Teacher Perceptions of Engineering and Students' Potential in Engineering Activities

• In Event: Science Teaching and Learning: Engineering Education

Abstract

With the introduction of the Next Generation Science Standards, engineering is being integrated into K-12 classrooms for the first time; however, many teachers report low confidence in their ability to teach engineering (Trygstad, 2013). In response, we are developing engineering curriculum modules to assist teachers in engaging their students in NGSS practices. In this paper we discuss how participation in these engineering modules changed teacher perceptions of engineering within their classrooms and students’ abilities to learn from engineering curriculum. Through participation in these modules, teachers have evolved their perceptions around engineering and how it can be implemented in their classrooms to help their students develop non-cognitive skills for professional success and learn to value the engineering design process.

Authors

• Alexandria Muller, University of California - Santa Barbara

• Kyle van Loon, University of California - Santa Barbara

• Destiny Schwab, University of California - Santa Barbara

• Tarah Connolly, Child Abuse Listening Mediation

• Ron Skinner, MOXI, The Wolf Museum of Exploration + Innovation

• Danielle Boyd Harlow, University of California - Santa Barbara

• Allyson Randall, University of California - Santa Barbara