Research Article
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The Effect of Engineering Design Activities on Pre-Service Elementary Teachers’ STEM Awareness and Engineering Perceptions

Year 2022, Volume: 11 Issue: 1, 145 - 154, 28.03.2022

Elif Şahiner Zeynep Koyunlu Ünlü

https://doi.org/10.30703/cije.971521
Cited By: 2

Abstract

Today, STEM education has become prominent with the concept of producing individual gaining importance and has taken its place in the curriculum of many countries. In this context, pre-service elementary school teachers who are future practitioners of the program should be equipped with STEM training. The aim of the current research is to improve the STEM awareness and engineering perceptions of pre-service elementary school teachers through activities related to the Engineering Design Process, one of the STEM applications, and to elicit the views of pre-service elementary school teachers about these activities. The participants of the study consisted of 39 pre-service elementary school teachers (28 female, 11 male) attending the second year of a classroom teaching program in a university. This study was designed as a mixed model. The data was collected with STEM Awareness Scale and Draw an Engineer Test. In addition, at the end of the implementation, the students were asked to offer an opinion regarding the activities that were performed. As a result, it can be stated that the STEM awareness of the pre-service elementary school teachers positively developed. Also, there was an increase in the number of pre-service teachers who drew female engineers. In addition, in the post Draw an Engineer Test, the preservice teachers offered more views concerning the characteristics that an engineer should possess. It has been suggested that it is inevitable to cooperate with different organizations in the implementation of STEM education.

