Analyzing predictors of children’s formative engineering identity development

• Autores: Brenda M. Capobianco, Eric D. Deemer, Chaihua Lin
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. 1 (Parte A), 2017, págs. 44-54
• Idioma: inglés
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• Resumen

  • This study examines elementary school students’ formative engineering identity development before and after studentsengage in engineering design-based science instruction over the course of one academic year. Over 200 students in gradesthree through six completed the Engineering Identity Development Scale (EIDS) on three occasions. Results indicatedstudents’ growth in conceptual understandings of engineering and increased career aspirations over time. Third and sixgraders demonstrated greater career aspirations in engineering than fourth and fifth graders. No interaction effects forgender were found. Implications for studying the impact of the integration of engineering practices on children’s identityformation are suggested.