Subjects -> EDUCATION (Total: 2539 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2178 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2178 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Journal of NELTA     Open Access   (Followers: 4)
Journal of NELTA Gandaki     Open Access  
Journal of NELTA Surkhet     Open Access  
Journal of New Approaches in Educational Research     Open Access   (Followers: 3)
Journal of Nonprofit Education and Leadership     Full-text available via subscription   (Followers: 10)
Journal of Nursing Education     Full-text available via subscription   (Followers: 31)
Journal of Nursing Scholarship     Hybrid Journal   (Followers: 5)
Journal of Occupational Therapy Education     Open Access   (Followers: 11)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 52)
Journal of Outdoor and Environmental Education     Hybrid Journal  
Journal of Outdoor Recreation, Education, and Leadership     Hybrid Journal   (Followers: 10)
Journal of Pedagogy - Pedagogick? ?asopis     Open Access   (Followers: 6)
Journal of Peer Learning     Open Access   (Followers: 3)
Journal of Philosophy in Schools     Open Access  
Journal of Philosophy of Education     Hybrid Journal   (Followers: 16)
Journal of Physical Education and Sports     Open Access   (Followers: 8)
Journal of Physical Education and Sports Science     Open Access   (Followers: 3)
Journal of Planning Education and Research     Hybrid Journal   (Followers: 14)
Journal of Political Science Education     Hybrid Journal   (Followers: 10)
Journal of Popular Music Education     Hybrid Journal   (Followers: 3)
Journal of Praxis in Multicultural Education     Open Access   (Followers: 2)
Journal of Pre-College Engineering Education Research     Open Access   (Followers: 2)
Journal of Primary Education     Open Access   (Followers: 14)
Journal of Psychoeducational Assessment     Hybrid Journal   (Followers: 2)
Journal of Psychologists and Counsellors in Schools     Full-text available via subscription   (Followers: 8)
Journal of Public Affairs Education     Hybrid Journal  
Journal of Quality in Education     Open Access   (Followers: 2)
Journal of Real Estate Practice and Education     Full-text available via subscription   (Followers: 3)
Journal of Religious Education     Hybrid Journal   (Followers: 3)
Journal of Research and Education Chemistry     Open Access   (Followers: 2)
Journal of Research in Childhood Education     Hybrid Journal   (Followers: 3)
Journal of Research in Educational Sciences     Open Access  
Journal of Research in International Education     Hybrid Journal   (Followers: 10)
Journal of Research in Interprofessional Practice and Education     Open Access   (Followers: 10)
Journal of Research in Music Education     Hybrid Journal   (Followers: 16)
Journal of Research In Reading     Hybrid Journal   (Followers: 13)
Journal of Research in Science Teaching     Hybrid Journal   (Followers: 24)
Journal of Research in Special Educational Needs     Hybrid Journal   (Followers: 12)
Journal of Research Initiatives     Open Access  
Journal of Research on Christian Education     Hybrid Journal   (Followers: 9)
Journal of Research on Educational Effectiveness     Hybrid Journal   (Followers: 6)
Journal of Research on Leadership Education     Hybrid Journal   (Followers: 19)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of School Choice     Hybrid Journal  
Journal of School Health     Hybrid Journal   (Followers: 6)
Journal of School Violence     Hybrid Journal   (Followers: 5)
Journal of Science and Sustainable Development     Full-text available via subscription  
Journal of Science and Technology of the Arts     Open Access   (Followers: 3)
Journal of Science Education and Technology     Hybrid Journal   (Followers: 17)
Journal of Science Education for Students with Disabilities     Open Access   (Followers: 4)
Journal of Science Learning     Open Access  
Journal of Science Teacher Education     Hybrid Journal   (Followers: 19)
Journal of Second Language Teaching & Research     Open Access   (Followers: 31)
Journal of Security Education     Hybrid Journal  
Journal of Shanghai University (English Edition)     Hybrid Journal  
Journal of Social Science Education : JSSE     Open Access  
Journal of Social Studies Education Research     Open Access  
Journal of Special Education     Hybrid Journal   (Followers: 15)
Journal of Statistics Education     Open Access   (Followers: 1)
Journal of Student Affairs Research and Practice     Hybrid Journal   (Followers: 1)
Journal of Studies in Education     Open Access   (Followers: 4)
Journal of Studies in International Education     Hybrid Journal   (Followers: 10)