Keywords

STEM awareness perception of engineering pre-service teachers

References

  • Arık, M., & Topçu, M. S. (2020). Implementation of engineering design process in the K-12 science classrooms: Trends and issues. Research in Science Education. https://doi.org/10.1007/s11165-019-09912-x
  • Aslan-Tutak, F., Akaygun, S., & Tezsezen, S. (2017). Collaboratively learning to teach STEM: change in participating pre-service teachers’ awareness of STEM. H. U. Journal of Education 32(4), 794-816.
  • Bybee, R. W. (2013). The case for STEM education: challenges and opportunities. National Science Teachers Association, NSTA Press, Arlington, Virginia.
  • Cantrell, P., Pekcan, G., Itani, A., & Velasquez‐Bryant, N. (2006). The effects of engineering modules on student learning in middle school science classrooms. Journal of Engineering Education, 95(4), 301-309.
  • Capobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers’ enactment of high-leverage practices through engineering design-based science instruction. Science Education, 102, 342-376.
  • Capobianco, B. M., Diefes‐dux, H. A., Mena, I., & Weller, J. (2011). What is an engineer? Implications of elementary school student conceptions for engineering education. Journal of Engineering Education, 100(2), 304-328.
  • Chan, C. K. Y., Yeung, N. C. J., Kutnick, P., & Chan, R. Y-Y. (2019). Students’ perceptions of engineers: dimensionality and influences on career aspiration in engineering. International Journal of Technology and Design Education, 29, 421-439.
  • Cox, C., Reynolds, B., Schuchardt, A., & Schunn, C. (2016). How do secondary level biology teachers make sense of using mathematics in design-based lessons about a biological process? Heidelberg: Springer International Publishing.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Cunningham, C. M., Lachapelle, C., & Lindgren-Streicher, A. (2005). Assessing elementary school students’ conceptions of engineering and technology. American Society of Engineering Education, Portland, OR.
  • Çevik, M. (2017). Ortaöğretim öğretmenlerine yönelik FeTeMM Farkındalık Ölçeği (FFÖ) geliştirme çalışması [A study of STEM awareness scale development for high school teachers]. International Journal of Human Sciences, 3(14).
  • Deniz, H., Kaya, E., Yesilyurt, E., & Trabia, M. (2019). The influence of an engineering design experience on elementary teachers’ nature of engineering views. International Journal of Technology and Design Education, 1-22.
  • English, L., Dawes, L., & Hudson, P (2011) . Middle school students’ perceptions of engineering. In Lee, K T, King, D, Hudson, P, & Chandra, V (Eds.) Proceedings of the 1st International Conference of STEM in Education 2010. Science, Technology, Engineering and Mathematics in Education, Queensland University of Technology, Australia, 1-11.
  • Ergün, A., & Balcın, M. D. (2019). The perception of engineers by middle school students through rrawings. Eurasian Journal of Educational Research, 19(83), 1-28.
  • Felix, A., & Harris, J. (2010). A project-based, STEM-integrated alternative energy team challenge for teachers. Technology and Engineering Teacher, 69(5), 29.
  • Fralick, B., Kearn, J., Thompson, S., & Lyons, J. (2009). How middle schoolers draw engineers and scientists. Journal of Science Education and Technology, 18(1), 60-73.
  • Hammack, R. J. (2016). Elementary teachers’ perceptions of engineering, engineering design, and their abilities to teach engineering: a mixed methods study. Doctoral Dissertation. The Ohio State University Columbus.
  • Hammack, R., Ivey, T. A., Utley, J., & High, K. A. (2015). Effect of an engineering camp on students’ perceptions of engineering and technology. Journal of Pre-College Engineering Education Research (J-PEER), 5(2), 2.
  • Householder, D. L., & Hailey, C. E. (2012). Incorporating engineering design challenges into STEM courses. NCETE Publications. (Paper 166). http://digitalcommons.usu.edu/ ncete_publications/166.
  • Hsu, M. C., Purzer, S., & Cardella, M. E. (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 5.
  • Karatas, F. O., Micklos, A., & Bodner, G. M. (2011). Sixth-grade students’ views of the nature of engineering and images of engineers. Journal of Science Education and Technology, 20(2), 123-135.
  • Karisan, D., Macalalag, A., & Johnson, J. (2019). The effect of methods course on preservice teachers’ awareness and intentions of teaching science, technology, engineering, and mathematics (STEM) subject. International Journal of Research in Education and Science, 5(1), 22-35.
  • Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington DC: National Academy Press.
  • Kim, D., & Bolger, M. (2017). Analysis of Korean elementary pre-service teachers’ changing attitudes about integrated STEAM pedagogy through developing lesson plans. International Journal of Science and Mathematics Education, 15(4), 587-605.
  • Knight, M., & Cunningham, C. (2004). Draw an engineer test (DAET): development of a tool to investigate students’ ideas about engineers and engineering. In ASEE Annual Conference and Exposition.
  • Korean Ministry of Science and Technology Education. (2011). Science programme. Seoul, South Korea: MOEST [Korean Language Book].
  • Koyunlu Ünlü, Z., & Dökme, İ. (2017). Özel yetenekli öğrencilerin FeTeMM’in mühendisliği hakkındaki imajları. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 196-204.
  • Koyunlu Ünlü ,Z., Umucu, R., & Şen, Ö., (2018). Bir TÜBİTAK 4004 Projesi: özel yetenekli kızlar mühendislikle tanışıyor. 13. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Pamukkale Üniversitesi-Denizli.
  • Köycü, Ü., & de Vries, M. J. (2016). What preconceptions and attitudes about engineering are prevalent amongst upper secondary school pupils? An international study. International Journal of Technology and Design Education, 26(2), 243-258.
  • Lin, K-Y., & Williams, P. J. (2016). Taiwanese preservice teachers’ science, technology, engineering, and mathematics teaching intention. International Journal of Science and Mathematics Education, 14, 1021-1036.
  • Liu, M., & Chiang, F. K. (2019). Middle school students’ perceptions of engineers: a case study of Beijing students. International Journal of Technology and Design Education, 1-28.
  • Maeng, J. L., Whitworth, B. A., Gonczi, A. L., Navy, S. L., & Wheeler, L. B. (2017). Elementary science teachers’ integration of engineering design into science instruction: results from a randomised controlled trial. International Journal of Science Education, 39(11), 1529-1548.
  • Mesutoğlu, C., & Baran, E. (2020). Examining the development of middle school science teachers’ understanding of engineering design process. International Journal of Science and Mathematics Education. https://doi.org/10.1007/ s10763-01910041-0.
  • Miles, M.B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Ministry of National Education (MoNE). (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Foundational education institutions (3, 4, 5, 6, 7, and 8th grades) science curriculum]. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • National Academies of Educational Progress [NAEP] (2014). Technology and engineering literacy framework for the 2014 national assessment of educational progress-pre-publication edition. WestEd: National Assessment Governing Board.
  • National Academy of Engineering [NAE] & National Research Council [NRC] (2009). Engineering in K-12 education understanding the status and improving the prospects. Edt. Katehi, L., Pearson, G. & Feder, M. Washington, DC: National Academies Press.
  • NGSS. (2013). Next generation science standards: for states, by states. Washington DC: The National Academies Press.
  • Oware, E., Capobianco, B., & Diefes-Dux, H. (2007). Gifted students’ perceptions of engineers? A study of students in a summer outreach program. In Proceedings of the 2007 American society for engineering education annual conference & exposition, Honolulu.
  • Pleasants, J., Olson, J. K., & De La Cruz, I. (2020). Accuracy of elementary teachers’ representations of the projects and processes of engineering: results of a professional development program. Journal of Science Teacher Education, 1-22.
  • P21. (2017). Partnership for 21st century learning. www.p21.org
  • Thibat, L., Knipprath, H., Dehane, W., & Depaepe, F. (2018). Teachers’ attitudes toward teaching integrated STEM: the impact of personal background characteristics and school context. International Journal of Science and Mathematics Education, https://doi.org/10.1007/s10763-018-9898-7.
  • Thompson, S., & Lyons, J. (2008). Engineers in the classroom: Their influence on African‐American students’ perceptions of engineering. School Science and Mathematics, 108(5), 197-211.
  • Wendell, K. B., & Lee, H. S. (2010). Elementary students’ learning of materials science practices through instruction based on engineering design tasks. Journal of Science Education and Technology, 19(6), 580–601.

