June 14, 2015
June 14, 2015
June 17, 2015
K-12 & Pre-College Engineering
26.244.1 - 26.244.15
Assessing Teachers’ Experiences with STEM and Perceived Barriers to Teaching EngineeringThe next generation science standards (NGSS) call for all K-12 students to participate inengineering experiences, which will be a new subject area for many schools in the U.S. Teachersreceive training in teaching science and math, but most elementary and middle school teachershave not received training in teaching engineering or technology. As the push for incorporatingmore STEM into K-12 increases, it is important to understand teachers’ attitudes about andexperiences with engineering and STEM at the K-12 level. The Novel Engineering (formallyIntegration of Engineering and Literacy) Project recently surveyed 70 U.S. elementary andmiddle school teachers in 15 states to explore teachers’ experiences with teaching engineering aswell as their opinions about including more engineering in K-8 classrooms. The survey analysisaccounted for differences in location, years of experience, and type of school. Conflictingexternal pressures and a lack of training emerged as consistent barriers to teaching engineeringacross different types of schools and locations. Many teachers are interested in incorporatingmore engineering experiences, but time, focus on standards & testing, and lack of administrativesupport are significant obstacles for engineering education innovators and researchers to takeinto account when developing curricula. These findings also suggest that teachers would benefitfrom more training at both the pre-service and in-service levels in effective methods for teachingengineering, especially within an integrated unit that complements other core academic subjects.This paper discusses the results of the survey and its implications for disseminating successfulengineering education initiatives that teachers feel empowered and prepared to teach.
Coppola, S. M., & Madariaga, L. A., & Schnedeker, M. H. (2015, June), Assessing Teachers’ Experiences with STEM and Perceived Barriers to Teaching Engineering Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23583
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