Editors
| Journal Editor: | Monica Cardella, Purdue University |
|---|---|
| Editorial Assistant: | Emily Jones, 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. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles. This journal is covered under the CC BY-NC-ND license.
Recent Content
Choosing STEM College Majors: Exploring the Role of Pre-College Engineering Courses
L. Allen Phelps, Eric M. Camburn, and Sookweon Min
Supporting Mechanistic Reasoning in Domain-Specific Contexts
Paul J. Weinberg
Latinx and Caucasian Elementary School Children’s Knowledge of and Interest in Engineering Activities
Gamze Ozogul, Cindy Faith Miller, and Martin Reisslein
Approaches to Integrating Engineering in STEM Units and Student Achievement Gains
Elizabeth A. Crotty, Selcen S. Guzey, Gillian H. Roehrig, Aran W. Glancy, Elizabeth A. Ring-Whalen, and Tamara J. Moore
Anticipating Change: An Exploratory Analysis of Teachers’ Conceptions of Engineering in an Era of Science Education Reform
Tesha Sengupta-Irving and Janet Mercado
Mathematical Description and Mechanistic Reasoning: A Pathway Toward STEM Integration
Paul J. Weinberg
Teachers’ Incorporation of Argumentation to Support Engineering Learning in STEM Integration Curricula
Corey A. Mathis, Emilie A. Siverling, Aran W. Glancy, and Tamara J. Moore
Students’ Successes and Challenges Applying Data Analysis and Measurement Skills in a Fifth-Grade Integrated STEM Unit
Aran W. Glancy, Tamara J. Moore, Selcen Guzey, and Karl A. Smith
Perspectives on Failure in the Classroom by Elementary Teachers New to Teaching Engineering
Pamela S. Lottero-Perdue and Elizabeth A. Parry
Undergraduate Engineers and Teachers: Can Students Be Both?
Malinda S. Zarske, Maia L. Vadeen, Janet Y. Tsai, Jacquelyn F. Sullivan, and Denise W. Carlson
Examining Experienced Teachers’ Noticing of and Responses to Students’ Engineering
Aaron W. Johnson, Kristen B. Wendell, and Jessica Watkins
Elementary Teachers’ Reflections on Design Failures and Use of Fail Words after Teaching Engineering for Two Years
Pamela S. Lottero-Perdue and Elizabeth A. Parry
Reasoning Strategies in the Context of Engineering Design with Everyday Materials
Marcelo Worsley and Paulo Blikstein
Reading and Engineering: Elementary Students’ Co-Application of Comprehension Strategies and Engineering Design Processes
Amy Wilson-Lopez, Stacie Gregory, and Victor Larsen
Disciplinary Differences in Out-of-School High School Science Experiences and Influence on Students’ Engineering Choices
Allison Godwin, Gerhard Sonnert, and Philip M. Sadler
‘‘Can I drop it this time?’’ Gender and Collaborative Group Dynamics in an Engineering Design-Based Afterschool Program
Jessica Schnittka and Christine Schnittka
Stable Beginnings in Engineering Design
Mary E. McCormick and David Hammer
Professional Development for the Integration of Engineering in High School STEM Classrooms
Jonathan E. Singer, Julia M. Ross, and Yvette Jackson-Lee
Building Up STEM: An Analysis of Teacher-Developed Engineering Design-Based STEM Integration Curricular Materials
Siddika Selcen Guzey, Tamara J. Moore, and Michael Harwell
How Engineering Standards are Interpreted and Translated for Middle School
Eugene Judson, John Ernzen, Stephen Krause, James A. Middleton, and Robert J. Culbertson
Changes in Teachers’ Adaptive Expertise in an Engineering Professional Development Course
Taylor Martin, Stephanie Baker Peacock, Pat Ko, and Jennifer J. Rudolph
Quantifying the Information Habits of High School Students Engaged in Engineering Design
Nathan Mentzer and Michael J. Fosmire
Effect of an Engineering Camp on Students’ Perceptions of Engineering and Technology
Rebekah Hammack, Toni A. Ivey, Juliana Utley, and Karen A. High
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
An Introduction to the Standards for Preparation and Professional Development for Teachers of Engineering
Jackson E. Reimers, Cheryl L. Farmer, and Stacy S. Klein-Gardner
Math, Science, and Engineering Integration in a High School Engineering Course: A Qualitative Study
Clara G. Valtorta and Leema K. Berland
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
Driven by Beliefs: Understanding Challenges Physical Science Teachers Face When Integrating Engineering and Physics
Emily A. Dare, Joshua A. Ellis, and Gillian H. Roehrig
Design Practices of Preservice Elementary Teachers in an Integrated Engineering and Literature Experience
Kristen Bethke Wendell
High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules
Harry B. Santoso, Oenardi Lawanto, Kurt Becker, Ning Fang, and Edward M. Reeve
Gender Differences in the Consistency of Middle School Students’ Interest in Engineering and Science Careers
Marsha Ing, Pamela R. Aschbacher, and Sherry M. Tsai
Examining Young Students’ Problem Scoping in Engineering Design
Jessica Watkins, Kathleen Spencer, and David Hammer
Shoot For The Moon! The Mentors and the Middle Schoolers Explore the Intersection of Design Thinking and STEM
Maureen P. Carroll Ph.D.