Mühendislik Tasarım Süreci Etkinliklerinin Sınıf Öğretmen Adaylarının STEM Farkındalıkları ve Mühendislik Algıları Üzerine Etkisi

Year 2022, Volume: 11 Issue: 1, 145 - 154, 28.03.2022

Elif Şahiner Zeynep Koyunlu Ünlü

https://doi.org/10.30703/cije.971521
Cited By: 2

Abstract

Günümüzde üreten birey yetiştirmenin önem kazanmasıyla STEM eğitimi, ön plana çıkmış ve birçok ülkenin öğretim programında yerini almıştır. Bu bağlamda programın gelecekte uygulayıcıları olan sınıf öğretmen adaylarının STEM eğitimi ile donatılması gerekmektedir. Bu araştırmanın amacı, STEM uygulamalarından biri olan Mühendislik Tasarım Süreci ile ilgili etkinliklerle sınıf öğretmeni adaylarının STEM farkındalıklarını ve mühendislik algılarını geliştirmek ve sınıf öğretmeni adaylarının bu konudaki görüşlerini ortaya çıkarmaktır. Araştırmanın katılımcılarını, bir üniversitede sınıf öğretmenliği programının ikinci sınıfına devam eden 39 sınıf öğretmeni adayı (28 kadın, 11 erkek) oluşturmuştur. Bu çalışma karma model olarak tasarlanmıştır. Veriler STEM Farkındalık Ölçeği ve Bir Mühendis Çizme Testi ile toplanmıştır. Ayrıca uygulama sonunda öğretmen adaylarından gerçekleştirilen etkinliklerle ilgili görüş bildirmeleri istenmiştir. Sonuç olarak sınıf öğretmeni adaylarının STEM farkındalıklarının olumlu yönde geliştiği söylenebilir. Ayrıca kadın mühendis çizen öğretmen adaylarının sayısında da artış olmuştur. Ayrıca son Mühendis Çiz Testinde bölümünde, öğretmen adayları bir mühendisin sahip olması gereken özelliklerle ilgili daha fazla görüş sunmuşlardır. Sonuçlardan yola çıkarak STEM eğitiminin uygulanmasında farklı kuruluşlarla iş birliği yapılmasının kaçınılmaz olduğu öne sürülmüştür.

