Insights from Two Decades of P-12 Engineering Education Research.
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| Title: | Insights from Two Decades of P-12 Engineering Education Research. |
|---|---|
| Authors: | Sneider, Cary I.1 carysneider@gmail.com, Ravel, Mihir K.1 mihirklevar@gmail.com |
| Source: | Journal of Pre-College Engineering Education Research. 2021, Vol. 11 Issue 2, p1-36. 36p. |
| Subjects: | Engineering education, Poor people, Education research, Science education, Engineering students |
| Geographic Terms: | United States |
| Abstract: | The 21st century has seen a growing movement in the United States towards the adoption of engineering and technology as a complement to science education. Motivated by this shift, this article offers insights into engineering education for grades P-12, based on a landscape review of 263 empirical research studies spanning the two decades from January 2000 to June 2021. These insights are organized around three core themes: (1) students' understandings, skills, and attitudes about engineering and technology; (2) effective methods of P-12 engineering education; and (3) benefits of P-12 engineering education. The insights are captured in the form of evidencebased claims summarized as a set of ten findings. The findings start with the recognition that students at all age levels in the United States--though not in many other countries--have narrow conceptions of technology and engineering. A key finding is that for students to pursue science, technology, engineering, and mathematics (STEM) fields, it is important to develop their interest at an early age. Several findings address effective strategies for engaging students in engineering, both in schools and in afterschool and summer programs. These include generalizable teaching methods suitable across a wide range of educators and students, as well as topical approaches around specific themes such as the design of robots, or biomedical devices. One of the most encouraging findings is that multiple methods have successfully addressed a major social inequity: improving the attitudes, STEM skills, and career aspirations of girls, students of color, and students from low-income families. The last group of findings addresses the benefits of engineering education including not only increased knowledge and skills, but also lifelong skills such as teamwork, communication, and creativity, as well as persistence, motivation, self-confidence, and STEM identity. We hope that these insights may be of value to researchers, educators, administrators, and policy leaders. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Pre-College Engineering Education Research is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 156065950 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Insights from Two Decades of P-12 Engineering Education Research. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Sneider%2C+Cary+I%2E%22">Sneider, Cary I.</searchLink><relatesTo>1</relatesTo><i> carysneider@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Ravel%2C+Mihir+K%2E%22">Ravel, Mihir K.</searchLink><relatesTo>1</relatesTo><i> mihirklevar@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Pre-College+Engineering+Education+Research%22">Journal of Pre-College Engineering Education Research</searchLink>. 2021, Vol. 11 Issue 2, p1-36. 36p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Poor+people%22">Poor people</searchLink><br /><searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The 21st century has seen a growing movement in the United States towards the adoption of engineering and technology as a complement to science education. Motivated by this shift, this article offers insights into engineering education for grades P-12, based on a landscape review of 263 empirical research studies spanning the two decades from January 2000 to June 2021. These insights are organized around three core themes: (1) students' understandings, skills, and attitudes about engineering and technology; (2) effective methods of P-12 engineering education; and (3) benefits of P-12 engineering education. The insights are captured in the form of evidencebased claims summarized as a set of ten findings. The findings start with the recognition that students at all age levels in the United States--though not in many other countries--have narrow conceptions of technology and engineering. A key finding is that for students to pursue science, technology, engineering, and mathematics (STEM) fields, it is important to develop their interest at an early age. Several findings address effective strategies for engaging students in engineering, both in schools and in afterschool and summer programs. These include generalizable teaching methods suitable across a wide range of educators and students, as well as topical approaches around specific themes such as the design of robots, or biomedical devices. One of the most encouraging findings is that multiple methods have successfully addressed a major social inequity: improving the attitudes, STEM skills, and career aspirations of girls, students of color, and students from low-income families. The last group of findings addresses the benefits of engineering education including not only increased knowledge and skills, but also lifelong skills such as teamwork, communication, and creativity, as well as persistence, motivation, self-confidence, and STEM identity. We hope that these insights may be of value to researchers, educators, administrators, and policy leaders. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Pre-College Engineering Education Research is the property of Purdue University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.7771/2157-9288.1277 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 36 StartPage: 1 Subjects: – SubjectFull: Engineering education Type: general – SubjectFull: Poor people Type: general – SubjectFull: Education research Type: general – SubjectFull: Science education Type: general – SubjectFull: Engineering students Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Insights from Two Decades of P-12 Engineering Education Research. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Sneider, Cary I. – PersonEntity: Name: NameFull: Ravel, Mihir K. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 21579288 Numbering: – Type: volume Value: 11 – Type: issue Value: 2 Titles: – TitleFull: Journal of Pre-College Engineering Education Research Type: main |
| ResultId | 1 |
