de Vries / Gumaelius / Skogh Pre-university Engineering Education

1. Auflage 2016
ISBN: 978-94-6300-621-7
Verlag: Sense Publishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 1, 262 Seiten, eBook

Reihe: INTERNATIONAL TECHNOLOGY EDUCATION SERIES

Pre-university engineering education has become the topic of increasing interest in technology education circles. It can provide content for the E in STEM (Science, Technology, Engineering and Mathematics) education, which is in the interest of technology educators at different educational levels as it builds the bridge between them and the science and mathematics educators. In this book goals for pre-university engineering education are explored as well as existing practices from a variety of countries. The coming years will show if pre-university engineering education will catch on. The trend towards STEM integrated education that today can be seen in many countries will certainly create a further need and stimulus for that to happen. Hopefully this book can contribute to such a development of both formal and informal K-12 engineering education. Not only for preparing the next generation of engineers, but also for the technological literacy of future citizens.

Zielgruppe

Research

Autoren/Hrsg.

de Vries, Marc J.

Gumaelius, Lena

Skogh, Inga-Brit

Inhaltsverzeichnis

1;TABLE OF CONTENTS;6
2;PREFACE;8
3;1. PRE-UNIVERSITY ENGINEERING EDUCATION:An Introduction;10
3.1;THE ‘E’ IN STEM: NEWCOMER AND CHALLENGE;10
3.2;WHY PRE-UNIVERSITY ENGINEERING EDUCATION?;12
3.3;SOME COUNTRIES DO IT ALREADY;14
3.4;EMBEDDING IN THE SCHOOL CURRICULUM;15
3.5;A PEDAGOGY FOR PRE-UNIVERSITY ENGINEERING EDUCATION;16
3.6;ACTORS IN PRE-UNIVERSITY ENGINEERING EDUCATION;17
3.7;EDUCATIONAL RESEARCH;18
3.8;WHAT WE DO NOT HAVE YET;18
3.9;CONCLUDING REMARKS;19
3.10;REFERENCES;20
4;2. A PHILOSOPHICAL BASIS FOR PRE-UNIVERSITY ENGINEERING EDUCATION;22
4.1;INTRODUCTION;22
4.2;PHILOSOPHY OF ENGINEERING: A LATECOMER;22
4.3;TERMINOLOGY;23
4.4;ENGINEERING ONTOLOGY;25
4.5;ENGINEEERING AND SCIENCE;27
4.6;ENGINEERING KNOWLEDGE;29
4.7;ENGINEERING DESIGN;30
4.8;ENGINEERING ETHICS;31
4.9;CONCLUDING REMARKS;32
4.10;REFERENCES;33
5;3. THE NATURE OF PRE-UNIVERSITYENGINEERING EDUCATION;35
5.1;INTRODUCTION;35
5.1.1;The Engineering Design Process;36
5.2;PRE-UNIVERSITY ENGINEERING EDUCATION;39
5.2.1;Where to Find the Engineering Education;39
5.2.2;Why Should Pupils Learn about Engineering?;40
5.2.3;What Should Pupils Learn about Engineering?;42
5.2.4;How Should Pupils Learn about Engineering?;43
5.3;SCHOOL ENGINEERING IS NOT ENGINEERING;45
5.4;COHERENCE AND ALIGNMENT (OR LACK THEREOF);47
5.5;THE TRANSFER PROBLEM;50
5.6;CONCLUDING DISCUSSION;51
5.7;NOTES;52
5.8;REFERENCES;52
6;4. PRE-UNIVERSITY ENGINEERING EDUCATION IN GERMANY:Needs, Possibilities and Limits – A Description;55
6.1;INTRODUCTION;55
6.2;DISCOURSE ON PRE-UNIVERSITY ENGINEERING EDUCATION IN GERMANY;56
6.2.1;The German Concept of Education;56
6.2.2;School as an Educational Instance;56
6.2.3;Technology and Pre-university Engineering Education;58
