Engineers and engineering through the eyes of preschoolers: a phenomenographic study of children’s drawings

Ata-Akturk, Aysun; Demircan, Hasibe Özlen

doi:10.1080/1350293x.2021.1974067

Cited by 5 publications

(10 citation statements)

References 48 publications

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“…They argued that research has shown that children at very early ages already present stereotypical views of STEM professionals [70,71]. For example, boys and girls tend to picture engineers as white men [72,73]. Interestingly, they found no quantifiable difference between interventional and control groups.…”

Section: Resultsmentioning

confidence: 98%

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

Rodrigues-Silva

Pastells

2023

Sustainability

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We sought to explore the intersection between interdisciplinary STEM/STEAM educational approaches and Early Childhood Education for Sustainability (ECEfS). For that, we conducted a systematic review of Web of Science, Scopus, ERIC, and Scielo databases from 2007 to 2022 following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) commandments. The systematic search led to a list of 12 articles, and we analysed them through theoretical orientations, educational perspectives, and pictures of children’s nature. We found that most studies focus on sustainability’s environmental pillar and address the discipline of science more frequently. Additionally, the authors tend to assume a theoretical orientation on the need for connecting children to a sustainable issue and picture the Apollonian child—assuming children are essentially good and emerge with virtuous traits from this contact, such as environmental care. Accordingly, researchers usually propose experiential learning in environments or settings related to sustainability, while there is a lack of teaching STEM/STEAM knowledge and skills on sustainability or engaging children to act for sustainability. We verified that they frequently lose opportunities to explicitly discern STEM/STEAM knowledge areas and their intersections in moments that could benefit children’s learning.

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Section: Resultsmentioning

confidence: 98%

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

Rodrigues-Silva

Pastells

2023

Sustainability

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“…In 2021, there were 6 articles published [34]- [39]. The year 2022 saw the highest number of publications with 7 articles [16], [20], [40]- [44].…”

Section: Years Of Publicationmentioning

confidence: 99%

“…Regarding the geographical distribution, as illustrated in Figure 3, the included articles were conducted in various countries. The United States [29]- [31], [34], [44], Türkiye [15], [16], [40], [43] were the two countries with the highest number of articles included. Additionally, studies were conducted in Italy [33], England [35], [38], [42], Finland [36], Sweden [37], Spain [39], Switzerland [41], Australia [20], Jordan [32].…”

Section: Research Locationsmentioning

confidence: 99%

“…Specifically, there were 14 articles that focused on preschool STEM activities aimed at improving children's learning outcomes. The STEM activities mentioned in those studies included educational robots [16], [29], [37], educational games [32], argumentative interactions [33], [34], inquiry-based learning and engineering design [15], [36], [43], [44], drawing and telling about engineers [40], free play and pretend play [31], [41], group membership [30]. Overall, there was a wide variety of STEM activities that improve preschool children's learning.…”

Section: Preschool Stem Activities and Children's Outcomesmentioning

confidence: 99%

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Preschool STEM Activities and Associated Outcomes

Ha,

Hai,

Mai

et al. 2023

Int. J. Eng. Ped.

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This review highlights the need for further investigation into the benefits of STEM activities in preschool children’s learning, girls’ engagement and learning of children with disabilities in the STEM field. The review process involved accessing 19 relevant studies from Scopus, ERIC and Google Scholar databases in March 2023. Through the synthesis of information from these studies, seven STEM activities were identified as effective in enhancing preschool children’s learning: educational robots, educational games, argumentative interactions, inquiry-based learning and engineering design, drawing and telling about engineers, free play and pretend play, and group membership. Each of these activities contributes to different learning outcomes for children. Moreover, the review emphasizes the importance of role-playing activities ‘as if’ engineers and scientists, facilitated by teachers, in fostering girls’ motivation and engagement in the STEM field from an early age. Long-term scientific interventions at home have a significant positive impact on the science literacy skills of deaf children. The implications of this review are particularly relevant for early childhood educators, as it provides valuable insights into the use of STEM activities to enhance children’s learning outcomes.

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“…Previously, in order to investigate how children perceive engineers, the Draw-an-Engineer (DAET) test has been utilized (Knight and Cunningham, 2004). Two recent studies used DAET with 3-8 years old children, finding that the engineers drawn are predominantly male and involved in work with buildings/construction or vehicles (Hammack et al, 2020;Ata-Aktürk and Demircan, 2022), in common with the results of DAET across a longer time and with a broader age range (Knight and Cunningham, 2004;Xu and Jack, 2023).…”

Section: Introductionmentioning

confidence: 99%

Let’s do Engineering broadens young children’s understanding of engineers

Bridle,

Rajendran

2024

Front. Educ.

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This study developed and applied a new job card methodology to investigate what 5-year-old children in Scotland understand in relation to engineers and engineering. Children were shown images of different jobs and asked to identify the jobs and select the cards showing engineers. The methodology was utilized pre- and post-intervention to determine whether an intervention combining engineer role model imagery and hands-on activities (specifically Let’s do Engineering) would successfully broaden perspectives of engineering, and whether there would be any differences between boys and girls in terms of the effectiveness of the intervention. In total, 16 children of 5–6 year old from one school participated and prior to the intervention could only correctly recognize an average of 1.5 engineers. After intervention, however, all children were able to successfully identify multiple engineers within the job cards, achieving in excess of a three-fold increase in the number of engineers correctly identified, even 2 months after the end of the intervention. When comparing data for boys and girls, analysis showed that there were no between-group gender differences in either perceptions or in strength of impact of the intervention. The engineers identified were well spread across the different engineering fields, indicating that the children developed a broad understanding of different engineering disciplines.

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Engineers and engineering through the eyes of preschoolers: a phenomenographic study of children’s drawings

Cited by 5 publications

References 48 publications

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

STEM/STEAM in Early Childhood Education for Sustainability (ECEfS): A Systematic Review

Preschool STEM Activities and Associated Outcomes

Let’s do Engineering broadens young children’s understanding of engineers

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