Elementary teachers' perceptions of engineering, engineering design, and their abilities to teach engineering: A mixed methods study

Abstract

This explanatory sequential mixed methods study explores elementary teachers' preparedness to teach engineering and engineering design as prescribed by the Next Generation Science Standards (NGSS). The data analyzed included the NGSS document, responses to an online survey that was completed by 542 Oklahoma K-5 teachers responsible for the science instruction of their students, and interview and focus group transcripts from a subset of survey participants. The results are organized into three distinct manuscripts, each devoted to a specific set of research questions. As a whole, the dissertation findings indicate that elementary teachers are not prepared to incorporate engineering practices into their classrooms. Study participants were found to have limited understanding of engineering and engineering design, as well as low engineering self-efficacy and engineering teaching efficacy related to pedagogical content knowledge. While participants recognized the benefits of including engineering activities in their classrooms, they reported that barriers such as lack of time, lack of training, lack of materials, and lack of support inhibited their abilities to infuse engineering into their curriculum.