How Middle Schoolers Draw Engineers and Scientists

Fralick, Bethany; Kearn, Jennifer; Thompson, Stephen; Lyons, James

doi:10.1007/s10956-008-9133-3

Cited by 203 publications

(234 citation statements)

References 8 publications

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“…For example, in a study of 1600 middle school students, Fralick, Kearn, Thompson, and Lyons (2009) reported that 33% of the students drew female scientists. Likewise, when asked to draw a picture of a scientist, Cavallo (2007) reported only five out of 150 fourth through sixth grade students depicted female scientists in their drawings.…”

Section: K-12 Student Perceptions Of Scientists and Engineersmentioning

confidence: 99%

“…Studies implementing DAE have reported similar findings as those using DAS. For example, Fralick et al (2009) reported that only 13% of the 1600 participating students drew female engineers. Similarly, in a study of 20 sixthgrade students conducted by Karatas et al (2011), only one student drew a female when asked to draw an engineer at work.…”

Section: K-12 Student Perceptions Of Scientists and Engineersmentioning

confidence: 99%

“…Likewise, students participating in an after school engineering program for girls were more likely to depict female engineers in their drawings (Hammack and High, 2014); however, it is important to note that all of the engineers involved in the after school program were female and may have served as the basis for the participants' drawings. Moreover, DAE images suggest that students tend to view the job duties of engineers as fixing machines, building things, and driving trains (Fralick et al, 2009;Cunningham et al, 2005;Knight & Cunningham, 2004). It is reasonable to believe that these stereotypes stem from a lack of knowledge about scientists, engineers, and the nature of engineering.…”

Section: K-12 Student Perceptions Of Scientists and Engineersmentioning

confidence: 99%

See 2 more Smart Citations

Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology

Hammack¹,

Ivey²,

Utley³

et al. 2015

Journal of Pre-College Engineering Education Research (J-PEER)

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Students' knowledge about a profession influences their future decisions about careers. Research indicates that students tend to hold stereotypical views of engineers, which would hinder engineering as a career choice. The purpose of this study was to measure how participating in a week long engineering summer camp affected middle school students' (N519) attitudes towards engineering and their conceptions of engineering and technology. Results indicate that participation in the programs had a positive impact on the students' understandings of what technology is and the work engineers do. Although the results indicate a positive impact on participants, it is not clear which components of the camp contributed to this change. The partnership between practicing middle school teachers and engineering faculty was important to the success of the camp, revealing the benefits of collaborative efforts between K-12 educators and engineering professionals.

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Section: K-12 Student Perceptions Of Scientists and Engineersmentioning

confidence: 99%

Section: K-12 Student Perceptions Of Scientists and Engineersmentioning

confidence: 99%

Section: K-12 Student Perceptions Of Scientists and Engineersmentioning

confidence: 99%

See 1 more Smart Citation

Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology

Hammack¹,

Ivey²,

Utley³

et al. 2015

Journal of Pre-College Engineering Education Research (J-PEER)

View full text Add to dashboard Cite

show abstract

“…17,18 Similar problems plague engineering education, as many teachers and students do not understand what engineering is and often confuse the work of engineers with the work of scientists, construction workers, or mechanics. [19][20][21][22] Many elementary teachers may need help in recognizing and understanding the role of engineering in the world around them. 23 Elementary STEM education and early-aged engineering career awareness are increasingly considered as important components to meeting the demand for pre-college preparedness and increased engineering workforce diversity.…”

Section: Related Literaturementioning

confidence: 99%

Integrated Engineering in Elementary Education: Tackling Challenges to Rural Teacher Training

Ivey

Colston

Thomas

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Researchers worked with a rural education cooperative to deliver engineering education professional development to 38 elementary teachers. Teachers received training in Engineering is Elementary (EiE) and Family Engineering curriculum and then implemented those lessons with their 2nd-5th grade students. Researchers administered pre-and post-measures to gauge changes in teachers' and students' knowledge and perceptions regarding engineering. Additionally, changes in teachers' self-efficacy of teaching engineering and students' attitudes about science and engineering were measured. This article discusses the value of elementary engineering education in rural communities.

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“…The Draw an Engineer Test was used as a semi-qualitative measure of young students perceptions of who engineers are and what they actually do [63][64][65] . Students were asked to draw a picture of an engineer at work and write a short sentence about what the engineer in the picture was doing.…”

Section: The Draw An Engineer Testmentioning

confidence: 99%

Comparisons of a Female-Only, Male-Only, and Mixed-Gender Engineering Enrichment Program for 4th Graders

Hirsch

Heyman

Cano

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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The benefits and relative effectiveness of single-gender education are still unclear and more research is necessary before strong conclusions can be formed. Results of previous evaluations comparing aspects of female-only summer enrichment programs to equivalent mixed-gender programs has shown female-only programs to be particularly effective in educating young girls about engineering and positively influencing their perceptions of engineers and attitudes toward engineering as a career. Subsequent evaluations comparing single-gender vs mixed-gender programs including male-only programs had mixed results. The current study is a more rigorous examination of gains in content knowledge and takes a closer look at the issues of self-efficacy, gender equity and qualitative perceptions of engineers using the Middle School Attitudes toward Engineering and Knowledge of Engineering Careers Survey and the Draw an Engineering Test in equivalent post 4 th grade female-only, male-only and mixed-gender programs. Previous evaluations included higher-grade programs with some returning students that had already participated in other program(s) so they had some prior knowledge of engineering and had possibly participated in a program of a different gender composition. In addition to comparisons among gains in content knowledge, comparisons between characteristics of students drawing from the Draw an Engineer Test and responses to the Attitudes toward Engineering and Knowledge of Engineering Careers Survey found significant differences among the three gender group programs in terms of self-efficacy and gender attribution of engineers.

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How Middle Schoolers Draw Engineers and Scientists

Cited by 203 publications

References 8 publications

Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology

Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology

Integrated Engineering in Elementary Education: Tackling Challenges to Rural Teacher Training

Comparisons of a Female-Only, Male-Only, and Mixed-Gender Engineering Enrichment Program for 4th Graders

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