Journal of Supranational Policies of Education (JoSPoE)     Open Access   (Followers: 1)
Journal of Teacher Education     Hybrid Journal   (Followers: 43)
Journal of Teaching English for Specific and Academic Purposes     Open Access   (Followers: 20)
Journal of Teaching in International Business     Hybrid Journal  
Journal of Teaching in Social Work     Hybrid Journal   (Followers: 9)
Journal of Teaching in the Addictions     Hybrid Journal   (Followers: 3)
Journal of Teaching in Travel & Tourism     Hybrid Journal   (Followers: 8)
Journal of Teaching Language Skills     Open Access   (Followers: 9)
Journal of Technical Education     Open Access  
Journal of Technical Education and Training     Open Access   (Followers: 2)
Journal of the Canadian Association for Curriculum Studies     Open Access   (Followers: 2)
Journal of the European Teacher Education Network     Open Access   (Followers: 2)
Journal of The First-Year Experience & Students in Transition     Full-text available via subscription   (Followers: 3)
Journal of the International Academy for Case Studies     Full-text available via subscription  
Journal of the Scholarship of Teaching and Learning     Open Access   (Followers: 5)
Journal of Tourism and Hospitality Education     Open Access  
Journal of Training and Development     Open Access   (Followers: 9)
Journal of Transformative Education     Hybrid Journal   (Followers: 5)
Journal of Visual Literacy     Hybrid Journal  
Journal of Vocational Education & Training     Hybrid Journal   (Followers: 15)
Journal of Vocational Rehabilitation     Hybrid Journal   (Followers: 17)
Journal of Women in Educational Leadership     Open Access   (Followers: 3)
Journal of Women's Entrepreneurship and Education (JWEE)     Open Access   (Followers: 1)
Journal of Writing in Creative Practice     Hybrid Journal   (Followers: 12)
Journal on Empowering Teaching Excellence     Open Access   (Followers: 4)
Journal on English as a Foreign Language     Open Access   (Followers: 3)
Journal Pelita PAUD     Open Access   (Followers: 5)
Journal Plus Education     Open Access  
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access   (Followers: 1)
Journalism & Mass Communication Educator     Hybrid Journal   (Followers: 21)
Joyful Learning Journal     Open Access   (Followers: 1)
JPG (Jurnal Pendidikan Geografi)     Open Access   (Followers: 1)
JPGI (Jurnal Penelitian Guru Indonesia)     Open Access  
JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan     Open Access   (Followers: 1)
JPPI (Jurnal Penelitian Pendidikan Indonesia)     Open Access  
JRAMathEdu : Journal of Research and Advances in Mathematics Education     Open Access   (Followers: 4)
JUMLAHKU : Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan     Open Access   (Followers: 5)
Juridikdas : Jurnal Riset Pendidikan Dasar     Open Access  
JURING (Journal for Research in Mathematics Learning)     Open Access   (Followers: 1)
Jurnal Akuntabilitas Manajemen Pendidikan     Open Access  
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab     Open Access  
Jurnal Bahasa Lingua Scientia     Open Access  
Jurnal Basicedu : Journal of Elementary Education     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Biogenerasi     Open Access   (Followers: 2)
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Pendidikan Dasar     Open Access   (Followers: 3)
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access   (Followers: 1)
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Lensa Pendas     Open Access   (Followers: 3)
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan)     Open Access   (Followers: 2)
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 2)
Jurnal Pendidikan Kimia     Open Access   (Followers: 1)
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Humaniora     Open Access   (Followers: 3)
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal Perspektif Pendidikan dan Keguruan     Open Access   (Followers: 1)
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Pustaka Ilmiah     Open Access   (Followers: 1)
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Studi Guru dan Pembelajaran     Open Access   (Followers: 2)
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Tuturan     Open Access   (Followers: 3)
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access   (Followers: 1)
Kerbala Magazine of Physical Edu. Seiences     Open Access   (Followers: 2)
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Kontinu : Jurnal Penelitian Didaktik Matematika     Open Access   (Followers: 3)
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 19)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 33)
Language Teaching Research     Hybrid Journal   (Followers: 24)

