scinapse is loading now...
Cathy P. Lachapelle
Museum of Science
32Publications
8H-index
234Citations
Publications 32
Newest
Pamela Lottero-Perdue2
Estimated H-index: 2
(Towson University),
Cathy P. Lachapelle8
Estimated H-index: 8
(Museum of Science)
The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11). In both surveys, we used six items to measure student mindset to determine if it was more fixed (presuming intelligence is fixed and failure is a sign that one is not smart enough) or more growth-minded (presuming one can become smarter and that failures are signals to improve) (Dweck, 1986). We administered surveys to...
Source Cite
Published on Jan 22, 2019in International Journal of Science Education 1.32
Cathy P. Lachapelle8
Estimated H-index: 8
(Museum of Science),
Christine M. Cunningham13
Estimated H-index: 13
(Museum of Science),
Yoonkyung Oh3
Estimated H-index: 3
(Pennsylvania State University)
ABSTRACTTechnology is important to all aspects of our lives, so helping students develop an accurate understanding of technology should be an educational goal at the K-12 level. Assessments are important tools in reaching this goal. We developed an instrument to measure the technology conceptions of children ages 8–11, the ‘What is Technology’ (WT) instrument. We gathered evidence for the validity of using the WT instrument to measure children's conceptions of technology, including changes due t...
Source Cite
Cathy P. Lachapelle8
Estimated H-index: 8
(Museum of Science),
Robert T. Brennan40
Estimated H-index: 40
(Harvard University)
Engineers and policymakers have expressed concern that too few students enter the engineering pipeline. This has led to many efforts to engage students in engineering in after-school programs, summer programs, and more recently, in school curricula. The expectation is that, through these efforts, greater numbers of more demographically diverse children will become aware of engineering as a possible career option, and some will decide to pursue it, thereby increasing and diversifying the populati...
Source Cite
Published on Jan 1, 2018
Cathy P. Lachapelle8
Estimated H-index: 8
,
Christine M. Cunningham13
Estimated H-index: 13
,
Martha E. Davis2
Estimated H-index: 2
2 Citations Source Cite
Published on Jan 1, 2018
Christine M. Cunningham13
Estimated H-index: 13
(Museum of Science),
Cathy P. Lachapelle8
Estimated H-index: 8
(Museum of Science),
Martha E. Davis2
Estimated H-index: 2
(Museum of Science)
In this chapter, we examine what age-appropriate engineering should entail for children at the preschool (ages 3–4), kindergarten (ages 5–6), and primary (ages 7–8) grade levels. We propose a set of design parameters that develop foundational engineering concepts and practices in children as they participate in engineering activity and design. At the core, these include understanding engineering as a design process and a focus on materials and their properties. As children engage in engineering,...
2 Citations Source Cite
Published on Jun 24, 2017
Cathy P. Lachapelle8
Estimated H-index: 8
,
Christine M. Cunningham13
Estimated H-index: 13
Published on Jun 26, 2016
Cathy P. Lachapelle8
Estimated H-index: 8
,
Christine M. Cunningham13
Estimated H-index: 13
1 Citations
Published on Jun 26, 2016
Jonathan D. Hertel2
Estimated H-index: 2
(Museum of Science),
Christine M. Cunningham13
Estimated H-index: 13
(Museum of Science)
+ 1 AuthorsCathy P. Lachapelle8
Estimated H-index: 8
(Museum of Science)
Published on Jun 14, 2015
Cathy P. Lachapelle8
Estimated H-index: 8
(Museum of Science),
Yoonkyung Oh3
Estimated H-index: 3
+ 2 AuthorsChristine M. Cunningham13
Estimated H-index: 13
(Museum of Science)
2 Citations
1234