Building Capacity for Teaching Engineering in K-12 Education (2020) / Chapter Skim
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3 Goals of K12 Engineering Education
3 Goals of K12 Engineering Education
Pages 53-74
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From page 53... ...
Some programs focus explicitly on the practices of engineering, using mathematics and science as necessary tools of design; others treat engineering as a context for teaching mathematics and science content; still others use engineering design–based activities primarily as a way to promote student interest and motivation to learn (Milto et al.
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. THE GOAL OF DEVELOPING ENGINEERING LITERACY The American educational system has a long history of promoting literacy.
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. Engineering literacy involves understanding concepts such as constraints, specifications, optimization, and trade-offs, and being able to apply the engineering design process.
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; and engineering career pathways are accessible via a variety of educational routes" (Farmer et al.
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. THE GOAL OF IMPROVING MATHEMATICS AND SCIENCE ACHIEVEMENT THROUGH INTEGRATED STEM LEARNING Another goal for K–12 engineering education is to encourage and support learning in the other three STEM subjects.
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89–90) and the development of STEM associational fluency.1 While STEM integration is a stated goal of many educators, the cognitive and learning sciences point to certain challenges that may inhibit students' ability to learn in integrated STEM contexts (NAE and NRC 2014, pp.
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. Educators can help by giving design challenges that vary in terms of how well they are defined (well defined, moderately ill defined, ill defined)
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The challenge of making can be all-absorbing for these students and demand significant cognitive and attentional resources. Making Connections among Multiple Representations As indicated in the preceding two sections, integrated STEM learning involves making connections between concepts and their representations (NAE and NRC 2014, pp.
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However, repeated experience with ideas that cross STEM boundaries in the context of engineering design activities can reduce challenges related to cognitive limits, real-world problem solving, and multiple representations. THE GOAL OF IMPROVING PREPARATION FOR COLLEGE AND CAREER Data from a variety of sources suggest broad consensus on the types of skills and dispositions young people entering college or the workforce should have.
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College and career readiness does not mean that K–12 students who experience engineering coursework are necessarily aiming for careers or further study in engineering, although this may be true for some (see the next section)
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This preparation may involve the nurturing of interest in engineering, including as a possible career path; development of an engineering identity; and pursuit of science and mathematics coursework that provides a foundation for collegelevel engineering studies. Nurturing Interest in Engineering Students' interest positively affects their attention, goals, and levels of learning (e.g., Hidi and Renninger 2006; Renninger and Hidi 2011)
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Developing an Engineering Identity A fair amount is known about engineering identity development in college students and working professionals (e.g., Morelock 2017; NAE 2018, pp. 94–97; Tonso 2014)
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. It was tested among several hundred elementary students taking introductory engineering lessons, including a unit of the Engineering is Elementary curriculum, and showed that the interest levels of both girls and boys increased as a result of their learning experience (Douglas et al.
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For example, the goal of literacy would seem a priority for younger students. And the structure of the elementary grades, where teachers are responsible for more than one subject, offers opportunities to help students begin to connect engineering to basic ideas and practices in science and mathematics as they tackle simple design challenges.
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Similarly, the second and third goals of K–12 engineering education empower students in different ways to be competent, engaged members of society, whether or not they pursue an engineering degree. The fourth goal is important to students interested in an engineering career.
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2012. Engineering identity development among pre-adolescent learners.
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2014. Boys and girls engineering identity development in early elementary before and after hands-on engineering learning class room experiences.
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College Learning and Career Success; S elected Findings from Online Surveys of Employers and College Students Conducted on Behalf of the Association of American Colleges & Universities. Available online at https://www.aacu.org/sites/default/files/files/LEAP/2015employerstudentsurvey.pdf (accessed September 12, 2019)
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W ashington: College & Career Readiness & Success Center. Available online at: https:// ccrscenter.org/sites/default/files/CCRS%20Defintions%20Brief_REV_1.pdf (accessed September 6, 2018)
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2014 -- Technology & Engineer ing Literacy. Available online at https://www.nationsreportcard.gov/tel_2014/#tasks/ overview (accessed September 21, 2018)
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Paper presented at the American Society of Engineering Education Annual Conference and Exposition, June 24–27, Honolulu. Available online at https://peer.asee.org/the-teams-program-a-study-of-a-grades 3-12-engineering-continuum.pdf (accessed August 3, 2018)
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