The future of engineering - Do primary school engineering education interventions leave a lasting impression?

Rebecca Cottrell; Jane Andrews; Robin Clark

The future of engineering - Do primary school engineering education interventions leave a lasting impression?

Rebecca Cottrell
, Jane Andrews
, Robin Clark

Research output: Chapter in Book/Published conference output › Conference publication

Abstract

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.

Original language	English
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 (REES 2015): Translating Research into Practice - Dublin, Ireland, Dublin, Ireland Duration: 13 Jul 2015 → 15 Jul 2015

Conference

Conference	6th Research in Engineering Education Symposium (REES 2015): Translating Research into Practice
Abbreviated title	REES 2015
Country/Territory	Ireland
City	Dublin
Period	13/07/15 → 15/07/15

Cite this

@inproceedings{12e425bcbc7745cdb3940fd9e438a33a,

title = "The future of engineering - Do primary school engineering education interventions leave a lasting impression?",

abstract = "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.",

author = "Rebecca Cottrell and Jane Andrews and Robin Clark",

year = "2015",

language = "English",

booktitle = "6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015",

note = "6th Research in Engineering Education Symposium (REES 2015): Translating Research into Practice, REES 2015 ; Conference date: 13-07-2015 Through 15-07-2015",

}

Cottrell, R, Andrews, J & Clark, R 2015, The future of engineering - Do primary school engineering education interventions leave a lasting impression? in 6th Research in Engineering Education Symposium: Translating Research into Practice, REES 2015. 6th Research in Engineering Education Symposium (REES 2015): Translating Research into Practice, Dublin, Ireland, 13/07/15.