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 = .87; 95% CI = .742 to .989; p < .005) of the DAETT to record pre-service teachers’ conceptualizations around engineering education.

摘要

国家改革文件和教育标准的转变继续强调工程和工程实践在科学素养中的重要性。正规教育中必须提供高质量的工程机会，因为它们与解决问题和批判性思维有关。鉴于这项针对学生的指令，教育改革还必须侧重于为学生提供这些机会的在职和职前教师。调查小学教师对工程的理解的一种方法是收集概念图。我们利用以构建为中心的设计来开发并根据经验建立一个专注于工程教育的工具：Draw-An-Engineering-Teacher-Test (DAETT)。该仪器为职前教师和小学教育工作者提供了捕捉职前/在职教师心理形象的机会，并反思他们认为工程在课堂上的样子和可能的样子。该项目记录了试点、开发和验证（K = .87；95% CI = .742 至 .989；p < .005) 记录职前教师围绕工程教育的概念化。