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1 Introduction
Pages 15-26

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From page 15...
... Many concerns about the quality of STEM education are related to the challenges facing the nation in an increasingly interconnected, increasingly competitive world. The general belief is that improving K–12 STEM education can help the country meet those challenges in two important ways.
From page 16...
... in grades K–12. The goal of this report is to begin to fill that gap by providing an overview of the current state of K–12 engineering education in the United States and a discussion of what we must do in the coming years to make engineering a more effective component of the STEM equation.
From page 17...
... students in these subjects on national assessments (Grigg et al., 2006; Lee et al., 2007) and comparative international studies, such as the TIMSS (Trends in International Mathematics and Science Study)
From page 18...
... In 2007, for example, the National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (together called the National Academies) published Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future.
From page 19...
... schools than science or mathematics teachers, and far fewer students taking technology education classes than classes in science and mathematics. Finally, technology education has received very little attention from policy makers.
From page 20...
... The conceptual frameworks of these curricula also vary greatly. No standards have been set for engineering education, no state or national assessment has been adopted, and almost no attention has been paid to engineering education by policy makers.
From page 21...
... THE STUDY AND REPORT The purpose of this study is to address three specific questions:1 What are realistic and appropriate learning outcomes for K–12 engi neering education? How might engineering education complement the learning objec tives of other content areas, particularly science, technology, and mathematics, and how might these other content areas complement learning objectives in engineering education?
From page 22...
... settings, through websites, contests, after-school programs, and summer programs, this study focused only on formal K–12 activities. Fact-Finding Process To meet these objectives and answer the questions listed above, the committee spent two years studying K–12 engineering education in the United States.
From page 23...
... The committee's findings and recommendations are presented in Chapter 6. Appendix A of the report provides biographical information for committee members; Appendix B contains short descriptive summaries of 19 curriculum projects that did not receive a detailed review by the committee; Appendix C, included on an accompanying CD inside the back cover of the report, contains detailed reviews of another 15 K–12 engineering education curriculum projects.
From page 24...
... Annex PROJECT STATEMENT OF TASK The goal of this project, a collaboration between the National Academy of Engineering and the National Research Council's Center for Education,
From page 25...
... Describe the ways in which K–12 engineering content has incor porated science, technology, and mathematics concepts, used these subjects as context to explore engineering concepts, or used engi neering as a context to explore science, technology, and mathematics concepts; and 4. Report on the intended learning outcomes of K–12 engineering education initiatives, taking into account student age, curriculum focus (e.g., science vs.
From page 26...
... education system that might be required to enhance K–12 engineering education. QUESTION: What educa tional policies, programs, and practice at the local, state, and federal levels might permit meaningful inclusion of engineering at the K–12 level in the United States?


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