ERIC Number: EJ1038962
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 22
Teaching Engineering Practices
Cunningham, Christine M.; Carlsen, William S.
Journal of Science Teacher Education, v25 n2 p197-210 Mar 2014
Engineering is featured prominently in the Next Generation Science Standards (NGSS) and related reform documents, but how its nature and methods are described is problematic. This paper is a systematic review and critique of that representation, and proposes that the disciplinary core ideas of engineering (as described in the NGSS) can be disregarded safely if the practices of engineering are better articulated and modeled through student engagement in engineering projects. A clearer distinction between science and engineering practices is outlined, and prior research is described that suggests that precollege engineering design can strengthen children's understandings about scientific concepts. However, a piecemeal approach to teaching engineering practices is unlikely to result in students understanding engineering as a discipline. The implications for science teacher education are supplemented with lessons learned from a number of engineering education professional development projects.
Descriptors: Engineering Education, Science Education, Design, Scientific Concepts, Teaching Methods, Science Teachers, Teacher Education Programs, Concept Formation
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Higher Education; Postsecondary Education
Authoring Institution: N/A