To develop effective physics-based engineering curricula for K-6 classrooms, we need to understand the areas of support teachers need most, as well as their assumptions about their elementary students’ abilities to succeed in engineering activities. To understand teacher perceptions of the relationships between the teacher, the students, and the physics-based engineering content we analyzed semi-structured interviews with five 4–6th grade teachers who participated in a curricular module centered around the behavior of light as it passes through various materials. Teachers discussed how engineering modules led to more collaborative learning that was student-driven and created space for increased engagement for students who normally are reluctant to participate. On the other hand, teachers felt that materials required for the activities served as a barrier for implementation of the activities while the level of mathematics incorporated into the activities served as a barrier for younger students. These findings may inform future curriculum development to best support teachers in implementing physics-based engineering curricula in their classrooms.

Relations between Teacher, Student, and Content in Physics-based Engineering Activities

Research has shown that elementary school teachers report an intention to integrate engineering education into their classrooms (Uğraş & Genç, 2018; Kang, Donovan & McCarthy, 2018); however, they also report low confidence in their ability to teach engineering (Trygstad, 2013). In response, we developed curricular modules that include both physics and engineering instruction through a Research Practice Partnership with a local interactive science center. Each module includes four activities that include an investigation about a physics phenomenon and introduces the engineering design process across the classroom and museum learning spaces. In this paper, we analyze post-module interviews with K-6 grade teachers to understand their view of engineering activities. Using the Didactic Triangle to guide our work, we present a snapshot of teacher perceptions and suggestions for supporting teachers when engaging students in physics-based engineering design activities. These findings are also useful for other physics outreach programs that work with elementary teachers. 


Teacher views of physics-based engineering activities

Poster Session 1A

poster

**Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics**

As a gateway discipline to STEM majors and careers, physics plays a central role in deciding who does, and who doesn't, get to discover and pursue scientific careers. Technical and scientific professionals are rewarded with economic privilege and status which affords them both social and cultural power. Therefore, social justice will be realized only when the opportunity, and the choice, to excel in physics is open to all students. The culture and practices of the physics classroom reflect the culture of physics at large, which raises the question of how our professional physics communities can embrace, rather than inadvertently repel, a diverse group of academics that can help improve physics culture.  To this end, the 2021 Physics Education Research Conference will focus on defining inclusive spaces and practices. Additionally, we will explore strategies for eliminating exclusionary practices in our classrooms, research spaces, and professional organizations. We call on the community to propose sessions that will drive conversations related to these initiatives throughout PERC 2021.

Please download the full program [here. ](https://drive.google.com/file/d/1TRMC_SYJ3PUqXyP7sskA7LRSA8ow0eRE/view?usp=sharing)

PERC SM 21

August 4, 2021 - August 5, 2021 in a Virtual Conference Format

Making Physics More Inclusive and Eliminating Exclusionary Practices in Physics

PS.D-SU-07: PER: Student and Instructor Support & Professional Development, Program and Institutional Change III

technical paper

Join AAPT and Physics Educators worldwide in developing and strengthening your professional connections by attending the 2021 AAPT Virtual Summer Meeting. AAPT meetings are a great way to reflect on your teaching, recommit to best practices and re-energize your career with new research, products, and techniques.

Listen to internationally known plenary speakers, attend sessions, workshops, and special activities. Attending the virtual summer meeting is an excellent opportunity to share your expertise and learn from and network with leaders in the field.

Please log in with your AAPT account or register for the event if you haven't already.

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Allyson Randall

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Relations between Teacher, Student, and Content in Physics-based Engineering Activities

Teacher views of physics-based engineering activities

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