  First | 3 4 5 6 7 8 9 10     

Similar Journals
Journal Cover
Journal of Pre-College Engineering Education Research
Journal Prestige (SJR): 0.951
Citation Impact (citeScore): 3
Number of Followers: 2  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2157-9288
Published by Purdue University Homepage  [16 journals]
  • Ascertaining the Impact of P–12 Engineering Education Initiatives:
           Student Impact through Teacher Impact

    • Authors: Marissa H. Forbes et al.
      Abstract: The widespread need to address both science, technology, engineering, and math (STEM) education and STEM workforce development is persistent. Underscored by the Next Generation Science Standards, demand is high for P–12 engineering-centered curricula. TeachEngineering is a free, standards-aligned NSF-funded digital library of more than 1,500 hands-on, design-rich K–12 engineering lessons and activities. Beyond anonymous site-user counts, the impact of the TeachEngineering collection and outreach initiatives on the education of children and their teachers was previously unknown. Thus, the project team wrestled with the question of how to meaningfully ascertain classroom impacts of the digital engineering education library and—more broadly—how to ascertain the impacts of teacher-focused P–12 engineering education initiatives. In this paper, the authors approach the classroom impact question through probing self-reported differentials in: (1) teachers’ confidence in teaching engineering concepts, and (2) changes in their teaching practices as a result of exposure to (and experiences with) K–12 engineering education resources and outreach opportunities. In 2016, four quantitative and qualitative surveys were implemented to probe the impact of the TeachEngineering digital library and outreach on four populations of K–12 teachers’ confidence and practices, including the frequency with which they integrate engineering into their precollege classrooms. Survey results document the teacher experience and perception of using hands-on K–12 engineering curricular materials in the classroom and help create a data-driven understanding of where to best invest future resources. The results suggest that the TeachEngineering curricular resources and outreach initiatives help teachers build confidence in their use of engineering curriculum and pedagogy in K–12 classrooms, impact their teaching practices, and increase their likelihood of teaching engineering in the classroom in the future.
      PubDate: Fri, 11 May 2018 01:06:07 PDT
       
  • How to Shape Attitudes Toward STEM Careers: The Search for the Most
           Impactful Extracurricular Clubs

    • Authors: Fethiye Ozis et al.
      Abstract: It is well known that strong extracurricular STEM programs provide multiple arenas for students to expand on classroom curriculum, complementing STEM skills with creative thinking and open-ended problem solving. It has been shown that there is a relationship between the number of STEM clubs students participated in and their choice of STEM major (Sahin, 2013). Considering financial problems, including budget cuts, it gets really challenging for schools to provide a plethora of clubs. For this reason, it would be very beneficial for K–12 schools to know if certain clubs are more effective in changing attitudes toward STEM majors, and therefore help strengthen the pipeline for STEM careers.A quantitative study was designed to investigate if any specific STEM club amongst the ones offered at the Sonoran Schools (SS), a charter school system, created a significant difference in students’ perception toward STEM fields and majors. The data were collected through an online survey of 1,167 students across six charter schools, serving grades K–12 under the same charter system, at the end of the 2015 school year. Students who were not enrolled in STEM-related extracurricular activities were considered as a baseline. The data have shown that extracurricular STEM club involvement has significantly impacted the attitude toward STEM perception. The analysis of the data also showed that it is possible to close the notorious gender and ethnicity gaps in STEM perception and provide a diverse student population to the STEM pipeline. The hypothesis that ‘‘there is a range of impact from clubs, and some are more impactful than others’’ has been disproved to show that there is no significant difference between the clubs when it comes to their impact on student STEM perception. The findings of this study are expected to help K–12 stakeholders, administrators, club organizers, and mentors to use their resources effectively.
      PubDate: Fri, 11 May 2018 01:05:51 PDT
       
  • ‘‘Lend a Hand’’ Project Helps Students: Improved Spatial
           Visualization Skills Through Engaging in Hands-On 3-D Printed Prosthetics
           Project During a 9th Grade Engineering Course

    • Authors: Shaunna Smith et al.
      Abstract: Research shows that high spatial ability is linked to success and persistence in STEM. Empirical investigations often report a gender gap in favor of male students. The purpose of this research study was to assess changes to 9th grade engineering students’ spatial visualization skills through engagement in a nine-week collaborative 3-D printed prosthetics project embedded within their existing ‘‘Beginning Concepts of Engineering’’ course curriculum. Using concurrent mixed methods, this study examined pre-/post-test scores on the Revised Purdue Spatial Visualization Test: Rotations (Revised PSVT:R) in connection with gender, course grades, and level of involvement in the project. Both male and female students’ spatial visualization skills improved overall through the project. Higher levels of project involvement had a positive correlation with students’ Revised PSVT:R scores, and semester course grades. Female students had lower Revised PSVT:R scores than their male peers before and after the project; however, females experienced statistically significant gains in their post-project Revised PSVT:R scores. The trend of the closing gender gap that is evidenced by the female and male students’ mean scores suggests that a novel collaborative project, which includes hands-on, spatially-rich activities, can help female students catch up on their spatial visualization and mental rotation skills. This impact is increased when students dedicate more time to the project.
      PubDate: Fri, 11 May 2018 01:05:32 PDT
       
  • Choosing STEM College Majors: Exploring the Role of Pre-College
           Engineering Courses

