June 15, 2019
June 15, 2019
June 19, 2019
Pre-College Engineering Education
Engineering lacks a presence in the k-12 classroom except through project or design based curriculum, which is primarily used to teach science concepts. Educators often recommend including instructional strategies that create opportunities to increase a students’ self-efficacy to improve student achievement in science. Previous research supports science self-efficacy as being positively associated with achieving science literacy (Bryan, Glynn, & Kittleson, 2011) and science achievement (Britner & Pajares, 2001). This study examines if exposing students to young model “engineering experts” would impact middle schoolers’ science self-efficacy. If so, the motivation for k-12 teachers to invite engineers into their classroom is two fold. It increases students’ awareness of engineering careers as well as increases student’s achievement in science. But would such a short intervention have an impact? Students were surveyed at the beginning and end of a one day event at Washington State University, which included “engineering experts” who interacted with the students in small groups (60 min total). Results from the Repeated-Measures Analysis of Variance (RM-ANOVA) demonstrated that participants reported higher perceived ability to engage in scientific learning processes (d = .17) and in science learning behaviors (d = 0.15). Both theoretical and practical implications are discussed.
Morton, C. N., & Carbonneau, K. J. (2019, June), The Influence of Modeling on Science Self-efficacy among Middle School Students Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33404
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