ERIC Number: EJ1161067
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Would Increasing Engineering Literacies Enable Untapped Opportunities for STEM Education?
Theory Into Practice, v56 n4 p318-326 2017
The main focus here is to examine the benefits of defining and developing an engineering curriculum for elementary schools. Like many other international educational systems, Australian educational settings have been seeking to effectively implement science, technology, engineering, and mathematics (STEM) education. However, current assumptions and expectations of STEM education are broad, poorly defined and intangible. This article deliberates on possible contributions and impediments that are preventing teachers from achieving engineering education in their classrooms. Using positioning theory, this article offers possible ways that the specific literacies of engineering can be better realized in teacher practices. A closer alignment will be necessary between the visions and expectations of STEM education, as perceived by governments, business, industry, and schools, to ensure a realization of the potential of STEM education. Engineering education in elementary school settings warrants the investment of time to understand what it proffers, and to enable teachers to identity and refine their practices to optimize the many benefits afforded.
Descriptors: STEM Education, Engineering, Engineering Education, Science Education, Problem Solving, Foreign Countries, Elementary School Teachers, Science Teachers, Preservice Teachers, Elementary School Science, Elementary Schools
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A