Examining Teacher Epistemic Beliefs in Elementary Engineering Education

• In Event: Poster Session 10
  In Poster Session: Teacher Development/Professional Development Posters

Abstract

The emergence of the Next Generation Science Standards (NGSS) has brought with it new opportunities for teachers to expand their existing science curriculum through the integration of engineering. As teachers begin to implement engineering in their classrooms, it is becoming increasingly relevant to examine how epistemological beliefs influence this integration. Given that many teachers do not have prior experience in engineering and how it would materialize in their classroom, further research on epistemological beliefs in this discipline is a necessary and fruitful endeavor. This is a pilot study examining the teachers’ epistemological beliefs as they relate to three different epistemological dimensions (teaching engineering, learning engineering and the nature of engineering) before and after a professional development workshop in engineering education.

Authors

• Megan Ruth Lancaster, University of North Carolina - Greensboro

• Heidi Carlone, University of North Carolina - Greensboro