Views of Nature of Engineering Questionnaire
Lead Organization(s)
Short Description
Questionnaire designed to collect data about teachers' opinions of engineering issues.
Resource(s)
Elementary
The Soda Can Crusher Challenge
Deniz, H., Kaya, E., & Yesilyurt, E. (2018). The soda can crusher. Science & Children. 74-78.
Lead Organization(s)
Year
2018
Short Description
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.
Resource(s)
Development and Validation of the Engineering Teaching Efficacy Belief Instrument
Lead Organization(s)
Short Description
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.
Lead Organization(s)
Year
2018
Short Description
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.
Resource(s)
Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School
School engagement researchers have historically focused on academic engagement or academic-related activities. Although academic engagement is vital to adolescents’ educational success, school is a complex developmental context in which adolescents also engage in social interactions while exploring their interests and developing competencies. In this article, school engagement is re-conceptualized as a multi-contextual construct that includes both academic and social contexts of school.
Lead Organization(s)
Year
2019
Short Description
A school-wide and multi-contextual perspective on student engagement in school.
Webinar: Evidence Standards for Evaluating Math and Science Programs
What are evidence standards for evaluating math and science programs? Watch this webinar recording with experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards. Presenters discussed the Every Student Succeeds Act (ESSA) Tiers of Evidence and the What Works Clearinghouse (WWC) evidence rating system and how these evidence standards relate to evaluating math and science programs. The presenters discussed how participants can use these resources to strengthen their existing and proposed study designs.
Lead Organization(s)
Year
2019
Short Description
Watch this webinar recording with experts from the American Institutes for Research (AIR) for an engaging webinar about evidence standards.
Resource(s)
Integrating Geospatial Technologies in Fifth-Grade Curriculum: Impact on Spatial Ability and Map-Analysis Skills
This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills. A total of 174 students from an urban public school district and their teachers participated in a quasi-experimental design study. Four teachers implemented a GIS curriculum in experimental classes over six weeks while three teachers continued with regular teaching in control classes. Both groups completed pre- and post-tests measuring spatial ability and map-analysis skills.
Lead Organization(s)
Year
2017
Short Description
This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills.
What Does It Mean to Notice My Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing Their Students’ Thinking in Science
Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and supported.
Lead Organization(s)
Year
2018
Short Description
An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.
Personal and Canonical PCK: A Synergistic Relationship?
Smith, P. S., Plumley, C. L., Hayes, M. L., & Esch, R. K. (2018). Personal and Canonical PCK: A Synergistic Relationship? In S. Graves, M. Harford, R. Thompson, E. Shay, & S. Uzzo (Eds.), Pedagogical Content Knowledge in STEM (pp. 49-66). The Netherlands: Springer.
Access Link
Lead Organization(s)
Year
2018
Short Description
Features approaches for leveraging PCK research in STEM learning across formal and informal settings.
Illuminating Fractional Reasoning of Students with Learning Disabilities
Making sense of fractions can be challenging for students with learning disabilities. Dr. Jessica Hunt of North Carolina State University studies how these children think and learn and is developing novel teaching methods that facilitate mathematics learning for this underserved population.
Lead Organization(s)
Year
2018
Short Description
Dr. Jessica Hunt studies how these children think and learn and is developing novel teaching methods that facilitate mathematics learning for students with learning disabilities.
Resource(s)