Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Engineering Education (15)
- Education (10)
- Elementary Education (3)
- Science and Mathematics Education (3)
- Curriculum and Instruction (2)
-
- Other Education (2)
- Secondary Education (2)
- Teacher Education and Professional Development (2)
- Bilingual, Multilingual, and Multicultural Education (1)
- Biomedical Engineering and Bioengineering (1)
- Chemical Engineering (1)
- Civil and Environmental Engineering (1)
- Computer Engineering (1)
- Educational Assessment, Evaluation, and Research (1)
- Electrical and Computer Engineering (1)
- Language and Literacy Education (1)
- Materials Science and Engineering (1)
- Mechanical Engineering (1)
- Other Teacher Education and Professional Development (1)
- Secondary Education and Teaching (1)
- Keyword
-
- Engineering education (4)
- Engineering design (3)
- Engineering identity (2)
- K-12 education (2)
- Middle school (2)
-
- Acceptance rate (1)
- Action research (1)
- Beliefs (1)
- Career planning (1)
- Case study (1)
- Classroom assessment (1)
- Contextualization (1)
- Covid-19 (1)
- Culturally responsive pedagogy (1)
- Curriculum (1)
- Design failure (1)
- Disciplinary literacy (1)
- Elementary (1)
- Elementary school (1)
- Emergent bilinguals (1)
- Engineering integration (1)
- Engineering interest (1)
- Engineering practices (1)
- Engineering summer camps (1)
- English language learners (1)
- Equity (1)
- Failure (1)
- Girls (1)
- Growth mindset (1)
- Imaginative education (1)
Articles 1 - 16 of 16
Full-Text Articles in Engineering
Socially Engaged Engineering: A Framework For K-8 Education, Christine M. Cunningham, Gregory J. Kelly, Ashwin Mohan
Socially Engaged Engineering: A Framework For K-8 Education, Christine M. Cunningham, Gregory J. Kelly, Ashwin Mohan
Journal of Pre-College Engineering Education Research (J-PEER)
Socially engaged engineering provides for student learning of the design, analysis, and practices of engineering as well as the ways that engineering is situated in sociocultural contexts. This paper provides a conceptual framework regarding socially engaged engineering for K-8 educators, researchers, and curriculum designers. The framework identifies ways to support youth learning of engineering and considerations of technical, social, environmental, and ethical dimensions of engineering. As engineering enters K-8 educational settings, it is important to introduce the discipline in equity-oriented ways. We draw from the field of engineering for social justice to build this framework for examining engineering at the …
The Effects Of Engineering Summer Camps On Middle And High School Students’ Engineering Interest And Identity Formation: A Multi-Methods Study, Timothy Robinson, Adam Kirn, Jenny Amos, Indira Chatterjee
The Effects Of Engineering Summer Camps On Middle And High School Students’ Engineering Interest And Identity Formation: A Multi-Methods Study, Timothy Robinson, Adam Kirn, Jenny Amos, Indira Chatterjee
Journal of Pre-College Engineering Education Research (J-PEER)
This multi-methods study explores changes in engineering interest and identity of middle and high school students (n = 79) attending introductory-level engineering summer camps at a large western land grant university. Middle school is a critical time when student interest, identity, and subsequently career choice begin to emerge and hence it is important that at this age students are given accurate information about engineering majors in college and future career opportunities in engineering. Data were collected over a period of two years in six summer camps. Three separate populations of middle and high school students participated in the summer …
Challenging The Notion Of Role Models In Engineering Outreach Programs For Youth, Kelli M. Paul, Karen Miel, Merredith D. Portsmore, Adam Maltese
Challenging The Notion Of Role Models In Engineering Outreach Programs For Youth, Kelli M. Paul, Karen Miel, Merredith D. Portsmore, Adam Maltese
Journal of Pre-College Engineering Education Research (J-PEER)
Engineering outreach programs often portray outreach educators as role models for youth. It is widely believed that introducing youth, especially girls, to potential engineering role models will broaden participation in engineering majors and careers. Based on interviews with and surveys of fourth- and fifth-grade girls participating in an engineering outreach program, we question whether youth are looking for career role models, and we challenge the assumption that youth will take up an adult as a role model simply because the adult is presented as such. We question what role these ‘‘models’’ play in the minds and lives of youth and …
A Positioning Theory Analysis Of Interaction Surrounding Design Failures In An Elementary Engineering Club, Katarina N. Silvestri, Mary B. Mcvee, Lynn E. Shanahan, Kenneth English
A Positioning Theory Analysis Of Interaction Surrounding Design Failures In An Elementary Engineering Club, Katarina N. Silvestri, Mary B. Mcvee, Lynn E. Shanahan, Kenneth English
