An Analysis of Support for Elementary Engineering Education Offered in the Science Teacher Journal <em>Science and Children</em>

• Main Author: Stocking, Tawnicia Meservy
• Format: Others
• Published: BYU ScholarsArchive 2016
• Subjects: content analysis; engineering; integration; science; Teacher Education and Professional Development
• Online Access: https://scholarsarchive.byu.edu/etd/6244; https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7244&amp;context=etd

Teachers use professional journals such as Science and Children for ideas to incorporate into their own teaching. As such the purpose of this study was to investigate the support offered for integrating engineering education into science instruction. The research methodology for this was a qualitative content analysis inferring categories based on the information presented. Twenty-three issues of the journal were read, spanning two and a half volume years. The categories that emerged were mentioning, implementing, and integrating. Deeper examples of integration were found to match the mapping and infusion strategies presented by the National Academy of Engineering and National Research Council (NAE & NRC, 2009) in Standards for K-12 Engineering Education. The need for consistency in publication of the topic and more explanation on the subject is needed for teachers.