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Dyehouse, Melissa; Santone, Adam L.; Kisa, Zahid; Carr, Ronald L.; Razzouk, Rabieh – Journal of Pre-College Engineering Education Research, 2019
This paper describes the design principles and implementation of a novel approach for a K--12 teacher professional development (PD) program. The approach integrates training focused on development of model eliciting activities (MEAs) within authentic engineering design tasks, collaborative 3D model design and fabrication, and inspirational site…
Descriptors: Authentic Learning, Engineering Education, Faculty Development, Design
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Pleasants, Jacob; Olson, Joanne K. – Journal of Pre-College Engineering Education Research, 2019
To effectively incorporate engineering into their instruction, K-12 teachers need sufficient knowledge of the engineering discipline. An important component of teachers' engineering knowledge is their understanding of the nature of engineering: what engineers do, the epistemological underpinnings of engineering, and the relationships between…
Descriptors: Elementary School Teachers, Teacher Attitudes, Engineering Education, Engineering
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Porter, Teresa; West, Meg E.; Kajfez, Rachel L.; Malone, Kathy L.; Irving, Karen E. – Journal of Pre-College Engineering Education Research, 2019
Increased attention on the implementation of engineering education into elementary school classrooms aims to start preparing students early for potential engineering careers. In order to efficiently and effectively add engineering concepts to the curriculum, appropriate development and facilitation of engineering design challenges are required.…
Descriptors: Faculty Development, Elementary School Teachers, Engineering Education, Teacher Attitudes
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Radloff, Jeffrey; Capobianco, Brenda; Dooley, Annie – Journal of Pre-College Engineering Education Research, 2019
This study examines the perspectives of three generations of elementary teachers learning to teach science using engineering design and the risks associated with implementing this innovative type of reform-based science instruction. Data were gathered using semi-structured interviews, classroom observations, and teacher reflections. Data analysis…
Descriptors: Elementary School Teachers, Risk, Teaching Methods, Science Instruction
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Lottero-Perdue, Pamela S.; Parry, Elizabeth A. – Journal of Pre-College Engineering Education Research, 2017
This mixed methods study examines perspectives on failure in the classroom by elementary teachers new to teaching engineering. The study participants included 254 teachers in third, fourth, and fifth grade who responded to survey questions about failure, as well as a subset of 38 of those teachers who participated in interviews about failure. The…
Descriptors: Engineering Education, Mixed Methods Research, Teaching Methods, Interviews
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Johnson, Aaron W.; Wendell, Kristen B.; Watkins, Jessica – Journal of Pre-College Engineering Education Research, 2017
Engineering design places unique demands on teachers, as students are coming up with new, unanticipated ideas to problems along often unpredictable trajectories. These demands motivate a responsive approach to teaching, in which teachers attend their students' thinking and flexibly adapt their instructional plans and objectives. A great deal of…
Descriptors: Experienced Teachers, Engineering Education, Elementary School Teachers, Grounded Theory
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Lottero-Perdue, Pamela S.; Parry, Elizabeth A. – Journal of Pre-College Engineering Education Research, 2017
This mixed-methods study examines how teachers who have taught one or two units of the Engineering is Elementary (EiE) curriculum for two years reported on: students' responses to design failure; the ways in which they, the teachers, supported these students and used fail words (e.g. fail, failure); and the teachers' broad perspectives and…
Descriptors: Elementary School Teachers, Mixed Methods Research, Engineering, Engineering Education
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Mathis, Corey A.; Siverling, Emilie A.; Glancy, Aran W.; Moore, Tamara J. – Journal of Pre-College Engineering Education Research, 2017
One of the fundamental practices identified in Next Generation Science Standards (NGSS) is argumentation, which has been researched in P-12 science education for the previous two decades but has yet to be studied within the context of P-12 engineering education. This research explores how elementary and middle school science teachers incorporated…
Descriptors: Persuasive Discourse, STEM Education, Integrated Curriculum, Science Teachers
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Guzey, S. Selcen; Moore, Tamara J.; Harwell, Michael – Journal of Pre-College Engineering Education Research, 2016
Improving K-12 Science, Technology, Engineering, and Mathematics (STEM) education has a priority on numerous education reforms in the United States. To that end, developing and sustaining quality programs that focus on integrated STEM education is critical for educators. Successful implementation of any STEM program is related to the curriculum…
Descriptors: STEM Education, Teacher Developed Materials, Engineering Education, Integrated Curriculum
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McCormick, Mary E.; Hammer, David – Journal of Pre-College Engineering Education Research, 2016
Novel Engineering activities are premised on the integration of engineering and literacy: students identify and engineer solutions to problems that arise for fictional characters in stories they read for class. There are advantages to this integration, for both engineering and literacy goals of instruction: the stories provide ''clients'' to…
Descriptors: Engineering Education, Learner Engagement, Design, Engineering
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Sun, Yan; Strobel, Johannes – Journal of Pre-College Engineering Education Research, 2013
Elementary engineering education (EEE) is an educational innovation. Using Rogers's innovation diffusion model, the Concerns-Based Adoption Model (CBAM), and Dreyfus's skill acquisition model as its theoretical frameworks, this study investigated elementary teachers' EEE adoption and EEE expertise development. Data of this study were collected…
Descriptors: Engineering Education, Expertise, Elementary School Teachers, Interviews
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Hsu, Ming-Chien; Purzer, Senay; Cardella, Monica E. – Journal of Pre-College Engineering Education Research, 2011
While there is a growing interest in infusing engineering into elementary classrooms, very little is known about how well positioned elementary teachers are to teach engineering. This study examined elementary teachers' perceptions of and familiarity with design,engineering, and technology (DET). We collected data from 192 elementary teachers…
Descriptors: Elementary School Teachers, Teacher Attitudes, Engineering Education, Technology Education