Collaborating for Early-Age Career Awareness: A Comparison of Three Instructional Formats

Autor/inn/en	Colston, Nicole; Thomas, Julie; Ley, M. Tyler; Ivey, Toni; Utley, Juliana
Titel	Collaborating for Early-Age Career Awareness: A Comparison of Three Instructional Formats
Quelle	In: Journal of Engineering Education, 106 (2017) 2, S.326-344 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1069-4730
DOI	10.1002/jee.20166
Schlagwörter	Elementary School Students; Engineering; Instructional Design; Instructional Effectiveness; Teaching Methods; Vocational Interests; Video Technology; Partnerships in Education; Career Awareness + Suchen Sie Ihr Suchwort? Maschinenbau; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Berufsinteresse; Hochschulpartnerschaft; Karrierebewusstsein
Abstract	Background: Early-age engineering education can enhance preparedness and generate interest in engineering careers prior to college. This article reports on collaboration between a university engineer and science teacher educators to introduce engineering career awareness in elementary classrooms. The resulting elementary school curriculum, Engineering is Everywhere, features video instruction by the engineer, a teacher activity guide, and a materials kit. Purpose/Research Questions: Our research question was, "How might engineers and educators best collaborate in elementary engineering outreach efforts?" We co-developed curricula, prepared classroom teachers, and compared fifth-grade student learning outcomes to determine the most beneficial type of engineer instruction. Design/Method: A quasi-experimental research design assessed the effectiveness of three instructional formats--engineer-led, engineer-visit, and engineer-video. Pre- and post-tests captured changes in fifth-grade students' understanding about the work of engineers and attitudes about engineering. Results: Findings indicated significant gains in all students' understanding, with some differences across the three instructional formats. The engineer-led students did not show significant changes in overall engineering attitudes. Only the engineer-video students demonstrated significant gains in engineering job interests. Conclusions: A qualitative comparison of the costs and benefits of each instructional format raised important considerations for planning engineer outreach. We recommend that engineers collaborate with science teacher educators in the design of video instruction and assist in preparing elementary classroom teachers to administer the lesson activities. (As Provided).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01