Session T1C
HOW DO HIGH SCHOOL MATHEMATICS AND SCIENCE TEACHERS
COVER ENGINEERING AND TECHNOLOGY? 1
Mike Robinson2 , M. Sami Fadali3 , George Ochs4 , Robert J. Quinn5
Abstract
 We surveyed science and mathematics teachers in
a large urban school district to determine the extent of their
coverage of topics related to engineering and technology. A
questionnaire was sent to teachers in Grades 7-12, through
the school district, asking them to identify engineering
related material in the texts they used in their classrooms.
Our results show that teachers cover the engineering related
material available in the textbooks. However, the results
show that most teachers do not understand what engineers
actually do.
Many teachers confuse using teaching
technologies in the classroom with coverage of technology
related issues.
I.
INTRODUCTION
In recent years, there has been an alarming decline in the
number of US students choosing to pursue a career in
engineering and technology. One of the causes of this
decline is that high school teachers and curricula rarely
present engineering to their students as a viable career
option. So while most students are repeatedly exposed to the
accomplishments of science, engineering and technological
achievements are rarely acknowledged. Most high school
students and many of their teachers do not really know what
engineers do.
In two earlier papers, the authors investigated
engineering related content in science and mathematics. The
first paper examined the extent to which secondary science
textbooks include questions and problems that address
engineering principles and design [1]. The paper examined
(i) the application of conceptual scientific knowledge and
mathematical skills to engineering and technology, and (ii)
specific applications of engineering and technology included
in the activities, problems and questions within and at the
end of the chapters. Some of the newest and most widely
used high school science and mathematics texts were
sampled and reviewed for their coverage of engineering and
technology. Problems with their coverage were identified
and suggestions for alternative ways of introducing
engineering and technology to students were suggested.
Based on the results of the study, it was concluded that all of
the new secondary science textbooks have sections that
attempt to address engineering and technology and try to
make connections to society.
The paper also addressed whether the textbooks provided
adequate support to segments of the National Science
Education Standards (NSES) [2] that included engineering
principles and design. To some extent the new textbooks
also address the process of design in the NSES,
Standard E, Science and Technology for grades 5-8 and 912, "Abilities of Technological Design":
The second paper examined the extent to which
secondary mathematics textbooks included questions and
problems that contained engineering and technology
applications [3]. The results showed minimal coverage and
often the little that was in the textbooks was not identified as
engineering or technology.
Going beyond the two earlier papers, a more critical
question in practice, as well as the research question for this
paper is: How much of the engineering related material in
the science or mathematics textbooks used by the teachers is
actually used in the typical high school science or
mathematics classroom? This study addresses this question.
Note that our initial survey of the education literature did
not reveal any data related to this research question.
II. METHODOLOGY
The research for the study was based on a questionnaire (see
Appendix I) given to secondary science and mathematics
teachers in a relatively large urban school district of 57,592
students in a western state. In school year 2001-2002, the
total number of Middle and High School students in the
district was 9,196 (grades 7-8) and 15,635 (grades 9-12).
Test scores on standardized tests, e.g., The Terra Nova,
indicate that the school district is average to above average
when compared to national norms.
The questionnaire was sent by regular mail to all
secondary (grades 7-12) science and mathematics teachers in
the district. It asked them to identify engineering related
material in the texts they used in their classrooms and to
indicate to what degree the available material was actually
covered.
II.1 Subjects
The total number of secondary (grades 7-12) teachers in the
district was 336 with 161 science and 175 mathematics
teachers. We sent the survey to all the teachers by mail and
32 voluntarily answered, 17 science and 15 mathematics
1
This work was supported in part by DUE grant number 9980687.
Mike Robinson, University of Nevada, Curriculum & Instru ction, Robinson@unr.edu
3
M. Sami Fadali, University of Nevada, Electrical Engineering, fadali@ieee.org
4
George Ochs, Science Coordinator, Washoe County School District, Ochs@nevada.nv
5
Robert Quinn, University of Nevada, Curriculum & Instruction, Quinn@unr.edu
2
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November 6 - 9, 2002, Boston, MA
32 n d ASEE/IEEE Frontiers in Education Conference
T1C-18
Session T1C
teachers, for an overall return rate of 9.52 per cent. Over 90
percent of the teachers are certified in the mathematics or
science subject they teach. The average number of years of
teaching for the science and mathematics teachers was 6.81
and 5.43. There were 11 male and six female science
teachers and six male and nine female mathematics teachers.
