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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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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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Martin, Taylor; Peacock, Stephanie Baker; Ko, Pat; Rudolph, Jennifer J. – Journal of Pre-College Engineering Education Research, 2015
Although the consensus seems to be that high-school-level introductory engineering courses should focus on design, this creates a problem for teacher training. Traditionally, math and science teachers are trained to teach and assess factual knowledge and closed-ended problem-solving techniques specific to a particular discipline, which is unsuited…
Descriptors: Teacher Education, Faculty Development, Engineering, Engineering Education