High Group

Research Projects

Elementary Teachers' Mental Images of Engineers at Work

Funding Agencies: Oklahoma State Department of Education Mathematics and Science Partnership grant, the Oklahoma State University College of Education, and the Center for Research on STEM Teaching and Learning

Summary: The purpose of the current study was to determine the impacts of a multiple-day engineering-focused professional development program on elementary teachers' perceptions of the work of engineers and their use of mathematics and science. Data were collected in the form of drawings of engineers prior to and immediately after the professional development program and an open-ended exit survey at the end of the program. Participants' drawings were scored in the following areas: use of mathematics, use of science, and work of an engineer.

Collaborators: Rebekah Hammack (Montana State University), Juliana Utley (Oklahoma State University), Toni Ivey (Oklahoma State University)

Enhancing engineering education in the elementary school

Funding Agency: Oklahoma State Department of Education

Summary: The Next Generation Science Standards emphasizes the inclusion of engineering practices throughout the K–12 science curriculum. Therefore, elementary educators need to be knowledgeable about engineering and engineering careers to expose their students to engineering. The purpose of this study was to examine the effect of engineering professional development on in‐service elementary teachers': (a) knowledge and perceptions regarding engineering and (b) self‐efficacy of teaching engineering. This quantitative study revealed that even one professional development opportunity could help alleviate some misconceptions about the work of engineers and what constitutes technology and increase teachers' confidence to teach engineering concepts.

Collaborators: Juliana Utley (Oklahoma State University), Toni Ivey (Oklahoma State University), Rebekah Hammack (Montana State University)

Developing a Methodology for Teaching and Evaluating Critical Thinking Skills in First-Year Engineering Students

Funding Agency: National Science Foundation

Summary: Many program outcomes required by ABET 2000 criteria require that students learn critical thinking and communication skills as part of the engineering curriculum. In this study, we attempted to improve forty-nine first year undergraduate engineering students' critical thinking skills through two assignments based on the Paul-Elder model of critical thinking, which incorporates characteristics of eight elements of thought of critical thinking and has been explicitly contextualized for use in engineering.

Collaborators: Lynnette Michaluk (West Virginia University), Jon Martens (Oklahoma State University), Rebecca L Damron (Oklahoma State University)

Effect of an Engineering Camp on Students' Perceptions of Engineering and Technology

Summary: Students' knowledge about a profession influences their future decisions about careers. Research indicates that students tend to hold stereotypical views of engineers, which would hinder engineering as a career choice. The purpose of this study was to measure how participating in a week-long engineering summer camp affected middle school students' (N519) attitudes towards engineering and their conceptions of engineering and technology. Results indicate that participation in the programs positively impacted the students' understanding of what technology is and the work engineers do. Although the results indicate a positive impact on participants, it is not clear which components of the camp contributed to this change.

Collaborators: Rebekah Hammack (Montana State University), Juliana Utley (Oklahoma State University), Toni Ivey (Oklahoma State University)