    • Authors: L. Allen Phelps et al.
      Abstract: Despite the recent policy proclamations urging state and local educators to implement integrated science, technology, engineering, and mathematics (STEM) curricula, relatively little is known about the role and impact of pre-college engineering courses within these initiatives. When combined with appropriate mathematics and science courses, high school engineering and engineering technology (E&ET) courses may have the potential to provide students with pre-college learning experiences that encourage them to pursue STEM college majors. Our central research question was: What is the nature and extent of any relationship between high school E&ET course completion and subsequent selection of a STEM major in a two-year or four-year college'Using the first and second follow-up datasets of the Education Longitudinal Study of 2002, we examined the direction and magnitude of the association between E&ET course-taking in high school and postsecondary STEM program enrollment. We controlled for a wide array of factors identified in the literature as being associated with college major selection, allowing us to better isolate the association between high school E&ET course-taking and college major selection.Overall, students who earned three credits in E&ET courses were 1.60 times more likely to enroll in STEM majors in four-year institutions than students who did not earn high school E&ET credits. This positive, significant association persisted even after controlling for students’ social backgrounds, academic preparation and attitudes during high school, college choice considerations, and early postsecondary education experiences. In combination with a high school college readiness curriculum, E&ET courses potentially contribute in multiple ways to informing students’ selection of engineering and STEM college majors.
      PubDate: Tue, 20 Feb 2018 12:16:00 PST
       
  • Supporting Mechanistic Reasoning in Domain-Specific Contexts

    • Authors: Paul J. Weinberg
      Abstract: Mechanistic reasoning is an epistemic practice central within science, technology, engineering, and mathematics disciplines. Although there has been some work on mechanistic reasoning in the research literature and standards documents, much of this work targets domain-general characterizations of mechanistic reasoning; this study provides domain-specific illustrations of mechanistic reasoning. The data in this study comes from the Assessment of Mechanistic Reasoning Project (AMRP) (Weinberg, 2012), designed using item response theory modeling to diagnose individuals’ mechanistic reasoning about systems of levers. Such a characterization of mechanistic reasoning illuminates what is easy and difficult about this form of reasoning, within the subdomain of simple machines. Moreover, this work indicates how domain-general principles may be limited. The study participants included elementary, middle, and high school students as well as college undergraduates and adults without higher education. Although the majority of participants responded to the AMRP by diagnosing at least one mechanistic element (elements inherent to the working of systems of levers) as they predicted its motion, such reasoning was not trivial. In fact, the diverse reasoning by participants shows how systems of levers support elements of mechanistic reasoning. Moreover, this study provides evidence that the development of mechanistic reasoning is dependent on domain-specific experience.
      PubDate: Mon, 04 Dec 2017 06:41:24 PST
       
  • Latinx and Caucasian Elementary School Children’s Knowledge of and
           Interest in Engineering Activities

    • Authors: Gamze Ozogul et al.
      Abstract: Ethnic minorities, such as Latinx people of Hispanic or Latino origin, and women earn fewer engineering degrees than Caucasians and men. With shifting population dynamics and high demands for a technically qualified workforce, it is important to achieve broad participation in the engineering workforce by all ethnicities and both genders. Previous research has examined the knowledge of and interest in engineering among students in grades five and higher. In contrast, the present study examined elementary school students in grades K–5. The study found that older students in grades 4 and 5 had both greater knowledge of engineering occupational activities and greater interest in engineering than younger students in grades K–3. Moreover, Caucasian students had greater knowledge and interest levels than Latinx students. There were no significant differences between boys and girls, nor any significant interactions among gender, grade level, and ethnicity. A significant positive correlation between knowledge of engineering occupational activities and interest in engineering was also found. The findings suggest that early engineering outreach interventions are important. Such early interventions could potentially contribute to preserving the equivalent interest levels of males and females for engineering as students grow older. Also, ethnic disparities in engineering knowledge and interest could potentially be mitigated through early interventions.
      PubDate: Tue, 17 Oct 2017 13:59:18 PDT
       
  • Approaches to Integrating Engineering in STEM Units and Student
           Achievement Gains

    • Authors: Elizabeth A. Crotty et al.
      Abstract: This study examined different approaches to integrating engineering practices in science, technology, engineering, and mathematics (STEM) curriculum units. These various approaches were correlated with student outcomes on engineering assessment items. There are numerous reform documents in the USA and around the world that emphasize the need to incorporate engineering into science education. The authors of this study contend that different approaches to integrating engineering in STEM units correlate to larger student achievement gains in engineering, based on assessment items developed from the Framework for Quality K–12 Engineering Education (Moore, Glancy, Tank, Kersten, & Smith, 2014). The goal of this work is not to establish one singular working definition for how to integrate the disciplines of STEM but rather to focus on characteristics of integrating engineering within STEM curricular units that are associated with higher student achievement gains in engineering for the students involved in this study. The results indicate that when engineering is introduced at the beginning of the unit to provide context for the learning, and revisited throughout the duration of the unit, student achievement gains with engineering assessment items are greater than when engineering is incorporated only at the end of the unit as a design challenge in the form of a culminating project.
      PubDate: Wed, 27 Sep 2017 06:58:00 PDT
       
