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ERIC Number: EJ1057061
Record Type: Journal
Publication Date: 2013
Pages: 18
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-2153-2516
First-Year Effects of an Engineering Professional Development Program on Elementary Teachers
Yoon, So Yoon; Diefes-Dux, Heidi; Strobel, Johannes
American Journal of Engineering Education, v4 n1 p67-84 2013
The ultimate objective of teacher professional development (TPD) is to deliver a positive impact on students' engagement and performance in class through teacher practice via improving their content and pedagogical content knowledge and changing their attitudes toward the subject being taught. However, compared to other content areas, such as mathematics and science, relatively few engineering TPD programs have been developed, and there has been a lack of research on the effective practice of TPD for K-12 engineering education. As a part of a five-year longitudinal project, this study reports the first-year effect of TPD offered by the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University on elementary teachers integrating engineering. Thirty-two teachers of second through fourth grade from seven schools attended a one-week intensive Summer Academy and integrated engineering lessons throughout the year. Based on a pre- and post-test research design, multiple measures were utilized to examine changes in teachers' knowledge and perceptions of engineering and their variations in knowledge and perceptions by school and teacher characteristics. Overall, teachers were satisfied with the engineering TPD program, significantly increased their engineering design process knowledge, and became more familiar with engineering. While teachers' knowledge about engineering did not vary by school and teacher characteristics, some aspects of teachers' perceptions regarding engineering integration and their practice differed by school and teacher characteristics.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Adult Education
Audience: N/A
Language: English
Sponsor: National Science Foundation
Authoring Institution: N/A
Identifiers - Location: Indiana
IES Grant or Contract Numbers: DLR 0822261