Determining the Engineering Knowledge Dimension: What all High School Students Should Know to be Engineering Literate (Fundamental)

摘要

The importance of engineering for P-12 learners continues to increase. This growing interest can be attributed to the idea that engineering education can contribute to the general education of all students as well as inspire a more diverse, and workforce ready, populace to meet the needs of high-demand careers of the 21st century. Engineering education is uniquely positioned to support interdisciplinary learning experiences to foster rich connections and further knowledge and skills of academic disciplines. The inclusion of engineering into P-12 education is now seen as an approach to address challenges facing the U.S. educational system. The teaching of engineering in primary and secondary schools must be expanded to better prepare students with the skills necessary for economic success. Recently, the political climate has followed suit. Legislative efforts have been proposed to award grants to state educational agencies and local educational agencies to support, develop, and implement formal and informal engineering education programs in elementary schools and secondary schools (H.R.4023 - Developing Tomorrow's Engineering and Technical Workforce Act, H.R.4023, 2017). Despite greater attention to the value, importance, and use of engineering for teaching and learning, few efforts have engaged in establishing an epistemological foundation for the study of engineering in P-12 classrooms. Specifically, little research has been conducted to examine the engineering content and practices that are developmentally appropriate for P-12 learners.