Building Capacity for Teaching Engineering in K-12 Education (2020) / Chapter Skim
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1 Introduction
1 Introduction
Pages 15-30
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From page 15... ...
For some students, experiencing engineering in K–12 may factor into decisions about college and career. From a broader policy perspective, engaging more K–12 students in engineering concepts and habits of mind may help address concerns about the adequacy of the nation's STEM talent pool to meet the demands of today's global economy (e.g., NRC 2011)
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From page 16... ...
First, various groups began to develop K–12 curricula that included engineering.1 Second, organizations and states began to write K–12 education standards that addressed engineering concepts and skills. The national Standards for Technological Literacy: Content for the Study of Technology were first published in 2000 by 1 NAE and NRC (2009)
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From page 17... ...
The NRC's National Science Education Standards (NRC 1996) likewise devoted attention to the idea of technological design and mentioned in passing the role of engineering, but no standards specifically called it out, and the idea of the integration of engineering with science was not discussed.
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From page 18... ...
assessment, administered to large samples of eighth grade students as part of the National Assessment of Educational Progress (NAEP) .5 In 2018, 25 percent of students reported that they had taken or were currently taking a class in engineering, up from 19 percent who did so in 2014, the first year the assessment was administered (NCES 2014, 2018)
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From page 19... ...
Meeting the objective will involve addressing issues of equity and inclusion, an especially relevant challenge given the longstanding lack of diversity in postsecondary engineering education and the engineering workforce. 6 At least one extant high school engineering course, Engineer Your World: Engineering Design and Analysis, offers as a dual-enrollment option at the Cockrell School of Engineering, University of Texas, Austin.
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From page 20... ...
The 16-member Committee on Educator Capacity Building in K–12 Engineering Education included K–12 educators with experience teaching engineering in the classroom and in out-of-classroom settings at both the elementary and secondary levels, as well as experts in pre- and inservice teacher education, science education, and engineering. Biographical information for the committee members is in appendix A
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From page 21... ...
In meeting this goal, the committee will answer questions in three areas: The Preparation of K–12 Teachers of Engineering • What is known from education and learning sciences research about effective preparation of K–12 educators to teach about engineering? • What appear to be the most promising educator-preparation practices currently in use?
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From page 22... ...
In the second, the committee focused on the programs and policies that facilitate the development of such skills and knowledge, including teacher preparation and professional development. The statement of task does not distinguish among the different subgroups of teachers that comprise the workforce of K–12 teachers of engineering.
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From page 23... ...
Museums, science and technology centers, aquaria, and botanical gardens are among the many types of institutions that provide visitors -- adults and children -- with learning opportunities in STEM. Other components of the informal education sector include the growing Maker movement, university- and industrysponsored STEM programs and outreach, initiatives of professional STEM organizations, and STEM-focused competitions.
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From page 24... ...
None of these approaches is necessarily simple or straightforward. For example, while many researchers consider description to be the most basic approach to collecting evidence and posing subsequent research questions, descriptive work involves a range of methodologies, ranging from e thnography to field studies to design-based implementation work.
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From page 25... ...
With assistance from the Academies' Research Center, project staff conducted a literature review of all available research from the past 20 years on K–12 engineering education. Staff also considered literatures from teacher education, science education, and general engineering education, as these fields offer the best insight into the desirable outcomes outlined in the statement of task.
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From page 26... ...
They include but are not limited to: • federal agencies that support the professional development and preservice learning of K–12 STEM educators • federal executive branch offices with a role in setting K–12 STEM education policy • individual members of Congress, their staff, and congressional com mittees engaged in K–12 STEM education issues • state, district, and local government leaders involved in K–12 and postsecondary STEM education • offices of state governors • organizations representing K–12 STEM teachers • STEM professional associations with an interest in K–12 STEM education • organizations that promote increased participation of under represented populations in STEM education and careers • informal education groups, such as libraries, makerspaces, museums, science and technology centers, aquaria, and botanical gardens • higher education institutions involved in preparing future engineers and prospective K–12 teachers • providers of professional development for K–12 STEM educators • members of school boards, and school and district leaders who play critical roles in the health of education systems at various levels • education researchers and research centers with an interest in K–12 engineering education • business and industry associations with an interest in K–12 STEM education • foundations that support K–12 STEM education initiatives.
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From page 27... ...
Chapter 4 presents data on the K–12 engineering education workforce and the status of teacher preparation and professional development in this domain. Chapter 5 summarizes what is known from research about the professional learning needs of K–12 educators generally and teachers of engineering specifically, as well as what is known about opportunities to meet these needs.
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From page 28... ...
Washington: National Academies Press. Available online at https://www.nap.edu/catalog/12882/preparing teachers-building-evidence-for-sound-policy (accessed March 29, 2018)
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From page 29... ...
2012a. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
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