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Articles 1 - 9 of 9
Full-Text Articles in Education
Examining The Factor Structure Of A Middle School Stem Occupational Values Scale, Jessica Harlan, James Van Haneghan
Examining The Factor Structure Of A Middle School Stem Occupational Values Scale, Jessica Harlan, James Van Haneghan
Journal of Pre-College Engineering Education Research (J-PEER)
As part of a longitudinal study of the development and implementation of a middle school engineering design curriculum, we have used an occupational values subscale of the Assessing Men and Women in Engineering (AWE) project’s Engineering version of the Core Survey for Middle School-Aged Participants to measure student occupational interest in science, technology, engineering, and mathematics (STEM). According to the developers, this set of tools is intended to measure factors related to STEM careers, including occupational interests. While the AWE tools have been widely used, there have been no formal examinations of the psychometric properties of the middle school tools. …
Elementary Teachers’ Mental Images Of Engineers At Work, Rebekah Hammack, Juliana Utley, Toni Ivey, Karen High
Elementary Teachers’ Mental Images Of Engineers At Work, Rebekah Hammack, Juliana Utley, Toni Ivey, Karen High
Journal of Pre-College Engineering Education Research (J-PEER)
The purpose of the current study was to determine the impacts of a multiple-day engineering-focused professional development program on elementary teachers’ perceptions of the work of engineers and their use of mathematics and science. Data were collected in the form of drawings of engineers prior to and immediately after the professional development program as well as an open-ended exit survey at the end of the program. Participants’ drawings were scored in the following areas: use of mathematics, use of science, and work of an engineer. Wilcoxon signed-rank tests revealed that the only significant change between measures was in ‘‘work of …
The Importance Of Collaborative Design For Narrowing The Gender Gap In Engineering: An Analysis Of Engineering Identity Development In Elementary Students, Mandy Mclean, Jasmine M. Nation, Alexis Spina, Tyler Susko, Danielle Harlow, Julie Bianchini
The Importance Of Collaborative Design For Narrowing The Gender Gap In Engineering: An Analysis Of Engineering Identity Development In Elementary Students, Mandy Mclean, Jasmine M. Nation, Alexis Spina, Tyler Susko, Danielle Harlow, Julie Bianchini
Journal of Pre-College Engineering Education Research (J-PEER)
Research suggests that, to narrow the gender gap in engineering, we should focus on helping young girls identify with engineering both because gendered attitudes emerge around kindergarten and because identity is more predictive than performance on persistence in the field. This qualitative study sought to understand the impact of collaborative engineering design on the development of engineering identities in elementary-school students and compared the findings across gender. We focused on three tiers of collaboration embedded into the engineering design process: peer groups, role models, and shared goals. More specifically, the elementary students worked in small teams and partnered with undergraduate …
Who Is Welcome Here? A Culturally Responsive Content Analysis Of Makerspace Websites, Hannah Kye
Who Is Welcome Here? A Culturally Responsive Content Analysis Of Makerspace Websites, Hannah Kye
Journal of Pre-College Engineering Education Research (J-PEER)
Makerspaces and maker education are widely seen as means to democratize science and engineering education. A small but growing body of scholarly work warns against this assumption and calls for an explicit focus on equity in makerspaces both online and in person. With an understanding of learning as a social and cultural process, this paper proposes that disrupting the cycle of racial and cultural inequity in science education requires makerspace educators and staff to ground their work in multicultural theories and practices. In particular, culturally responsive pedagogy (CRP) provides guidance for infusing science and engineering with equity approaches in order …
The Influence Of Student Enrollment In Pre-College Engineering Courses On Their Interest In Engineering Careers, Kelly A. Miller, Gerhard Sonnert, Philip M. Sadler
The Influence Of Student Enrollment In Pre-College Engineering Courses On Their Interest In Engineering Careers, Kelly A. Miller, Gerhard Sonnert, Philip M. Sadler
Journal of Pre-College Engineering Education Research (J-PEER)
Pre-college student enrollment in engineering courses increases every year in the United States, yet little is known about the relationship between taking these courses and subsequent science, technology, engineering, and mathematics (STEM) career interest. Through multinomial logistic regressions, and while controlling for student background variables and prior STEM career interest, this study addresses two research questions: (1) Does completing a pre-college engineering course increase the likelihood of an engineering career interest at the end of high school? (2) Does completing a pre-college engineering course have a different influence on career interest in engineering than on career interest in other STEM …
