Formulating a Concept Base for Secondary Level Engineering: A Review and Synthesis
Formulating a Concept Base for Secondary Level Engineering: A Review and Synthesis
复制标题
制定二级工程的概念基础：回顾与综合
DOI：
10.21061/jte.v22i1.a.1
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Joseph P. Meyer
中科院分区：
文献类型：
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作者：
R. Custer;J. Daugherty;Joseph P. Meyer
近年来，人们对K-12范围内的科学、技术、工程和数学（STEM）教育越来越感兴趣（例如，Borgman，Abelson，Dirks，约翰逊，Koedinger，Linn，Lynch，Oblinger，Pea，Salen，Smith，& Szalay，2008; National Commission on Mathematics and Science Teaching for the 21st世纪，2000; National Mathematics Advisory Panel，2008; National Research理事会，2006）.在某种程度上，这种兴趣是由“越来越多的人担心美国没有在科学、技术、工程和数学领域培养足够数量的学生、教师和从业者”引发的（Kuenzi，2008）。虽然对STEM的关注主要集中在科学和数学上，但工程和技术正在成为K-12级别的学科（Coppola & Malyn-Smith，2006）。这种对工程和技术的重视的一个重要部分可以归因于一个问题，即没有足够数量的学生被吸引到中学后工程教育和准备（布罗菲，克莱因，波特莫尔，罗杰斯，2008年）。也有越来越多的人意识到，K-12课程中的工程存在为数学和科学概念提供了一个真实的背景基础（Daughthorn，Reese，&梅里尔，出版中;刘易斯，2005; Wicklein，2006）。一个大规模的举措，侧重于大学预科工程是国家中心工程和技术教育（NCETE）资助通过国家科学基金会（NSF）中心的学习和教学计划（海利，Erekson，贝克尔，和托马斯，2005年）。一个关键的问题，从工程教师专业发展的NCETE资助的多个案例研究项目中出现的是缺乏一个明确的概念基础K-12工程（Daughthorn，2009）。有意义的学习，教学和评估的发展是有问题的，在没有一个清晰的理解的概念基础的主题事项，在这种情况下K-12工程（Bransford，布朗，和Cocking，2000年）。鉴于目前的模糊性
Introduction In recent years, there has been growing interest in science, technology, engineering, and mathematics (STEM) education across the K-12 spectrum (e.g., Borgman, Abelson, Dirks, Johnson, Koedinger, Linn, Lynch, Oblinger, Pea, Salen, Smith, & Szalay, 2008; National Commission on Mathematics and Science Teaching for the 21st Century, 2000; National Mathematics Advisory Panel, 2008; National Research Council, 2006). In part, this interest has been triggered by a “growing concern that the United States is not preparing a sufficient number of students, teachers, and practitioners in the areas of science, technology, engineering, and mathematics” (Kuenzi, 2008). While much of the focus on STEM has concentrated on science and mathematics, engineering and technology are emerging as disciplines in their own right at the K-12 level (Coppola & Malyn-Smith, 2006). A significant part of this emphasis on engineering and technology can be attributed to a concern that insufficient numbers of students are being attracted into and prepared for post-secondary engineering education (Brophy, Klein, Portsmore, & Rogers, 2008). There is also a growing awareness that an engineering presence within the K-12 curriculum provides an authentic contextual base for mathematics and science concepts (Daugherty, Reese, & Merrill, in press; Lewis, 2005; Wicklein, 2006). One large scale initiative focused on pre-college engineering is the National Center for Engineering and Technology Education (NCETE) funded through the National Science Foundations’ (NSF) Centers for Learning and Teaching program (Hailey, Erekson, Becker, & Thomas, 2005). One key problem that emerged from a multiple case study project of engineering teacher professional development funded by NCETE was the lack of a well-defined conceptual base for K-12 engineering (Daugherty, 2009). The development of meaningful learning, teaching, and assessment is problematic in the absence of a clear understanding of the conceptual base of the subject matter—in this case K-12 engineering (Bransford, Brown, & Cocking, 2000). Given the current ambiguity
在概念和过程的课程之间进行迭代可以提高数学知识。
DOI：
10.1348/000709908x398106
发表时间：
2009
期刊：
The British journal of educational psychology
影响因子：
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作者：
Rittle-Johnson,Bethany;Koedinger,Kenneth
通讯作者：
Koedinger,Kenneth