Engineering Ingenuity

Instruction for High-Ability Learners in K-8 Classrooms
2. Auflage 2025
ISBN: 978-1-032-83345-3
Verlag: Taylor & Francis Ltd

Buch, Englisch, 346 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 453 g

Engineering Ingenuity: Instruction for High-Ability Learners in K-8 Classrooms offers a groundbreaking exploration of innovative strategies, interdisciplinary approaches, and cutting-edge technologies designed to empower gifted and talented students in STEM education.

This updated edition dives deeper into the intersection of engineering, creativity, and advanced cognitive abilities, providing educators with actionable frameworks to inspire the next generation of problem solvers and innovators. Chapters explore interdisciplinary learning by integrating science, mathematics, reading, and engineering design to create dynamic, inquiry-based experiences that foster critical thinking and innovation. This new edition also highlights the transformative potential of artificial intelligence and machine learning in personalized learning, addresses equity and inclusion in STEM by providing strategies to overcome barriers faced by underrepresented Black and Hispanic students, and emphasizes the importance of guided play in developing early math and spatial skills. Additionally, it explores problem-based learning to deeply engage students with engineering concepts, and enrichment opportunities that nurture their interests and talents.

Packed with evidence-based strategies, practical examples, and visionary insights, this comprehensive resource equips educators, administrators, and parents with the tools they need to transform K-8 classrooms into hubs of creativity, collaboration, and innovation, ensuring high-ability learners thrive in engineering and STEM fields.

Zielgruppe

Professional Practice & Development

Autoren/Hrsg.

Nagc

Cotabish, Alicia

Dailey, Deborah

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung

Inhaltsverzeichnis

Section 1. Engineering Across the Curriculum 1. Engineering Prepared Minds: Six Habits for Success 2. Interdisciplinary Approaches to Engineering 3. Contextualizing Science within Engineering Concepts 4. Contextualizing Mathematics within Engineering Concepts 5. Conceptual Integration between Science and Mathematics in Engineering 6. Engineering Literacy: Merging the Science of Reading with Engineering Principles Section 2: Pedagogical Strategies for Gifted Engineering Learners 7. Integrating Problem-Based Learning Into Engineering Curriculum for High-Ability Learners 8. Creating an Engaging Engineering Environment for Learning 9. Differentiated Instruction for Engineering Minds 10. Map Mats: Early Math and Spatial Learning through Play Section 3: Infusing Technology into Engineering Instruction 11. Engaging K-8 Learners in Engineering through Extended Reality Technologies: Possibilities and Constraints 12. Enhancing Engineering Education for Talented Learners with Coding and Computational Thinking 13. AI and Machine Learning in Gifted Education Section 4: Trends in Engineering Education for Gifted Learners 14. Preparing Students for the Global Workforce: A Talent Development Approach for Future and Current Engineering Students 15. Expanding Engineering Pathways for Gifted Learners 16. Creating Diverse and Inclusive Engineering Pathways 17. Cultivating Emerging Engineering Talent in K-8 Students 18. Gifted Learners Do Not Have Misconceptions - Do They? Engineering Projects as Contexts for Monitoring and Addressing Learners’ Alternative Conceptions Appendix A Appendix B

Über Autor(innen)

The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.

Debbie Dailey, Ed.D. is Professor of Education and Interim Dean of the College of Education at the University of Central Arkansas. She has authored and co-authored multiple journal articles, books, book chapters, and products focused on K-12 STEM and gifted education.

Alicia Cotabish, Ed.D. is Professor of Teaching and Learning and Director of the Change Leadership PhD program at the University of Central Arkansas. She has co-authored 7 books, numerous journal articles, book chapters, and products focused on K-20 STEM and gifted education.