Analyzing predictors of children’s formative engineering identity development
Analyzing predictors of children’s formative engineering identity development
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分析儿童形成性工程身份发展的预测因素
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Chaihua Lin
中科院分区：
文献类型：
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作者：
B. Capobianco;Eric D. Deemer;Chaihua Lin
本研究以一学年为研究对象，探讨小学学生在参与以工程设计为基础的科学教学前后的形成性工程认同发展。超过200名三年级至六年级的学生分三次完成了工程身份发展量表（EIDS）。结果表明，随着时间的推移，学生对工程概念的理解有所增长，职业抱负也有所增加。三年级和六年级学生比四年级和五年级学生表现出更大的工程职业抱负。没有发现性别的交互作用。研究工程实践整合对儿童认同形成的影响的启示。
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.