Coverart for item
The Resource Standards for K-12 engineering education?, Committee on Standards for K-12 Engineering Education, National Academy of Engineering of the National Academies, (electronic resource)

Standards for K-12 engineering education?, Committee on Standards for K-12 Engineering Education, National Academy of Engineering of the National Academies, (electronic resource)

Label
Standards for K-12 engineering education?
Title
Standards for K-12 engineering education?
Statement of responsibility
Committee on Standards for K-12 Engineering Education, National Academy of Engineering of the National Academies
Creator
Subject
Language
eng
Summary
  • "The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education--science, technology, and mathematic--but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study."--Publisher's description
  • "The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education--science, technology, and mathematic--but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study."--Publisher's description
  • "The goal of this study was to assess the value and feasibility of developing and implementing content standards for engineering education at the K-12 level. Content standards have been developed for three disciplines in STEM education--science, technology, and mathematic--but not for engineering. To date, a small but growing number of K-12 students are being exposed to engineering-related materials, and limited but intriguing evidence suggests that engineering education can stimulate interest and improve learning in mathematics and science as well as improve understanding of engineering and technology. Given this background, a reasonable question is whether standards would improve the quality and increase the amount of teaching and learning of engineering in K-12 education. The book concludes that, although it is theoretically possible to develop standards for K-12 engineering education, it would be extremely difficult to ensure their usefulness and effective implementation. This conclusion is supported by the following findings: (1) there is relatively limited experience with K-12 engineering education in U.S. elementary and secondary schools, (2) there is not at present a critical mass of teachers qualified to deliver engineering instruction, (3) evidence regarding the impact of standards-based educational reforms on student learning in other subjects, such as mathematics and science, is inconclusive, and (4) there are significant barriers to introducing stand-alone standards for an entirely new content area in a curriculum already burdened with learning goals in more established domains of study."--Publisher's description
Cataloging source
NRZ
LC call number
LB1594
LC item number
.N29 2010
http://bibfra.me/vocab/lite/organizationName
National Academy of Engineering
http://library.link/vocab/subjectName
  • Engineering
  • Engineering
Label
Standards for K-12 engineering education?, Committee on Standards for K-12 Engineering Education, National Academy of Engineering of the National Academies, (electronic resource)
Instantiates
Publication
Bibliography note
Includes bibliographical references
Contents
  • Introduction -- Arguments for and against content standards for K-12 engineering education -- Leveraging existing standards to improve K-12 engineering education -- Conclusions and recommendations
  • Introduction -- Arguments for and against content standards for K-12 engineering education -- Leveraging existing standards to improve K-12 engineering education -- Conclusions and recommendations
  • Introduction -- Arguments for and against content standards for K-12 engineering education -- Leveraging existing standards to improve K-12 engineering education -- Conclusions and recommendations
Control code
OCM1bookssj0000442742
Dimensions
unknown
Isbn
9780309160155
Lccn
2011281092
Specific material designation
remote
System control number
(WaSeSS)bookssj0000442742
Label
Standards for K-12 engineering education?, Committee on Standards for K-12 Engineering Education, National Academy of Engineering of the National Academies, (electronic resource)
Publication
Bibliography note
Includes bibliographical references
Contents
  • Introduction -- Arguments for and against content standards for K-12 engineering education -- Leveraging existing standards to improve K-12 engineering education -- Conclusions and recommendations
  • Introduction -- Arguments for and against content standards for K-12 engineering education -- Leveraging existing standards to improve K-12 engineering education -- Conclusions and recommendations
  • Introduction -- Arguments for and against content standards for K-12 engineering education -- Leveraging existing standards to improve K-12 engineering education -- Conclusions and recommendations
Control code
OCM1bookssj0000442742
Dimensions
unknown
Isbn
9780309160155
Lccn
2011281092
Specific material designation
remote
System control number
(WaSeSS)bookssj0000442742

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      38.710138 -90.311107
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