See Tables 1 and 2 for a breakdown of grade, subject taught,
years of teaching experience and gender of the science and
mathematics teachers.
Table 1. Grade, Science, Years Taught and Gender
(M/F)
Grade
Science
7
Life Science
7
Life Science
8
Physical Science
8
Physical Science
8
Physical Science
8
Physical Science
9 IS 1-2
Earth Science
9 IS 1-2
Phy.& Earth Sci.
9 IS 1-2
Physical Science
9 IS 1-2
Phy.& Earth Science
10 IS 3-4
Life& Env.Science
10 IS 3-4
Life& Env.Science
10 IS 3-4
Life Science
10 IS 3-4
Life Science
10
Biology
10
Biology
11
Chemistry
Average Years Experience
Yrs.
1
12
1
5
7
1
15
6
12
4
1
4
3
20
1
15
1
6.81
M/F
M
M
M
M
M
M
F
M
M
F
M
F
F
F
M
F
M
II.2 Instrument
The instrument (questionnaire) was designed by the authors
of the paper to determine whether the science and
mathematics teachers addressed the engineering material in
the secondary science and mathematics textbooks (see the
research question) during instruction and student learning
activities. The questionnaire was scaled from 0-4 with the
following interpretation: 0, never; 1, rarely; 2, some; 3,
quite a bit and 4, a lot.
The questionnaire was mailed to all of the district
secondary science and mathematics teachers. It had no prior
validation in the field. Earlier research had indicated that
secondary science and mathematics textbooks contain
information in the form of special inserts, problems,
questions and laboratory activities that address engineering
and technology. Also, the more advanced the science and
mathematics courses, e.g., physics or calculus, in general the
more engineering information they would contain [1].
Table 2. Grade, Math Course, Years Taught and Gender
Grade
7
7
8
8
9
9
9
9
10
10
10
10
10
11
Science
Mathematics
Mathematics
Mathematics
Algebra 1-2
Algebra 1-2
Algebra 1-2
Algebra 1-2
Algebra 1
Algebra Interact.
Algebra CRS 2
Geometry
Geometry
Geometry
Algebra 3-4
AP Calculus
Average Years Experience
Yrs.
8
4
4
4
13
1
2
2
1
1
1
1
2
13
30+
5.53
M/F
M
F
F
F
F
F
M
M
M
F
M
F
M
F
F
In addition to the request for information regarding
science textbook engineering related information, the
questionnaire also asked for examples of textbook material
used by the teachers, information about the textbook being
used (see Appendix II) and some personal information about
the teachers (see Appendix I).
III. RESULTS
The results indicate that nearly all of the 17 secondary
science and 15 mathematics teachers who answered the
questionnaire are using the engineering information in their
textbooks during their science or mathematics instruction.
In most cases, on the scale of 0-4 with 0 being never use and
4 being a lot of use, teachers were mainly 2, or 3 with the
averages of the science and mathematics teachers 1.88 and
1.93 respectively.
When broken down by gender, female science teachers
had an average of 2.50 and the males an average of 1.55. By
gender in mathematics teaching, the females had an average
of 1.88 and males an average of 2.00 (see Tables 3 and 4).
When the results were broken into middle school (MS),
grades 7-8, and high school (HS), grades 9-12, the averages
of the science teachers were 1.33 for MS (6 teachers), and
2.00 for HS (11 teachers). For mathematics teachers the
averages were 1.50 for MS, (4 teachers) and 2.09 for HS (11
teachers). Furthermore, when the top grade level
mathematics teachers, grade 11 and AP calculus were
calculated separately, their average was 3.5.
In question five of the questionnaire (see Appendix I),
the science and mathematics teachers were also requested to
give one example of a question in the textbook they used
that had application to technology and engineering. In most
cases, the technology examples given were what educators
generally call educational technology.
They included
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November 6 - 9, 2002, Boston, MA
32 n d ASEE/IEEE Frontiers in Education Conference
T1C-19
Session T1C
sensors and probes in science classes, computer software,
e.g., geometry sketchpad in geometry class, regular
calculators in most mathematics classes and graphing
calculators in upper division mathematics classes. Sections
of the textbooks that helped students prepare for using
technology support for lab work in science and problem
solving in mathematics classes were also cited. Teachers
also listed career profiles, e.g., one for engineers, as part of
the engineering information.
