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Pages 1-14

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From page 1...
... Specifically, as elaborated in the full report, K–12 engineering education may improve student learning and achievement in science and mathematics; increase awareness of engineering and the work of engineers; boost youth interest in pursuing engineering as a career; and increase the technological literacy of all students. The committee believes engineering education may even act as a catalyst for a more interconnected and effective K–12 STEM education system in the United States.
From page 2...
... Not only have no learning standards been developed, little is available in the way of guidance for teacher professional development, and no national or state-level assessments of student accomplishment have been developed. In addition, no single organization or central clearinghouse collects information on K–12 engineering education.
From page 3...
... QUESTION: How might engineering education complement the learning objectives of other content areas, particularly science, technology, and mathematics, and how might these other content areas complement learning objectives in engineering education? There has been little if any serious consideration of the systemic changes in the U.S.
From page 4...
... Finally, for educational researchers and cognitive scientists, the document exposes a rich set of questions related to how and under what conditions students come to understand engineering. GENERAL PRINCIPLES FOR K–12 ENGINEERING EDUCATION The specifics of how engineering is taught vary from school district to school district, and what takes place in classrooms in the name of engineering education does not always align with generally accepted ideas about the discipline and practice of engineering.
From page 5...
... K–12 engineering education should promote engineering habits of mind. Engineering "habits of mind"1 align with what many believe are essential skills for citizens in the 21st century.2 These include (1)
From page 6...
... The relatively small number of curricular and teacher professional development initiatives for K–12 engineering education were developed independently, often have different goals, and vary in how they treat engineering concepts, engineering design, and relationships among engineering and the other STEM subjects. Although engineering education represents a relatively small slice of the K–12 educational pie, activity in this arena has increased significantly, from almost no curricula or programs 15 years ago to several dozen today.
From page 7...
... RECOMMENDATION 1. Foundations and federal agencies with an interest in K–12 engineering education should support long-term research to confirm and refine the findings of earlier studies of the impacts of engineering education on student learning in STEM subjects, student engagement and retention, understanding of engineering, career aspirations, and technological literacy.
From page 8...
... In fact, it seems that no one has attempted to specify ageappropriate learning progressions in a rigorous or systematic way; this lack of specificity or consensus on learning outcomes and progressions goes a long way toward explaining the variability and unevenness in the curricula. Curriculum Connections Although there are a number of natural connections between engineering and the three other STEM subjects, existing curricula in K–12 engineering education do not fully explore them.
From page 9...
... RECOMMENDATION 4. The American Society for Engineering Education (ASEE)
From page 10...
... RECOMMENDATION 5. Given the demographic trends in the United States and the challenges of attracting girls, African Americans, Hispanics, and some Asian subpopulations to engineering studies, K–12 engineering curricula should be developed with special attention to features which appeal to students from these underrepresented groups, and programs that promote K–12 engineering education should be strategic in their outreach to these populations.
From page 11...
... Fully integrated STEM education, that is, using engineering concepts and skills to leverage the natural connections between STEM subjects, would almost certainly require changes in the structure and practices of schools. Research would be necessary to develop and test curricula, assessments, and approaches to teacher professional development.
From page 12...
... INTEGRATED STEM EDUCATION During the course of this project, the committee focused increasingly on the potential of using engineering education as a catalyst for improving STEM education in general, about which serious concerns have been raised among policy makers, educators, and industry managers. So far, the role of either technology education or engineering education has rarely been mentioned in these concerns.
From page 13...
... prepare them to be competent, capable citizens in our technology-dependent, democratic society. Because of the natural connections of engineering education to science, mathematics, and technology, it might serve as a catalyst for achieving this vision.
From page 14...
... The necessary changes will only happen with a sustained commitment of financial resources, the support of policy makers and other leaders, and the efforts of many individuals in and outside K–12 schools. Despite these challenges, the committee is hopeful, the potential for enriching and improving K–12 STEM education is real, and engineering education can be the catalyst.


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