The Relevance of K-12 Engineering Curricula to NGSS: An Analysis of TeachEngineering-NGSS Alignments (RTP Strand 1)

Samson, C.; Sullivan, Jacquelyn F.; Reitsma, René; Soltys, Michael

doi:10.18260/p.24905

Cited by 6 publications

(9 citation statements)

References 5 publications

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“…Though the TeachEngineering project team has always been data driven and engaged in project research (Sullivan et al, 2005;Reitsma, Klenk, Zarske, & Sullivan, 2010;Samson, Sullivan, Reitsma, & Soltys, 2015), the team has also long side-stepped a deep dive into the vast, lurking ''impact'' question; that is, how to meaningfully ascertain classroom impacts of the collection and, more broadly, how to ascertain the impacts of analogous teacher-focused P-12 engineering education initiatives. And, for good reason; when dealing with humans, capturing impact-''a marked effect or influence'' (Oxford English Dictionary, n.d.)-is an incredibly tall order.…”

Section: Impactmentioning

confidence: 99%

Ascertaining the Impact of P–12 Engineering Education Initiatives: Student Impact through Teacher Impact

Forbes¹,

Sullivan²,

Carlson³

2018

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

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The widespread need to address both science, technology, engineering, and math (STEM) education and STEM workforce development is persistent. Underscored by the Next Generation Science Standards, demand is high for P-12 engineering-centered curricula. TeachEngineering is a free, standards-aligned NSF-funded digital library of more than 1,500 hands-on, design-rich K-12 engineering lessons and activities. Beyond anonymous site-user counts, the impact of the TeachEngineering collection and outreach initiatives on the education of children and their teachers was previously unknown. Thus, the project team wrestled with the question of how to meaningfully ascertain classroom impacts of the digital engineering education library and-more broadly-how to ascertain the impacts of teacher-focused P-12 engineering education initiatives. In this paper, the authors approach the classroom impact question through probing self-reported differentials in: (1) teachers' confidence in teaching engineering concepts, and (2) changes in their teaching practices as a result of exposure to (and experiences with) K-12 engineering education resources and outreach opportunities. In 2016, four quantitative and qualitative surveys were implemented to probe the impact of the TeachEngineering digital library and outreach on four populations of K-12 teachers' confidence and practices, including the frequency with which they integrate engineering into their precollege classrooms. Survey results document the teacher experience and perception of using hands-on K-12 engineering curricular materials in the classroom and help create a data-driven understanding of where to best invest future resources. The results suggest that the TeachEngineering curricular resources and outreach initiatives help teachers build confidence in their use of engineering curriculum and pedagogy in K-12 classrooms, impact their teaching practices, and increase their likelihood of teaching engineering in the classroom in the future.

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Section: Impactmentioning

confidence: 99%

Ascertaining the Impact of P–12 Engineering Education Initiatives: Student Impact through Teacher Impact

Forbes¹,

Sullivan²,

Carlson³

2018

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

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“…Among the many contributing factors two of the most critical are the underrepresentation of women [5][6][7][8][9] and minorities 2, 7, 9-10 and inadequate academic preparation for college and workforce readiness starting with the absence of engineering topics in K-12 science and mathematics curriculum and instruction [11][12][13][14][15][16][17] . Proper academic preparation for college must begin as early as middle school, if not the late elementary grades [18][19] for students who choose to enter the fields of science, technology, engineering and mathematics (STEM), especially engineering 16 .…”

Section: Introductionmentioning

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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“…Unfortunately, not enough students are entering engineering programs in college and thus are not pursuing careers in engineering [7][8]. Two of the more critical reasons for this are the absence of engineering topics in K-12 science, technology and mathematics curriculum [9][10][11][12][13] and the chronic underrepresentation of women [8,[14][15][16][17] and minorities [8,[17][18].…”

Section: Introductionmentioning

confidence: 99%

“…The Need for Effective STEM Education: Too many students lack an interest in engineering, due in part to a general lack of public knowledge about what engineering is and what engineers actually do [19], but more critically, the lack of truly integrated Science, Technology, Engineering and Mathematics (STEM) curriculum [12][13][20][21] in K-12 classroom instruction. Unfortunately, a majority of teachers are ill-prepared to present what engineering curriculum they may have in their classroom [22][23].…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of a Multi-year Engineering Enrichment

Hirsch¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Hirsch has a degree in educational psychology with a specialty in Educational Statistics and Measurement from the Graduate School of Education at Rutgers University. She has been involved in all aspects of educational and psychological research for over 20 years. Dr. Hirsch has extensive experience conducting longitudinal research studies and is proficient in database management, experimental design, instrument development, psychometrics and statistical programming.

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The Relevance of K-12 Engineering Curricula to NGSS: An Analysis of TeachEngineering-NGSS Alignments (RTP Strand 1)

Cited by 6 publications

References 5 publications

Ascertaining the Impact of P–12 Engineering Education Initiatives: Student Impact through Teacher Impact

Ascertaining the Impact of P–12 Engineering Education Initiatives: Student Impact through Teacher Impact

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

The Effectiveness of a Multi-year Engineering Enrichment

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