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Standards for K-12 Engineering Education?
TABLE 4-1 Comparison of the Dimensions of Core Ideas and Standards in K–12 Engineering Education
Dimension
Standards
Core Ideas
Number of concepts, skills, dispositions specified
Similar to existing standards in science, mathematics, and technology
Many fewer
Time and funding to develop
Many years and several million dollars
Approximately one year and $1 million
Purpose
Blueprint for curriculum development, teacher professional development, and assessment
High-level statement of principles to inform groups interested in K–12 engineering education; general guidance for improving existing curriculum, teacher professional development, and assessment; basis for research on learning progressions
Level of specificity
Significant
Much more general
Conceptual coverage
Comprehensive and detailed
A subset of the most important “big ideas” with much less detail
Inclusion of grade bands or learning progressions
Yes
No
The committee further suggests that participant stakeholder groups in building a consensus on core ideas in engineering include the following:
Science, technology, engineering, and mathematics professional societies
Schools of engineering
Engineering and technology education accreditation bodies
Employers of engineers (e.g., technology-intensive industries)
K–12 science, technology, engineering, and mathematics education associations
The career technical-education community
Organizations with a history and interest in development of K–12 education standards
K–12 teacher accreditation bodies
States that include or have attempted to include engineering in their K–12 standards
Developers of K–12 student assessments
Developers of K–12 curricula, instructional materials, and textbooks
Organizations interested in college and workforce readiness