6.3;PRE-UNIVERSITY ENGINEERING EDUCATION IN GERMANY;59
6.3.1;The Setting of Pre-university Engineering Education;59
6.3.2;Academic Learning Opportunities;61
6.4;TRADITIONAL TECHNOLOGY SPECIFIC PEDAGOGY;63
6.4.1;The System Theory Approach;64
6.4.2;The Work-Orientated Approach;64
6.4.3;The Multi Perspective Approach;65
6.4.4;The Polytechnic Approach;65
6.4.5;The Process Oriented Approach;66
6.4.6;The Systemic Approach;66
6.5;VISTA;68
6.6;REFERENCES;69
7;5. CHARACTERISTICS OF PRE-COLLEGE ENGINEERING EDUCATION IN THE UNITED STATES;72
7.1;THE U.S PRE-COLLEGE EDUCATION SYSTEM;72
7.2;ENGINEERING IN U.S. K-12 EDUCATION;74
7.2.1;The Role of Standards;75
7.2.2;Emerging Consensus on the Big Ideas in K-12 Engineering Education;76
7.3;LOOKING TO THE FUTURE;82
7.4;NOTE;84
7.5;REFERENCES;84
8;6. ENGINEERING EDUCATION FOR ELEMENTARY STUDENTS;87
8.1;INTRODUCTION;87
8.2;WHY SHOULD YOUNG CHILDREN ENGINEER?;87
8.2.1;Engineering Fosters Children’s Natural Dispositions as Engineersand Problem-Solvers;87
8.2.2;Engineering Helps Children Understand Their World;88
8.2.3;Engineering Can Bolster Children’s Motivation and Engagement;88
8.2.4;Engineering Offers Potential to Increase Science and Mathematics Learning;88
8.2.5;Engineering Develops Practices That Are Important for Success in School and Life;88
8.3;ELEMENTARY ENGINEERING RESOURCES;89
8.3.1;Engineering Is Elementary;89
8.3.2;Hands-On Standards® STEM in Action;89
8.3.3;Novel Engineering;89
8.3.4;ENGINEER;90
8.3.5;PLTW Launch;90
8.3.6;Other Resources;90
8.4;IMPORTANT GOALS OF ELEMENTARY ENGINEERING ACTIVITIES;90
8.4.1;Develop Understandings of Engineering and Technology;91
8.4.2;Expose Students to a Range of Types of Engineering and Technologies;93
8.4.3;Provide a Context That Highlights How Engineers Help People;94
8.4.4;Engage Children in Hands-On Challenges That Use Materials;95
8.4.5;Provide Open-Ended Challenges with Multiple Solutions;98
8.4.6;Foster Groupwork and Sharing;98
8.4.7;Present Engineering as a Cyclical, Iterative, Problem-Solving Process;99
8.5;OTHER CONSIDERATIONS FOR ELEMENTARY ENGINEERING LESSONS;100
8.5.1;Constraints and Criteria;100
8.5.2;Brainstorming and Creativity;100
8.5.3;Collecting and Using Data;101
8.5.4;Failing and Improving;102
8.5.5;Access, Affiliation, and Agency;103
8.6;REFERENCES;103
9;7. PRE-UNIVERSITY ENGINEERING EDUCATION IN NEW SOUTH WALES;106
9.1;INTRODUCTION;106
9.2;THE AUSTRALIAN EDUCATIONAL CONTEXT;106
9.3;A DEFINITION OF ENGINEERING;107
9.4;TECHNICAL TRAINING;108
9.5;COMPUTING;109
9.6;ENGINEERING EDUCATION IN NSW;109
9.7;ENGINEERING IN THE NSW CURRICULUM YEARS 7 TO 12;110
9.8;BACKGROUND TO THE NSW SECONDARY TECHNOLOGYAND ENGINEERING CURRICULUM;111
9.8.1;Grade A;115
9.9;ENGINEERING IN THE NSW CURRICULUM YEARS 11 AND 12;118
9.10;HISTORY OF THE SENIOR ENGINEERING SUBJECTS IN NSW;118
9.10.1;Industrial Arts 1967;118
9.10.2;Industrial Arts (Technology) 1963 to 1985;119
9.10.3;Engineering Science 1988;120
9.11;CONCLUSION;122
9.12;REFERENCES;123
10;8. “ARE THEY READY?”:The Technical High School as a Preparation for Engineering Studies;126
