Antink-Meyer, A., & Brown, R. (2022, August), TEACHERS’ CURIOSITY ABOUT ENGINEERING, ENGINEERED OBJECTS AND PHENOMENA AND THEIR CONFIDENCE FOR TEACHING ELEMENTARY ENGINEERING (FUNDAMENTAL)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41650

\bibitem{asee_peer_41650}
  Antink-Meyer, A., \& Brown, R. (2022, August), \emph{TEACHERS’ CURIOSITY ABOUT ENGINEERING, ENGINEERED OBJECTS AND PHENOMENA AND THEIR CONFIDENCE FOR TEACHING ELEMENTARY ENGINEERING (FUNDAMENTAL)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41650

Allison Antink-Meyer and Ryan Brown.  "TEACHERS’ CURIOSITY ABOUT ENGINEERING, ENGINEERED OBJECTS AND PHENOMENA AND THEIR CONFIDENCE FOR TEACHING ELEMENTARY ENGINEERING (FUNDAMENTAL)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41650 Internet.  12 May, 2025

\bibitem{asee_peer_41650}
  Allison Antink-Meyer and Ryan Brown.
  "TEACHERS’ CURIOSITY ABOUT ENGINEERING, ENGINEERED OBJECTS AND PHENOMENA AND THEIR CONFIDENCE FOR TEACHING ELEMENTARY ENGINEERING (FUNDAMENTAL)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41650 Internet.  12 May, 2025

@INPROCEEDINGS{asee_peer_41650
author = "Allison Antink-Meyer and Ryan Brown"
title = "TEACHERS’ CURIOSITY ABOUT ENGINEERING, ENGINEERED OBJECTS AND PHENOMENA AND THEIR CONFIDENCE FOR TEACHING ELEMENTARY ENGINEERING (FUNDAMENTAL)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41650}
number = {10.18260/1-2--41650}
}

TY  - CPAPER
AB  - This study explored whether, and how, preservice elementary teachers’ (PSTs) curiosity about engineering, engineered objects and phenomena related to their confidence for teaching elementary engineering and integrated STEM. We focus on engineering curiosity in this study and frame it using Jirout and Klahr’s (2012) conception of scientific curiosity which is “desired uncertainty in an environment which leads to exploratory behavior” (p.26). Based on the operationalized distinction between self-efficacy and confidence proposed by Stankov and colleagues, we examined the engineering confidence and curiosity of a group of 29 preservice, elementary teachers across a semester of a scientific inquiry and engineering design course where they engaged in curiosity journaling. We use the term curiosity journaling to describe the strategy for writing reflections on natural and technological phenomena that an observer notices and finds interesting. This study also expands upon the Luce and Hsi scientific curiosity framework and reflects the findings of Turner (2012) who observed that the relationship between reflection on content and the development of content knowledge was not direct. In addition to examining journaling strategies that sustain connectedness to inquiry and engineering design experiences, future studies are needed that examine whether disciplinary domains imbue associations between types of curiosity and types of epistemic engagement.
AU  - Allison Antink-Meyer
AU  - Ryan Brown
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - TEACHERS’ CURIOSITY ABOUT ENGINEERING, ENGINEERED OBJECTS AND PHENOMENA AND THEIR CONFIDENCE FOR TEACHING ELEMENTARY ENGINEERING (FUNDAMENTAL)
UR  - https://peer.asee.org/41650
DO  - 10.18260/1-2--41650
ER  -