The Effect of K-12 Engineering Education Focused Professional Development Program on Science Teachers' Teaching Engineering Self-Efficacy*
Keywords:
Science Teachers, Professional Development, Engineering Integration, Self-Efficacy.Abstract
The purpose of this study is to examine the impact of a K-12 engineering education-focused professional development program on teachers' engineering self-efficacy. In the study, which was conducted in a nested mixed research design, the main qualitative design was embedded in a weak experimental design and the data obtained were related to each other. In the qualitative dimension of the study, teachers' reflection papers were used as data collection tools; in the quantitative dimension, engineering teaching self-efficacy scale was used as data collection tool. The study group of the research consisted of fourteen science teachers working in a province of the Black Sea region and selected using random sampling method. As a result of the study, it was found that the professional development program focused on engineering teaching significantly increased science teachers' engineering teaching self-efficacy and the qualitative results were consistent with this result. As a result of the results obtained from this study, recommendations are presented to practitioners and researchers for future teacher education or professional development program research in this field.
Downloads
References
Allinder, RM. (1994). The relationships between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
Bandura, A. (1977b). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(52), 191-215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.
Bandura, A. (1997). Self-efficacy: the exercise of control. W. H. Freeman and Company, New York, USA, 604 pp.
Boots, NK. (2013). Examining teachers' perspectives on an implementation of elementary engineering teacher professional development. Ph.D. Thesis, Purdue University, Learning, Design and Technology, USA.
Boriack, AC. (2013). Teachers' perceptions of effective science, technology, and mathematics professional development and changes in classroom practices. Ph.D. Thesis, Texas A&M University, USA.
Bruce, CD., Esmonde, I., Ross, J., Dookie, L. & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26, 1598-1608.
Bruce, CD., Esmonde, I., Ross, J., Dookie, L. & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26, 1598-1608.
Can, A. 2014. Quantitative data analysis in scientific research process with SPSS. Pegem Akademi Publishing, Ankara, 393 pp.
Ceran, E. (2021). Elementary school teachers' developing pedagogical content knowledge and beliefs about integrated STEM education through a professional development knowledge. Ph.D. Thesis, Marmara University, The Graduate School of Educational Sciences, The Department of Elementary Education, Istanbul, Turkey.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE Publications.
Custer, RL., & Daugherty, JL. (2009). The nature and status of stem professional development: Effective Practices for Secondary Level Engineering Education. National Center for Engineering and Technology Education, Utah State University, USA, 20 pp.
Daugherty, J. L. (2010). Engineering professional development design for secondary school teachers: A multiple case study. Journal of Technology Education, 21(1), 10-24.
Demirci, F. (2022). Adaptation of teaching engineering self-efficacy scale into Turkish. Pedagogical Perspective, 1(2), 128-141.
Desimone, L.M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199.
Fraenkel, J., Wallen, N. & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw Hill, Boston, USA, 642 pp.
Gökdağ-Baltaoğlu, M. & Güven, M. (2019). Relationship between self-efficacy, learning strategies, and learning styles of teacher candidates (Anadolu University example). South African Journal of Education, 39(2), 1-11.
Gunning, AM. (2021). Studying in-service teacher professional development on purposeful integration of engineering into K-12 STEM teaching (research to practice). American Society for Engineering Education 2021 Annual Conference, July 26-29, Virtual Meeting.
Guo, Y., Connor, CM., Yang, Y., Roehrig, AD. & Morrison, FJ. (2012). The effects of teacher qualification, teacher self-efficacy and classroom practices on fifth graders' literacy outcomes. The Elementary School Journal, 113(1), 3-24.
Guzey, SS., Tank, K., Wang, H.H., Roehrig, G. & Moore, T. (2014). A high quality professional development for teachers of grades 3-6 for implementing engineering into classrooms. School Science and Mathematics, 114(3), 139-149.
Gündüz-Özsoy, A. (2017). Examining the relationship between self-efficacy beliefs and change resistance behaviors of teachers working in state high schools. Master's Thesis, Marmara University, Department of Educational Sciences, Istanbul.
Hammack, RJ. (2016). Elementary teachers' perceptions of engineering, engineering design, and their abilities to teach engineering: a mixed methods study. Ph.D Thesis, Faculty of the Graduate College of the Oklahoma State University, USA.
Hynes, MM. (2009). Teaching middle-school engineering: an investigation of teachers' subject matter and pedagogical content knowledge. Ph.D Thesis, Math, Science, Technology, and Engineering Education, Tufts University, USA.
International Technology and Engineering Educators Association [ITEEA] (2020). Standards for technological and engineering literacy: The role of technology and engineering in STEM education. https://www.iteea.org/stel.aspx-(Access: 13.06.2021)
Ivey, T., Colton, N., Thomas, J. & Utley, J. (2016). Integrated engineering in elementary education: tackling challenges to rural teacher training. Proceedings of the ASEE 123rd Annual Conference and Exposition, June 26-29, New Orleans, USA.
