Making a Makerspace for children: A mixed-methods study in Chinese kindergartens

Xiang, Sixuan; Yang, Weipeng; Yeter, Ibrahim H.

doi:10.1016/j.ijcci.2023.100583

Cited by 6 publications

(3 citation statements)

References 34 publications

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“…Making decisions about one's career is a complicated and multi-faceted process involving various individual and contextual factors (Lent et al, 2008;Mohd et al, 2010). Especially the growing emphasis on careers in STEM subjects, in particular engineering, should start from early childhood (e.g., Cunningham et al, 2018;Xiang et al, 2023) to high school (e.g., Youngblood et al, 2016) levels by facilitating STEM literacy among students as well as improving teachers' teaching engineering confidence (e.g., Hammack & Yeter, 2022). Within Singapore, where the workforce is highly skilled and competitive, career decisions are crucial for individuals to attain successful and satisfying careers (Kuruvilla & Chua, 2000;Selvaraj, 2015).…”

Section: Introductionmentioning

confidence: 99%

Linking Undergraduate Engineering Students’ Outcome Expectations, Interests, Career Goals, Self-Efficacy, Social Support, and Barriers in Singapore: A Social Cognitive Career Theory Study

Gupta,

Yeter,

Khoo

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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The present paper assessed the attributes that could influence career decisions among undergraduate engineering students in Singapore. The social cognitive career theory (SCCT) was employed as the theoretical guideline for the investigation. This paper was directed by three main research questions: (1) How do self-efficacy (SE), outcome expectation (OE), social support (SS), barriers (BR), and interests (IN) affect career decisions among engineering students? (2) How do SS, OE, SS, BR, IN, and career goals (CG) correlate? (3) Are there any differences in the psychological factors between freshmen and senior undergraduate students? 27 participants were recruited from an internationally recognized research institution in Singapore. Kruskal-Wallis ANOVA, Spearman rank-order correlation, and Mann-Whitney U tests were implemented to analyze the collected data. Results from this paper revealed that outcome expectations and interests significantly influenced career decisions, while self-efficacy, social support, and barriers did not have a significant effect. Moreover, there were significant correlations among psychological factors, except between career goals and self-efficacy. No significant differences between freshmen and senior engineering students were found in the psychological factors. Limitations and potential directions for future research are explored in greater depth.

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Section: Introductionmentioning

confidence: 99%

Linking Undergraduate Engineering Students’ Outcome Expectations, Interests, Career Goals, Self-Efficacy, Social Support, and Barriers in Singapore: A Social Cognitive Career Theory Study

Gupta,

Yeter,

Khoo

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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“…While there are efforts related to engineering education in the SEA region from kindergarten to higher education (e.g., Shamita et al, 2022;Yeter et al, 2022;Yeter et al, 2023;Xiang et al, 2023), this study mainly aims to reconstruct and define what constitutes a quality K-12 engineering education for regional SEA countries. The framework developed in this study results from research using Singapore as a case study to re-evaluate engineering education strategies and STEM education initiatives.…”

Section: Introductionmentioning

confidence: 99%

“…also argued that design-based research could produce context-sensitive instructional design methods when dealing with a purposeful and relatively small sample.Rouvrais et al (2018) employed design-based research to study links between organizations' judgment, decision-making skills, and reliability to understand how engineering education and training environments can be crafted to suit the market's needs better. Recent STEM-based engineering design studies (e.g.,Xiang, Yang, & Yeter, 2023) have indicated that the engineering design process positively affects students' outcomes. Further studies confirmed that a STEM-based and parent-involved engineering design curriculum for early childhood education uses a design-based research approach (Ata-Aktürk & Demircan, 2020).…”

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confidence: 99%

Board 168A: Initial Development of a Pre-college Engineering Framework: An Analysis of the Engineering Accreditation Board in Southeast Asia

Yeter,

Xie

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Pre-college engineering education has been spotlighted to lay the foundation for a new generation with more robust science, technology, engineering, and mathematics (STEM)-related abilities. While much research has been established in the Western side of the world, pre-college engineering education development in Southeast Asia (SEA) countries still needs to be examined. This study is interested in how SEA countries cope with the new emphasis on engineering education. Notably, we are interested in examining the new developments and takeaways in SEA. As the regional education hub, Singapore has ventured into emerging STEMrelated industries and education fields. Despite having a world-class education system and a high reputation for its competitiveness and innovativeness, a quality pre-college engineering education framework still needs to be improved. This study aims to reconstruct and define what constitutes a quality K-12 engineering education for regional SEA countries. The framework developed in this study results from research using Singapore as a case study to re-evaluate engineering education strategies and STEM education initiatives. Currently, the only framework that includes engineering fundamentals is the accreditation issued by the Institute of Engineers, the Engineering Accreditation Board (EAB) in Singapore. The EAB documents focus mainly on higher education engineering degree programs. However, a structure is needed to articulate the core ideas in engineering appropriate for pre-college engineering education. Thus, established on extensive literature review and past empirical work, this study aims to identify critical indicators in engineering education at the K-12 level. Re-evaluating the definition of the critical indicators also enables the study to outline criteria for pre-college engineering education. Therefore, in line with this proposal, our research questions are (1) what are the key indicators for quality and comprehensive engineering education at the K-12 level in Singapore? (2) How does the proposed framework play a role in facilitating engineering teaching at the K-12 level? And (3) what other implications does the improved engineering teaching have on other subjects or disciplines? Ultimately, crafting a new framework with the close collaboration of experts in the fields enables educators to gain valuable insights into implementing engineering education at a highly contextualized level.

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Integrating story-based STEM design challenges in early childhood curricula: an activity theory perspective

Zhou,

Yang

2024

Int J Technol Des Educ

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Making a Makerspace for children: A mixed-methods study in Chinese kindergartens

Cited by 6 publications

References 34 publications

Linking Undergraduate Engineering Students’ Outcome Expectations, Interests, Career Goals, Self-Efficacy, Social Support, and Barriers in Singapore: A Social Cognitive Career Theory Study

Linking Undergraduate Engineering Students’ Outcome Expectations, Interests, Career Goals, Self-Efficacy, Social Support, and Barriers in Singapore: A Social Cognitive Career Theory Study

Board 168A: Initial Development of a Pre-college Engineering Framework: An Analysis of the Engineering Accreditation Board in Southeast Asia

Integrating story-based STEM design challenges in early childhood curricula: an activity theory perspective

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