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Views about the Nature of Engineering Knowledge Among Secondary (6-12) Technology and Engineering Teachers (FUNDAMENTAL)

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2022 ASEE Annual Conference & Exposition


Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

PCEE Session 12: STEM, Technology, and Engineering Education

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Paper Authors


Ryan Brown Illinois State University

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Ryan is a Professor of Secondary Education and Associate Director/Coordinator of Graduate Programs in the School of Teaching and Learning at Illinois State University.

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Allison Antink-Meyer Illinois State University

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Allison Antink-Meyer is a Professor in science and engineering education at Illinois State University with an emphasis in the nature of engineering knowledge and K-8 classrooms.

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As the topics and contexts of engineering have continued to gain attention and curriculum space over the last decade, so has the importance of understanding teachers’ views and knowledge about engineering. In addition, engineering has become more formalized in the newest sets of standards in both science and technology and engineering education. At the same time, it is unclear how many teachers are prepared to teach engineering knowledge through either pre-service or in-service experiences. We felt that there was a significant need to explore the understandings of engineering held by middle and high school Technology and Engineering teachers. This study incorporated two phases: 1) the alignment of the Standards for Technological and Engineering Literacy (STEL) Benchmarks (ITEEA, 2020) for grades 9-12 with the Nature of Engineering Knowledge (NOEK) framework, and 2) data analysis of 69 Technology and Engineering teachers Views about the Nature of Engineering Knowledge (VNOEK) questionnaires (Authors, 2020). The VNOEK explores 7 features and 17 sub-features the describe the epistemology of engineering knowledge, which reflect benchmarks in seven of the eight STEL Standards.

This study found that the 7 features of the NOEK were found in the STEL standards at both the middle and high school levels. In fact, every NOEK feature was found in the STEL Standard 1, when the 6-12 STEL benchmarks were examined. All other STEL standards addressed multiple NOEK features. In addition, we found that the Technology and Engineering teachers in this study generally had knowledge related to each NOEK feature, but that the knowledge was incomplete and, in some cases, included incorrect information. We see the implications of this study as providing insights on future professional development and educative curriculum materials for middle and high school technology and engineering teachers.

Brown, R., & Antink-Meyer, A. (2022, August), Views about the Nature of Engineering Knowledge Among Secondary (6-12) Technology and Engineering Teachers (FUNDAMENTAL) Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41655

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