  • Anticipating Change: An Exploratory Analysis of Teachers’ Conceptions of
           Engineering in an Era of Science Education Reform

    • Authors: Tesha Sengupta-Irving et al.
      Abstract: While integrating engineering into science education is not new in the United States, technology and engineering have not been well emphasized in the preparation and professional development of science teachers. Recent science education reforms integrate science and engineering throughout K–12 education, making it imperative to explore the conceptions teachers hold of engineering as a discipline, and as an approach to teaching. This analysis draws on focus group interviews with practicing secondary teachers (n = 12) conducted during a professional development seminar. The goals of the seminar were to present engineering as a heterogeneity of practices and inquiries organized to solve human problems; and, to model design-build-test pedagogy as a new approach to teaching. Outcomes show teachers’ conceptions of engineering as a discipline are that it redefines failure as necessary for success, and that it can more directly link school learning to serving society. Teachers also anticipated that design-build-test pedagogy would disrupt procedural learning in science, and likely invert which students achieve and why. These outcomes are discussed in light of reform goals, particularly as regards issues of equity. Implications for science teacher educators are also discussed.
      PubDate: Fri, 18 Aug 2017 07:01:21 PDT
       
  • Mathematical Description and Mechanistic Reasoning: A Pathway Toward STEM
           Integration

    • Authors: Paul J. Weinberg
      Abstract: Because reasoning about mechanism is critical to disciplined inquiry in science, technology, engineering, and mathematics (STEM) domains, this study focuses on ways to support the development of this form of reasoning. This study attends to how mechanistic reasoning is constituted through mathematical description. This study draws upon Smith’s (2007) characterization of mathematical description of scientific phenomena as ‘‘bootstrapping,’’ where negotiating the relationship between target phenomena and represented relations is fundamental to learning. In addition, the development of mathematical representation presents a viable pathway towards STEM integration. In this study, participants responded to an assessment of mechanistic reasoning while cognitive interviews were conducted to characterize their reasoning about mechanism and mathematical description of the systems of levers represented in the items. Participant item responses were modeled using item response theory and participant talk and gesture were coded according to developed analytic frameworks. Participants were elementary, middle, and high school students as well as college undergraduates, and adults without college education. The results suggest a relationship between participants’ tendencies to describe these systems mathematically and their mechanistic reasoning ability. Moreover, there are specific elements of mechanistic reasoning that are more highly associated with mathematical description. In addition, there is a relationship between a participant’s propensity to both mathematically describe and mechanistically trace mechanical systems.
      PubDate: Sun, 02 Jul 2017 12:06:15 PDT
       
  • Teachers’ Incorporation of Argumentation to Support Engineering Learning
           in STEM Integration Curricula

    • Authors: Corey A. Mathis et al.
      Abstract: One of the fundamental practices identified in Next Generation Science Standards (NGSS) is argumentation, which has been researched in P-12 science education for the previous two decades but has yet to be studied within the context of P-12 engineering education. This research explores how elementary and middle school science teachers incorporated argumentation into engineering design-based STEM (science, technology, engineering, and mathematics) integration curricular units they developed during a professional development program. To gain a better understanding of how teachers included argumentation in their curricula, a multiple case study approach was conducted using four STEM integration units. While evidence of argumentation was found in each curriculum, the degree to which it appeared in each case varied. The strongest potential for argumentation occurred when students were required to explain and justify their final engineering design solutions to the client; certain guiding questions and discussions also promoted argumentation, depending on their structure. Additionally, argumentation was found to support engineering concepts such as the process of design, engineering thinking, communication in engineering contexts, and the application of science, mathematics, and engineering content. These findings support the idea that argumentation can be integrated into P-12 engineering education contexts in order to support students’ STEM learning.
      PubDate: Sat, 24 Jun 2017 17:51:30 PDT
       
  • Students’ Successes and Challenges Applying Data Analysis and
           Measurement Skills in a Fifth-Grade Integrated STEM Unit