Some of the mathematics teachers also gave examples of
problems that applied to technology. For example, one
teacher listed the following problem. “A wood board is 3.2
meters long. Use estimations to find how many 0.38 meter
boards you can cut from this board. *Builders use estimation
a lot in the field.” One teacher mentioned electrical
engineering but did not give details about what the example
included.
IV. DISCUSSION
Based on the evidence from the examples of “engineering”
cited in question five of the questionnaire, it is difficult to
say that the results indicate that the secondary science and
mathematics teachers that responded to the questionnaire are
infusing engineering related material into their classes.
Furthermore, we speculate that those teachers who
voluntarily answer questionnaires would be more likely to
be doing what the questionnaire is addressing. Since the
sample return was low, it is not necessarily representative of
engineering coverage by all secondary science and
mathematics teachers in the school district.
The results seem to support the conclusion that “Many of
their teachers do not really know what engineers do.” The
strongest indicators for their lack of knowledge are the
examples given in response to question five of the
questionnaire, e.g., use of calculators, computer software,
etc, were apparently perceived as engineering or technology.
In the majority of cases, what the responding teachers
mistook for engineering was actually instructional
technology or technology to enhance instruction for
coverage of science and mathematics. Since the biggest
response rate was from the lower division science (IS) and
mathematics courses, maybe these results should have been
expected. The IS science courses in grades nine and ten are
Integrated Science classes that are the minimal level of
science needed before the high school exit exam in science
is taken. Furthermore, the high school mathematics teachers
who answered the questionnaire were also mainly from the
lower division mathematics classes such as first year algebra
and geometry.
Table 3. Secondary Science Teacher Textbook Use of
Engineering Information
Grade
Science
7
7
8
8
8
8
9 IS 1-2
9 IS 1-2
Life Science
Life Science
Physical Sci.
Physical Sci.
Physical Sci.
Physical Sci.
Earth Science
Phy.&Earth
Sci.
Physical Sci.
Phy.&Ear. Sci.
Life & Env.Sci.
2
0
2
2
0
2
3
3
1
12
1
5
7
1
15
6
M/
F
M
M
M
M
M
M
F
M
0
2
2
12
4
1
M
F
M
Life&Env.Sci.
2
4
F
Life Science
2
3
F
Life Science
3
20
F
1
15
1
6.81
M
F
M
9 IS 1-2
9 IS 1-2
10 IS 34
10 IS 34
10 IS 34
10 IS 34
10
10
11
Biology
Biology
Chemistry
Average
Use
2
3
2
1.88
Yrs.
The results do indicate that high school teachers, both in
science and mathematics, use more engineering examples in
instruction than do middle school science and mathematics
teachers and the higher the grade level of the high school
teachers both in science and mathematics, the more
engineering they use, although the numbers for grades 11
and AP calculus were so small (3 teachers) that the data has
little credibility.
This data further reinforces what the authors concluded
in an earlier paper [4] regarding the need for secondary
science and mathematics teachers to take a capstone course
in engineering principles and design. Such a class allows
them to understand what engineers do and motivates them to
infuse engineering principles and design into existing
science and mathematics classes. Moreover, further research
needs to quantitatively and more extensively address the
issues raised in our limited survey. We also need to
encourage more upper division science and mathematics
teachers to voluntarily answer a revised questionnaire.
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November 6 - 9, 2002, Boston, MA
32 n d ASEE/IEEE Frontiers in Education Conference
T1C-20
Session T1C
Table 4. Secondary Mathematics Teacher Textbook Use
of Engineering Information
Grade
7
7
8
8
9
9
9
9
10
10
10
10
10
11
Science
Mathematics
Mathematics
Mathematics
Algebra 1-2
Algebra 1-2
Algebra 1-2
Algebra 1-2
Algebra 1
Algebra Interact.
Algebra CRS 2
Geometry
Geometry
Geometry
Algebra 3-4
AP Calculus
Average Years
Experience
Use
Yrs.
