Toward Defining Nature of Engineering in the Next Generation Science Standards Era

Deniz, Hasan; Yeşilyurt, Ezgi; Newman, Steven; Kaya, Erdoğan

doi:10.1007/978-3-030-57646-2_3

Cited by 10 publications

(14 citation statements)

References 16 publications

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“…In other words, we define the aspects of NOE as issues pertaining to the engineering discipline, including what engineering is, how engineering designs are constructed, the features of engineering work, what differentiates it from other disciplines, and its relation to society. For this purpose, we refer to the Framework for K–12 Science Education and NGSS to identify NOE aspects (indicated in Table 1 and further elaborated in Deniz, Yesilyurt, et al, 2020) that are incorporated into the VNOE‐B, the development of which is also guided by the extant literature on NOS instrument development (e.g., Abd‐el‐Khalick et al, 1998; Bell, 1999; Lederman et al, 2002; Schwartz, 2012).…”

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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“…Even though the NGSS put emphasis on engineering practices, little emphasis was given to the nature of engineering aspects. For this reason, we developed a framework that sheds light on the nature of engineering aspects based on the analysis of the NGSS recommendations (Deniz et al 2020, see Appendix A). Specifically, the framework addresses the engineering design process, demarcation of engineering from other disciplines, and the nature of engineering aspects comprising empirical, creative, subjective, collaborative, and socially and culturally embedded nature of engineering aspects.…”

Section: Research Contextmentioning

confidence: 99%

Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers

2021

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Background The Next Generation Science Standards (2013) put a special emphasis on engineering for K-12 science education. However, a significant number of elementary teachers still feel unprepared to integrate engineering into their science programs. It is, therefore, incumbent upon science educators to update their elementary science methods courses to accommodate engineering especially in the states which adopted the NGSS. In this study, we taught an engineering unit in an elementary science teaching methods course to examine what instructional components and learning experiences provided in the engineering unit enhance teachers’ engineering teaching self-efficacy beliefs. Our research questions addressed to what extent the engineering education intervention improved pre-service teachers’ engineering teaching efficacy beliefs and what instructional components and learning experiences served as sources of self-efficacy contributing to the improvement of pre-service elementary teachers’ engineering teaching efficacy beliefs. We also explored how pre-service teachers viewed the relative importance of the sources of teaching efficacy stemming from the engineering unit. Results The participants comprised 84 pre-service teachers enrolled in an elementary education program at a public university in the Southwestern United States. Data obtained from the Engineering Teaching Efficacy Beliefs Instrument (ETEBI) indicated that the pre-service teachers’ personal teaching efficacy beliefs significantly improved after the engineering intervention; however, the engineering intervention had a small impact on teachers’ engineering teaching outcome expectancy beliefs. Written reflections used to explore the sources of engineering teaching efficacy and the relative importance of each source showed that cognitive content mastery and cognitive pedagogical mastery were the major sources of engineering teaching self-efficacy among the pre-service elementary teachers. Conclusion Our study illustrated that integrating engineering design activities with explicit-reflective instruction on the nature of engineering concepts could enhance pre-service teachers’ personal engineering teaching efficacy beliefs even though a relatively small impact was observed in their engineering teaching outcome expectancy beliefs. Also, the study indicated cognitive content mastery and cognitive pedagogical mastery were the most important sources of engineering teaching efficacy. Therefore, the study suggests that it is vital to integrate a variety of mastery and vicarious experiences in methods courses to support the development of teachers’ engineering teaching efficacy beliefs. Besides, the current study could provide an example for integrating engineering education in methods courses.

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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%

“…Nevertheless, training of teachers and students holds promise to improve learners' NOE understanding. Although there are some recommendations to place NOE instruction at the center of engineering education [2,5,9], it is still an emerging area, particularly in higher education.…”

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%

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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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Toward Defining Nature of Engineering in the Next Generation Science Standards Era

Cited by 10 publications

References 16 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

Exploring sources of engineering teaching self-efficacy for pre-service elementary teachers

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

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