    • Authors: Aran W. Glancy et al.
      Abstract: An understanding of statistics and skills in data analysis are becoming more and more essential, yet research consistently shows that students struggle with these concepts at all levels. This case study documents some of the struggles four groups of fifth-grade students encounter as they collect, organize, and interpret data and then ultimately attempt to draw conclusions or make decisions based on these data. The activities in which the students engaged were part of an integrated science, technology, engineering, and mathematics (STEM) unit that had students collecting and analyzing data both in the context of learning science concepts and in the context of evaluating prototypes for an engineering design challenge. Students were observed to struggle in a variety of ways, specifically having difficulty (1) properly using certain measurement devices, (2) coordinating quantitative data with the phenomenon being measured, and (3) properly interpreting the significance of variation, uncertainty, and error in the data. Implications for teaching and curriculum design are addressed.
      PubDate: Sat, 24 Jun 2017 17:51:23 PDT
       
  • Perspectives on Failure in the Classroom by Elementary Teachers New to
           Teaching Engineering

    • Authors: Pamela S. Lottero-Perdue et al.
      Abstract: This mixed methods study examines perspectives on failure in the classroom by elementary teachers new to teaching engineering. The study participants included 254 teachers in third, fourth, and fifth grade who responded to survey questions about failure, as well as a subset of 38 of those teachers who participated in interviews about failure. The study first examines the literature about failure in the contexts of engineering and education. Failure is positioned as largely normative and expected in engineering, whereas in education, learning and failure have a more tenuous relationship. Identity, failure avoidance, failure as part of the learning process, growth and fixed mindset, resilience, perseverance, and grit are addressed in a discussion of failure and education. Quantitative and qualitative research methods were utilized to examine how participants: reacted to the words failure or fail, reported allowing students to fail or revise their work, considered how failure should be avoided in education, considered how failure may be construed as a learning experience, and reported using the words failure or fail in their classrooms. Conclusions from the study include that: failure has a largely negative connotation within education and by teachers, which influences how teachers use the words fail and failure and create failure experiences for their students; many teachers practice resilience and perseverance and encourage similar practices in their students with respect to mistakes in the classroom, which serves as a helpful yet somewhat inaccurate analogue for failure in engineering design; and there is evidence that many teachers have adopted a growth mindset and encourage this mindset in their classrooms – however, there are some challenges to a true adoption of this mindset by teachers.
      PubDate: Sat, 24 Jun 2017 17:51:16 PDT
       
  • Undergraduate Engineers and Teachers: Can Students Be Both'

    • Authors: Malinda S. Zarske et al.
      Abstract: Today’s college-aged students are graduating into a world that relies on multidisciplinary talents to succeed. Engineering college majors are more likely to find jobs after college that are outside of STEM (science, technology, engineering, and mathematics) fields, including jobs in healthcare, management, and social services. A survey of engineering undergraduate students at the University of Colorado Boulder in November 2012 indicated a desire by students to simultaneously pursue secondary teacher licensure alongside their engineering degrees: 25 percent ‘‘agreed’’ or ‘‘strongly agreed’’ that they ‘‘would be interested in earning grades 7–12 science or math teaching licenses while [they] earn [their] engineering degrees. As colleges of engineering education, how can we support the success of our students in these multidisciplinary fields post-graduation, including teaching'The University of Colorado Boulder’s College of Engineering and Applied Science in partnership with the School of Education, has developed an innovative program that results in graduates attaining a secondary school STEM teacher license concurrently with an engineering BS degree. This streamlined pathway through engineering educates and prepares a workforce of secondary teachers capable of high-level teaching in multiple STEM subjects—either engineering coupled with science (biology, chemistry, and physics), or engineering coupled with mathematics. These engineers are motivated and inspired to pursue two career routes because they find value and passion for both professions. One study showed that successful mathematics and science teachers ‘‘would have liked to be engineers’’. Teachers expressed that being comfortable and understanding engineering phenomena is a barrier to why they initially did not pursue an engineering career. We are fostering students that develop both an engineering mindset alongside a commitment to giving back through secondary teaching in this program.This research aims to discover if and how students in the engineering + teaching program identify themselves as both an engineering student and as a teaching student. We are exploring why students decided to pursue engineering and teaching and how they plan to use engineering, teaching, or both in their futures. It is important to also understand how we attract students to this program. Given the diverse student experience inherent in this degree program built around passion and desire to combine engineering and teaching, the paper addresses the questions, ‘‘How do engineering knowledge and teaching knowledge intersect for undergraduate engineering students'’’ and ‘‘What challenges exist to navigating an engineering major with a teaching license pathway'’’Initial survey and focus group data collected this past academic year indicates that students in this degree program identify as both an engineer and a teacher. Using mixed-methods analysis informed by current education research—including quantitative and qualitative survey questions and small focus groups—we explore the ways in which students discovered this program and how they plan to incorporate the two disciplines in their future. We are interested in how engineering students will incorporate the knowledge that they learned in engineering classes into the lesson plans they design for secondary classroom students.
      PubDate: Sat, 24 Jun 2017 17:46:03 PDT
       
