Standards for K-12 Engineering Education?

ANNEX

Core Engineering Concepts, Skills, and Dispositions for K–12 Education, Various Sources

Source

Method

Design¹

Cxs to STM

Eng & Society

Constraints

Communication²

System(s)

Systems thinking

Modeling

Optimization

Analysis

Collaboration/teamwork

Creativity

Knowledge of specific techs³

Nature of eng

Prototyping

Experimentation

Hacker et al. (2009)

International Delphi Study

Custer et al. (2009)

Literature review, focus groups, “reaction panel”

NAE and NRC,⁴ 2009

Consensus study

ASEE CMC (2008)

Meetings of experts

Childress and Sanders (2007)

Literature review

Childress and Rhodes⁵ (2008)

Focus groups and modified Delphi study

Sneider (2006)

Literature review, experience with curriculum development

Koehler et al. (2005)

Not specified

Total

¹ Includes both understanding and doing design.

² Communication includes use of computer and computer-based tools.

³ Includes one or more of the following categories of technology: information and communication, energy and power, transportation, food and medicine, construction.

⁴ The core concepts, skills, and dispositions from the study were taken from the three principles outlined in NAE and NRC, 2009, Chapter 6.

⁵ Participants in the Childress and Rhodes Delphi study achieved consensus on 43 “outcome items” for high school students hoping to purse engineering in college. Only those ranked 3.5 or higher (on a 5-point Likert scale) are included in the table.

Table of Contents

Front Matter R1-R12

Executive Summary 1-4

1 Introduction 5-14

2 Arguments For and Against Content Standards for K–12 Engineering Education 15-22

3 Leveraging Existing Standards to Improve K–12 Engineering Education 23-36

4 Conclusions and Recommendations 37-46

Appendix A: Committee Biographies 47-52

Appendix B: Commissioned Papers 53-142

Appendix C: Workshop on Standards for K–12 Engineering Education 143-148

ANNEX