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Educ. Sci. 2017, 7(4), 88; https://doi.org/10.3390/educsci7040088

Identifying Initial Conceptions of Engineering and Teaching Engineering

School of Education, College of Education, Criminal Justice, and Human Services, University of Cincinnati, PO Box 210002, Cincinnati, OH 45221, USA
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Received: 31 October 2017 / Revised: 27 November 2017 / Accepted: 5 December 2017 / Published: 7 December 2017
(This article belongs to the Special Issue Teaching and Learning in STEM Education)
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Abstract

The present study reports the use of an interview task to identify the initial conceptions of engineering and teaching engineering held by secondary mathematics and science teachers upon entering a professional development program. Results obtained from this task gave insight on several points, including: (1) the requirements for a task to be considered engineering; (2) the role of a student in practicing engineering; (3) the role of the teacher in teaching engineering; and (4) the differences in discourse choices, between mathematics and science teachers, pertaining to conceptions of engineering and teaching engineering. Through understanding the beliefs of our teachers, appropriate action may be taken to ensure that we are fostering desirable classroom environments, as well as better understand how to prepare them for challenges that may present themselves in the classroom. View Full-Text
Keywords: teaching engineering; conceptions; teacher beliefs; teacher change; professional development teaching engineering; conceptions; teacher beliefs; teacher change; professional development
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Thatcher, W.; Meyer, H. Identifying Initial Conceptions of Engineering and Teaching Engineering. Educ. Sci. 2017, 7, 88.

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