10.1;INTRODUCTION – THE TECHNICAL HIGH SCHOOL – HTX;126
10.2;THE HTX PROGRAM – BACKGROUND;127
10.3;THE HTX – CONTENT;128
10.4;HTX PROFILE SUBJECTS: TECHNOLOGY AND TECHNICAL SCIENCE;129
10.4.1;Technology;130
10.4.2;Examples of 3rd Year Technology Projects;134
10.4.3;Technical Science;136
10.5;THE PROFILE SUBJECTS IN THE STUDY AREA;138
10.6;STUDY DIRECTION – AND THE SRP PROJECT;140
10.7;CONCLUDING COMMENTS;142
10.8;NOTES;144
10.9;REFERENCES;144
11;9. PBL IN THE SCHOOL SYSTEM;146
11.1;INTRODUCTION;146
11.2;ORIGINS OF PBL;147
11.3;PBL LEARNING PRINCIPLES;149
11.4;PBL – INSTITUTIONAL OR SUBJECT LEVEL;151
11.5;PBL VERSUS OTHER TYPES OF STUDENT-CENTRED LEARNING;152
11.6;PERSPECTIVES ON PBL AND STEM;155
11.7;REFERENCES;156
12;10. ACCESS, INCLUSION, AND HETEROGENEITY IN PRE-UNIVERSITY ENGINEERING EDUCATION;159
12.1;INTRODUCTION;159
12.1.1;STEM-Education – Adding or Including New Dimensions in Sci and Tech Education;160
12.2;ICEBERG MODEL OF INDIVIDUAL HETEROGENEITY;161
12.3;UNDERREPRESENTED GROUPS – WHO ARE THEY?;162
12.3.1;Women;162
12.3.2;Racial and Ethnic Minorities;163
12.3.3;Student with Disabilities;163
12.4;OBSTACLES FACING UNDERREPRESENTED GROUPS;163
12.4.1;Structural Barriers;164
12.4.2;Social and Psychological Barriers;164
12.4.3;Language;166
12.4.4;Invisible Disabilities;166
12.4.5;Teacher Beliefs and Biases;167
12.5;PRINCIPLES OF INCLUSIVE CURRICULUM DESIGN;168
12.5.1;Demonstrate the Relevance of Engineering to the Real World;169
12.5.2;Highlight How Engineers and Technologists Help Others;170
12.5.3;Present Authentic Design Challenges;171
12.5.4;Cultivate Collaboration and Teamwork;172
12.5.5;Scaffold Student Work;172
12.5.6;Plan Intentionally for Learner Variability;173
12.6;SPECIAL CONSIDERATIONS AND ACCOMMODATIONS;174
12.7;CONCLUSION;176
12.8;REFERENCES;177
13;11. INDUSTRY’S ROLE IN PRE-UNIVERSITY ENGINEERING EDUCATION:The UK Experience;182
13.1;THE GROWING INVOLVEMENT OF INDUSTRY IN PRE-UNIVERSITY ENGINEERING EDUCATION;182
13.1.1;Significant Reports 2000–2007;182
13.1.2;A National STEM Programme 2008;183
13.1.3;The rise of Engineering in the Specialist School Movement 2005;186
13.1.4;The Impact of the Demise of the Specialist Schools Programme 2010;187
13.1.5;The Emergence of University Technical Colleges 2010;187
13.1.6;The Revision of the Design & Technology Curriculum 2013;188
13.1.7;Engineering in the Scottish ‘Curriculum for Excellence’ 2013;189
13.1.8;Latest Development;189
13.2;CURRENT INITIATIVES;190
13.2.1;Enhancement and Enrichment Activities;190
13.2.2;Support for Providing an Engineering Experience in the School Curriculum;193
13.2.3;Providing Role Models;196
13.2.4;Providing Clarity with Regard to the Engineering Experience;197
13.3;DISCUSSION;200
13.3.1;Considering Enhancement and Enrichment Activities;201
13.3.2;Considering Support for Providing an Engineering Experience in theSchool Curriculum;201
13.3.3;Considering the Provision Role Models;202
13.3.4;Considering Providing Clarity with Regard to the Nature of theEngineering Experience;203