Keywords

STEM farkındalığı Mühendislik algısı Sınıf öğretmen adayları

References

  • Arık, M., & Topçu, M. S. (2020). Implementation of engineering design process in the K-12 science classrooms: Trends and issues. Research in Science Education. https://doi.org/10.1007/s11165-019-09912-x
  • Aslan-Tutak, F., Akaygun, S., & Tezsezen, S. (2017). Collaboratively learning to teach STEM: change in participating pre-service teachers’ awareness of STEM. H. U. Journal of Education 32(4), 794-816.
  • Bybee, R. W. (2013). The case for STEM education: challenges and opportunities. National Science Teachers Association, NSTA Press, Arlington, Virginia.
  • Cantrell, P., Pekcan, G., Itani, A., & Velasquez‐Bryant, N. (2006). The effects of engineering modules on student learning in middle school science classrooms. Journal of Engineering Education, 95(4), 301-309.
  • Capobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers’ enactment of high-leverage practices through engineering design-based science instruction. Science Education, 102, 342-376.
  • Capobianco, B. M., Diefes‐dux, H. A., Mena, I., & Weller, J. (2011). What is an engineer? Implications of elementary school student conceptions for engineering education. Journal of Engineering Education, 100(2), 304-328.
  • Chan, C. K. Y., Yeung, N. C. J., Kutnick, P., & Chan, R. Y-Y. (2019). Students’ perceptions of engineers: dimensionality and influences on career aspiration in engineering. International Journal of Technology and Design Education, 29, 421-439.
  • Cox, C., Reynolds, B., Schuchardt, A., & Schunn, C. (2016). How do secondary level biology teachers make sense of using mathematics in design-based lessons about a biological process? Heidelberg: Springer International Publishing.
  • Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
  • Cunningham, C. M., Lachapelle, C., & Lindgren-Streicher, A. (2005). Assessing elementary school students’ conceptions of engineering and technology. American Society of Engineering Education, Portland, OR.
  • Çevik, M. (2017). Ortaöğretim öğretmenlerine yönelik FeTeMM Farkındalık Ölçeği (FFÖ) geliştirme çalışması [A study of STEM awareness scale development for high school teachers]. International Journal of Human Sciences, 3(14).
  • Deniz, H., Kaya, E., Yesilyurt, E., & Trabia, M. (2019). The influence of an engineering design experience on elementary teachers’ nature of engineering views. International Journal of Technology and Design Education, 1-22.
  • English, L., Dawes, L., & Hudson, P (2011) . Middle school students’ perceptions of engineering. In Lee, K T, King, D, Hudson, P, & Chandra, V (Eds.) Proceedings of the 1st International Conference of STEM in Education 2010. Science, Technology, Engineering and Mathematics in Education, Queensland University of Technology, Australia, 1-11.
  • Ergün, A., & Balcın, M. D. (2019). The perception of engineers by middle school students through rrawings. Eurasian Journal of Educational Research, 19(83), 1-28.
  • Felix, A., & Harris, J. (2010). A project-based, STEM-integrated alternative energy team challenge for teachers. Technology and Engineering Teacher, 69(5), 29.
  • Fralick, B., Kearn, J., Thompson, S., & Lyons, J. (2009). How middle schoolers draw engineers and scientists. Journal of Science Education and Technology, 18(1), 60-73.
  • Hammack, R. J. (2016). Elementary teachers’ perceptions of engineering, engineering design, and their abilities to teach engineering: a mixed methods study. Doctoral Dissertation. The Ohio State University Columbus.
  • Hammack, R., Ivey, T. A., Utley, J., & High, K. A. (2015). Effect of an engineering camp on students’ perceptions of engineering and technology. Journal of Pre-College Engineering Education Research (J-PEER), 5(2), 2.
  • Householder, D. L., & Hailey, C. E. (2012). Incorporating engineering design challenges into STEM courses. NCETE Publications. (Paper 166). http://digitalcommons.usu.edu/ ncete_publications/166.
  • Hsu, M. C., Purzer, S., & Cardella, M. E. (2011). Elementary teachers’ views about teaching design, engineering, and technology. Journal of Pre-College Engineering Education Research (J-PEER), 1(2), 5.
  • Karatas, F. O., Micklos, A., & Bodner, G. M. (2011). Sixth-grade students’ views of the nature of engineering and images of engineers. Journal of Science Education and Technology, 20(2), 123-135.
  • Karisan, D., Macalalag, A., & Johnson, J. (2019). The effect of methods course on preservice teachers’ awareness and intentions of teaching science, technology, engineering, and mathematics (STEM) subject. International Journal of Research in Education and Science, 5(1), 22-35.
  • Katehi, L., Pearson, G., & Feder, M. (2009). Engineering in K-12 education: Understanding the status and improving the prospects. Washington DC: National Academy Press.
