Carr, R. L., & Diefes-Dux, H. A. (2012, June), Change in Elementary Student Conceptions of Engineering Following an Intervention as Seen from the Draw-an-Engineer Test  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21057

\bibitem{asee_peer_21057}
  Carr, R. L., \& Diefes-Dux, H. A. (2012, June), \emph{Change in Elementary Student Conceptions of Engineering Following an Intervention as Seen from the Draw-an-Engineer Test}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21057

Ronald L. Carr and Heidi A. Diefes-Dux.  "Change in Elementary Student Conceptions of Engineering Following an Intervention as Seen from the Draw-an-Engineer Test".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21057 Internet.  13 Dec, 2024

\bibitem{asee_peer_21057}
  Ronald L. Carr and Heidi A. Diefes-Dux.
  "Change in Elementary Student Conceptions of Engineering Following an Intervention as Seen from the Draw-an-Engineer Test".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21057 Internet.  13 Dec, 2024

@INPROCEEDINGS{asee_peer_21057
author = "Ronald L. Carr and Heidi A. Diefes-Dux"
title = "Change in Elementary Student Conceptions of Engineering Following an Intervention as Seen from the Draw-an-Engineer Test"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21057}
number = {10.18260/1-2--21057}
}

TY  - CPAPER
AB  -          Change in Elementary Student Conceptions of Engineering     Following an Intervention as Seen from the Draw-an-Engineer Test                                     Track: Research PaperStudents’ conceptions of engineering, and particularly elementary students, have been studiedusing the Draw-an-Engineering Test (DAET). This instrument asks students to draw an engineerdoing engineering work and then write about what the engineer is doing, typically in a sentenceor two. Researchers have found that students associate engineering with fixing, building, andworking on things; buildings and vehicles were the dominant artifacts in students’ drawings. Inone study conducted at the start of the school year, prior to any engineering lessons, the DAETwas used in conjunction with interviews to study elementary students’ conceptions o fengineering. Qualitative analysis of these drawings identified four distinct categories ofcharacteristics students assigned to an engineer based on the actions performed by the engineerand artifacts used by the engineer. These categories were laborer, mechanic, technician, anddesigner. Conceptions of engineering results using this coding scheme have not been reportedfor DAET drawings collected before and after an elementary classroom engineering intervention.In this study, engineering is being integrated into grades 2 to 4 in elementary schools in a singlelarge district in south central United States. Teachers were provided with professionaldevelopment in elementary engineering in a summer week-long academy in 2008 and threeadditional days in 2009. Children in participating classrooms completed the DAET in a pre-postfashion during academic year 2009-10. Data for this paper is drawn from this collection. TheDAET drawings were coded using a modified version of the coding scheme described above.Modifications were necessary as a wider variety of designer drawings were identified in this datacollection. Such things as teams, steps in an engineering design process, science concepts, andschool and industry contexts begin to appear in the post drawings.From pre to post intervention, there were changes in the number of DAET drawings coded ineach category. Fewer mechanics appear among the post drawings and a greater number ofdesigners appear among the post drawings. In the lowest grade level, from pre to post, there is amigration from mechanic to laborer rather than a jump to a designer conception. This maysuggest a learning progression.The goal of this work is to continue to find ways to use the DAET that are meaningful butmanageable for measuring the impact of engineering integration in elementary classrooms. Thisinstrument is age-appropriate and provides rich data but the data can be difficult to analyze. Thismodified coding scheme provides a simple way to measure the impact of a classroomengineering intervention.
AU  - Ronald L. Carr
AU  - Heidi A. Diefes-Dux
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Change in Elementary Student Conceptions of Engineering Following an Intervention as Seen from the Draw-an-Engineer Test
UR  - https://peer.asee.org/21057
DO  - 10.18260/1-2--21057
ER  -