  • Examining Experienced Teachers’ Noticing of and Responses to
           Students’ Engineering

    • Authors: Aaron W. Johnson et al.
      Abstract: Engineering design places unique demands on teachers, as students are coming up with new, unanticipated ideas to problems along often unpredictable trajectories. These demands motivate a responsive approach to teaching, in which teachers attend their students’ thinking and flexibly adapt their instructional plans and objectives. A great deal of literature has focused on responsive teaching in science and mathematics, but there has been little research or professional development on this approach in engineering. In this work, we conducted clinical video-based interviews with six elementary teachers experienced in teaching engineering to discuss what they noticed in their students’ thinking and how they responded. Using analytical methods based on the grounded theory approach, we identified four themes in what teachers noticed in their students’ engineering: how students (1) framed (or interpreted) the project, (2) engaged in the engineering design process, (3) exhibited informed designer patterns, and (4) communicated with each other in ways that supported their engineering. Although none of these teachers had a formal background in engineering, we show how these themes connect to disciplinary aspects of engineering design. We also identified challenges that teachers perceived facing when responding to students’ work. By showing teachers’ abilities and challenges for responsive teaching, these findings motivate a research and professional development agenda to support teachers in eliciting, noticing, and responding to their students’ engineering.
      PubDate: Sat, 24 Jun 2017 17:45:58 PDT
       
  • Elementary Teachers’ Reflections on Design Failures and Use of Fail
           Words after Teaching Engineering for Two Years

    • Authors: Pamela S. Lottero-Perdue et al.
      Abstract: This mixed-methods study examines how teachers who have taught one or two units of the Engineering is Elementary (EiE) curriculum for two years reported on: students’ responses to design failure; the ways in which they, the teachers, supported these students and used fail words (e.g. fail, failure); and the teachers’ broad perspectives and messages to students about failure. In addition, the study explores how strategies, perspectives, messages, and fail word use may change after two years of engineering instruction. This study builds on previous work about elementary teachers’: perspectives on failure prior to teaching engineering, and responses to and perspectives on failure after teaching EiE unit(s) for one year. Data collected included 74 surveys, containing both quantitative and qualitative items, and ten in-depth, semi-structured interviews. Quantitative data were analyzed via non-parametric methods, and qualitative analysis involved an iterative search for codes and themes. The convergent mixed-methods design enabled comparison across quantitative and qualitative findings. Findings included that the elementary engineering classroom is a complex space in which teams may or may not experience design failure; for those teams that do, they—and, in turn, their teachers—may respond to this experience in a wide range of ways. Also, after two years of teaching engineering, teachers felt more comfortable preparing students for design failure experiences, and responding when design failure occurred. Most also felt more comfortable using fail words, and when they used these words, learned to do so with context and care.
      PubDate: Sat, 24 Jun 2017 17:45:53 PDT
       
  • Reasoning Strategies in the Context of Engineering Design with Everyday
           Materials

    • Authors: Marcelo Worsley et al.
      Abstract: ‘‘Making’’ represents an increasingly popular label for describing a form of engineering design. While making is growing in popularity, there are still open questions about the strategies that students are using in these activities. Assessing and improving learning in making/ engineering design contexts require that we have a better understanding of where students’ ideas are coming from and a better way to characterize student progress in open-ended learning environments. In this article, we use a qualitative analysis of students’ responses (N = 13) in order to identify the origins of their ideas. Four strategies emerged from this analysis: unexplained reasoning; materials-based reasoning; example-based reasoning; and principle-based reasoning. We examine key characteristics of each strategy and how each strategy relates to learning and expertise through in-depth case studies. Furthermore, we identify how these four strategies are a complement to prior work on analogical problem solving and creativity, and offer a number of unique contributions that are particularly relevant for engineering education. Finally, we include two coding schemes that can be used to classify students’ responses. Studying reasoning strategies in this way is a fruitful means for characterizing student learning in complex learning environments. Moreover, understanding reasoning strategies impacts the nature of student–teacher discussions and informs how to help students progress most effectively.
      PubDate: Mon, 27 Mar 2017 07:31:06 PDT
       
  • Reading and Engineering: Elementary Students’ Co-Application of
           Comprehension Strategies and Engineering Design Processes

