teachers’ Personal Engineering Efficacy and Engineering Teaching Efficacy in a Science Methods Course Incorporating Engineering Design Activities (Work in Progress)

Culturally Responsive Energy Engineering Education: Campus-Based Research Experience for Reservation and Rural Elementary Educators

Art and Engineering in Kindergarten (RTP)

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