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ERIC Number: EJ1055756
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: EISSN-2157-9288
Problems Associated with a Lack of Cohesive Policy in K-12 Pre-College Engineering
Chandler, John; Fontenot, A. Dean; Tate, Derrick
Journal of Pre-College Engineering Education Research, v1 n1 Article 5 p40-48 2011
This article identifies a number of issues associated with current STEM education reform efforts, especially with regard to efforts to integrate engineering education into the K-12 curriculum. Precollege engineering is especially problematic in STEM reform since there is no well-established tradition of engineering in the K-12 curriculum. This discussion aims at identifying some of the issues and problems that serve to impede implementation of engineering education in the K-12 environment. Historically, engineering education has been the purview of higher education, and the epistemology of engineering education has not evolved to specifically inform the exigencies of K-12 education. There also is little in the way of cohesive standards that establish appropriate precollege engineering knowledge and skills and to provide a framework for shared understandings, cooperative partnerships across institutional boundaries, curricular development and implementation, and teacher preparation and professional development. The lack of standards and an epistemic foundation and tradition in K-12 engineering results in significant gaps in experience and knowledge to inform implementation, which is proceeding in schools despite these glaring obstacles--driven by legislative mandate, STEM funding initiatives, workforce demand, and other compelling forces. The lack of systemic infrastructure and support mechanisms for preengineering--such as are found in the sciences, mathematics, and other academic disciplines already participating in K-12 education--have resulted in a situation in which there is no clear, generally agreed upon standards and definition of a body of engineering knowledge, skills, and activities that constitute appropriate curricular content for teaching and learning in K-12 education.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Texas Essential Knowledge and Skills