This positional paper proposes a conceptual framework and methodological approach for use in a PhD study investigating the longer term educational and social impact of 'active' engineering focused interventions for children age 8-10 in the UK. The study will critically analyse how a child's participation in an engineering education activity contributes to the Engineering Capital that the child possesses; focusing on how the child's awareness and perceptions about engineering are affected. To achieve this aim it is proposed that Grounded Theory methodology be used to enable an in-depth analysis of participation from the perspective of the child participant. The study proposed will be longitudinal, taking place over three formative years for the education and career aspirations of the child, from age 8-10 to 11-13. Although the research is in its infancy, this paper will provide the opportunity to develop theory in an underdeveloped area of engineering education research.
|Title of host publication||6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015|
|Publication status||Published - 2015|
|Event||6th Research in Engineering Education Symposium: Translating Research into Practice - Dublin, Ireland|
Duration: 13 Jul 2015 → 15 Jul 2015
|Conference||6th Research in Engineering Education Symposium: Translating Research into Practice|
|Abbreviated title||REES 2015|
|Period||13/07/15 → 15/07/15|