Using Pre-engineering Curricula in High School Science and Mathematics: A Follow-up Study

Hirsch, Linda; Kimmel, Howard; Rockland, Ronald; Bloom, Joel

doi:10.1109/fie.2006.322346

Cited by 14 publications

(15 citation statements)

References 6 publications

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“…Students exposed to pre-engineering concepts are also less likely to say they do not know about concepts related to engineering. More formal evaluations of the type conducted in [17] and [18] should be conducted and more formal preengineering curricula for middle school science and mathematics classrooms should be developed.…”

Section: Discussionmentioning

confidence: 99%

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The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers

Hirsch¹,

Carpinelli

Kimmel

et al. 2007

2007 37th Annual Frontiers in Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passp

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The Middle School Students' Attitude to Mathematics, Science and Engineering Survey was developed to measure students' attitudes to engineering and knowledge about engineering careers as part of a program to enlarge the future pool of engineers because students' attitudes have been found to be an important predictor of whether students pursue careers in engineering. The program focuses on using pre-engineering curricula in middle and high schools, and informing students, teachers, parents, and school counselors about careers in engineering because most students do not know what engineering is or what engineers do and therefore do not explore engineering as a career option or prepare for it academically in the critical middle or high school years. Continued use of the survey with younger students indicated that the language used in some of the questions was too sophisticated for some middle school students and the survey has been revised. A study was conducted to examine the psychometric properties of the revised survey with a large sample of academically diverse middle school students. Comparisons among groups of students exposed to pre-engineering concepts in various different ways in their science and mathematics classes have been made to explore the extent to which the exposure may have affected students' attitudes to engineering and knowledge of engineering careers.

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Section: Discussionmentioning

confidence: 99%

“…Use of the pre-engineering curricula not only helps better prepare students to study engineering, but previous research has shown that teachers' continued use of the curricula in the classroom can have a significantly positive effect on students' attitudes towards engineers and increases their knowledge of engineering careers [17], [18].…”

mentioning

confidence: 99%

The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers

Hirsch¹,

Carpinelli

Kimmel

et al. 2007

2007 37th Annual Frontiers in Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passp

Self Cite

View full text Add to dashboard Cite

show abstract

“…Overall, students who engaged in inquiry-based practices had positive attitudes and perceptions toward STEM. It was also found that there were positive attitudes toward learning science (Ricks, 2006), engineering careers (Hirsch, Kimmel, Rockland, & Bloom, 2006) computing (Heggen et al, 2012, and mathematics skills and self-confidence (Hoyles, Reiss, & Tough, 2011;Hylton et al, 2012;Zhe, Doverspike, Zhao, Lam, & Menzemer, 2010). When attitudes toward STEM subjects were overwhelmingly positive, these attitudes did not change during interventions (Duran et al, 2014;Heggen et al, 2012).…”

Section: Themes From Higher Level Abstractionsmentioning

confidence: 99%

Explicating the Characteristics of STEM Teaching and Learning: A Metasynthesis

Nite¹,

Capraro²,

Capraro³

et al. 2017

JSTE

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This metasynthesis focused on STEM teaching and learning practices in middle and high school classrooms and in informal settings. Research artifacts between 2005 and 2012 were examined. Fifty-eight unique artifacts were classified into four categories: reform-based teaching and learning, informal education, teacher factors, and technology use. Promising pedagogical reform-based practices included inquiry-based learning, engineering design, project-based learning, problem-based learning, and hands-on practices. The most common intervention identified was increasing teacher content knowledge. Even though STEM informal activities attempt to recruit underrepresented or low achieving students, the reality is that access to informal STEM activities is often based on students' expressed high interest, prior academic achievement, teacher recommendation, time and travel availability and flexibility, and overall levels of ambition or motivation. Positive outcomes, due to technology, appeared to covary with other factors such as teacher content knowledge, the presence of campus support, or active engagement within a learning community. 33 was conducted. We attempted to identify attributes from the literature linked with successful STEM teaching, learning, interest, and attitudes. Artifact Selection ProceduresOur comprehensive search of STEM practices in teaching middle and high school was conducted using the following search terms: "STEM practice" OR teaching OR learning OR education OR "high school" OR "middle school" OR research NOT cell NOT cells.

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“…Teachers' attitudes and knowledge about engineering careers, their concerns about implementing the curricula, along with their self-reported preparedness to teach the new modules were examined longitudinally across two academic years. Repeated measures of analysis of variance found significant increases across the two years (Hirsch, Kimmel, Rockland, & Bloom, 2006). Students' attitudes engineering and knowledge about engineering careers were also examined and significant increases were found during the school year following teachers' training.…”

Section: Professional Developmentmentioning

confidence: 99%

“…Students' attitudes engineering and knowledge about engineering careers were also examined and significant increases were found during the school year following teachers' training. The attitudes and knowledge about engineering careers for students taught by the same teachers during the second year after training were significantly higher than for students taught by the teachers' colleagues who taught the same classes but did not participate in the training program (Hirsch, et. al., 2006).…”

Section: Professional Developmentmentioning

confidence: 99%

<p>Advancing the “E” in K-12 STEM Education</p>

Rockland¹,

Bloom²,

Carpinelli³

et al. 2010

JOTS

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Technological fields, like engineering, are in desperate need of more qualified workers, yet not enough students are pursuing studies in science, technology, engineering, or mathematics (STEM) that would prepare them for technical careers. Unfortunately, many students have no interest in STEM careers, particularly engineering, because they are not exposed to topics in these fields during their K-12 studies. Most K-12 teachers have not been trained to integrate relevant STEM topics into their classroom teaching and curriculum materials. This article explores best practices for bringing engineering into the science and mathematics curriculum of secondary school classrooms by describing a project that utilizes concepts representing the merger of medicine, robotics, and information technology. Specific examples demonstrating the integration into the teaching of physics, biology, and chemistry are provided. Also considered are the critical issues of professional development for classroom teachers, improved preparation of future teachers of STEM, and the development of curriculum materials that address state and national content standards.

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Using Pre-engineering Curricula in High School Science and Mathematics: A Follow-up Study

Cited by 14 publications

References 6 publications

The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers

The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers

Explicating the Characteristics of STEM Teaching and Learning: A Metasynthesis

<p>Advancing the “E” in K-12 STEM Education</p>

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Using Pre-engineering Curricula in High School Science and Mathematics: A Follow-up Study

Cited by 14 publications

References 6 publications

The differential effects of pre-engineering curricula on middle School Students&#x2019; attitudes to and knowledge of engineering careers

The differential effects of pre-engineering curricula on middle School Students&#x2019; attitudes to and knowledge of engineering careers

Explicating the Characteristics of STEM Teaching and Learning: A Metasynthesis

<p>Advancing the “E” in K-12 STEM Education</p>

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The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers

The differential effects of pre-engineering curricula on middle School Students’ attitudes to and knowledge of engineering careers