Abstract
AbstractBackgroundThe Next Generation Science Standards (NGSS) call for the integration of engineering content and practices in elementary science curricula, yet little is known about elementary teachers' preparedness to do so or their views on teaching engineering.Purpose/HypothesisThe purpose of the current study was to explore K‐5 teachers' perceptions about incorporating engineering in their classrooms as well as the perceived barriers for doing so.Design/MethodThis study consisted of an online survey including a mix of selected response, Likert, and short answer items, followed by individual interviews and focus group sessions with a subset of survey participants. Descriptive statistics are reported for quantitative survey data. Open‐ended survey questions as well as interview and focus group transcripts were inductively coded to identify emergent themes.ResultsMany elementary teachers support the inclusion of engineering in the science standards for elementary grades. Teachers describe a lack of preservice and in‐service training, background knowledge, materials, time for planning and implementing lessons, and administrative support as barriers to implementing engineering activities within their classrooms.ConclusionWhile many elementary teachers support the use of engineering activities in their classrooms, there are numerous barriers preventing them from doing so. To ensure that NGSS are incorporated into elementary classrooms as they were intended, elementary teachers must be provided with the necessary training, resources, and support.
Highlights
The National Research Council's (NRC, 2012) framework report details the need to address the leaky pipeline of students who discontinue pursuing science, technology, engineering, and math (STEM), and in particular, engineering
4.1 | Oklahoma academic science standards In March 2014, Oklahoma adopted new science standards (OAS-S) that went into effect beginning in the 2014–2015 school year, with all state science assessments being aligned to OAS-S beginning in the 2016–2017 school year
While administrative support was reported as a barrier by approximately half of the participants, it was not reported as a strong barrier as frequently as the others
Summary
To ensure that NGSS are incorporated into elementary classrooms as they were intended, elementary teachers must be provided with the necessary training, resources, and support Responses in this category were related to participants' lack of knowledge of engineering and lack of preservice training. We try and teach our kids to think, but what type of engineering projects would the state approve as ‘good’ and teachers think are ‘good’ could be very different.” Another participant wrote, “If teachers don't have background knowledge and understand it themselves, they WILL NOT implement their training in their classrooms!” Other teachers mentioned being intimidated by their lack of engineering knowledge, which resulted in not teaching it: “I don't know.
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