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The Nature of Teacher Knowledge of and Self-Efficacy in Teaching Engineering Design in a STOMP Classroom

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

K-12 Students and Teachers

Tagged Division

Educational Research and Methods

Page Count


Page Numbers

22.1483.1 - 22.1483.24



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Paper Authors

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Elsa Head Tufts University

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Morgan M. Hynes Tufts University

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The Nature of Teacher Knowledge of and Self-Efficacy in Teaching Engineering Design in a STOMP ClassroomConcern over performance and participation in STEM (science, technology, engineering andmathematics) fields in the United States has lead to greater integration and adoption ofengineering in K-12 curricula. In December 2000, the Massachusetts Department of Educationadded engineering to its Science & Technology/Engineering Curriculum Frameworks. Theserequirements place a new responsibility on K-12 teachers to teach engineering, a topic in whichmany have no formal or informal background. The Whatchamacallit University Student TeacherOutreach Mentorship Program (STOMP) was founded in 2001 as a model for providing teacherswith engineering content support in the form of university students, or fellows, who study STEMtopics at the university level. Pairs of STOMP fellows collaborate with a K-12 classroom teacherto integrate engineering into the classroom.Teachers enrolled in STOMP are able to learn and use engineering content, with the support ofSTOMP fellows, in the context they are expected to use engineering; their classrooms. The goalsof STOMP are to provide teachers with the opportunity to (1) learn about and develop anappreciation for the professional field of engineering and technology; (2) gain confidence inteaching engineering and technology; and (3) develop conceptual tools for teaching engineeringand technology. To investigate these claims, I will examine the nature of teacher knowledge ofand self-efficacy in teaching engineering in a STOMP classroom.To examine teacher knowledge of engineering in the context of a STOMP classroom, I willconduct classroom observations of teachers during a STOMP class to look for use of engineeringcontent use. I will also conduct one-on-one interviews with these teachers and ask them to solvehands-on engineering design problems that their students might encounter in the classroom. Iwill code and analyze video from the interviews and observations to look for engineering contentuse. To examine self-efficacy, I will administer an engineering design self-efficacy survey toteachers enrolled in STOMP and to teachers who are not enrolled in STOMP as a comparisongroup for analysis. I will collect this data during the fall 2010 semester.With the support of STOMP, it is possible that teachers develop engineering knowledge and feelmore comfortable using engineering knowledge in the classroom. Preliminary evaluation of thisprogram shows that teachers feel STOMP helps them learn to use engineering in theirclassrooms. This study is designed to paint picture of the nature of teaching engineering in aSTOMP classroom. I hypothesize that as a result of STOMP providing content support andfeedback to teachers in the form of university students, teachers will demonstrate the use ofengineering knowledge in their classrooms and self-efficacy beliefs that reflect a positive attitudetoward their abilities to teach engineering design. This study may shed light on the effectivenessof STOMP as a method for preparing K-12 teachers to teach engineering concepts in theirclassrooms.

Head, E., & Hynes, M. M. (2011, June), The Nature of Teacher Knowledge of and Self-Efficacy in Teaching Engineering Design in a STOMP Classroom Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18487

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