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Journal ArticleDOI

Connecting engineering design and inquiry cycles: Impact on elementary preservice teachers' engineering efficacy and perspectives toward teaching engineering

Suzanne M. Nesmith, +1 more
- 01 May 2021 - 
- Vol. 121, Iss: 5, pp 251-262
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This article is published in School Science and Mathematics.The article was published on 2021-05-01. It has received 2 citations till now. The article focuses on the topics: Teacher education.

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Journal ArticleDOI

Self-efficacy: toward a unifying theory of behavioral change.

TL;DR: An integrative theoretical framework to explain and to predict psychological changes achieved by different modes of treatment is presented and findings are reported from microanalyses of enactive, vicarious, and emotive mode of treatment that support the hypothesized relationship between perceived self-efficacy and behavioral changes.
Journal ArticleDOI

Teacher efficacy: capturing an elusive construct

TL;DR: Teacher efficacy has proved to be powerfully related to many meaningful educational outcomes such as teachers persistence, enthusiasm, commitment and instructional behavior, as well as student outcome such as achievement, motivation, and self-efficacy beliefs.
Journal ArticleDOI

Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis:

TL;DR: In this paper, the authors address key tenets of grounded theory and attempt to reconcile some of the methodological challenges inherent in naturalistic inquiry, emphasizing the social nature of decision making in special education, and point to the appropriateness of qualitative methods to the investigation of such issues.
Journal ArticleDOI

What is an Engineer? Implications of Elementary School Student Conceptions for Engineering Education

TL;DR: In this paper, the authors investigate elementary school students' conceptions about engineers specifically: (1) What are elementary school children' conceptions of an engineer specifically, (2) How might elementary school learners' conceptions vary by grade level, gender, and community setting, and (3) what are implications of these conceptions for engineering education.
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