  • Kim, D., & Bolger, M. (2017). Analysis of Korean elementary pre-service teachers’ changing attitudes about integrated STEAM pedagogy through developing lesson plans. International Journal of Science and Mathematics Education, 15(4), 587-605.
  • Knight, M., & Cunningham, C. (2004). Draw an engineer test (DAET): development of a tool to investigate students’ ideas about engineers and engineering. In ASEE Annual Conference and Exposition.
  • Korean Ministry of Science and Technology Education. (2011). Science programme. Seoul, South Korea: MOEST [Korean Language Book].
  • Koyunlu Ünlü, Z., & Dökme, İ. (2017). Özel yetenekli öğrencilerin FeTeMM’in mühendisliği hakkındaki imajları. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 196-204.
  • Koyunlu Ünlü ,Z., Umucu, R., & Şen, Ö., (2018). Bir TÜBİTAK 4004 Projesi: özel yetenekli kızlar mühendislikle tanışıyor. 13. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Pamukkale Üniversitesi-Denizli.
  • Köycü, Ü., & de Vries, M. J. (2016). What preconceptions and attitudes about engineering are prevalent amongst upper secondary school pupils? An international study. International Journal of Technology and Design Education, 26(2), 243-258.
  • Lin, K-Y., & Williams, P. J. (2016). Taiwanese preservice teachers’ science, technology, engineering, and mathematics teaching intention. International Journal of Science and Mathematics Education, 14, 1021-1036.
  • Liu, M., & Chiang, F. K. (2019). Middle school students’ perceptions of engineers: a case study of Beijing students. International Journal of Technology and Design Education, 1-28.
  • Maeng, J. L., Whitworth, B. A., Gonczi, A. L., Navy, S. L., & Wheeler, L. B. (2017). Elementary science teachers’ integration of engineering design into science instruction: results from a randomised controlled trial. International Journal of Science Education, 39(11), 1529-1548.
  • Mesutoğlu, C., & Baran, E. (2020). Examining the development of middle school science teachers’ understanding of engineering design process. International Journal of Science and Mathematics Education. https://doi.org/10.1007/ s10763-01910041-0.
  • Miles, M.B., & Huberman, A. M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
  • Ministry of National Education (MoNE). (2018). İlköğretim kurumları (ilkokullar ve ortaokullar) fen bilimleri dersi (3, 4, 5, 6, 7 ve 8. sınıflar) öğretim programı [Foundational education institutions (3, 4, 5, 6, 7, and 8th grades) science curriculum]. Ankara: Talim ve Terbiye Kurulu Başkanlığı.
  • National Academies of Educational Progress [NAEP] (2014). Technology and engineering literacy framework for the 2014 national assessment of educational progress-pre-publication edition. WestEd: National Assessment Governing Board.
  • National Academy of Engineering [NAE] & National Research Council [NRC] (2009). Engineering in K-12 education understanding the status and improving the prospects. Edt. Katehi, L., Pearson, G. & Feder, M. Washington, DC: National Academies Press.
  • NGSS. (2013). Next generation science standards: for states, by states. Washington DC: The National Academies Press.
  • Oware, E., Capobianco, B., & Diefes-Dux, H. (2007). Gifted students’ perceptions of engineers? A study of students in a summer outreach program. In Proceedings of the 2007 American society for engineering education annual conference & exposition, Honolulu.
  • Pleasants, J., Olson, J. K., & De La Cruz, I. (2020). Accuracy of elementary teachers’ representations of the projects and processes of engineering: results of a professional development program. Journal of Science Teacher Education, 1-22.
  • P21. (2017). Partnership for 21st century learning. www.p21.org
  • Thibat, L., Knipprath, H., Dehane, W., & Depaepe, F. (2018). Teachers’ attitudes toward teaching integrated STEM: the impact of personal background characteristics and school context. International Journal of Science and Mathematics Education, https://doi.org/10.1007/s10763-018-9898-7.
  • Thompson, S., & Lyons, J. (2008). Engineers in the classroom: Their influence on African‐American students’ perceptions of engineering. School Science and Mathematics, 108(5), 197-211.
  • Wendell, K. B., & Lee, H. S. (2010). Elementary students’ learning of materials science practices through instruction based on engineering design tasks. Journal of Science Education and Technology, 19(6), 580–601.
There are 44 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Elif Şahiner 0000-0002-7199-3826

Zeynep Koyunlu Ünlü 0000-0003-3627-1809

Publication Date March 28, 2022
Published in Issue Year 2022Volume: 11 Issue: 1

Cite

APA Şahiner, E., & Koyunlu Ünlü, Z. (2022). Mühendislik Tasarım Süreci Etkinliklerinin Sınıf Öğretmen Adaylarının STEM Farkındalıkları ve Mühendislik Algıları Üzerine Etkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 11(1), 145-154. https://doi.org/10.30703/cije.971521

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