3
1
1
1
4
1
2
1
2
1
2
1
2
4
3
1.86
8
4
4
4
13
1
2
2
1
1
1
1
2
13
30+
5.43
M/
F
M
F
F
F
F
F
M
M
M
F
M
F
M
F
F
Last, the school district should consider adopting
standard textbooks, in each course, that address engineering
applications in the problems and other exercises that apply
science and mathematics information presented in the
chapters. Even more important, because it is expected that
teachers will align their curricula with the science and
mathematics standards that will be tested on the high school
exit exams in science and mathematics, it is necessary that
any future revision in the standards include more
engineering applications in science and mathematics.
APPENDIX I
Questionnaire for Data Regarding Textbook Applications
of Technology and Engineering
Dear secondary science or mathematics teacher,
Please fill out the following questionnaire to help us
gather data to determine in what way secondary mathematics
and/or science textbooks are being used in regard to content
and skills information that relates to technology and
engineering.
1. Course/Subject
_______________________________________
2. Textbook Used
Title__________________________________
Author________________________________
Publisher______________________________
Year Published_________________________
3. Does the book contain any information in the chapters or
end of chapters questions, labs, etc that address technology
and engineering?
Yes ____ No ____
4. If you answered yes to question number three, estimate to
what degree, on a scale of zero to four, you use the
technology and engineering information when you teach the
course.
Never (0)______ Rarely (1)________ Some (2) ________
Quite a bit (3) ________
A lot (4) _______
5. If applicable, please give one example of a mathematics
or science question or activity that you use that has
application to technology or engineering.
6. How many years have you been teaching? ______
7. What is your gender?
Male ____, Female_____
REFERENCES
1. M. Robinson and M. S. Fadali, “How Do Secondary
Science Texts Cover Mathematics and Engineering
Principles and Design?”, ASEE Annual Conference
Proceedings, Albuquerque, NM, June, 2001.
2. National Resource Council. National Science Education
Standards. Washington, DC, National Academy Press,
1996.
3. R. Quinn, M. Sami Fadali, M. Robinson, “How Do High
School Mathematics Texts Cover Engineering and
Technology?”, Proc. 2001 FIE Conf., Reno, NV, Oct.,
2001.
4. Robinson, M., Fadali, M. S., "A model to promote the
study of engineering though a capstone course for pre
service secondary science and mathematics teachers",
Proc. FIE' 98, Tempe, AZ, Nov. 1998.
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November 6 - 9, 2002, Boston, MA
32 n d ASEE/IEEE Frontiers in Education Conference
T1C-21
Session T1C
Appendix II
Science and Mathematics Textbooks
Title-Science/Author/Publisher/Yr Pub
1. Earth Science Feather-Snyder Glencoe/McGraw Hill
1999.
2. Biology-The Living Science Miller-Levine Prentice Hall
1998.
3. Chemistry Wilbraham-Staley Prentice Hall 2000.
4. Physical Science McLaughlin-Thompson
Glencoe/McGraw Hill 1999.
5. Biology Miller-Levine Prentice Hall 2000.
6. Life Science Daniel-Ortleb-Biggs Glencoe/McGraw Hill
1999.
7. Science Spectrum-A Physical Approach DobsonHolman-Roberts Holt-Rinehart-Winston 2001.
8. Modern Earth Science Sager-Ramsay-Phillips HoltRinehart-Winston 1998.
Title-Math/Author/Publisher/Yr Pub
1. Geometry Larson-Boswell-Stiff McDougal Littell 2001.
2. Algebra One Interaction Course 1 Kennedy-McCowanSchultz Holt-Rinehart Winston 2001.
3. Algebra 2 Schultz-Ellis-Kennedy Holt Reinhart Winston
2001.
4. Calculus Graphical/Num/Algeb Finney-Demana-Waits
Scott Foresman/Addison Wesley 1999.
5. Geometry Rhoad-Milauskas-Whipple McDougal Littell
2000.
6. Algebra One Interaction Course 2 Kennedy-McCowanSchultz Holt Reinhart Winston 2001.
7. Algebra 1 Schultz-Kennedy-Ellis Holt Reinhart Winston
2001.
8. Math 7 Billstein-Willianson Prentice Hall 2002.
9. Math 8 Chapin Prentice Hall 1997.
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November 6 - 9, 2002, Boston, MA
32 n d ASEE/IEEE Frontiers in Education Conference
T1C-22