a report on the national academy of engineering and national research council committee two year...
Post on 27-Mar-2015
215 Views
Preview:
TRANSCRIPT
A Report on the National Academy of Engineering and National Research Council Committee Two Year Study
Rollie Otto, PanelistFebruary 18 and 19Sacramento California
Study Origins
National Academy of Engineering and Board on Science Education at Center for Education at National Research Council
Supported by a grant from NAE Member Stephen D. Bechtel Jr. with additonal support from PTC Inc.
Charge to the Committee
What is the Scope and Nature of Efforts to Teach Engineering to nations K-12 students?
Considerations: Curriculum Teacher Professional Development Interaction with Science, Technology,
Mathematics Impacts on student learning and interest
in engineering and other potential impacts
Committee Composition
Chaired by Distinguished NAE Member – Linda Katehi
K-12 Teachers – Engineering Educators Public and Private School
Administrators University Engineering Education
Outreach Leaders STEM Researchers Industry Representatives
Key Questions Defined Approach What is Engineering? Why K-12 Engineering Education? What is State of K-12 US Engineer
Education? How Does Research Inform K-12 Eng.
Ed. Teaching and Learning?
What is Engineering?
The Bridge between Scientific and Technical Innovations Economic Vitality, Quality of Life
and National Security The Human Inclination to
Design or Devise Design under constraint,
modeling, testing leading to artifacts and processes
Study Components
Curriculum Review Commissioned Papers
Conceptual learning in K-12 engineering Skill development in K-12 engineering Impacts of K-12 engineering curricula History of engineering in the United States Pre-college engineering in other countries
Two information-gathering workshops
Curricula Review
Reasons for Teaching Engineering Diffusion of Materials Implementation and Costs Pedagogy Evidence of Diversity
Curricula Review (Cont.)
Claimed Benefits Learning and achievement in
science and mathematics Awareness of engineering and
the work of engineers Understanding and ability to
engage in engineering design Interest in engineering careers Increased technological Literacy
Professional Development Review What skills and knowledge do
teachers need – TBD Mostly In-Service Programs Model Preservice Program Identified
UC and CSU STEM teacher initiatives cited
UTeach cited Universities with Precollege
Engineering Engineering cited
Teaching and Learning
• Core Engineering Concepts and Skills – K-12– Systems:• Structure-behavior-function; Emergent
Properties
– Optimization:• Multiple variables; Trade-Offs
– Drawing and Representing– Experimenting and Testing
• Guidance for Effective Teaching for Learning is Emerging
General Observations
A surprising amount of activity nationally
Existing curricula are extremely varied Most struggle to include math in
meaningful ways The absence of content standards is
problematic Engineering may have the potential to
improve learning and interest in mathematics and science
Balancing STEMOr Is ItSMET?
The STEM Enterprise
Tied to Laws of nature and mathematical reasoning and logic
Transformed by computational, communication and information technologies
Acquiring global attributes and addressing global problems
Evolving international workforce
STEM Relationships
All are human inventions All embedded in and constrained by
the laws of Nature and Mathematical Logic
All are required in finding technological solutions to human needs
All suffer from underrepresentation of ethnic and cultural groups and women in US workforce
STEM Education asSupported by Public Policy
Relative Emphasis Policy Support
Science Technology Engineering
Mathematics
• Accepted Universal Standards – What Students Need to Know and Able to Do.
• Aligned Curriculum and Instruction
• Testing and Accountability
• Professional Development
• Research into Teaching and Learning
STEM Literacy Now and FutureToday
Future
Silos of Standards and Expectations
Independent instructional materials and curricula
Isolated teacher subject matter preparation
Assessment and pedagogy focused on isolated skills & knowledge
Coordinate, aligned or fully integrated standards and expectations
Interconnected or fully integrated instructional materials and curricula
Interconnected teacher subject matter expectations
Assessment and pedagogy for integrated applications of STEM knowledge
top related