Kelley, TR., Knowles, J.G., Holland, JD. & Han, J. (2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education, 7(14), 1-13.
Kouo, J., Dalal, M., Lee, E., Berhane, B., Emiola-Owolabi, O., Ladeji-Osias, J., Beauchamp, C., Reid, K., Klein-Gardner, S. & Carberry, A. (2023). Understanding the impact of professional development for a cohort of teachers with varying prior engineering teaching experience. Journal of Pre-College Engineering Education Research, 13(1), 38-54.
Liu, W., Carr, R. L. & Strobel, J. (2009). Extending teacher professional development through an online learning community: a case study. Journal of Educational Technology Development and Exchange, 2(1), 99-112.
Maine Department of Education [MDOE] (2019). Standards & instruction-science & engineering. https://www.maine.gov/doe/learning/content/scienceandtech-(Access: 13.11.2019).
Marquis, SD. (2015). Investigating the influence of professional developmenton teacher perceptions of engineering self-efficacy. Ph.D. Thesis, The University of Southern Maine, Public Policy, USA.
Massachusetts Department of Education [MDOE] (2006). Massachusetts science andtechnology/engineering curriculum framework. Malden, MA: Massachusetts Department of Education.
Merriam, SB. (1998). Qualitative research and case study applications in education revised and expanded from case study research in Education. Jossey-Bass Publishers, San Francisco, USA, 275 pp.
Ministry of National Education (2018). Science Course Curriculum (Primary and Secondary School Grades 3, 4, 5, 6, 7 and 8). Presidency of the Board of Education and Discipline, Ankara.
Ministry of National Education (2024). Science Course Curriculum (Grades 3, 4, 5, 6, 7 and 8th): Education Model of Türkiye Century. Ankara: Presidency of the Board of Education. Retrieved from https://gorusoneri.meb.gov.tr/ (Access: 05.19.2024).
Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A., Smith, K. A. & Stohlmann, M. S. (2014). A framework for quality K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research, 4(1), 1-13.
National Academy of Engineering [NAE] & National Research Council [NRC] (2009). Engineering in K-12 education: understanding the status and improving the prospects. Ed: Katehi, L. Pearson, G., Feder, M., The National Academies Press, Washington, USA.
National Research Council [NRC] (2010). Standards for K-12 engineering education?. Washington, DC: The National Academies Press, Washington, USA.
NGSS Lead States. (2013). Next generation science standards: for states, by states. National Academies Press.
Oregon Department of Education [ODOE] (2014). Science standards. https://www.oregon.gov/ode/educator-
Purzer, S. & Shelley, M. (2018). The Rise of Engineering in STEM Education: The "E" in STEM: Research Highlights in STEM Education, Ed.: Shelley, M., Kiray, A, ISRES Publishing, Iowa State University, Ames, USA, 38-56.
Reimers, JE., Farmer, CL. & Klein-Gardner, SS. (2015). An introduction to the standards for preparation and professional development for teachers of engineering. Journal of Pre-College Engineering Education Research, 5(1), 40-60.
Sibuma, B., Wunnava, S., John, MF. & Dubosarsky, M. (2018). The impact of an integrated Pre-K STEM curriculum on teachers' engineering content knowledge, self-efficacy, and teaching practices. IEEE Integrated STEM Education Conference, Princeton, USA, 224-227 pp.
Supovitz, J.A. & Turner, H.M. (2000). The effects of professional development onscience teaching practices and classroom culture. Journal of Research on Science Teaching, 37(9), 963-980.
Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research : integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE.
Utley, J., Ivey, T., Hammack, R. & High, K. (2019). Enhancing engineering education in the elementary school. School Science & Mathematics, 119(4), 203-212.
Vessel, KN. (2011). Examination of engineering design teacher self-efficacy and knowledge base in secondary technology education and engineering-related courses. Ph.D. Thesis, Southern University and A&M College, Ann Arbor, USA.
Webb, DL. (2015). Engineering professional development: elementary teachers' self-efficacy and sources of self-efficacy. Ph.D. Thesis, Portland State University, Educational Leadership: Curriculum and Instruction, USA.
Yıldırım, A. & Şimşek, H. (2013). Qualitative research methods in social sciences, Seçkin Publishing, Ankara, 446 pp.
Yoon, SY., Evan, MG. & Strobel, J. (2014). Validation of the teaching engineering self-efficacy scale (TESS) for K-12 teachers: A structural equation modeling approach. Journal of Engineering Education, 103(3), 463-485.
Yoon, SY., Evans, M. G. & Strobel, J. (2012). Development of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 teachers. Proceedings of the ASEE Annual Conference and Exposition, June 10-13, San Antonio, USA.
