Journal Title
Title of Journal: Res Sci Educ
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Abbravation: Research in Science Education
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Publisher
Springer Netherlands
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Authors: Brenda M Capobianco Ji H Yu Brian F French
Publish Date: 2014/07/20
Volume: 45, Issue: 2, Pages: 275-292
Abstract
The integration of engineering concepts and practices into elementary science education has become an emerging concern for science educators and practitioners alike Moreover how children specifically preadolescents grades 1–5 engage in engineering designbased learning activities may help science educators and researchers learn more about children’s earliest identification with engineering The purpose of this study was to examine the extent to which engineering identity differed among preadolescents across gender and grade when exposing students to engineering designbased science learning activities Five hundred fifty preadolescent participants completed the Engineering Identity Development Scale EIDS a recently developed measure with validity evidence that characterizes children’s conceptions of engineering and potential career aspirations Data analyses of variance among four factors ie gender grade and group indicated that elementary school students who engaged in the engineering designbased science learning activities demonstrated greater improvements on the EIDS subscales compared to those in the comparison group Specifically students in the lower grade levels showed substantial increases while students in the higher grade levels showed decreases Girls regardless of grade level and participation in the engineering learning activities showed higher scores in the academic subscale compared to boys These findings suggest that the integration of engineering practices in the science classroom as early as grade one shows potential in fostering and sustaining student interest participation and selfconcept in engineering and scienceThis project is supported by the National Science Foundation Award 0734091 Any opinions findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation
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