Abstract
This study investigates students’ conceptions of engineering at the beginning and end of their involvement in a National Science Foundation funded Graduate STEM Fellows in K-12 Education (GK-12) program. It examines whether students involved in the program exhibited greater conceptions of engineering from beginning to end, whether differences exist among males and females, and if students’ engagement and satisfaction with their Fellows affects growth in conceptions of engineering. Pre-survey and post-survey data were collected annually over four years from 1,522 participants in grades 7 and 8 who had a GK-12 Fellow. Statistical analyses indicated students gained significantly in their conceptions of engineering during a year of GK-12 involvement. Those with a second year benefitted more, and the initial conception of engineering gap that occurred between males and females was closed by the end of students’ involvement in GK-12. The greater the degree of student engagement and satisfaction with their GK-12 Fellows, the more accurate were their conceptions of engineering. This study suggests STEM-focused partnership programs may positively affect students’ career conceptions, and there is value in value placing resident scientists who can facilitate student engagement in classrooms. Recommendations to program coordinators are provided.
Highlights
One In 1999, the National Science Foundation (NSF) launched the Graduate STEM Fellows in K-12 in Education (GK-12) program that paired Ph.D.-level graduate students (Fellows) with K-12 classroom teachers
We examined middle school students’ conceptions of engineering using pre-survey and post-survey data administered to all students in classrooms with a GK-12 Fellow
The findings describe students’ gains in their conceptions of engineering; differences in gains between male and female students; gains of students who were in the program for a second year; and how their levels of engagement and satisfaction contribute to their gains in conceptions of engineering
Summary
One In 1999, the National Science Foundation (NSF) launched the Graduate STEM Fellows in K-12 in Education (GK-12) program that paired Ph.D.-level graduate students (Fellows) with K-12 classroom teachers. The “exposition model” provided Fellows with opportunities in schools to present to students and teachers in a limited capacity, while the “classroom immersion model” paired Fellows with one or more K-12 teachers in the classroom throughout a school year. Most GK-12 programs used the latter approach, and it was the model employed for this study. Some studies have focused on the impact of GK-12 programs (in particular) on students’ perceptions of and attitudes toward engineering, finding students make gains in their conceptions of engineering, or develop more positive attitudes about engineering disciplines, as a result of having a scientist in their classroom (Lyons, 2011; Thompson & Lyons, 2008). Little research has examined gender differences in gains in conceptions of engineering, and no research has examined the relationships between student engagement and satisfaction with their GK-12 Fellows and increases in conceptions of engineering
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