Date Available
1-7-2022
Year of Publication
2022
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
STEM Education
Advisor
Dr. Margaret Mohr-Schroeder
Abstract
Engineering has become a popular topic within science standards in recent years. However, many teachers do not have experience teaching or doing engineering. With the possibility of engineering becoming a major part of the science curriculum, it is important that teachers are prepared and well equipped to teach and instruct engineering activities, lessons, and support. This quantitative study studied elementary preservice teachers’ self-efficacy and confidence with teaching engineering in the classroom after experiencing and teaching engineering activities. Overall, the implementation of the engineering activities had both positive and negative impacts on preservice teachers’ perceptions of themselves and teaching engineering in the classroom.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2022.018
Recommended Citation
Perrin, Andrea, "ELEMENTARY PRESERVICE TEACHERS SELF-EFFICACY AND CONFIDENCE TEACHING ENGINEERING" (2022). Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education. 17.
https://uknowledge.uky.edu/stem_etds/17
