Title

Developing and Empirically Grounding the Draw-An-Engineering-Teacher Test (DAETT)

Document Type

Article

Publication Date

5-14-2021

Publication Title

Journal of Science Teacher Education

First page number:

1

Last page number:

20

Abstract

National reform documents and shifts in educational standards have continued to highlight the importance of engineering and engineering practices within science literacy. High-quality engineering opportunities must be present in formal education due to their association with problem-solving and critical thinking. Given this directive to reach students, education reform must also focus on in-service and pre-service teachers who will provide these opportunities to students. One way to investigate elementary teachers’ understanding of engineering is to collect conceptual diagrams. We have leveraged construct-centered design to develop and empirically ground a tool focused on engineering education: Draw-An-Engineering-Teacher-Test (DAETT). This instrument provides pre-service teachers and elementary educators the opportunity to capture pre/in-service teachers’ mental images and reflect on what they believe engineering would and could look like in the classrooms. This project documents the piloting, development, and validation (K = .87; 95% CI = .742 to.989; p < .005) of the DAETT to record pre-service teachers’ conceptualizations around engineering education.

Keywords

DAETT; Empirically grounded; Engineering education; Preservice elementary science

Disciplines

Science and Mathematics Education

Language

English

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