Antink-Meyer, A., & Brown, R. A. (2020, June), Development of Views About the Nature of Engineering Knowledge Questionnaire  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34463

\bibitem{asee_peer_34463}
  Antink-Meyer, A., \& Brown, R. A. (2020, June), \emph{Development of Views About the Nature of Engineering Knowledge Questionnaire}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34463

Allison Antink-Meyer and Ryan A. Brown.  "Development of Views About the Nature of Engineering Knowledge Questionnaire".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://strategy.asee.org/34463 Internet.  08 Jun, 2024

\bibitem{asee_peer_34463}
  Allison Antink-Meyer and Ryan A. Brown.
  "Development of Views About the Nature of Engineering Knowledge Questionnaire".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://strategy.asee.org/34463 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_34463
author = "Allison Antink-Meyer and Ryan A. Brown"
title = "Development of Views About the Nature of Engineering Knowledge Questionnaire"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/34463}
number = {10.18260/1-2--34463}
}

TY  - CPAPER
AB  - Development of the Views about Nature of Engineering Knowledge Questionnaire (Other)

This validation study describes the development of a new questionnaire, the Views about Nature of Engineering Knowledge Questionnaire (VNOEK) designed for use with K-16 teachers. The inclusion of engineering in both the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013) and the technology education standards (ITEEA, 2000/2002/2007), as well as the continued growth of interest in integrative STEM curricula, has influenced a rise in professional development around K-12 engineering as well as among undergraduate learners. Engineering skills and conceptual knowledge (e.g. optimization) are of central importance, but teachers’ epistemological conceptions are also fundamental to their ability to communicate about engineering to their students.  Content and construct validity, as well as inter-rater reliability and internal consistency, were each established using data gathered from 148 K-16 teachers. This paper will further the options for researchers and teacher educators evaluating the impact of interventions for teachers’ conceptions about the nature of engineering knowledge (NOEK).


AU  - Allison Antink-Meyer
AU  - Ryan A. Brown
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Development of Views About the Nature of Engineering Knowledge Questionnaire
UR  - https://strategy.asee.org/34463
DO  - 10.18260/1-2--34463
ER  -