Engineering After-School Program with Elementary Preservice Teachers and K-8 Students

Autor/inn/en	Cribbs, Jennifer; Huss, Jeanine; Mittelberg, Julia
Titel	Engineering After-School Program with Elementary Preservice Teachers and K-8 Students
Quelle	In: Journal of Interdisciplinary Teacher Leadership, 5 (2021) 1, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-7432
Schlagwörter	STEM Education; After School Programs; Elementary School Students; Elementary School Teachers; Preservice Teachers; Methods Courses; Scientific Literacy; Science Instruction; Self Efficacy; Teaching Skills; Field Experience Programs; Student Attitudes; Attitude Change; Knowledge Level + Suchen Sie Ihr Suchwort? STEM; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Methodisch-didaktische Anleitung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Praxisnahes Lernen; Schülerverhalten; Attitudinal change; Einstellungsänderung; Wissensbasis
Abstract	This study explores the influence of an afterschool program involving high needs elementary-aged students at community-based sites and elementary preservice teachers (EPSTs) enrolled in a final sequence of methods courses at a local university. Data collection involved surveys, interviews, and reflections with EPSTs and interviews with elementary-aged children. Results indicated a significant positive correlation between EPTSs' science perceptions and science teaching self-efficacy. A series of Wilcoxon Rank Sum tests indicate significant growth from pre to post in participating EPSTs' self-efficacy with the NGSS and the Engineering Standards within the NGSS. Interviews and reflections provided evidence that EPSTs benefited from the program by teaching in an unfamiliar setting that changed their beliefs and helped strengthen their teaching skills. Interview results for elementary-aged children revealed a hands-on, although somewhat limited, perspective of science, technology, and engineering. Perceptions of mathematics were primarily focused on computation. (As Provided).
Anmerkungen	Kenan Fellows Program for Teacher Leadership at NC State University. 1070 Partners Way, Hunt Library Suite 500, NCSU Centennial Campus, Raleigh, NC 27606. Tel: 919-515-5118; Fax: 919-515-5831; e-mail: kenanfellows@ncsu.edu; Web site: https://kenanfellows.org/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01