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Articles 1 - 5 of 5
Full-Text Articles in Education
Eipeck: Assessing Educators’ Pedagogical Content Knowledge For Engineering Integration In K-12, Pilar Pazos, Francisco Cima Cohuo, Jennifer Kidd, Kristie Gutierrez, Krishnanand Kaipa, Orlando Ayala
Eipeck: Assessing Educators’ Pedagogical Content Knowledge For Engineering Integration In K-12, Pilar Pazos, Francisco Cima Cohuo, Jennifer Kidd, Kristie Gutierrez, Krishnanand Kaipa, Orlando Ayala
Journal of Pre-College Engineering Education Research (J-PEER)
Global efforts are underway to include engineering in pre-college curricula. In the USA, this pursuit led to the inclusion of engineering content in the most recent version of the Next Generation Science Standards that guide K-12 science. As these standards become part of the K-12 curriculum, teachers face the challenge of gaining basic engineering literacy, while developing the associated inclusive pedagogies necessary to integrate engineering content into their classrooms. In this context, teacher preparation programs can benefit from easy-to-implement tools that measure preservice teachers’ readiness to integrate engineering content in their future classrooms. This work describes the development and validation …
The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite
The Intersection Of Culturally Responsive Pedagogy And Engineering Design In Secondary Stem, Mariam Manuel, Jessica Gottlieb, Gina Svarovsky, Rebecca Hite
Journal of Pre-College Engineering Education Research (J-PEER)
The instructional practices of the engineering design process and culturally responsive pedagogy have each garnered national attention and multiple decades of research. Findings from the respective literature bases call for educators and policymakers to integrate these two pedagogical approaches into K-12 classroom instruction. Scholars have argued that this integration would improve student engagement and academic achievement. There is a significant amount of research that supports the positive student outcomes associated with each approach, yet there remains a dearth of literature that addresses the integration of these two practices into the science and mathematics content areas. The movement around educational reform …
Expressed Willingness Of Stem Teachers To Teach Engineering, Zerrin Doganca Kucuk, Selvet Ece Genek, Hayriye Sinem Bozoglu, M. Sencer Corlu
Expressed Willingness Of Stem Teachers To Teach Engineering, Zerrin Doganca Kucuk, Selvet Ece Genek, Hayriye Sinem Bozoglu, M. Sencer Corlu
Journal of Pre-College Engineering Education Research (J-PEER)
Teaching engineering at the middle and high school levels has been a topic of discussion among scholars regarding the challenges it creates. One of the most critical challenges at the school level is identifying qualified teaching staff to lead engineering courses. The present study explored teachers’ willingness to lead an engineering course and the reasons behind their willingness or unwillingness to do so. The study involved 434 participants, who were enrolled in a STEM professional development program and were diverse regarding their teaching subjects, the grade levels they taught, and the locations of their schools in Turkey. In this mixed-methods …
Understanding The Impact Of Professional Development For A Cohort Of Teachers With Varying Prior Engineering Teaching Experience, Jennifer Kouo, Medha Dalal, Eunsil Lee, Bruk Berhane, Olushola Emiola-Owolabi, Jumoke Ladeji-Osias, Cheryl Beauchamp, Ken Reid, Stacy Klein-Gardner, Adam Carberry
Understanding The Impact Of Professional Development For A Cohort Of Teachers With Varying Prior Engineering Teaching Experience, Jennifer Kouo, Medha Dalal, Eunsil Lee, Bruk Berhane, Olushola Emiola-Owolabi, Jumoke Ladeji-Osias, Cheryl Beauchamp, Ken Reid, Stacy Klein-Gardner, Adam Carberry
Journal of Pre-College Engineering Education Research (J-PEER)
Engineering for US All (e4usa) is a National Science Foundation-funded first-of-its-kind initiative aimed at making engineering more inclusive and accessible to underrepresented populations. The ‘‘for us all’’ mission of e4usa encompasses both students and teachers. Paramount to the success of e4usa was the construction of professional development (PD) experiences to prepare and support teachers with different levels of engineering teaching experience as they implemented the e4usa yearlong course. The perspectives of nine teachers with varying degrees of engineering teaching experience were examined during two PD opportunities to compare experiences and dynamics between the teachers. Data sources consisting of focus groups …
Covid-19 As A Magnifying Glass: Exploring The Importance Of Relationships As Education Students Learn And Teach Robotics Via Zoom, Jennifer Kidd, Krishnanand Kaipa, Kristie Gutierrez, Min Jung Lee, Pilar Pazos, Stacie I. Ringleb
Covid-19 As A Magnifying Glass: Exploring The Importance Of Relationships As Education Students Learn And Teach Robotics Via Zoom, Jennifer Kidd, Krishnanand Kaipa, Kristie Gutierrez, Min Jung Lee, Pilar Pazos, Stacie I. Ringleb
Journal of Pre-College Engineering Education Research (J-PEER)
Ed+gineering, an NSF-funded program, adapted hands-on robotics instruction for online delivery in response to the COVID-19 pandemic. This qualitative multiple case study shares the experiences of participating education students in spring 2021 as they collaborated virtually with engineering students and fifth graders to engineer bioinspired robots in an afterschool technology club adapted to be virtual. The online context reduced the education students’ interactions with people other than the engineering students and fifth graders on their team and thus positioned COVID-19 as a metaphorical magnifying glass amplifying the critical role that these relationships played in influencing the project’s outcomes. Through analyzing …