A First Step in the Instrument Development of Engineering-related Beliefs Questionnaire

Acquisition of new knowledge, skills, and dispositions is recognized as a process of change, largely influenced by learners’ beliefs (i.e. domain-specific beliefs, epistemological beliefs, and ontological beliefs) and the richness of their learning environment. Previous researchers have noted the influence of students’ beliefs about knowledge on their learning and problem-solving specifically in math, science, and physics, yet little research has been done to examine a similar relationship in engineering. In this paper, we argue for the importance of such research and present a conceptual framework of engineering-related beliefs, as a vital first step. The purpose of this study is to develop a reliable and valid measure of Engineering-related Beliefs Questionnaire with desirable psychometric properties. First, the nature of engineering related beliefs were defined and described, including how they are likely to impact students’ learning and problem-solving. Second, relevant instruments and research pieces were identified to construct a first version of Engineering-related Beliefs Questionnaire. Third, content validity test was conducted to discuss the critical steps of construct definition and delineation of the construct’s content domain. For Engineering Epistemic Beliefs, five relevant constructs were revealed: engineering knowledge, skills, attitudes, identity, and values. For Engineering Epistemological Beliefs, four relevant constructs were revealed: certainty of engineering knowledge, simplicity of engineering knowledge, source of engineering knowledge, and justification for engineering knowing. For Engineering Ontological Beliefs, three relevant constructs were revealed: the ways that power shapes engineers (i.e. how society creates values of engineering), the ways engineers see themselves, and the ways they perceive their roles as engineers. Further testing of the instrument in engineering student population is needed to develop the final version of instrument.