Building Capacity for Teaching Engineering in K-12 Education (2020) / Chapter Skim
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2 Engineering and K12 Education
2 Engineering and K12 Education
Pages 31-52
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From page 31... ...
In addressing design challenges, engineering uses technological tools as well as concepts and practices from mathematics and science. 1 This definition is based on box 1-1 in NAE and NRC (2014)
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From page 32... ...
In fact, engineering accommodates, emphasizes, and embraces multiple solutions, as long as they all satisfy the requirements and constraints set out at the beginning of the journey. The journey of engineering is an iterative process involving repeated cycles of testing, data collection, analysis, and improvement to reach an optimal solution (the destination)
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From page 33... ...
For all of recorded history, people have created and used tools to meet their needs and wants, using many of the techniques codified in modern engineering: identifying problems and building, testing, and refining solutions to them. Finally, engineering is attentive to social and ethical concerns, for the simple reason that technology has positive and negative impacts on people, society, and the planet (e.g., NAE and NRC 2002)
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From page 34... ...
. While the engineering design process always aims to address human wants and needs, there is no single model for describing it.
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From page 35... ...
Core Engineering Concepts The engineering design process encompasses a number of core concepts, skills, and habits of mind.3 For example, in framing a problem engineers must understand the design requirements -- the physical and functional needs that the design must satisfy -- and use these to develop detailed specifications against which the success of the design will be measured. Equally important are the constraints within which the engineer must work; these may include available materials, time, money, and economical, legal, political, social, e thical, and aesthetic limitations inherent to or imposed on the design.
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From page 36... ...
Museum of Science, Boston right) NGSS Lead States (2013, volume 2, appendix I)
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Modeling involves representing the essential features of processes or systems that facilitate engineering design and can contain graphical, physical, or mathematical representations. Analysis, typically involving data collection of some kind, is a systematic and detailed review that can inform design decisions, define or clarify problems, predict or assess performance, evaluate alternatives, determine economic feasibility, and/ or investigate failures.
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From page 38... ...
. Even taking this into account, an engineering degree offers significant socioeconomic benefits.
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From page 39... ...
The Framework for K–12 Science Education (NRC 2012) , for example, highlights eight practices that underlie the work of both engineers and scientists while pointing out that three of them -- developing and using models, planning and carrying out investigations, and analyzing and interpreting data -- play out differently in the two disciplines (table 2-2)
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From page 40... ...
Analyzing and interpreting data Engineers analyze data collected in the Scientific investigations produce data tests of their designs and investigations; that must be analyzed in order to derive this allows them to compare different meaning and to identify significant solutions and determine how well patterns and features in the data. each one meets specific design criteria.
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The focus, which is prevalent in standalone engineering courses or programs, is on using science and mathematics as tools of engineering. In the second case, engineering serves science and mathematics, with the primary goal of improving student understanding of science and mathematics concepts and practices.
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.The framework developers started with the student outcomes criteria developed by ABET to accredit undergraduate engineering programs.5 Using a design research methodology, Moore and colleagues initially compared the ABET criteria to Massachusetts state standards for K–12 science and technology/engineering education (MDOE 2006) 6 to identify potential omissions or content inappropriate for K–12 students.
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, (2015) , TABLE 2-4 Grade-Band Benchmarks for STL Standard 11: Students Will Develop Abilities to Apply the Design Process K–2 Grade Band 3–5 Grade Band 6–8 Grade Band 9–12 Grade Band
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Grubbs and colleagues (2018) have proposed specific science and mathematics learning objectives in different areas of engineering for high school students, using sources such as a taxonomy of fields and subfields developed for a review of STEM doctoral programs9 and elements of the Fundamentals of Engineering exam (NCEES 2017)
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From page 45... ...
• Evaluate final solutions and communicate observation, processes, and results of the entire design process, using verbal, graphic, quantitative, virtual, and written means, in addition to three dimensional models.
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(They also do not identify specific assessment targets, as assessment-linked learning progressions do.) However, they are based on the perspective that instruction and assessments must be d esigned to support and monitor students as they develop increasing sophistication in their ability to use practices, apply crosscutting concepts, and understand core ideas as they progress across the grade levels." 11 Practices are "the major practices that scientists employ as they investigate and build models and theories about the world and .
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From page 47... ...
Develop a simple Generate and Evaluate Design a solution to sketch, drawing, or compare multiple competing design a complex real-world physical model to possible solutions solutions using a problem by breaking illustrate how the to a problem based systematic process it down into smaller, shape of an object on how well each to determine how more manageable helps it function as is likely to meet well they meet problems that can needed to solve a the criteria and the criteria and be solved through given problem. constraints of the constraints of the engineering.
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From page 48... ...
CONCLUSION For many prospective K–12 teachers of engineering, the core ideas and practices of the discipline will be unfamiliar. Many educators, whose own experiences, education, and professional learning have emphasized the notion of getting a single "right" answer, initially may be uncomfortable with the open-ended nature of the engineering design process.
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From page 49... ...
2019. The Engineering Design Process.
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From page 50... ...
. ITEA [International Technology Education Association]
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From page 51... ...
2012. A Framework for K–12 Science Education: Practices, Crosscutting Concepts, and Core Ideas.
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