Understanding Preservice Science Teachers' Views about Engineers and Engineering in an Engineering-Focused STEM Course

Autor/inn/en	Irmak, Meltem; Öztürk, Nilay
Titel	Understanding Preservice Science Teachers' Views about Engineers and Engineering in an Engineering-Focused STEM Course
Quelle	In: European Journal of STEM Education, 7 (2022) 1, Artikel 7 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2468-1954
Schlagwörter	Preservice Teachers; Teacher Attitudes; Engineering; Technical Occupations; STEM Education; Attitude Change; Undergraduate Students; Design; Scientific Attitudes; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Maschinenbau; Technical occupation; Technischer Beruf; STEM; Attitudinal change; Einstellungsänderung; Ausland; Türkei
Abstract	Engineering has been considered as a useful context for successful implementation of STEM education. However, teachers have limited opportunities to develop a sound understanding about engineers and engineering, which is necessary for developing students' engineering practices and design skills. In this case study, the main purpose wasto examine 18 preservice science teachers' initial and final views about engineers and engineering in an undergraduate engineering-focused STEM course. Before and after an eight-week implementation including three engineering design activities, data were collected by the adapted version of Views on the Nature of Engineering Questionnaire and reflection papers. Findings revealed four categories: (1) views about engineers and engineering, (2) views about engineering design process, (3) views about the factors that affect engineering, and (4) views about science versus engineering. Based on the codes a scoring rubric was developed to categorize PSTs' views as uninformed, partially informed, and informed. Results showed that PSTs' views become more informed in each category. However, their views were still found as partially informed in some of the categories which shows the need for more emphasis on future research. The changes in their views were discussed with possible reasons and recommendations were provided for further studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01