Download or read book Mapping Engineering Concepts for Secondary Level Education Final Report Research in Engineering and Technology Education written by Jenny L. Daugherty and published by . This book was released on 2011 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: Much of the national attention on science, technology, engineering, and mathematics (STEM) education tends to concentrate on science and mathematics, with its emphasis on standardized test scores. However as the National Academy of Engineering Committee on K-12 Engineering Education stressed, engineering can contribute to the development of an effective and interconnected STEM education system. In addition, engineering can provide authentic learning contexts for science, technology, and mathematics. Numerous K-12 engineering initiatives have emerged across the U.S. developing curriculum and conducting teacher professional development. The focus of pre-college engineering education has largely been on process, with engineering content or concepts playing at best a secondary role. Within teacher professional development this lack of focus on engineering concepts is also evident. One key problem confronting engineering professional development observed by Daugherty (2009) in a multiple case study project is the lack of a well-defined concept base. The findings from the individual case studies were compared and summarized across the study's research questions, which included a focus on identifying the fundamental content knowledge. As evidenced by the case studies, engineering content is not well-defined for secondary level education. The projects' leaders, instructors, and participating teachers discussed engineering in terms of the design process and were unable to articulate the associated content or concepts. This void poses serious problems for curriculum and professional development, as well as for research. In the absence of a conceptual base, materials tend to focus solely on design-based activities, lacking a focus on conceptual learning. In order to address this gap Custer, Daugherty, and Meyer (in press), in a study funded by NCETE, identified thirteen engineering concepts deemed to be core to engineering and appropriate for the secondary level. To further this effort beyond a list of thirteen concepts, the current study, also funded by NCETE, convened a focus group comprised of pre-college engineering education, cognitive science, and/or concept mapping experts to discuss how and in what ways concept mapping could be used in secondary level engineering education. The study's research questions were: (1) How can concept mapping be used to facilitate learning in secondary level engineering education?; (2) How can concept mapping be used to assess learning in secondary level engineering education? (Contains 2 figures and 3 tables.).
Download or read book Formulating a Concept Base for Secondary Level Engineering written by Rodney L. Custer and published by . This book was released on 2009 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to identify and refine a conceptual foundation for secondary school engineering education. Specifically, this study sought to address the following research questions: (1) What engineering concepts are present in literature related to the nature and philosophy of engineering?; (2) What engineering concepts are embedded in secondary level science, technology, engineering, and mathematics standards? (3) What engineering concepts are embedded in secondary level engineering-oriented curriculum?; (4) What engineering concepts have been identified in the related research literature?; and (5) What engineering concepts are deemed core for secondary level education by practicing engineers and engineering educators? Key input activities included conducting a review and synthesis of extant educational materials focused primarily on standards, curriculum materials, and various research studies. In addition to these materials, literature from the history and philosophy of engineering was also reviewed and included in the analysis. Also included in the process was a series of focus groups sessions conducted with selected engineering educators and practicing engineers to identify and classify their recommendations of concepts appropriate for secondary level engineering. As a final phase of the process, a reaction panel of engineering and technology education experts was convened. (Contains 1 table.).
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1971 with total page 1520 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Delivering Core Engineering Concepts to Secondary Level Students Research in Engineering and Technology Education written by Chris Merrill and published by . This book was released on 2007 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within primary and secondary school technology education, engineering has been proposed as an avenue to bring about technological literacy. Different initiatives such as curriculum development projects (i.e., Project ProBase and Project Lead The Way) and National Science Foundation funded projects such as the National Center for Engineering and Technology Education (NCETE) have been developed to infuse engineering into primary and secondary education. Through the efforts of NCETE, three core engineering concepts within the realm of engineering design have emerged as crucial areas of need within secondary level technology education. These concepts are constraints, optimization, and predictive analysis (COPA). COPA appears to be at the core of the conceptual knowledge needed for students to understand and be able to do engineering design. One of NCETE's five technology teacher professional development institutions (Illinois State University) has focused exclusively on the delivery of these COPA concepts. These concepts have emerged as distinctly important. At Illinois State University, two cohorts of practicing and pre-service technology teachers have engaged in professional development workshops to become better prepared to deliver engineering concepts to their students. Through discussions about the nature of engineering and engineering design, how it differs from technology education processes, and the necessary conceptual and procedural knowledge, COPA was identified as necessary for the delivery of engineering design. Empirical knowledge is needed to better understand how to increase student learning of COPA. This study seeks to provide that knowledge using a NCETE cohort of practicing and pre-service technology teachers who designed and developed a unit of instruction to deliver these three core engineering concepts to secondary level technology education students. Using a mixed method quasi-experimental, pre-test post-test no control group design, this study explores the extent to which students understood and were able to demonstrate an understanding of COPA. It is believed that through this strong conceptual base, a better understanding of engineering and engineering design can be achieved. (Contains 3 tables.).
Download or read book Monthly Catalog of United States Government Publications written by United States. Superintendent of Documents and published by . This book was released on 1985 with total page 1418 pages. Available in PDF, EPUB and Kindle. Book excerpt: February issue includes Appendix entitled Directory of United States Government periodicals and subscription publications; September issue includes List of depository libraries; June and December issues include semiannual index
Download or read book Monthly Catalogue United States Public Documents written by and published by . This book was released on 1985 with total page 1426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book British Education Index written by and published by . This book was released on 2005 with total page 1016 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Vocational Education written by and published by . This book was released on 1978 with total page 808 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cracking the code written by UNESCO and published by UNESCO Publishing. This book was released on 2017-09-04 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1096 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Framework for K 12 Science Education written by National Research Council and published by National Academies Press. This book was released on 2012-02-28 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Download or read book Engineering in K 12 Education written by National Research Council and published by National Academies Press. This book was released on 2009-09-08 with total page 595 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects-science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues. Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills. Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.
Download or read book Complete Guide and Index to ERIC Reports written by and published by . This book was released on 1970 with total page 1366 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book CTTE 56th Yearbook Assessment of Technology Education written by McGraw-Hill and published by Glencoe/McGraw-Hill. This book was released on 2007-02-27 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cartographica written by and published by . This book was released on 1988 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Modeling with Technology written by David H. Jonassen and published by Prentice Hall. This book was released on 2006 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: Well-known for addressing the use of computers to foster critical-thinking and problem solving, this text was written to teach current and future teachers how to better engage learners more mindfully and meaningfully in the process of learning. Available now in it's Third Edition, it focuses on how to use technology to support meaningful learning through model building, providing powerful strategies for engaging, supporting, and assessing coonceptual change in learners.
