E4

The Exploring the Efficacy of Engineering is Elementary (E4) project is a multiyear efficacy study of the Engineering is Elementary (EiE) curriculum. The E4 project was funded by the National Science Foundation and administered by EiE's research & evaluation team. We will post updates about the results of the study below as they are released.

What are the goals of the study?

The E4 project is aimed at improving our understanding of how elementary students learn about engineering by engaging them in design challenges. It explores the critical components of EiE's curriculum design by comparing student and teacher outcomes from 250 classrooms using either EiE or a comparison engineering curriculum. Results from the study will inform research journal articles, conference presentations, and articles for practitioners. The work by the students, teachers, and researchers involved in the project will impact the field of engineering education and build knowledge for future research and curriculum design. 

What is the research team working on now?

EiE's research team is analyzing data and writing papers to present at conferences in early 2017 and preparing manuscripts for publication. Recent papers and conference presentations are listed below and link to where possible. 

Recent papers and publications

Journal Articles & Publications

Cunningham, C. M., & Kelly, G. J. (2017). Epistemic practices of engineering in education. Science Education, 101(3), 486–505. https://doi.org/10.1002/sce.21271

Cunningham, C. M., & Kelly, G. J. (2017). Framing engineering practices in elementary school classrooms. International Journal of Engineering Education, 33(1B), 295–307. Retrieved from http://www.ijee.ie/contents/c330117B.html

Hertel, J. D., Cunningham, C. M., & Kelly, G. K. (2017). The roles of engineering notebooks in shaping elementary engineering student discourse and practice. International Journal of Science Education, 1–24. https://doi.org/10.1080/09500693.2017.1317864

Johnson, M. M. (2016, May). Failure is an option: reactions to failure in elementary engineering design projects (Doctoral dissertation). The Pennsylvania State University, State College, PA. Retrieved from https://etda.libraries.psu.edu/catalog/28775

Kelly, G. J., Cunningham, C. M., & Ricketts, A. (2017). Engaging in identity work through engineering practices in elementary classrooms. Linguistics & Education, 39, 48–59. https://doi.org/10.1016/j.linged.2017.05.003

Conference Papers & Presentations

2017

Kelly, G. K., Cunningham, C. M., Vanderhood, C., & Licona, P. (2017, April). Learning science through engineering design. Paper presented at the NARST Annual International Conference, San Antonio, TX.

Johnson, M., & Carlsen, W. S. (2017, April). Reaction to failure in elementary engineering design projects. Paper presented at the NARST Annual International Conference, San Antonio, TX.

Lachapelle, C. P., & Cunningham, C. M. (2017, June). Elementary engineering student interests and attitudes: A comparison across treatments. Paper presented at the American Society for Engineering Education Annual Conference & Exposition, Columbus, OH.

Lachapelle, C. P., Cunningham, C. M., & Oh, Y. (2017, April). An efficacy study of Engineering is Elementary: Quantitative modeling of outcomes. Paper presented at the NARST Annual International Conference, San Antonio, TX.

Lachapelle, C. P., Oh, Y., & Cunningham, C. M. (2017, April). Effectiveness of an engineering curriculum intervention for elementary school: Moderating roles of student background characteristics. Paper presented at the annual meeting of the American Education Research Association, San Antonio, TX. http://www.eie.org/sites/default/files/downloads/EiE/ResearchPublications/lachapelle_oh_and_cunningham_2017_aera.pdf

2016

Cunningham, C. M., & Kelly, G. J. (2016, April). Epistemic Practices of engineering in education. Paper presented at the NARST Annual International Conference, Baltimore, MD. http://www.eie.org/sites/default/files/downloads/EiE/ResearchPublications/cunningham_and_kelly_2016_narst.pdf

Hertel, J. D., Cunningham, C. M., Kelly, G. J., & Lachapelle, C. L. (2016, June). The roles of engineering notebooks in shaping elementary engineering student discourse and practice. Paper presented at the American Society of Engineering Education Annual Conference & Exposition, New Orleans, LA. Retrieved from https://peer.asee.org/27014

Kelly, G. J., Cunningham, C. M., & Ricketts, A. (2016, April). Emergence of an engineering identity in elementary students. Paper presented at the meeting of the American Educational Research Association, Washington, D.C. http://www.eie.org/sites/default/files/downloads/EiE/ResearchPublications/kelly_et_al_2016_aera.pdf

