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Engineering in K-12 Education: Understanding the Status and Improving the Prospects

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Engineering in K-12 Education

Understanding the Status and Improving the Prospects (2009)
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Description

Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects--science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, increase awareness of engineering and the work of engineers, boost youth interest in pursuing engineering as a career, and increase the technological literacy of all students. The teaching of STEM subjects in U.S. schools must be improved in order to retain U.S. competitiveness in the global economy and to develop a workforce with the knowledge and skills to address technical and technological issues.

Engineering in K-12 Education reviews the scope and impact of engineering education today and makes several recommendations to address curriculum, policy, and funding issues. The book also analyzes a number of K-12 engineering curricula in depth and discusses what is known from the cognitive sciences about how children learn engineering-related concepts and skills.

Engineering in K-12 Education will serve as a reference for science, technology, engineering, and math educators, policy makers, employers, and others concerned about the development of the country's technical workforce. The book will also prove useful to educational researchers, cognitive scientists, advocates for greater public understanding of engineering, and those working to boost technological and scientific literacy.

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Suggested Citation

National Academy of Engineering and National Research Council. 2009. Engineering in K-12 Education: Understanding the Status and Improving the Prospects. Washington, DC: The National Academies Press. https://doi.org/10.17226/12635.

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Publication Info

594 pages | 6 x 9
ISBNs:
  • Paperback: 978-0-309-13778-2
  • Ebook: 978-0-309-14471-1
DOI: https://doi.org/10.17226/12635
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