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The aim of this study is to document the perceptions of science and engineering in Appalachia by conducting semi-structured interview case studies. The information procured from the interviews will support the design of Appalachian science and engineering education activities for schools in the North Georgia region. Participants (n = 4) were asked a series of questions about their perceptions of science and engineering, along with sharing an item that highlights science and engineering in Appalachia, which was subsequently photographed. Each interview was transcribed and coded. The term science was often defined science as a subject that included chemistry, physics, and electronics or referred to as an object such as the Farmer’s Almanac. Participants defined engineering typically as an occupation that made a good living. The majority of the participants when asked about a specific activity they engage in often were able to connect the activity with either science or engineering. Specifically, a photographer explained why an understanding of chemistry and lighting is important to produce photographs. As part of the interview protocol, participants were asked to share an object that connects science and engineering to specific leisure activities related to Appalachia. A male participant connected the playing an instrument to engineering. He described how the structure of the mandolin created the sound. Interestingly, while most of the participants were able to discuss at length how their activities connect to science and engineering, these individuals do not perceive themselves as scientists or engineers. It may be due to how the concept of science is facilitated in K-12 classrooms. The implication of this study is to connect the lived-experiences and perceptions of science and engineering in Appalachia to relevant and meaningful science learning experiences for K-12 students.


File nameDate UploadedVisibilityFile size
19 Jul 2022
76 kB



  • Event location
    • Nesbitt 3110

  • Event date
    • 3 November 2018

  • Date submitted

    19 July 2022