DEEP: Advantages of Direct Mastery Learning Activities

Summary:
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.

Reference: 
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.