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Full-Text Articles in Engineering
A High-Quality Professional Development For Teachers Of Grades 3–6 For Implementing Engineering Into Classrooms, S. Selcen Guzey, Kristina Tank, Hui-Hui Wang, Gillian Roehrig, Tamara J. Moore
A High-Quality Professional Development For Teachers Of Grades 3–6 For Implementing Engineering Into Classrooms, S. Selcen Guzey, Kristina Tank, Hui-Hui Wang, Gillian Roehrig, Tamara J. Moore
School of Engineering Education Faculty Publications
With the increasing emphasis on integrating engineering into K-12 classrooms to help meet the needs of our complex and multidisciplinary society, there is an urgent need to investigate teachers' engineering-focused professional development experiences as they relate to teacher learning, implementation, and student achievement. This study addresses this need by examining the effects of a professional development program focused on engineering integration, and how teachers chose to implement engineering in their classrooms as a result of the professional development. 198 teachers in grades 3–6 from 43 schools in 17 districts participated in a yearlong professional development program designed to help integrate …
The Importance Of Formative Assessment In Science And Engineering Ethics Education: Some Evidence And Practical Advice, Matthew W. Keefer, Sara E. Wilson, Harry Dankowicz, Michael C. Loui
The Importance Of Formative Assessment In Science And Engineering Ethics Education: Some Evidence And Practical Advice, Matthew W. Keefer, Sara E. Wilson, Harry Dankowicz, Michael C. Loui
School of Engineering Education Faculty Publications
Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving …
Development Of An Instrument To Assess Attitudes Toward Science, Technology, Engineering, And Mathematics (Stem), Tamara J. Moore, Selcen Guzey, Michael Harwell
Development Of An Instrument To Assess Attitudes Toward Science, Technology, Engineering, And Mathematics (Stem), Tamara J. Moore, Selcen Guzey, Michael Harwell
School of Engineering Education Faculty Publications
There is a need for more students to be interested in science, technology, engineering, and mathematics (STEM) careers to advance U.S. competitiveness and economic growth. A consensus exits that improving STEM education is necessary for motivating more students to pursue STEM careers. In this study, a survey to measure student (grades 4-6) attitudes toward STEM and STEM careers was developed and administered to 662 students from two STEM-focused and three comprehensive (non-STEM focused) schools. Cronbach’s alphas for the whole survey and subscales indicated a high internal consistency. Statistically significant difference in means between students attending the STEM-focused and comprehensive schools …