The present study examines middle school teachers’ beliefs about seven learning outcomes related to a project that involves developing and examining the effects of a set of engineering design modules constructed for use by middle school math and science teachers. Overall, the teachers involved in the intervention appear to believe they have the instructional skills, professional development, and resources to carry out the modules. Teachers from all of the schools (both intervention and comparison schools) for the most part valued the outcomes as important. Results of the study indicate that, although teachers believe they value and can obtain most of these outcomes; beliefs vary by school and other factors. One area where teachers do not seem strongly efficacious in some schools is that of fostering intrinsic motivation in their students. Teachers in one of the schools where the modules were implemented did not feel their students were capable of becoming intrinsically motivated. The implications for implementing engineering education in middle school of these beliefs and other attitudes are discussed.
Van Haneghan, J. P.,
Pruet, S. A.,
Harlan, J. M.
Teacher Beliefs about Motivating and Teaching Students to Carry out Engineering Design Challenges: Some Initial Data.
Journal of Pre-College Engineering Education Research (J-PEER), 5(2), Article 1.