Elementary Teachers’ Mental Images of Engineers at Work
Elementary Teachers’ Mental Images of Engineers at Work
复制标题
小学教师心目中工程师的工作形象
DOI：
--
复制
发表时间：
2020
影响因子：
--
通讯作者：
Karen High
中科院分区：
文献类型：
--
作者：
Rebekah Hammack;Juliana Utley;T. Ivey;Karen High
摘要 当前研究的目的是确定为期多天的以工程为重点的专业发展计划对小学教师对工程师工作的看法以及他们对数学和科学的运用的影响。在专业发展计划之前和之后立即以工程师图纸的形式收集数据，并在计划结束时进行开放式退出调查。参与者的绘图在以下几个方面进行评分：数学的运用、科学的运用以及工程师的工作。 Wilcoxon 符号等级测试显示，测量之间唯一显着的变化是在“工程师的工作”中，参与者的绘图代表了完成专业发展计划后更扩展的概念。对退出调查回复的分析表明，参与者对工程、科学和数学之间复杂关系的理解仍然有限。摘要 当前研究的目的是确定为期多天的以工程为重点的专业发展计划对小学教师对工程师工作的看法以及他们对数学和科学的运用的影响。在专业发展计划之前和之后立即以工程师图纸的形式收集数据，并在计划结束时进行开放式退出调查。参与者的绘图在以下几个方面进行评分：数学的运用、科学的运用以及工程师的工作。 Wilcoxon 符号等级测试显示，测量之间唯一显着的变化是在“工程师的工作”中，参与者的绘图代表了完成专业发展计划后更扩展的概念。对退出调查回复的分析表明，参与者对工程、科学和数学之间复杂关系的理解仍然有限。
Abstract The purpose of the current study was to determine the impacts of a multiple-day engineering-focused professional development program on elementary teachers’ perceptions of the work of engineers and their use of mathematics and science. Data were collected in the form of drawings of engineers prior to and immediately after the professional development program as well as an open-ended exit survey at the end of the program. Participants’ drawings were scored in the following areas: use of mathematics, use of science, and work of an engineer. Wilcoxon signed-rank tests revealed that the only significant change between measures was in ‘‘work of an engineer,’’ with participants’ drawings representing more expanded conceptions after completing the professional development program. An analysis of exit survey responses indicated that participants still had a limited understanding of the complex relationships among engineering, science, and mathematics. Abstract The purpose of the current study was to determine the impacts of a multiple-day engineering-focused professional development program on elementary teachers’ perceptions of the work of engineers and their use of mathematics and science. Data were collected in the form of drawings of engineers prior to and immediately after the professional development program as well as an open-ended exit survey at the end of the program. Participants’ drawings were scored in the following areas: use of mathematics, use of science, and work of an engineer. Wilcoxon signed-rank tests revealed that the only significant change between measures was in ‘‘work of an engineer,’’ with participants’ drawings representing more expanded conceptions after completing the professional development program. An analysis of exit survey responses indicated that participants still had a limited understanding of the complex relationships among engineering, science, and mathematics.