Undergraduate Engineers and Teachers: Can Students Be Both?

Zarske, Malinda S.; Vadeen, Maia Lisa; Tsai, Janet Y.; Sullivan, Jacquelyn F.; Carlson, Denise W.

doi:10.18260/p.27092

Cited by 4 publications

(8 citation statements)

References 3 publications

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“…In fact, Cunningham and Carlsen () suggest that it can take 3–6 years for teachers to feel comfortable incorporating engineering into their classrooms. This point is illustrated in studies offering professional development using EiE® materials (Cunningham, Lachapelle, & Keenan, ) as well as those using other engineering curricula (Zarske et al, ). Cunningham et al () reported that prior to participating in EiE® curriculum training, elementary teachers had no or limited understanding of the big ideas presented and reported feeling unprepared to teach engineering content and design.…”

Section: Related Literaturementioning

confidence: 98%

“…The components and results of these professional development programs are now beginning to surface in the research literature. Studies show that participating in engineering‐focused professional development workshops results in increased knowledge of engineering content (Duncan, Diefes‐Dux, & Gentry, ; Macalalag et al, ; Zarske, Sullivan, Carlson, & Yowel, ), engineering design (Yoon, Diefus‐Dux, & Strobel, ), and science content (Macalalag et al, ; Zarske et al, ).…”

Section: Related Literaturementioning

confidence: 99%

“…Further, Cunningham et al () found that while participating in the 6‐hour EiE® training improved participants’ understanding of engineering and technology, it did not change the science and math pedagogical strategies they used in their classrooms. Likewise, teachers participating in a 2‐day engineering focused workshop utilizing curricula developed at University of Colorado at Boulder felt that they still needed additional professional development to strengthen their confidence in teaching engineering content (Zarske et al, ).…”

Section: Related Literaturementioning

confidence: 99%

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Enhancing engineering education in the elementary school

Utley

Ivey

Hammack

et al. 2019

School Sci & Mathematics

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The Next Generation Science Standards emphasizes the inclusion of engineering practices throughout the K–12 science curriculum. Therefore, elementary educators need to be knowledgeable about engineering and engineering careers so that they can expose their students to engineering. The purpose of this study was to examine the effect of engineering professional development on in‐service elementary teachers’: (a) knowledge and perceptions regarding engineering, and (b) self‐efficacy of teaching engineering. This quantitative study revealed that even one professional development opportunity can help to alleviate some misconceptions about the work of engineers and what constitutes technology, as well as increase teachers’ confidence to teach engineering concepts.

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Section: Related Literaturementioning

confidence: 98%

Section: Related Literaturementioning

confidence: 99%

Section: Related Literaturementioning

confidence: 99%

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Enhancing engineering education in the elementary school

Utley

Ivey

Hammack

et al. 2019

School Sci & Mathematics

View full text Add to dashboard Cite

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“…In America, of the four main purposes of K‐12 engineering education projects, the exploration and adaptation of K‐12 courses that bring out the interdisciplinary combination of science, technology, and mathematics (STEM) in education is mostly cited . Another main aim is the development of a K‐12 engineering degree program to help high school teachers and pre‐service teachers expose students to engineering principles [8,9]. Since 2009, robotics concepts are being integrated with Lego to design our high school engineering course that incorporates collaborative project based learning (CPBL) with Tablet PCs and Lego MindStorms NXT.…”

Section: Introductionmentioning

confidence: 99%

Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education

Chao

Chen

Chuang

2015

Comp Applic In Engineering

166

120

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This research aims to explore the benefits of a flipped learning approach for students who are taking an introductory‐level curriculum on bridge computer aided design in terms of learning attitude and achievement within the curriculum. In this study, collaborative problem based learning (CPBL) supported by flipped learning, a blended learning design, was integrated into a high school bridge computer aided design curriculum. Ninety‐one 17‐year‐old students from two K11 classes were assigned randomly to an experimental group and a control group for the study, respectively. To assess the students' achievements and learning attitudes in the different groups, an 8‐week (16 h in total) pre‐ and post‐test quasi‐experimental study was designed. The results confirmed the effectiveness of the flipped learning approach. Significant differences were found between the experimental and control group in terms of students' achievements. In the experimental group, students' learning attitudes, motivation and self‐evaluation were enhanced. In conclusion, the results show that the flipped learning approach has a positive effect on the transfer of learning. Based on the findings obtained, recommendations for the improvement of future K12 engineering education instruction using the flipped learning approach are provided. © 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:514–526, 2015; View this article online at http://wileyonlinelibrary.com/journal/cae; DOI

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“…Most teachers have not been trained to incorporate engineering topics into relevant classroom instruction so often students find it difficult to make the connection between mathematics, science and engineering [28][29][30] when teachers do try to present engineering concepts. As a result, too many students lack an interest in more advanced studies of science and mathematics and are not adequately prepared to enter STEM programs in college -especially engineering -even if they do develop an interest in a STEM career later 2 .…”

Section: Inadequate Academic Preparation and Lack Of Engineering Topimentioning

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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Undergraduate Engineers and Teachers: Can Students Be Both?

Cited by 4 publications

References 3 publications

Enhancing engineering education in the elementary school

Enhancing engineering education in the elementary school

Exploring students' learning attitude and achievement in flipped learning supported computer aided design curriculum: A study in high school engineering education

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

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