    • Authors: Amy Wilson-Lopez et al.
      Abstract: For decades, researchers have asserted that K–12 teachers should embed reading comprehension instruction within each academic discipline, including ‘‘technical subjects’’ such as engineering. Recently, this assertion has become a source of controversy among researchers and practitioners who believe that time spent on teaching reading comprehension strategies may detract from time spent on more authentic activities such as engineering design. The purpose of this exploratory study was to investigate whether and how elementary students’ applications of comprehension strategies overlapped with their application of engineering design processes. The authors provided comprehension strategy instruction to 57 third- and fifth-grade students as they read texts describing problems that could be solved through engineering. The authors used constant comparative methods to analyze students’ comments from small-group and whole-class discussions about the texts. A former reading teacher with a PhD in literacy education identified students’ application of reading comprehension strategies, while a former engineer with a PhD in engineering education identified their application of engineering design processes. The analysis indicated that 80.5% of comments that were coded as ‘‘comprehension strategy’’ were also coded as ‘‘engineering design process.’’ Particular comprehension strategies tended to co-occur with particular engineering design processes. This study challenges the assumption that time spent in applying comprehension strategies detracts from time spent in learning engineering design. Elementary students’ application of comprehension strategies occurred in conjunction with their application of engineering design processes, suggesting that comprehension strategy instruction and engineering design instruction can be conceptualized as complementary rather than competing.
      PubDate: Mon, 23 Jan 2017 06:31:11 PST
       
  • Disciplinary Differences in Out-of-School High School Science Experiences
           and Influence on Students’ Engineering Choices

    • Authors: Allison Godwin et al.
      Abstract: Participation from a variety of students is important to the long-term growth of the engineering field. Much of the research on engineering recruitment or career choice has focused on engineering as a whole, even though engineering disciplines are varied in student participation and focus. This work examines how students’ out-of-school interests and experiences in high school predict the likelihood of choosing a career in a particular engineering discipline. Out-of-school experiences offer more unstructured ways for students to meaningfully engage with science and engineering outside of the confines of the classroom. These experiences offer opportunities to spark particular science interests not included in traditional high school science curriculum. Additionally, participation in engineering for women has been historically low. For this reason, we also examined reported differences in out-of-school experiences by gender. Our findings indicate that reported out-of-school experiences increased the odds of students choosing particular engineering disciplines. Experiences traditionally stereotyped as masculine and more often reported by men, such as tinkering, increased the odds of choosing engineering disciplines with higher representation of men. However, some experiences equally reported by men and women, such as mixing chemicals or engaging with chemistry in the kitchen or talking with friends or family about science, predicted higher odds of choosing engineering disciplines with higher representation of women (chemical, biomedical, environmental). These quantitative results are a first step in understanding how out-of-school experiences are connected to the nuanced decisions of disciplinary engineering career decisions and have implications for the way engineering faculty draw on prior experience in the classrooms and for researchers on how out-of-school activities may predict students’ long-term career decisions.
      PubDate: Tue, 10 Jan 2017 07:49:54 PST
       
  • ‘‘Can I drop it this time'’’ Gender and Collaborative Group
           Dynamics in an Engineering Design-Based Afterschool Program

    • Authors: Jessica Schnittka et al.
      Abstract: The 21st century has brought an increasing demand for expertise in science, technology, engineering, and math (STEM). Although strides have been made towards increasing gender diversity in several of these disciplines, engineering remains primarily male dominated. In response, the U.S. educational system has attempted to make engineering curriculum more engaging, informative, and welcoming to girls. Specifically, project-based and design-based learning pedagogies promise to make engineering interesting and accessible for girls while enculturating them into the world of engineering and scientific inquiry. Outcomes for girls learning in these contexts have been mixed. The purpose of this study was to explore how cultural gender norms are navigated within informal K-12 engineering contexts. We analyzed video of single- and mixed-gender collaborative groups participating in Studio STEM, a design-based, environmentally themed afterschool program that took place in a rural community. Discourse analysis was used to interpret interactional styles within and across groups. Discrepancies were found regarding functional and cultural characteristics of groups based on gender composition. Single-gender groups adhered more closely to social gender norms. For example, the boys group was characterized by overt hierarchies, whereas the girls group outwardly displayed solidarity and collaboration. In contrast, characteristics of interactional styles within mixed gender groups strayed from social gender norms, and stylistic differences across group types were greater for girls than for boys. Learning outcomes indicated that girls learned more in mixed-gender groups. Our results support the use of mixed-gender collaborative learning groups in engineering education yet uncover several challenges. We close with a discussion of implications for practitioners.
      PubDate: Fri, 02 Dec 2016 07:30:58 PST
       
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


Your IP address: 34.204.191.145
 
Home (Search)
API
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-