Lachapelle, C. L., & Cunningham, C. M. (2016, June). Performance assessment in elementary engineering: Evaluating student work. Paper presented at the American Society of Engineering Education Annual Conference & Exposition, New Orleans, LA. Retrieved from https://peer.asee.org/25884

Lottero-Perdue, P. S. (2016, April). Fifth graders’ perceptions about failure and mindsets before and after learning to engineer. Paper presented at the NARST Annual International Conference, Baltimore, MD. http://www.eie.org/sites/default/files/downloads/EiE/ResearchPublications/lottero-perdue_2016_narst.pdf

Lottero-Perdue, P. S., & Parry, E. A. (2016, June). Elementary teachers’ reflections on design failures and use of fail words after teaching engineering for two years. Paper presented at the American Society of Engineering Education Annual Conference & Exposition, New Orleans, LA. Retrieved from https://peer.asee.org/26923

Oh, Y., Lachapelle, C. P., Shams, M. F., Hertel, J. D., & Cunningham, C. M. (2016, April). Evaluating the efficacy of Engineering is Elementary for student learning of engineering and science concepts. Poster session presented at the meeting of the American Educational Research Association, Washington, D.C. http://www.eie.org/sites/default/files/downloads/EiE/ResearchPublications/oh_et_al_2016_aera.pdf

2015

Carlsen, W. S. (2015, April). Epistemic cycles in elementary engineering: Children’s use of outside information during small-group design and redesign. Paper presented at the NARST Annual International Conference, Chicago, IL.

Cunningham, C. M., & Kelly, G. J. (2015, April). Framing engineering practices in elementary school classrooms. Paper presented at the NARST Annual International Conference, Chicago, IL. http://www.eie.org/sites/default/files/downloads/EiE/ResearchPublications/cunningham_and_kelly_2015_narst.pdf

Johnson, M. (2015, April). Feedback from failure: Teacher discourse moves in reaction to students’ “unsuccessful” elementary engineering design projects. Paper presented at the NARST Annual International Conference, Chicago, IL.

Lachapelle, C. P. (2015, April). What does a performance assessment capture and what does it miss?: Comparison of students’ collaborative engagement in engineering design challenges with their individual performances on a written assessment. Paper presented at the NARST Annual International Conference, Chicago, IL.

Lachapelle, C. P., Oh, Y., Shams, M. F., Hertel, J. D., & Cunningham, C. M. (2015, June). HLM modeling of pre/post-assessment results from a large-scale efficacy study of elementary engineering. Paper presented at the American Society of Engineering Education Annual Conference & Exposition, Seattle, WA. Retrieved from https://peer.asee.org/24185

Lottero-Perdue, P. S. (2015, April). The engineering design process as a safe place to try again: Responses to failure by elementary teachers and students. Paper presented at the NARST Annual International Conference, Chicago, IL. http://www.eie.org/sites/default/files/downloads/EiE/ResearchPublications/lottero-perdue_2015_narst.pdf

Lottero-Perdue, P. S., & Parry, E. A. (2015, June). Elementary teachers’ reported responses to student design failures. Paper presented at the American Society of Engineering Education Annual Conference & Exposition, Seattle, WA. Retrieved from https://peer.asee.org/23930

2014

Lachapelle, C. P., Gentry, C. A., Hertel, J. D., San Antonio-Tunis, C., & Cunningham, C. M. (2014, June). Elementary students becoming engineers through practice. Paper presented at the International Conference of the Learning Sciences, Boulder, CO. http://www.eie.org/sites/default/files/downloads/EiE/ResearchPublications/lachapelle_et_al_2014_icls.pdf

Lachapelle, C. P., Hertel, J. D., Shams, M. F., San Antonio, C., & Cunningham, C. M. (2014, June). The attitudes of elementary teachers towards elementary engineering. Paper presented at the American Society of Engineering Education Annual Conference & Exposition, Indianapolis, IN. Retrieved from https://peer.asee.org/23121

Lottero-Perdue, P. S., & Parry, E. A. (2014, June). Perspectives on failure in the classroom by elementary teachers new to teaching engineering. Paper presented at the American Society of Engineering Education Annual Conference & Exposition, Indianapolis, IN. Retrieved from https://peer.asee.org/22913