TY - JOUR
T1 - School fieldtrip to engineering workshop
T2 - pre-, post-, and delayed-post effects on student perceptions by age, gender, and ethnicity
AU - Ozogul, Gamze
AU - Miller, Cindy
AU - Reisslein, Martin
N1 - Funding Information:
This work was supported by Directorate for Computer and Information Science and Engineering [Grant Number 1716121]; Directorate for Education and Human Resources [Grant Number 1561424].
Publisher Copyright:
© 2018, © 2018 SEFI.
PY - 2019/9/3
Y1 - 2019/9/3
N2 - This article presents a large-scale evaluation study of over 3000 9–14-year-old students who participated in an engineering workshop during their school fieldtrips. Student perceptions right before and after, as well as two weeks after the workshop were captured and examined. Before the workshop, younger students and boys, generally exhibited higher interest, higher self-efficacy, and less negative stereotypes for engineering than their counterparts. Also, Caucasian students had higher self-efficacy and lower negative stereotypes than Hispanic students. Students’ interest, self-efficacy, negative stereotype, and utility perceptions of engineering were significantly improved right after the workshop, and improved perceptions were maintained at the delayed-post (follow-up) survey. The results indicate that fieldtrips can significantly improve students’ perceptions towards engineering and improved perceptions are not limited to the workshop day, but persist afterwards. The gender and ethnic differences in engineering perceptions in the youngest age group indicate that outreach interventions should begin in elementary school.
AB - This article presents a large-scale evaluation study of over 3000 9–14-year-old students who participated in an engineering workshop during their school fieldtrips. Student perceptions right before and after, as well as two weeks after the workshop were captured and examined. Before the workshop, younger students and boys, generally exhibited higher interest, higher self-efficacy, and less negative stereotypes for engineering than their counterparts. Also, Caucasian students had higher self-efficacy and lower negative stereotypes than Hispanic students. Students’ interest, self-efficacy, negative stereotype, and utility perceptions of engineering were significantly improved right after the workshop, and improved perceptions were maintained at the delayed-post (follow-up) survey. The results indicate that fieldtrips can significantly improve students’ perceptions towards engineering and improved perceptions are not limited to the workshop day, but persist afterwards. The gender and ethnic differences in engineering perceptions in the youngest age group indicate that outreach interventions should begin in elementary school.
KW - Delayed-post survey
KW - engineering workshop
KW - interest
KW - negative stereotypes
KW - pre-college students
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U2 - 10.1080/03043797.2018.1518408
DO - 10.1080/03043797.2018.1518408
M3 - Article
AN - SCOPUS:85053316066
SN - 0304-3797
VL - 44
SP - 745
EP - 768
JO - European Journal of Engineering Education
JF - European Journal of Engineering Education
IS - 5
ER -