The next generation science standards (NGSS) call for all K-12 students to participate in engineering experiences. This will be a new subject area for many schools in the U.S. Teachers receive training to teach science and math, but most elementary and middle school teachers have not received engineering or technology education training. As the push for incorporating more STEM into K-12 increases, it is important to understand teachers' attitudes and experiences related to engineering and STEM at the K-12 level. The Novel Engineering Project (formerly Integrating Engineering and Literacy Project) recently surveyed 70 U.S. elementary and middle school teachers in 15 states to explore teachers' experiences with teaching engineering as well as their opinions about including more engineering in K-8 classrooms. The survey analysis accounted for differences in location, years of experience, and type of school. Conflicting external pressures and a lack of training emerged as consistent barriers to teaching engineering across different types of schools and locations. Many teachers are interested in incorporating more engineering experiences. However, time, focus on standards & testing, and lack of administrative support are significant considerations for engineering education innovators and researchers to take into account when developing curricula. These findings also suggest that teachers would benefit from more training at both the pre-service and in-service levels in effective methods for teaching engineering, especially within an integrated unit that complements other core academic subjects. This paper discusses the results of the survey and its implications for disseminating successful engineering education initiatives that teachers feel empowered and prepared to teach.
展开▼
