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You Want Me To Teach Engineering? Impacts Of Recurring Experiences On K-12 Teachers’ Engineering Design Self-Efficacy, Familiarity With Engineering, And Confidence To Teach With Design-Based Learning Pedagogy, Shaunna Smith, Kimberly Talley, Araceli Ortiz, Vedaraman Sriraman
You Want Me To Teach Engineering? Impacts Of Recurring Experiences On K-12 Teachers’ Engineering Design Self-Efficacy, Familiarity With Engineering, And Confidence To Teach With Design-Based Learning Pedagogy, Shaunna Smith, Kimberly Talley, Araceli Ortiz, Vedaraman Sriraman
Journal of Pre-College Engineering Education Research (J-PEER)
This paper reports on findings from a group of ten teachers who were enrolled in a semester-long, graduate-level educational technology course that used design-based learning to explore the integration of making and the engineering design process into a variety of K-12 educational contexts. Using convergent mixed methods, this study examines how the course impacted teachers’ familiarity and confidence in teaching the engineering design process, as viewed through their pre- and post-semester engineering design self-efficacy scores and their weekly reflective journal entries. These measures are important factors for developing teacher experience and confidence in integrating engineering and design-based learning strategies within …
Elementary Teachers’ Reflections On Design Failures And Use Of Fail Words After Teaching Engineering For Two Years, Pamela S. Lottero-Perdue, Elizabeth A. Parry
Elementary Teachers’ Reflections On Design Failures And Use Of Fail Words After Teaching Engineering For Two Years, Pamela S. Lottero-Perdue, Elizabeth A. Parry
Journal of Pre-College Engineering Education Research (J-PEER)
This mixed-methods study examines how teachers who have taught one or two units of the Engineering is Elementary (EiE) curriculum for two years reported on: students’ responses to design failure; the ways in which they, the teachers, supported these students and used fail words (e.g. fail, failure); and the teachers’ broad perspectives and messages to students about failure. In addition, the study explores how strategies, perspectives, messages, and fail word use may change after two years of engineering instruction. This study builds on previous work about elementary teachers’: perspectives on failure prior to teaching engineering, and responses to and perspectives …