Developing and Empirically Grounding the Draw-An-Engineering-Teacher Test (DAETT)

Autor/inn/en	Vo, Tina; Hammack, Rebekah
Titel	Developing and Empirically Grounding the Draw-An-Engineering-Teacher Test (DAETT)
Quelle	In: Journal of Science Teacher Education, 33 (2022) 3, S.262-281 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vo, Tina) ORCID (Hammack, Rebekah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2021.1912272
Schlagwörter	Academic Standards; Engineering; Scientific Literacy; Educational Quality; Engineering Education; Problem Solving; Critical Thinking; Educational Change; Elementary School Teachers; Cognitive Tests; Freehand Drawing; Personality Measures; Projective Measures; Preservice Teachers; Science Instruction; Preservice Teacher Education; Teacher Attitudes; Pedagogical Content Knowledge; Interrater Reliability; Draw a Person Test + Suchen Sie Ihr Suchwort? Maschinenbau; Quality of education; Bildungsqualität; Ingenieurausbildung; Problemlösen; Kritisches Denken; Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kognitiver Fähigkeitstest; Drawing; Zeichnen; Projective test; Projektiver Test; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Lehrerverhalten; Pädagogische Kompetenz; Interrater-Reliabilität
Abstract	National reform documents and shifts in educational standards have continued to highlight the importance of engineering and engineering practices within science literacy. High-quality engineering opportunities must be present in formal education due to their association with problem-solving and critical thinking. Given this directive to reach students, education reform must also focus on in-service and pre-service teachers who will provide these opportunities to students. One way to investigate elementary teachers' understanding of engineering is to collect conceptual diagrams. We have leveraged construct-centered design to develop and empirically ground a tool focused on engineering education: Draw-An-Engineering-Teacher-Test (DAETT). This instrument provides pre-service teachers and elementary educators the opportunity to capture pre/in-service teachers' mental images and reflect on what they believe engineering would and could look like in the classrooms. This project documents the piloting, development, and validation (K = 0.87; 95% CI = 0.742 to 0.989; p < 0.005) of the DAETT to record pre-service teachers' conceptualizations around engineering education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01