July 26, 2021
July 26, 2021
July 19, 2022
Pre-College Engineering Education
Driven by the need to broaden participation and increase recruitment in STEM fields, considerable efforts are underway to promote the infusion of engineering into elementary and secondary grade levels. The benefits of engineering education and the strong support from professional and educational groups are well documented, yet the actual integration of engineering content in the K-12 setting remains a challenge. Pre-college educator programs that train future teachers are a natural target for the integration efforts. Although elementary educators recognize the importance of integrating engineering in their classrooms, they often lack the confidence to teach engineering content. The absence of effective engineering instruction in teacher preparation programs leaves future educators unprepared for this challenge. Ed+gineering is an NSF-funded partnership between education and engineering students and faculty aimed at increasing preservice teacher (PST) preparation, confidence, and intention to integrate engineering into their teaching. The project partners education and engineering students at three points in their professional preparation within the context of their respective university courses. As part of their coursework, small cross-disciplinary teams plan and deliver culturally responsive engineering lessons to elementary school students. This paper investigates the impact of Ed+gineering on PSTs’ knowledge of engineering practices, self-efficacy to integrate engineering, pedagogical knowledge, beliefs about engineering integration, and engineering pedagogy. ANCOVA analysis was used to assess the impact of Ed+gineering on participating PSTs. Data was collected from three collaborations involving students in engineering and education during Spring 2020. A validated survey was used to assess the variables of interest. Preliminary results suggest that the Ed+gineering partnership had a positive impact on engineering pedagogical knowledge, general pedagogical knowledge, knowledge of engineering practices, and self-efficacy for integrating engineering. The specific magnitude of the impact and its implications will be discussed in this paper.
Cima, F., & Pazos, P., & Kidd, J. J., & Gutierrez, K. S., & Ringleb, S. I., & Ayala, O. M., & Kaipa, K. (2021, July), Enhancing Preservice Teachers’ Intention to Integrate Engineering through a Multi-Disciplinary Partnership (Evaluation) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37084
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