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The research team used a graduate course at Arizona State University in design, engineering, and technology (DET) for nine science education students, who also happen to be K-12 science instructors, to identify and test interventions to assess and increase students’ levels of three psychosocial factors they believe affect the (low) participation of females in engineering: societal relevance, tinkering self-efficacy, and technical self-efficacy.
Dale Baker, Stephen Krause, Senay Yasar, and Chell Roberts (2007). “An Intervention to Address Gender Issues in...
Dale Baker, Stephen Krause, Senay Yasar, and Chell Roberts (2007). “An Intervention to Address Gender Issues in a Course on Design, Engineering, and Technology for Science Educators.” In the Journal of Engineering Education 96(3), pp. 213 - 236.