Understanding Early Childhood Engineering Interest Development As A Family-Level Systems Phenomenon: Findings From The Head Start On Engineering Project, Scott Pattison, Gina Svarovsky, Smirla Ramos-MontañEz, Ivel Gontan, Shannon Weiss, VeróNika NúÑEz, Pam Corrie, Cynthia Smith, Marcie Benne
Understanding Early Childhood Engineering Interest Development As A Family-Level Systems Phenomenon: Findings From The Head Start On Engineering Project, Scott Pattison, Gina Svarovsky, Smirla Ramos-MontañEz, Ivel Gontan, Shannon Weiss, VeróNika NúÑEz, Pam Corrie, Cynthia Smith, Marcie Benne
Journal of Pre-College Engineering Education Research (J-PEER)
There is growing recognition that interest is critical for engaging and supporting learners from diverse communities in engineering and other science, technology, engineering, and mathematics (STEM) topics. Although interest research has historically focused on older children, studies demonstrate that preschool-age and younger children also develop persistent, individualized interests in different objects, activities, and topics and that these early interests have important implications for ongoing learning and development. Unfortunately, there is relatively little research on engineering learning in early childhood and almost no work specific to the concept of interest. To begin to address this need, we conducted in-depth case study …
Outcome Expectations And Environmental Factors Associated With Engineering College-Going: A Case Study, Holly Matusovich, Andrew Gillen, Cheryl Carrico, David Knight, Jake Grohs
Outcome Expectations And Environmental Factors Associated With Engineering College-Going: A Case Study, Holly Matusovich, Andrew Gillen, Cheryl Carrico, David Knight, Jake Grohs
Journal of Pre-College Engineering Education Research (J-PEER)
Family, school, and community contexts each link to secondary school enrollment, yet these factors have been comparatively examined only in limited ways. A holistic examination of contextual factors will be particularly important for engineering where college enrollment patterns vary by demographics. To begin explaining patterns of engineering college-going at different high schools across the Commonwealth of Virginia, we answered the following research questions: Within a single school system and from a socializer’s perspective, what outcome expectations and environmental factors influence students’ engineering-related postsecondary educational plans? How are these factors the same and different between high schools within a school district? …
Establishing A Content Taxonomy For The Coherent Study Of Engineering In P-12 Schools, Greg Strimel, Tanner Huffman, Michael Grubbs, Eunhye Kim, Jamie Gurganus
Establishing A Content Taxonomy For The Coherent Study Of Engineering In P-12 Schools, Greg Strimel, Tanner Huffman, Michael Grubbs, Eunhye Kim, Jamie Gurganus
Journal of Pre-College Engineering Education Research (J-PEER)
Engineering education has increasingly become an area of interest at the P-12 level, yet attempts to align engineering knowledge, skills, and habits to existing elementary and secondary educational programming have been parochial in nature (e.g., for a specific context, grade, or initiative). Consequently, a need exists to establish a coherent P-12 content framework for engineering teaching and learning, which would serve as both an epistemological foundation for the subject and a guide for the design of developmentally appropriate educational standards, performance expectations, learning progressions, and assessments. A comprehensive framework for P-12 engineering education would include a compelling rationale and vision …
Capturing Children With Autism’S Engagement In Engineering Practices: A Focus On Problem Scoping, Hoda Ehsan, Monica E. Cardella
Capturing Children With Autism’S Engagement In Engineering Practices: A Focus On Problem Scoping, Hoda Ehsan, Monica E. Cardella
Journal of Pre-College Engineering Education Research (J-PEER)
In the last two decades, pre-college engineering education has increased, with research on pre-college engineering education emerging as a nascent field. However, limited research, if any, has considered aspects of engineering thinking of children with neurodiversity. In line with calls for broadening participation in engineering education, consideration of neurodiverse children is critical. Among various neurodiverse conditions, the number of children with autism is rapidly growing. In addition, studies have shown that individuals with autism have the potential to perform well in activities that require systematizing abilities. Engineering is one such activity. Prior research has provided evidence of the importance of …