ERIC Number: EJ1071661
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: N/A
Introducing Engineering in Elementary Education: A 5-Year Study of Teachers and Students
Diefes-Dux, Heidi A.
British Journal of Educational Technology, v46 n5 p1015-1019 Sep 2015
Engineering, when integrated into K-12 education, may offer a number of potential student learning and future success benefits. In a 5-year study, four cohorts of elementary teachers of grades 2 to 4 in a single US school district were provided with teacher professional development with engineering education. Teachers were prepared to teach lessons to introduce and reinforce the terms engineering and technology, the work of an engineer, and the engineering design process and to engage students in an engineering design unit tied to grade-level specific science content. Teacher data (interviews) and student data (knowledge and identity development assessments, drawings, and interviews) were used to investigate the relationship between the teacher professional development and teachers' integration of engineering and students' learning and understanding of and interest in engineering. Access to data is restricted to researchers with legitimate research interests, though the research instruments are publicly available.
Descriptors: Engineering Education, Elementary Education, Longitudinal Studies, School Districts, Elementary School Teachers, Grade 2, Grade 3, Grade 4, Faculty Development, Interviews, Knowledge Level, Student Evaluation, Correlation, Instructional Effectiveness, Student Interests
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3; Grade 4; Intermediate Grades
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: 0822261