13.4;SUMMARY;204
13.5;REFERENCES;205
14;12. ENGINEERING PROFESSIONAL SOCIETIES AND PRE-UNIVERSITY ENGINEERING EDUCATION;207
14.1;INTRODUCTION;207
14.2;METHOD;207
14.3;A TAXONOMY OF ENGINEERING PROFESSIONAL SOCIETIES;209
14.3.1;Disciplinary Engineering Professional Societies;209
14.3.2;Demographic Affinity Engineering Professional Societies;210
14.3.3;Engineering Education Professional Societies;210
14.3.4;Overarching Engineering Professional Societies;211
14.4;PRE-UNIVERSITY EFFORTS FOCUSED ON PROFESSIONAL MEMBERS;211
14.4.1;Disciplinary Societies – Professional Member Efforts;211
14.4.2;Demographic Affinity Societies – Professional Member Efforts;213
14.4.3;Engineering Education Societies – Professional Member Efforts;213
14.4.4;Overarching Societies – Professional Member Efforts;214
14.5;PRE-UNIVERSITY EFFORTS FOCUSED ON STUDENTS & TEACHERS;214
14.5.1;Disciplinary Societies – Student and Teacher Efforts;214
14.5.2;Demographic Affinity Engineering Societies – Student and Teacher Focus;215
14.5.3;Engineering Education Societies – Student and Teacher Efforts;216
14.5.4;Overarching Societies – Student and Teacher Efforts;217
14.6;DISCUSSION;217
14.6.1;Measuring Impact;218
14.6.2;Generating Support through Foundations, Grants & Industry;219
14.6.3;Making Connections;219
14.6.4;Concluding Thoughts;220
14.7;REFERENCES;220
15;13. THE ROLE OF ENGINEERS IN PRE-UNIVERSITY EDUCATION:Success-Factors and Challenges;223
15.1;1. INTRODUCTION;223
15.2;2. VALUE ADDED TO PRE-UNIVERSITY EDUCATION WHEN ENGINEERS GET INVOLVED;223
15.3;3. WHY WOULD ENGINEERS WANT TO GET INVOLVED?;226
15.4;4. CHALLENGES REGARDING THE INVOLVEMENT OF ENGINEERSIN PRE-UNIVERSITY EDUCATION?;228
15.4.1;4.1 Obstacles to Get Involved;228
15.4.2;4.2 Challenges During the Involvement of Engineers inPre-university Education;230
15.5;5. POSSIBLE SOLUTIONS;232
15.5.1;5.1 Getting Involved;232
15.5.2;5.2 Being Effective;233
15.6;6. CONCLUDING REMARKS;235
15.7;NOTES;236
15.8;REFERENCES;236
16;14. PRE-UNIVERSITY ENGINEERING EDUCATION RESEARCH AT A UNIVERSITY OF TECHNOLOGY:A Case Study of the Pre-university Engineering Initiatives at KTH;239
16.1;1. INTRODUCTION;239
16.2;2. PRE-UNIVERSITY ENGINEERING EDUCATIONAL RESEARCH (K–12);240
16.2.1;Educational Research and Proven Experience;240
16.2.2;Educational Research and School Practice;241
16.2.3;Trends and Lines of Development in Pre-Engineering Education;241
16.2.4;International Development;242
16.2.5;National Development;243
16.3;3. A FRAME FACTOR THEORY APPROACH;244
16.4;4. PRE-UNIVERSITY ENGINEERING AT KTH – FRAMES AND ACTIVITIES;245
16.4.1;Pre-university Engineering Teacher Education Programmes;246
16.4.2;Outreach Activities at DoL;247
16.4.3;Building a Sustainable Research Environment Requires Funding …;247
16.4.4;… and Staff;248
16.5;5. SELECTED EXAMPLES OF RESEARCH IN PRE-ENGINEERING EDUCATION;249
16.6;6. OUTCOME ANALYSIS;255
16.6.1;Obstacles?;256
16.6.2;Which Are the Limiting Factors?;256
16.6.3;Ways of Optimising the Research Impact;258
16.7;7. CONCLUDING REMARKS;258
16.8;REFERENCES;259