Engineering Identity in Pre-College Students: A Literature Review
Engineering Identity in Pre-College Students: A Literature Review
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大学预科生的工程认同：文献综述
DOI：
10.18260/1-2--32727
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发表时间：
2019
影响因子：
2.8
通讯作者：
R. Kajfez
中科院分区：
文献类型：
--
作者：
A. Clark;R. Kajfez
为了应对对工程师日益增长的需求，工程已经成为K-12教育的一个更突出的特点。此外，工程和与工程相关的主题已成为许多州标准的一部分，进一步鼓励了这种增长。在过去的二十年里，诸如“项目引领”、“工程是基础”等项目已经允许许多K-12学校将工程纳入他们的课程。与此同时，许多大学、公司和其他青年组织为学生提供了在课堂之外的非正式环境中学习工程的机会。这些项目包括营地、课后项目、指导项目和其他项目。如果这些经历对工程认同的影响得到更好的理解，这种理解将使工程认同的发展在大学预科学生中得到积极的培养。工程师身份是与招收和留住工程专业学生相关的一个因素，因此在大学预科学生中培养工程师身份可能有助于满足对工程师日益增长的需求。为了了解目前的研究现状，对大学预科工程身份进行了文献综述。本文献综述确定了工程教育和STEM教育的现有文献。本文献综述的发现被用来提出新的研究方向。
In response to increasing demands for engineers, engineering has become a more prominent feature of K-12 education. Additionally, engineering and engineering related topics have become part of many state’s standards, further encouraging this growth. Over the last two decades, programs such as Project Lead the Way, Engineering is Elementary, and others have allowed many K-12 schools to incorporate engineering into their offerings. At the same time, many universities, corporations and other youth organizations have offered opportunities for students to learn about engineering outside of the classroom in informal settings. These programs include camps, after school programs, mentoring programs and other programmatic offerings. If the effect of these experiences on engineering identity are better understood, this understanding will allow engineering identity development to be actively fostered in pre-college students. Engineering identity is one factor tied to recruitment and retention of engineering students, so fostering an engineering identity in pre-college students may help meet the growing demand for engineers. In order to understand the current state of research, a literature review was conducted focused on pre-college engineering identity. This literature review identified existing literature from engineering education and STEM education. The findings from this literature review are used to propose new directions for research.
有色人种中学生如何培养 STEM 身份？
影响因子：
4.3
作者：
Kang, Hosun;Calabrese Barton, Angela;Tan, Edna;D. Simpkins, Sandra;Rhee, Hyang‐yon;Turner, Chandler
通讯作者：
Turner, Chandler