Teaching the Nature of Engineering in K-12 Science Education: A Delphi Study (Fundamental)

Hartman, Brian; Bell, Randy L.

doi:10.18260/1-2--28927

Cited by 6 publications

(8 citation statements)

References 12 publications

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“…NOE refers to the characteristics, values, and beliefs related to engineering (Antink‐Meyer & Brown, 2019; Cunningham & Kelly, 2017; Hartman & Bell, 2017; Karatas et al, 2011; Pleasants & Olson, 2019). However, there is currently no consensus on a NOE definition among engineering philosophers, researchers, and educators.…”

Section: Literature Reviewmentioning

confidence: 99%

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

Kaya

Deniz

Yeşilyurt

2023

J of Engineering Edu

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Background: Pre-college engineering education reform documents aim to help students develop engineering literacy. Helping students develop sophisticated epistemological views about engineering makes a significant contribution toward developing engineering-literate citizenry. Despite these widely recognized benefits, research on students' and teachers' epistemological views about engineering, commonly termed nature of engineering (NOE) views, has remained stagnant due to the absence of an open-ended questionnaire whose collected evidence of validity indicates its appropriateness for assessing students' and teachers' NOE understanding. Purpose: The purpose of this study is threefold: (a) describing the development of a new open-ended instrument, the Views of Nature of Engineering Questionnaire version B (VNOE-B), (b) providing evidence in support of the VNOE-B validity and reliability, and (c) discussing the implications of the newly developed instrument for future research. Design/Method: We aimed to provide evidence for the content and face validity of the VNOE-B by seeking input from a panel of science/engineering educators. Evidence for the construct validity was determined by analyzing the open-ended questionnaire and semistructured interview responses provided by pre-service and in-service teachers (considered novices in this field) and experts (engineers and engineering educators). Results: Our findings indicate that the VNOE-B is consistently successful in differentiating between experts' and novices' NOE views. All engineering experts held sophisticated NOE views across all NOE views under study, whereas most novices held partially informed or uninformed NOE views. Conclusion: Evidence of validity supports the appropriateness of the VNOE-B as an open-ended instrument for assessing adults' NOE views. Its application may guide teacher educators in determining the efficacy of teacher professional development in meeting the aim of improving in-service teachers' NOE

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Section: Literature Reviewmentioning

confidence: 99%

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

Kaya

Deniz

Yeşilyurt

2023

J of Engineering Edu

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“…The main reason for the selection of this research methodology was that it provides a feasible approach to develop a consensus among different experts. Hartman and Bell (2017) claim that the Delphi approach is particularly suitable for research projects aiming toward curriculum development for relatively new fields, such as P-12 engineering education, without the existence of prior frameworks. Another advantage considered in this study is that the modified Delphi can be conducted without a face-to-face group meeting through the use of surveys.…”

Section: Research Objectivementioning

confidence: 99%

“…This advantage allows researchers to involve more experts who would be unable to centrally convene (Delbecq, van de Ven, & Gustafson, 1975). For these advantages, the Delphi methodology has been used in multiple curriculum studies (Bolte, 2008;Hartman, 2016;Kloser, 2014;Osborne, Collins, Ratcliffe, Millar, & Duschl, 2003). However, to improve the utility of the Delphi results for the development of progressions of learning, the authors took a more unique approach that involved a series of focus groups as the final round, allowing the relevant stakeholders to debate and refine the results.…”

Section: Research Objectivementioning

confidence: 99%

Establishing a Content Taxonomy for the Coherent Study of Engineering in P-12 Schools

Strimel¹,

Huffman²,

Grubbs³

et al. 2020

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

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Engineering education has increasingly become an area of interest at the P-12 level, yet attempts to align engineering knowledge, skills, and habits to existing elementary and secondary educational programming have been parochial in nature (e.g., for a specific context, grade, or initiative). Consequently, a need exists to establish a coherent P-12 content framework for engineering teaching and learning, which would serve as both an epistemological foundation for the subject and a guide for the design of developmentally appropriate educational standards, performance expectations, learning progressions, and assessments. A comprehensive framework for P-12 engineering education would include a compelling rationale and vision for the inclusion of engineering as a compulsory subject, content organization for the dimensions of engineering literacy, and a plan for the realization of this vision. The absence of such a framework could yield inconsistency in authentically educating students in engineering. In response, this study was conducted to establish a taxonomy of concepts related to both engineering knowledge and practices to support the development of a P-12 curricular framework. A modified Delphi method and a series of focus groups-which included teachers, professors, industry professionals, and other relevant stakeholders-were used to reach a consensus on engineering concepts deemed appropriate for secondary study. As a result, a content taxonomy for knowledge and practices appropriate for P-12 engineering emerged through multiple rounds of refinement. This article details the efforts to develop this taxonomy, and discusses how it can be used for standards creation, curriculum development, assessment of learning, and teacher preparation.

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“…For the last 10 years, there is a continuous increase in the number of research attempts in engineering education, and a relatively increased growth in emphasis on Nature of Engineering (NOE) research [1,2,3,4,5,6,7,8]. Although still a developing area, a handful of NOE research findings demonstrate that instructors and students hold an inadequate understanding of NOE [4,6].…”

Section: Introductionmentioning

confidence: 99%

“…In an effort to understand the NOE, Karatas et al [4] made a thorough review of the literature of engineering, Hartman and Bell [3] conducted a Delphi study, and Deniz et al [2] made a detailed review of Next Generation Science Standards (NGSS) and the K-12 Science Framework to develop a list of NOE aspects. Research comparison of the NOE items reveals many similarities among the NOE literature that NOE is the epistemology of engineering which are philosophical values and beliefs inherent to body of engineering knowledge.…”

Section: Introductionmentioning

confidence: 99%

Cross-Cultural Training and Engineering: An Illustration Using Vietnamese Engineering Faculties’ Responses to Nature of Engineering Instrument (Work in Progress)

Vazquez¹,

Marti²,

Kaya³

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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Teaching the Nature of Engineering in K-12 Science Education: A Delphi Study (Fundamental)

Cited by 6 publications

References 12 publications

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

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

Establishing a Content Taxonomy for the Coherent Study of Engineering in P-12 Schools

Cross-Cultural Training and Engineering: An Illustration Using Vietnamese Engineering Faculties’ Responses to Nature of Engineering Instrument (Work in Progress)

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