Asee peer logo

Board 167: Exploring Elementary Pre-service Teachers’ Personal Engineering Efficacy and Engineering Teaching Efficacy in a Science Methods Course Incorporating Engineering Design Activities (Work in Progress)

Download Paper |

Conference

2023 ASEE Annual Conference & Exposition

Location

Baltimore , Maryland

Publication Date

June 25, 2023

Start Date

June 25, 2023

End Date

June 28, 2023

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Tagged Division

Pre-College Engineering Education Division (PCEE)

Page Count

10

DOI

10.18260/1-2--42522

Permanent URL

https://peer.asee.org/42522

Download Count

182

Paper Authors

biography

Miracle Moonga Montana State University - Bozeman

visit author page

Miracle Moonga is a graduate student in the Curriculum and Instruction program at Montana State University (MSU). He also works as a teaching assistant in the department of education at MSU where he teaches a science methods course and a laboratory safety course. His research interests are in K-12 science and engineering education.

visit author page

biography

Rebekah J. Hammack Montana State University - Bozeman Orcid 16x16 orcid.org/0000-0002-8621-1006

visit author page

Rebekah Hammack is an Assistant Professor of K-8 Science Education at Montana State University. Prior to joining the faculty at MSU, she served as an Albert Einstein Distinguished Educator Fellow in the Division of Research on Learning in Formal and Info

visit author page

biography

Ibrahim H. Yeter Nanyang Technological University Orcid 16x16 orcid.org/0000-0002-0175-2306

visit author page

Ibrahim H. Yeter, Ph.D., is an Assistant Professor at the National Institute of Education (NIE) at Nanyang Technological University (NTU) in Singapore. He is an affiliated faculty member of the NTU Centre for Research and Development in Learning (CRADLE) and the NTU Institute for Science and Technology for Humanity (NISTH). Additionally, he is the Director of the World MOON Project, the Associate Editor of the IEEE Transactions on Education, and the upcoming Program Chair-Elect of the PCEE Division at ASEE. His current research interests include STEM+C education, specifically artificial intelligence literacy, computational thinking, and engineering.

visit author page

Download Paper |

Abstract

The recent incorporation of engineering in state and national standards requires elementary teachers to teach engineering within their science curricula. However, few elementary pre-service teachers (PSTs) feel confident about incorporating engineering into their science curricula. Research on how to support effective engineering design instruction in PSTs’ elementary education programs is sparse. The present study investigated the impact of engaging 170 elementary PSTs in a K-8 science methods course that incorporated several engineering design activities on their engineering design efficacy (EDE) and engineering design teaching efficacy (EDTE). Students completed pre and post surveys of the of the Engineering Design Self-Efficacy Instrument (EDSI) to measure their EDE. They also completed the M-EDSI (a modified version of the EDSI) to measure their EDTE. Results from the pre-test (M = 49.6, SD = 22.9) and post-test (M = 82.0, SD = 13.1) indicate that PSTs’ participation in an engineering-focused K-8 science methods course significantly improved their EDE, t(169) = 19.7, p < .05. Similarly, there was a statistically significant increase in PSTs’ EDTE after participating in the course (M = 83.0, SD = 13.3) compared to before (M = 42.5, SD = 25.2), t(169) = 21.0, p < .05. The findings suggest that exposing elementary PSTs to multiple engineering design activities within science methods courses improves their EDE and EDTE. Implications of the results and future research plans are discussed in the paper.

Moonga, M., & Hammack, R. J., & Yeter, I. H. (2023, June), Board 167: Exploring Elementary Pre-service Teachers’ Personal Engineering Efficacy and Engineering Teaching Efficacy in a Science Methods Course Incorporating Engineering Design Activities (Work in Progress) Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42522

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2023 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015