The influence of an engineering design experience on elementary teachers’ nature of engineering views

Deniz, Hasan; Kaya, Erdoğan; Yeşilyurt, Ezgi; Trabia, Mohamed B.

doi:10.1007/s10798-019-09518-4

Cited by 21 publications

(59 citation statements)

References 22 publications

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“…Nature of engineering (NOE) is an analog to nature of science (NOS), and consists of aspects that describe the work of engineers, as well as their behaviors and mindset. While some past studies have focused on solely on describing the role of engineers and the products they create [11], we agree with other studies that NOE is broader and comprises several aspects [7], [8].…”

Section: Introductionsupporting

confidence: 88%

“…It is not surprising, therefore, that they did not integrate engineering in their science and math lessons. In another study, Deniz et al [8] found that elementary teachers did not differentiate between science and engineering properly. They described engineers as laborers who mostly construct buildings.…”

Section: Research On Students' and Teachers' Views About Engineeringmentioning

confidence: 96%

“…It provides teachers with an environment to brainstorm and discuss about the methods to solve complex problems, which simulates the way engineers actually work. Thus, it may help teachers to increase their engineering self-efficacy beliefs [8].…”

Section: Cognitive Apprenticeship Modelmentioning

confidence: 99%

“…Our results are consistent with prior research such as Deniz er al. [8] and Newley et al [9] where teacher training resulted in fully informed NOE views.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…Cohoon, Cohoon and Soffa [6] also underlined the importance of teacher professional development to encourage students in engineering courses. Therefore, teacher training for the successful integration of engineering in K-12 education is crucial, as we have documented in our past research [7], [8], [9], [10].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Assessing High School Science Teachers’ Nature of Engineering (NOE) Perceptions with an Open-ended NOE Instrument (Fundamental)

Marti

Kaya

Deniz

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Vegas (UNLV). She holds a PhD and Master of Science in Engineering and Master of Education from UNLV and a Bachelor of Science in chemistry from the University of Illinois at Urbana-Champaign. Prior to graduate studies, Erica joined Teach for America and taught high school chemistry in Las Vegas. While her primary research involves water and wastewater, she has strong interests in engineering education research, teacher professional development, and secondary STEM education.

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Section: Introductionsupporting

confidence: 88%

Section: Research On Students' and Teachers' Views About Engineeringmentioning

confidence: 96%

Section: Cognitive Apprenticeship Modelmentioning

confidence: 99%

“…Our results are consistent with prior research such as Deniz er al. [8] and Newley et al [9] where teacher training resulted in fully informed NOE views.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessing High School Science Teachers’ Nature of Engineering (NOE) Perceptions with an Open-ended NOE Instrument (Fundamental)

Marti

Kaya

Deniz

et al.

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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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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Exploring epistemic aspects of engineering for K–12 science and engineering education

Yesilyurt,

Deniz,

Kaya

2024

J of Engineering Edu

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BackgroundSince the advent of the Next Generation Science Standards (NGSS), there has been an increasing focus on engineering in K–12 education. As educators and researchers have gained a better understanding of the nature of engineering in the decade following the release of the NGSS, there are new opportunities for growth and complexity.PurposeThis study used an epistemological approach to seek insights from experts in the science and engineering communities about the prominent aspects of engineering for K–12 education.Design/MethodThis mixed‐methods study employed a three‐round Delphi study and a focus group meeting to elicit experts' opinions on the epistemic aspects of engineering that could shed light on the nature of engineering knowledge and practices. Constructivist grounded theory methodology was used to identify preliminary themes concerning the epistemic aspects of engineering and then to develop main themes by combining relevant themes together.ResultsThe analysis process yielded 21 preliminary themes that reflect key ideas about the engineering knowledge base, engineering design activities, and values and norms of the engineering community. Additionally, the current study identified eight main themes that captured the broader patterns in the data.ConclusionsThe outcome of this study, including the preliminary themes and main themes concerning the epistemic aspects of engineering, could serve as a conceptual tool for establishing and improving students' conceptions of engineering and as a guide for designing and implementing engineering design activities in K–12 education settings.

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The influence of an engineering design experience on elementary teachers’ nature of engineering views

Cited by 21 publications

References 22 publications

Assessing High School Science Teachers’ Nature of Engineering (NOE) Perceptions with an Open-ended NOE Instrument (Fundamental)

Assessing High School Science Teachers’ Nature of Engineering (NOE) Perceptions with an Open-ended NOE Instrument (Fundamental)

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

Exploring epistemic aspects of engineering for K–12 science and engineering education

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