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Pre-Service Teachers’ Experiences Teaching Engineering to Elementary Students During the Time of COVID (Work in Progress)

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Pre-College Engineering Education Division Poster Session

Tagged Division

Pre-College Engineering Education

Page Count

7

Permanent URL

https://peer.asee.org/37592

Download Count

17

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Paper Authors

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Nick Lux Montana State University - Bozeman Orcid 16x16 orcid.org/0000-0002-7434-0660

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Dr. Nicholas Lux has is an Associate Professor of Curriculum and Instruction in MSU’s Department of Education. His teaching and research interests are in the area of educational technology.  He has worked in the fields of K-12 and higher education for 18 years, and currently teaches in the Montana State University Teacher Education Program. He has experience in educational technology theory and practice in K-12 contexts and teacher education, with a focus on STEM teaching and learning, technology integration, online course design and delivery, program evaluation, and assessment. Dr. Lux’s current research agenda is STEM teaching and learning in K-12 contexts, technology integration in teacher preparation and K-12 contexts, educational gaming design and integration, and new technologies for teaching and learning.

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Blake Wiehe

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

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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 Informal Settings at the National Science Foundation. She holds a BS in Animal Science from The Ohio State University, a MS in Animal Science from Oklahoma State University, and a PhD in Science Education from Oklahoma State University. She spent 12 years teaching secondary science and engineering in Oklahoma, and is a 2014 recipient of the Presidential Award for Excellence in Mathematics and Science Teaching.

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Brock J. LaMeres P.E. Montana State University - Bozeman

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Dr. Brock J. LaMeres is a Professor in the Department of Electrical & Computer Engineering at Montana State University (MSU) and the Director of the Montana Engineering Education Research Center (MEERC). LaMeres is also the Boeing Professor at MSU where he is responsible for initiatives to improve the professional skills of engineering graduates. LaMeres teaches and conducts research in the area of computer engineering. LaMeres is currently studying the effectiveness of online delivery of engineering content with emphasis on how the material can be modified to provide a personalized learning experience. LaMeres is also researching strategies to improve student engagement and how they can be used to improve diversity within engineering. LaMeres received his Ph.D. from the University of Colorado, Boulder. He has published over 90 manuscripts and 5 textbooks in the area of digital systems and engineering education. LaMeres has also been granted 13 US patents in the area of digital signal propagation. LaMeres is a member of ASEE, a Senior Member of IEEE, and a registered Professional Engineer in the States of Montana and Colorado. Prior to joining the MSU faculty, LaMeres worked as an R&D engineer for Agilent Technologies in Colorado Springs, CO where he designed electronic test equipment.

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Paul Gannon Montana State University - Bozeman

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Associate Professor, Chemical Engineering
Associate Director, Montana Engineering Education Research Center

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Abstract

This study follows two elementary education pre-service educators as they complete their practicum field experience while supporting their cooperating teachers during the implementation of engineering curriculum during fall 2020. This work is part of a larger NSF funded project focused on increasing awareness and preparedness of rural and indigenous youth to pursue engineering and engineering related careers. The first portion of the research project concentrated on working with elementary pre and in-service teachers in rural and reservation communities to connect local funds of knowledge with classroom curriculum. Participating pre- and in-service teachers attended a summer professional development workshop focused on how to use ethnographic practices, photo journaling, and micro-computers to enhance engineering instruction in elementary classrooms. At the end to the summer professional development, each pre-service teacher was paired with an in-service teacher who would serve as their fall semester practicum placement cooperating teacher. Together the pair planned how to implement the summer experiences into their classroom the following fall. However, when the COVID-19 pandemic resurged in late summer, classroom implementation plans had to drastically change due to shifts to hybrid and fully online instruction. Each participating school took a different approach to teaching students during the pandemic, resulting in very diverse methods of implementing the summer professional development activities into classroom practice. This portraiture comparative study documents the experiences of the pre-service teachers working in two of these diverse settings – one in a completely virtual classroom and the other in a face to face classroom implementing social distancing protocols. Our research questions include: (1) What strategies do elementary pre-service teachers use when teaching engineering while practicing social distancing? and (2) How do these strategies compare across different teaching modalities?

Lux, N., & Wiehe , B., & Hammack, R. J., & LaMeres, B. J., & Gannon, P. (2021, July), Pre-Service Teachers’ Experiences Teaching Engineering to Elementary Students During the Time of COVID (Work in Progress) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37592

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