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Editors

Journal Editor: Monica Cardella, Purdue University
Editorial Assistant: Emma Flick, Purdue University
Founding Editor: Johannes Strobel, University of Missouri
 

The Journal of Pre-College Engineering Education Research (J-PEER) is dedicated to addressing the downward trends in engineering interest, preparedness, and representation; to transforming P‐12 education to include engineering; to preparing a globally competitive engineering workforce; and ultimately to creating a society of engineering‐literate citizens.

J-PEER is published on an open-access, public-good basis by Purdue University Press. Open access allows research to be freely available to all—including those from developing countries whose academic institutions may not be able to afford costly publications—in the interests of accelerating scientific progress, and ultimately resulting in public good. Open access not only ensures the widest dissemination of research possible, but also the greatest impact, by allowing others to cite, re-purpose, and build upon existing published research.

Recent Content

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Stable Beginnings in Engineering Design
Mary E. McCormick and David Hammer

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How Engineering Standards are Interpreted and Translated for Middle School
Eugene Judson, John Ernzen, Stephen Krause, James A. Middleton, and Robert J. Culbertson

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Changes in Teachers’ Adaptive Expertise in an Engineering Professional Development Course
Taylor Martin, Stephanie Baker Peacock, Pat Ko, and Jennifer J. Rudolph

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Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology
Rebekah Hammack, Toni A. Ivey, Juliana Utley, and Karen A. High

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Teacher Beliefs about Motivating and Teaching Students to Carry out Engineering Design Challenges: Some Initial Data
James P. Van Haneghan, Susan A. Pruet, Rhonda Neal-Waltman, and Jessica M. Harlan

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Beyond Blackboards: Engaging Underserved Middle School Students in Engineering
Sarah Blanchard, Justina Judy, Chandra Muller, Richard H. Crawford, Anthony J. Petrosino, Christina K. White, Fu-An Lin, and Kristin L. Wood

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Examining Young Students’ Problem Scoping in Engineering Design
Jessica Watkins, Kathleen Spencer, and David Hammer

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A Framework for Quality K-12 Engineering Education: Research and Development
Tamara J. Moore, Aran W. Glancy, Kristina M. Tank, Jennifer A. Kersten, Karl A. Smith, and Micah S. Stohlmann

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Secondary Students' Conceptual Understanding of Engineering as a Field
Devlin B. Montfort, Shane Brown, and Victoria Whritenour

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Student Learning in Challenge-Based Engineering Curricula
Leema K. Berland, Taylor H. Martin, Pat Ko, Stephanie Baker Peacock, Jennifer J. Rudolph, and Chris Golubski

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Ingenuity in Action: Connecting Tinkering to Engineering Design Processes
Jennifer Wang, Maia Werner-Avidon, Lisa Newton, Scott Randol, Brooke Smith, and Gretchen Walker

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Developing a Vision of Pre-College Engineering Education
Jill A. Marshall and Leema K. Berland

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Considerations for Teaching Integrated STEM Education
Micah Stohlmann, Tamara J. Moore, and Gillian H. Roehrig

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Elementary Teachers’ Views about Teaching Design, Engineering, and Technology
Ming-Chien Hsu, Senay Purzer, and Monica E. Cardella

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STEM Integration: Teacher Perceptions and Practice
Hui-Hui Wang, Tamara J. Moore, Gillian H. Roehrig, and Mi Sun Park

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The Development of a Systematic Coding System for Elementary Students’ Drawings of Engineers
Nicole Weber, Daphne Duncan, Melissa Dyehouse, Johannes Strobel, and Heidi A. Diefes-Dux

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How Professional Development in Project Lead the Way Changes High School STEM Teachers’ Beliefs about Engineering Education
Mitchell J. Nathan, Amy K. Atwood, Amy Prevost, L. Allen Phelps, and Natalie A. Tran

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Knowledge Integration and Wise Engineering
Jennifer L. Chiu and M. C. Linn