Building Capacity for Teaching Engineering in K-12 Education (2020) / Chapter Skim
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As another example, the Department of Education recently developed and administered a national assessment of engineering and technology literacy (NAEP 2016) , which is providing insights into what US K–12 students know and can do in these important subjects.
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3. What additional research is needed to improve and expand effective approaches for preparing K–12 engineering educators?
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It uses a systematic approach to understand and address problems; relies on large, diverse, and often geographically dispersed teams of individuals; employs repeated cycles of testing, data collection, analysis, and improvement to reach an optimal solution; accepts initial design failures as important and necessary to improving the solution; and is attentive to social and ethical concerns. Engineering design is the universal problem-solving process used by engineers.
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While these goals are student focused, they have implications for how teachers of engineering should be prepared and supported. Engineering literacy includes understanding of key concepts in engineering and a basic ability to engage in the engineering design process.
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This suggests that as many as 14,000 high school educators taught at least one such course that year.2 (For comparison, there are roughly 232,000 secondary science teachers working in public schools.) Along with knowledge of how to teach, or pedagogy, teacher content knowledge is a critical component of effective teaching, and college degrees and course taking often serve as proxies for this knowledge.
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Recently revised standards for science teacher preparation programs (NSTA and ASTE 2019) call out the importance of developing future teachers' knowledge of engineering and of appropriate pedagogy.
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When the instructional context warrants, for example, teachers of engineering will need to help students experience STEM education in a more integrated way. This capability will be important not only for technology educators, who need to support students' use of science and mathematics to address engineering challenges, but also for science and mathematics teachers tasked with integrating engineering in their instruction or, indeed, for teachers of any subject who want their students to learn engineering.
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Considerable research has elucidated factors generally associated with high-quality professional development; these include active teacher engagement, a focus on content and instructional practices demonstrated to be effective, experiences during and outside of the school day, and enhanced capacity of teams of teachers. For K–12 engineering specifically, a few studies pointed to potentially promising practices; for example, curriculum design– based professional development, in which teachers learn content by creating instructional materials, can provide educators with both engineering content knowledge and an active learning experience.
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The development and implementation of standards documents falls to the states. Standards in technology and science education set expectations that students will learn engineering ideas and practices, and standards governing science teacher preparation programs suggest that prospective K–12 science teachers should understand engineering design and its relevance to science teaching.
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t Expanding and improving teacher preparation programs may require collaborations between engineers, teacher educators, and teachers. The evidence base that might inform effective approaches to preparing K–12 teachers of engineering is thin and uneven, in part because there are few education researchers and social and learning scientists studying issues in K–12 engineering.
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The National Science Teaching Association, International Technology and Engineering Educators Association, and American Society for Engineering Education should work together to determine the appropriate content for such guidelines. Such an effort should take account of new NGSS-aligned accreditation standards for science teacher education programs, which become effective in 2020 and include student learning expectations related to engineering.
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RECOMMENDATION 7: Postsecondary engineering and engineering technology programs should partner with schools/colleges of educa tion to design and implement curriculum for the preparation of K–12 teachers of engineering. Such efforts should be conducted in consulta tion with teacher professional organizations that have a stake in K–12 engineering, such as the International Technology and Engineering Educators Association and the National Science Teaching Association, as well as the American Society for Engineering Education.
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They should also have the pedagogical content knowledge to guide students through the challenges and rewards of using the engineering design process and in the appropriate application of concepts and practices from science and mathematics. Findings from
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As this report points out, there are very few postsecondary programs educating prospective K–12 teachers of engineering, and state mechanisms for recognizing these teachers' engineering knowledge, where they exist, vary widely. There are a number of K–12 engineering professional development initiatives, some of which have reached considerable scale.
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