Examining the influence that safety training format has on educators’ perceptions of safer practices in makerspaces and integrated STEM labs

Love, Tyler S.; Roy, Kenneth R.; Gill, Melvin; Harrell, Mark O.

doi:10.1016/j.jsr.2022.05.003

Cited by 21 publications

(30 citation statements)

References 33 publications

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“…Riggs and Enochs ( 1990 ) found the STEBI-A to have strong internal consistency reliability and construct validity measures for both the SE and EO constructs. Moreover, the STEBI-A has been found to have strong reliability and validity measures when modified for use in biology (Agu & Ramsey, 2018 ), CS (Kaya et al, 2020 ), and integrated science and T&E education studies (Love, 2017a , b , 2022 ; Love et al, 2022b ). For this study, minor modifications were made to some of the STEBI-A items to examine participants’ SE and EO related to teaching: (a) biomedical science concepts and (b) CT concepts.…”

Section: Methodsmentioning

confidence: 99%

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Love

Cysyk²,

Attaluri³

et al. 2022

J Sci Educ Technol

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Programming and automation continue to evolve rapidly and advance the capabilities of science, technology, engineering, and mathematics (STEM) fields. However, physical computing (the integration of programming and interactive physical devices) integrated within biomedical contexts remains an area of limited focus in secondary STEM education programs. As this is an emerging area, many educators may not be well prepared to teach physical computing concepts within authentic biomedical contexts. This shortcoming provided the rationale for this study, to examine if professional development (PD) had a noticeable influence on high school science and technology and engineering (T&E) teachers’ (1) perceptions of teaching biomedical and computational thinking (CT) concepts and (2) plans to integrate physical computing within the context of authentic biomedical engineering challenges. The findings revealed a significant difference in the amount of biomedical and CT concepts that teachers planned to implement as a result of the PD. Using a modified version of the Science Teaching Efficacy Belief Instrument (STEBI-A) Riggs and Enochs in Science Education, 74 (6), 625–637 ( 1990 ), analyses revealed significant gains in teachers’ self-efficacy toward teaching both biomedical and CT concepts from the PD. Further analyses revealed that teachers reported increases in their perceived knowledge of biomedical and CT concepts and a significant increase in their intent to collaborate with a science or T&E educator outside of their content area. This study provides implications for researchers and educators to integrate more biomedical and physical computing instruction at the secondary education level.

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Section: Methodsmentioning

confidence: 99%

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Love

Cysyk²,

Attaluri³

et al. 2022

J Sci Educ Technol

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“…The inclusion of engineering content and practices in the Next Generation Science Standards (NGSS) in 2014 raised concerns from professional P-12 science and engineering educator associations. This included concerns about the increased safety hazards and resulting health and safety risks that science educators would need to be prepared to address when tasked with delivering hands-on engineering instruction [8,9]. Conversely, graduates from most P-12 engineering teacher preparation programs complete coursework covering facility design and safety, safer pedagogical methods, and supervision of P-12 engineering lab activities [10].…”

Section: Introductionmentioning

confidence: 99%

“…Conversely, graduates from most P-12 engineering teacher preparation programs complete coursework covering facility design and safety, safer pedagogical methods, and supervision of P-12 engineering lab activities [10]. However, with the growing shortage of highly qualified P-12 engineering educators, there has been an increasing number of teachers entering the profession through alternative licensure, which does not always require the completion of safety coursework like traditional P-12 engineering teacher preparation programs [9,11]. This can present costly legal and safety issues for P-12 educators, administrators and school systems [9].…”

Section: Introductionmentioning

confidence: 99%

“…However, with the growing shortage of highly qualified P-12 engineering educators, there has been an increasing number of teachers entering the profession through alternative licensure, which does not always require the completion of safety coursework like traditional P-12 engineering teacher preparation programs [9,11]. This can present costly legal and safety issues for P-12 educators, administrators and school systems [9].…”

Section: Introductionmentioning

confidence: 99%

“…In addition to the legal issues resulting from inadequate teacher preparation and safety training, the literature has documented a severe lack of safety in various aspects relative to P-12 engineering education [7]. Specifically, Love et al [9] highlighted the lack of improvement in P-12 engineering education related safety issues reported in studies from 2002 through 2022. Furthermore, a recent national P-12 engineering education safety study published by the International Technology and Engineering Educators Association (ITEEA) in collaboration with the American Society for Engineering Education (ASEE) and the National Science Education Leadership Association (NSELA) provided a comprehensive overview of the status of safety in P-12 engineering education programs across the U.S. [7].…”

Section: Introductionmentioning

confidence: 99%

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Accident Occurrences and Safety Issues Reported by Mid-Atlantic P-12 Engineering Educators

Love

ASEE Middle Atlantic 2022 Fall Conference Proceedings

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Dr. Love earned his master's and Ph.D. in Integrative STEM Education from Virginia Tech. His bachelor's degree is in Technology Education from the University of Maryland Eastern Shore. He previously taught technology and engineering (T&E) courses in Maryland's Public School System. He is nationally recognized for his work related to the safer design of makerspaces and collaborative STEM labs. Dr. Love is an Authorized OSHA Trainer for General Industry. He has also served on committees at state and national levels that developed P-12 engineering education standards. In recognition of his work, Dr. Love has received awards from professional organizations such as the International Technology and Engineering Educators Association. Prior to Dr. Love's employment at Penn State University's Capital Campus he was a tenured associate professor and program coordinator of T&E education at the University of Maryland Eastern Shore.

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Considerations in the Development of STEL-Aligned Professional Development Guidelines

Love,

Roy

2023

Contemporary Issues in Technology Education

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Examining the influence that safety training format has on educators’ perceptions of safer practices in makerspaces and integrated STEM labs

Cited by 21 publications

References 33 publications

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Accident Occurrences and Safety Issues Reported by Mid-Atlantic P-12 Engineering Educators

Considerations in the Development of STEL-Aligned Professional Development Guidelines

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