Journal of Pre-College Engineering Education Research (J-PEER)
This qualitative study applies Positioning Theory to identify positions that mediate the experiences of design failure within the context of an afterschool engineering club (EC) with elementary students diverse in language, race, ethnicity, gender, and academic abilities. We ask: (1) What kinds of structural design failure and failure responses did participants in EC experience? and (2) What are students’ and teachers’ positions in relation to responses to design failure? Types of positions (e.g., builder, tinkerer, idea-elicitor, director, observer) were identified in relation to children’s and teachers’ actions and speech in response to structural design failure during EC. Participants included 12 …
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 …
Emergent Bilinguals’ Participation In Multilingual Engineering Learning Ecologies, Alberto Esquinca, Maria Teresa De La Piedra, Lidia Herrera-Rocha
Emergent Bilinguals’ Participation In Multilingual Engineering Learning Ecologies, Alberto Esquinca, Maria Teresa De La Piedra, Lidia Herrera-Rocha
Journal of Pre-College Engineering Education Research (J-PEER)
Students classified as English language learners (ELLs), many of whom are also Hispanic/Latine´/x, are at times excluded from opportunities to engage in engineering design experiences due to the emphasis on learning English. In dual language bilingual education, however, language policies that allow for the use and development of more than one language afford opportunities for ELLs that are not available in monolingual environments. We draw on a multilingual learning ecology theoretical framework to analyze data gathered from a two-year ethnographic study. During approximately 200 hours of field work, we gathered multiple forms of data through ethnographic methods, to include field …
Contextualizing And Integrating Practices: Reclaiming Authenticity Lost From Translating Workplace Engineering Practices Into K-12 Standards, Anne E. Leak, Lindsay M. Owens, Kelly Norris Martin, Benjamin M. Zwickl
Contextualizing And Integrating Practices: Reclaiming Authenticity Lost From Translating Workplace Engineering Practices Into K-12 Standards, Anne E. Leak, Lindsay M. Owens, Kelly Norris Martin, Benjamin M. Zwickl
Journal of Pre-College Engineering Education Research (J-PEER)
K-12 students need to become familiar with engineering because 21st-century careers integrate engineering practices across all science, technology, engineering, and mathematics (STEM) fields. While the Next Generation Science Standards (NGSS) emphasize learning real science and engineering practices, further work is needed to authenticate engineering for K-12 education. The NGSS are presented in a way that merges a single general practice with a core disciplinary idea and cross-cutting concept. Based on this framing and underlying epistemology, NGSS engineering practices are often implemented as overgeneralized, isolated, and largely context-neutral. Yet, in the STEM workplace, practices are rarely done in isolation from one …
Factors Influencing Student Outcomes In K-12 Integrated Stem Education: A Systematic Review, Kadir Kozan, Secil Caskurlu, Siddika Selcen Guzey
Factors Influencing Student Outcomes In K-12 Integrated Stem Education: A Systematic Review, Kadir Kozan, Secil Caskurlu, Siddika Selcen Guzey
Journal of Pre-College Engineering Education Research (J-PEER)
Earlier integrated science, technology, engineering, and mathematics (STEM) education research has shown effects on students’ attitudes toward STEM careers, actual and perceived learning, and interest in pursuing a STEM career in their future endeavors. The current systematic review purported to review the recent K-12 integrated STEM education research to determine (a) the factors that influence student outcomes and (b) the general characteristics of reviewed studies. Overall, the results (a) showed that most studies focused on integrating at least three subject areas; (b) highlighted four main factors (i.e., instructional, teacher-related, student-related, and extracurricular factors) that jointly influence student outcomes; and (c) …
Journal Of Pre-College Engineering Education Research (J-Peer) Annual Report From January 1, 2022, To December 31, 2022, Senay Purzer, Brooks M. Leftwich
Journal Of Pre-College Engineering Education Research (J-Peer) Annual Report From January 1, 2022, To December 31, 2022, Senay Purzer, Brooks M. Leftwich
Journal of Pre-College Engineering Education Research (J-PEER)
In this annual report, we present our reflections on 2022 along with the Journal of Pre-College Engineering Education Research (JPEER) readership trends and authorship metrics. In 2022, J-PEER published two issues in volume 12 comprised of 17 articles. The second issue of the year included a special issue on the impact of COVID-19 on education, marking the impact that the pandemic had on pre-college engineering education.
