Elementary teachers' perceptions of K‐5 engineering education and perceived barriers to implementation

Abstract

Background The Next Generation Science Standards (NGSS) call for the integration of engineering content and practices in elementary science curricula, yet little is known about elementary teachers' preparedness to do so or their views on teaching engineering. Purpose/Hypothesis The purpose of the current study was to explore K‐5 teachers' perceptions about incorporating engineering in their classrooms as well as the perceived barriers for doing so. Design/Method This study consisted of an online survey including a mix of selected response, Likert, and short answer items, followed by individual interviews and focus group sessions with a subset of survey participants. Descriptive statistics are reported for quantitative survey data. Open‐ended survey questions as well as interview and focus group transcripts were inductively coded to identify emergent themes. Results Many elementary teachers support the inclusion of engineering in the science standards for elementary grades. Teachers describe a lack of preservice and in‐service training, background knowledge, materials, time for planning and implementing lessons, and administrative support as barriers to implementing engineering activities within their classrooms. Conclusion While many elementary teachers support the use of engineering activities in their classrooms, there are numerous barriers preventing them from doing so. To ensure that NGSS are incorporated into elementary classrooms as they were intended, elementary teachers must be provided with the necessary training, resources, and support.

Impacts of professional development focused on teaching engineering applications of mathematics and science

“…Also of note was the significant increase in participants’ EDSI scores. The authors are unaware of prior studies examining changes in EDSI scores for K‐12 teachers, however, the preassessment EDSI scores for this study are consistent with previously reported EDSI scores for K‐5 teachers (Hammack & Ivey 2017, 2019).…”

“…Initially, TEAMS participants reported lack of time for teacher learning, lack of teacher training, and lack of teacher knowledge to be significant barriers to implementing engineering, which is consistent with previous work (Hammack & Ivey 2017, 2019). Further, many of the reported barriers decreased over the course of TEAMS, though we lacked the power to detect significance.…”

Enhancing engineering education in the elementary school

“…In fact, Cunningham, Lachapelle, and Lindgren‐Streicher () found that elementary teachers have an overly broad idea of what engineers do and confuse the work of engineers with that of construction workers, electricians, and automotive mechanics. Further, in a statewide survey of elementary teachers, Hammack () found that some elementary teachers hold a misconception of engineering as being extremely difficult and only appropriate for advanced students. Additionally, Knezek, Christensen, and Tyler‐Wood () found that the STEM perceptions of preservice elementary teachers were not significantly different from middle school students’ perceptions.…”

A multiple case study of an interorganizational collaboration: Exploring the first year of an industry partnership focused on middle school engineering education

“…Despite some successful efforts, formal mechanisms for change are still varied or deficient (National Academy of Engineering [NAE] and National Research Council [NRC], 2014). While we will need well‐prepared educators to address new learning outcomes, teachers are already overworked (Scholastic and the Bill and Melinda Gates Foundation, 2012), and researchers position them as underprepared to meet these challenges (Antink‐Meyer & Meyer, 2016; Hammack & Ivey, 2019; Judson et al, 2016). We argue that partnerships among school systems, engineers, and researchers may help alleviate issues of teacher preparedness, while supporting overburdened schools in addressing national STEM workforce development objectives.…”