Standards for K-12 Engineering Education? (2010) / Chapter Skim
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3 Leveraging Existing Standards to Improve K–12 Engineering Education
3 Leveraging Existing Standards to Improve K–12 Engineering Education
Pages 23-36
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From page 23... ...
Existing national and state standards documents present logical opportunities to infuse engineering learning goals. Thus they provide a basis for including engineering in curricula, instruction, assessment, and professional development, which will help establish engineering as a legitimate subject in K–12 education.
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Engineering learning goals could also be inserted elsewhere in Benchmarks -- particularly in the chapter on the designed world. The NRC has initiated a new project to develop a framework for the next generation of K–12 science education standards (Robelen, 2010)
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However, one goal of the com mon core effort is to restrict the number of student learning goals, which could limit how much engineering content can be added. Even if common core science education standards are not forthcoming, the NRC framework for a new generation of science education standards is expected to include engineering content.
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However, the recently released common core state standards for mathematics do not even contain the word engineer or engineering (CCSSO and NGA, 2010)
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Although both sets of national science education standards and the technological literacy standards are infused to varying degrees with engineering concepts -- and more infusion is possible -- the question is to what extent these concepts appear -- or might appear in the future -- at the state level. The possible emergence of common core science standards raises new possibilities, as well as constraints, for the inclusion of engineering learning goals.
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In June 2009, the New Jersey Board of Education elected to add engineering learning goals to revised standards for technology education rather than to science standards, although the latter was seriously considered by state officials (McGrath, 2009)
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. Since 2007, an informal network of ocean literacy organizations has continued to refine this approach and recently released a set of "conceptual flow diagrams" linking the ocean literacy principles to specific learning goals in four K–12 grade bands (see http://www.coexploration.org/ocean literacy/usa/ocean_science_literacy/scope_and_sequence/home.html)
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Conclusion This chapter describes infusion and mapping as complementary approaches that offer alternatives to the development of stand-alone content standards for K–12 engineering education. Engineering-related ideas have already been infused into some national and state standards, and more infusion will be possible as existing standards are revised.
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2010. Common Core State Standards for Mathematics.
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1996. National Science Education Standards.
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2006. Draft Learning Progressions for Engineering Design.
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Paper presented at the annual meeting of the American Association of Higher Education Assessment Conference, Seattle, Washington, June 2003. Available online at http://www.jmu.edu/assessment/wm_library/Examinee_Motivation.pdf.
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4 The core concepts, skills, and dispositions from the study were taken from the three principles outlined in NAE and NRC, 2009, Chapter 6. 5 Participants in the Childress and Rhodes Delphi study achieved consensus on 43 "outcome items" for high school students hoping to purse engineering in college.
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(2009) Literature review, focus groups, "reaction panel" NAE and NRC, Consensus study 2009 ASEE CMC (2008)
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