A Case Study Comparison of Undergraduate Education and Engineering Majors’ Understanding of Community Engineering

Abstract

As we prepare teachers to provide students with opportunities within STEM education, authentic experiences should guide the instruction. Unfortunately, due to the novel integration of engineering into national reform documents, there is a dearth of documentation on elementary preservice teachers’ engineering ideas as they align with student goals (e.g. enrolling in an engineering program). As teachers must provide authentic science experiences to help frame the work of scientists for students, creating authentic engineering experiences should frame the work of engineers. Thus, it is important to foundationally investigate how elementary preservice teachers’ ideas about engineering reflect those of novice engineers. This research uses multiple case study to investigate and compare teaching and engineering majors’ understanding of engineering within their communities. Additionally, while there were some similarities across groups, engineering majors were more likely to speak to the science behind the artifacts represented in the photo novellas they authored, and the preservice teachers found a larger variety and diversity of engineering elements. Findings indicate that these groups have fundamentally different perspectives on engineering and how it is manifested within the communities. This has implications for upper tiers of education as elementary teachers lay broad engineering foundations, while middle, high school, and community colleges must methodically highlight engineering disciplines to provide more authentic experiences, highlighting the connections between engineering, science, and math.