This paper reports on the fourth year of a five-year NSF RFE program focused on supporting rural and reservation teachers to implement classroom engineering activities that are aligned to their local community contexts. The research team has spent the last four years working with a small group of 3rd through 5th grade teachers (n=5) to (1) help them learn about local opportunities around which to develop grade appropriate engineering tasks, and (2) develop and implement those task to the students in their classroom. This paper focuses on how the implementation of community-based engineering lessons impacted students' perceptions and attitudes toward engineering , as well as elementary teachers’ perspectives about their teaching and their students’ learning of community-based engineering in their classrooms.
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