Vertical Integration of Engineer Education in K-12 Rural Schools

摘要

Engineering design and technology related concepts have historical relevance in standards based science education reform. The release of the newly articulated framework for K-12 science education written by the Committee on Conceptual Framework for New Science Education Standards has created a renewed sense of importance in this area. Of particular interest to the authors is the emphasis on engineering design and how it may be integrated into K-12 curricula. A funded research effort was therefore implemented to provide professional development to teachers in rural districts, promoting the integration of engineering design into their curriculum. The primary intent was for teachers to make use of the process as a tool for helping students to better learn the current curricula, rather than instruct the students in engineering or engineering design itself. This rural engineering education initiative is a partnership between five Midwestern rural school districts, a local university, and a regional office of education. The project activities are designed to promote and support the integration of engineering design and technology related concepts into the rural classrooms associated with the partnership. Specifically, the project goals include: 1. Increasing rural K-12 teachers' understanding of engineering design, the design process, and technology concepts, 2. The vertical integration of engineering design and technology in the curriculum across K-12 grade levels, and 3. Increasing teacher support, collaboration, and collegiality related to science instruction. The content focus of the initiative is in line with education reform documents that articulate K-12 science content.