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
Engineering-Based Problem Solving in the Middle School: Design and Construction with Simple Machines
Lyn D. English, Peter Hudson, and Les Dawes
The Humanistic Side of Engineering: Considering Social Science and Humanities Dimensions of Engineering in Education and Research
Morgan Hynes and Jessica Swenson
Secondary Students' Conceptual Understanding of Engineering as a Field
Devlin B. Montfort, Shane Brown, and Victoria Whritenour
Student Learning in Challenge-Based Engineering Curricula
Leema K. Berland, Taylor H. Martin, Pat Ko, Stephanie Baker Peacock, Jennifer J. Rudolph, and Chris Golubski
Elementary Engineering Education (EEE) Adoption and Expertise Development Framework: An Inductive and Deductive Study
Yan Sun and Johannes Strobel
Designing for STEM Integration
Leema K. Berland
Ingenuity in Action: Connecting Tinkering to Engineering Design Processes
Jennifer Wang, Maia Werner-Avidon, Lisa Newton, Scott Randol, Brooke Smith, and Gretchen Walker
Developing a Vision of Pre-College Engineering Education
Jill A. Marshall and Leema K. Berland
Impact of RET Teacher-Developed Curriculum Units on Classroom Experiences for Teachers and Students
Stacy S. Klein-Gardner, Megan E. Johnston, and Lisa Benson
Do Goals Matter in Engineering Education? An Exploration of How Goals Influence Outcomes for FIRST Robotics Participants
Jeanine L. Skorinko, James K. Doyle, and Gretar Tryggvason
A Model for Professional Development to Promote Engineering Design as an Integrative Pedagogy within STEM Education
Joel D. Donna
Engineering Education in the Science Classroom: A Case Study of One Teacher’s Disparate Approach with Ability-Tracked Classrooms
Christine G. Schnittka
Considerations for Teaching Integrated STEM Education
Micah Stohlmann, Tamara J. Moore, and Gillian H. Roehrig
An Analysis of Retention Programs for Female Students in Engineering at the University of Toledo
Matthew Franchetti
Designing Design Squad: Developing and Assessing a Children’s Television Program about Engineering
Daniel David Frey and Benjamin Powers
Elementary Teachers’ Views about Teaching Design, Engineering, and Technology
Ming-Chien Hsu, Senay Purzer, and Monica E. Cardella
Exploring Complex Engineering Learning Over Time with Epistemic Network Analysis
Gina Navoa Svarovsky
‘‘Math in a Can’’: Teaching Mathematics and Engineering Design
Ronald B. Narode
STEM Integration: Teacher Perceptions and Practice
Hui-Hui Wang, Tamara J. Moore, Gillian H. Roehrig, and Mi Sun Park
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
Problems Associated with a Lack of Cohesive Policy in K-12 Pre-college Engineering
John Chandler, A. Dean Fontenot, and Derrick Tate
Middle-and High-School Students’ Interest in Nanoscale Science and Engineering Topics and Phenomena
Kelly Hutchinson, George M. Bodner, and Lynn Bryan
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
Knowledge Integration and Wise Engineering
Jennifer L. Chiu and M. C. Linn
