Discovering the TeachEngineering digital library classroom impact

Abstract

The survey results suggest that the TeachEngineering resources and outreach boost teachers' confidence in their own use of engineering thinking and pedagogy in K-12 classrooms. Additionally, the TeachEngineering resources both impact teachers' subsequent teaching practices and increase their likelihood of teaching engineering in their classrooms in the future. The results also point out the need for broader exposure to the K-12 engineering curricular resources dozens of NSF grantees have created over the past decade, thereby capitalizing on NSF's sunk investment and on the authors wide-ranging applications of engineering pertinent to K-12 learning. The results suggest that broadening teachers' exposure is a critical element to broadening classroom impact of K-12 design thinking and pedagogy.