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Full-Text Articles in Education
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 …
Insights From Two Decades Of P-12 Engineering Education Research, Cary I. Sneider, Mihir K. Ravel
Insights From Two Decades Of P-12 Engineering Education Research, Cary I. Sneider, Mihir K. Ravel
Journal of Pre-College Engineering Education Research (J-PEER)
The 21st century has seen a growing movement in the United States towards the adoption of engineering and technology as a complement to science education. Motivated by this shift, this article offers insights into engineering education for grades P-12, based on a landscape review of 263 empirical research studies spanning the two decades from January 2000 to June 2021. These insights are organized around three core themes: (1) students’ understandings, skills, and attitudes about engineering and technology; (2) effective methods of P-12 engineering education; and (3) benefits of P-12 engineering education. The insights are captured in the form of evidence-based …
Teachers’ Incorporation Of Argumentation To Support Engineering Learning In Stem Integration Curricula, Corey A. Mathis, Emilie A. Siverling, Aran W. Glancy, Tamara J. Moore
Teachers’ Incorporation Of Argumentation To Support Engineering Learning In Stem Integration Curricula, Corey A. Mathis, Emilie A. Siverling, Aran W. Glancy, Tamara J. Moore
Journal of Pre-College Engineering Education Research (J-PEER)
One of the fundamental practices identified in Next Generation Science Standards (NGSS) is argumentation, which has been researched in P-12 science education for the previous two decades but has yet to be studied within the context of P-12 engineering education. This research explores how elementary and middle school science teachers incorporated argumentation into engineering design-based STEM (science, technology, engineering, and mathematics) integration curricular units they developed during a professional development program. To gain a better understanding of how teachers included argumentation in their curricula, a multiple case study approach was conducted using four STEM integration units. While evidence of argumentation …
Teacher Beliefs About Motivating And Teaching Students To Carry Out Engineering Design Challenges: Some Initial Data, James P. Van Haneghan, Susan A. Pruet, Rhonda Neal-Waltman, Jessica M. Harlan
Teacher Beliefs About Motivating And Teaching Students To Carry Out Engineering Design Challenges: Some Initial Data, James P. Van Haneghan, Susan A. Pruet, Rhonda Neal-Waltman, Jessica M. Harlan
Journal of Pre-College Engineering Education Research (J-PEER)
The present study examines middle school teachers’ beliefs about seven learning outcomes related to a project that involves developing and examining the effects of a set of engineering design modules constructed for use by middle school math and science teachers. Overall, the teachers involved in the intervention appear to believe they have the instructional skills, professional development, and resources to carry out the modules. Teachers from all of the schools (both intervention and comparison schools) for the most part valued the outcomes as important. Results of the study indicate that, although teachers believe they value and can obtain most of …