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 …
Development And Validation Of An Integrated Stem Teacher Classroom Observation Protocol, Shuqi Zhou, Hillary E. Merzdorf, Kerrie A. Douglas, Tamara J. Moore
Development And Validation Of An Integrated Stem Teacher Classroom Observation Protocol, Shuqi Zhou, Hillary E. Merzdorf, Kerrie A. Douglas, Tamara J. Moore
Journal of Pre-College Engineering Education Research (J-PEER)
This study aimed to develop a K-12 classroom observation protocol to assess K-12 teachers’ implementation of science, technology, engineering, and mathematics (STEM) integration. The intended purpose of the observation protocol is for researchers to examine how K-12 teachers implement the STEM integrated curriculum. Based on research on STEM integration, the protocol covers eight categories: Define, Learn, Plan, Try, Test, Decide, Improve, and Instructional Strategies. The protocol was reviewed by a panel of integrated STEM education experts, engineering design experts, and educational assessment experts (n = 15) and revised accordingly. To test the reliability of using the protocol, two …
An Intervention To Promote Growth Mindset And Stem Self-Efficacy Of High School Students: Exploring The Complexity Of Beliefs, Amy Kramer, Emily Dringenberg, Carter Morris, Darcy Mccarthy
An Intervention To Promote Growth Mindset And Stem Self-Efficacy Of High School Students: Exploring The Complexity Of Beliefs, Amy Kramer, Emily Dringenberg, Carter Morris, Darcy Mccarthy
Journal of Pre-College Engineering Education Research (J-PEER)
The marginalization of women in engineering is a persistent problem. The overall goal of our collaborative project was to promote interest and participation in science, technology, engineering, and mathematics (STEM), particularly for high school girls. We took an action research approach with a local high school science teacher to develop, implement, and research the impact of a classroom-based intervention designed to encourage growth mindset and STEM self-efficacy beliefs using mixed methods. We analyzed pre- and postsurvey data collected using a control-treatment design to determine the impact of the intervention on high school boys’ and girls’ self-efficacy and mindset beliefs. We …
Recognition Of Design Failure By Fourth-Grade Students During An Engineering Design Challenge, Ron K. Skinner, Danielle B. Harlow
Recognition Of Design Failure By Fourth-Grade Students During An Engineering Design Challenge, Ron K. Skinner, Danielle B. Harlow
Journal of Pre-College Engineering Education Research (J-PEER)
The practice of persisting and learning from design failures is essential to engineering design and offers unique ways of knowing and learning for K-12 students. To understand how students engage in the practice of persisting and learning from design failures, we must first understand how, if at all, they recognize that a design failure has occurred. We studied a classroom of fourth-grade students engaged in an engineering design challenge and examined the ways in which design failure occurred and how students recognized, neglected to recognize, or misinterpreted design failure. We found that, in addition to anticipating failure, conducting fair tests, …
School Personnel Lived Experiences Related To High School Engineering Education And The Covid-19 Pandemic, Justina R. Jackson, Katherine L. Boice, Stephen Cochran, Brooke Skelton, Jeffrey Rosen, Marion Usselman
School Personnel Lived Experiences Related To High School Engineering Education And The Covid-19 Pandemic, Justina R. Jackson, Katherine L. Boice, Stephen Cochran, Brooke Skelton, Jeffrey Rosen, Marion Usselman
Journal of Pre-College Engineering Education Research (J-PEER)
This study investigated the teaching experiences of three school personnel at a public high school during the 2020–2021 school year as they implemented a unique science, technology, engineering, arts, and math (STEAM) unit with in-person and virtual students in their engineering classes during the Covid-19 pandemic. A research team interviewed two teachers and one administrator at the school to better understand the nuances of pre-college engineering during a pandemic year and how changes in school and district policy affected the instructional delivery of STEAM projects. Narrative analytic methods were utilized to understand each participant’s experience and an inductive content thematic …
The Impact Of Girl Scout Engineering Experiences On The Identity Development Of Middle Schoolers, Abigail M. Clark, Rachel Kajfez
The Impact Of Girl Scout Engineering Experiences On The Identity Development Of Middle Schoolers, Abigail M. Clark, Rachel Kajfez
Journal of Pre-College Engineering Education Research (J-PEER)
Despite years of recruitment efforts, women remain significantly underrepresented throughout engineering. While research into precollege engineering education has expanded, it has primarily focused on formal learning settings, even though students spend significantly more time outside of the classroom. The COVID-19 pandemic changed everything, including the time spent outside of the classroom in informal environments. Specifically, programs had to evolve to provide online content and at-home activities. Some programs even shut down completely. Within this context, our study sought to understand the impact of one informal engineering learning experience, a Girl Scout engineering badge, which also shifted online due to the …
Adapting A Narrative Curriculum To A Remote Format In The Context Of Socially Distanced Middle School Education Resulting From Covid-19, Jeremiah Pina, Rebecca Mazur, Glenn Ellis, Al Rudnitsky, Beth Mcginnis-Cavanaugh, Sonia Ellis, Isabel Huff, Crystal Ford
Adapting A Narrative Curriculum To A Remote Format In The Context Of Socially Distanced Middle School Education Resulting From Covid-19, Jeremiah Pina, Rebecca Mazur, Glenn Ellis, Al Rudnitsky, Beth Mcginnis-Cavanaugh, Sonia Ellis, Isabel Huff, Crystal Ford
Journal of Pre-College Engineering Education Research (J-PEER)
This paper describes the development of two versions of an NGSS-aligned principles of engineering design unit for use in middle schools. By employing a narrative framework that can help students to connect more deeply with the human contexts and consequences of the engineering design process, our goal was to enhance students’ cognitive and emotional engagement in the learning of engineering design concepts. We first detail the design of an initial version of the unit, titled The Survivorama, which used narrative to enrich a primarily traditional, in-person teaching approach. We then describe the adapted version of the unit, titled the Molasses …