Fostering Engineering and Computational Thinking Competencies in Pre-Service Elementary Teachers Through an EDP-Based STEM Digital Making Activity

The implementation of K–12 engineering education presents significant challenges for current teachers. To strengthen the instructional readiness of elementary school teachers in Taiwan for engineering education, this study developed a STEM-oriented engineering design activity. It draws on international K–12 engineering education models and incorporates the computational thinking competencies prioritized by Taiwan’s national technology curriculum. The activity involves employing the micro:bit microcontroller to design an educational buzz wire game machine themed on energy education, integrating the engineering design process with knowledge from science, mathematics, and technology. The activity was implemented in an elementary teacher education course through a one-group pretest–posttest quasi-experimental design. The results indicate that participants completed engaging buzz wire game machines that incorporated energy concepts. Significant improvements were observed in participants’ engineering concepts, engineering design self-efficacy, computational thinking, and programming self-efficacy, with a considerable effect size noted in programming self-efficacy (N = 27, Cohen’s d = 1.84, p < 0.05). Most participants expressed highly positive attitudes toward the activity. The findings suggest that the engineering design activity developed in this study shows promising evidence of enhancing professional growth across multiple dimensions of engineering education for pre-service elementary teachers. The study serves as a valuable reference for future curriculum design in teacher education programs.