Engineering
Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI Program) Full Proposal Deadline
Revised RTOP Rubric
The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student-teacher relationships.
The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student-teacher relationships.
Views of Nature of Engineering Questionnaire
Questionnaire designed to collect data about teachers' opinions of engineering issues.
The Soda Can Crusher Challenge
Deniz, H., Kaya, E., & Yesilyurt, E. (2018). The soda can crusher. Science & Children. 74-78.
In this article, authors describe how we engaged grade 3–5 students in an engineering design activity supported with relevant reading, writing, and talking tasks embedded within the engineering design activity.
Development and Validation of the Engineering Teaching Efficacy Belief Instrument
In response to Bandura’s proposal that self-efficacy is a situation-specific construct, the authors developed a valid and reliable engineering teaching self-efficacy
instrument for elementary teachers through modifying Riggs and Enochs’s STEBI.
The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy Beliefs
Deniz, H., Yesilyurt, E., & Kaya, E. (2018, March). The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy Beliefs. Paper presented at the annual meeting of National Association for Research in Science Teaching, Atlanta, GA.
The purpose of this study is to explore to what extent supporting elementary teachers’ PCK about teaching engineering would improve their beliefs that students’ engineering learning can be influenced by effective engineering instruction.
Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering
This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms. Three in‐depth case studies are presented that explore how two related EfSC epistemic toolsets—(a) community engineering and ethnography tools for defining problems, and (b) integrating perspectives in design specification and optimization through iterative design sketch‐up and prototyping—work to support the following: (a) Students' recruitment of multiple epistemologies; (b) Navigation of multiple epistemologies; and (c) students' onto‐epistemological developments in engineering.
This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.
Designing for Rightful Presence in STEM: The Role of Making Present Practices
Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning.
In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning.
EHR Core Research: Production Engineering Education and Research (ECR: PEER) Full Proposal Deadline
To learn more, visit https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505647&WT.mc_id=USNSF_….