Researching primary engineering education

a UK perspective, an exploratory study

Robin Clark, Jane Andrews

Research output: Contribution to journalArticle

Abstract

This paper draws attention to the findings of an exploratory study that critically identified and analysed relevant perceptions of elementary level engineering education within the UK. Utilising an approach based upon grounded theory methodology, 30 participants including teachers, representatives of government bodies and non-profit providers of primary level engineering initiatives were interviewed. Three main concepts were identified during the analysis of findings, each relevant to primary engineering education. These were pedagogic issues, exposure to engineering within the curriculum and children's interest. The paper concludes that the opportunity to make a real difference to children's education by stimulating their engineering imagination suggests this subject area is of particular value.
Original languageEnglish
Pages (from-to)585-595
Number of pages11
JournalEuropean Journal of Engineering Education
Volume35
Issue number5
Early online date9 Sep 2010
DOIs
Publication statusPublished - 2010

Fingerprint

Engineering education
engineering
education
Curricula
Education
child education
pedagogics
grounded theory
curriculum
methodology
teacher

Bibliographical note

This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 9/9/10, available online: http://www.tandfonline.com/10.1080/03043797.2010.497551

Keywords

  • engineering education
  • primary school
  • attracting young people
  • conceptual framework
  • STEM

Cite this

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Researching primary engineering education : a UK perspective, an exploratory study. / Clark, Robin; Andrews, Jane.

In: European Journal of Engineering Education, Vol. 35, No. 5, 2010, p. 585-595.

Research output: Contribution to journalArticle

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