Nature and extent of science and engineering practices coverage in K-12 engineering curriculum materials
Nature and extent of science and engineering practices coverage in K-12 engineering curriculum materials
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发表时间：
2017
影响因子：
1
通讯作者：
V. Chabalengula;Sonia A. Bendjemil;Frackson Mumba;Jennifer Chiu
中科院分区：
文献类型：
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作者：
V. Chabalengula;Sonia A. Bendjemil;Frackson Mumba;Jennifer Chiu
在K-12科学教育中科学和工程实践的整合目前是美国国家利益日益增长的一个领域，正如最近发表的题为K-12科学教育框架：实践，交叉概念和核心思想的文件所证明的那样。然而，到目前为止，很少有人知道在何种程度上，这些practicesare广泛使用的K-12工程项目覆盖。作为对这一领域缺乏研究的回应，本研究调查了美国广泛使用的K-12工程项目中科学和工程实践的性质和程度。本文以美国中小学科学教育为框架，采用内容分析法对美国9个被广泛使用的项目进行了分析。结果显示，重要的findingsshowing相似性和差异的覆盖面的科学和工程实践的分析程序，gradelevels，并在不同的科学学科单位。这项研究是有意义的，因为了解科学和工程实践覆盖的现状将有助于教育工作者和课程设计者，因为他们努力进一步发展综合科学和工程课程，以及塑造K-12科学课程中的工程设计思维学习活动的范围和顺序。
The integration of science and engineering practices in K-12 science education is currently an area of growing nationalinterest in the United States, as evidenced in the recently publisheddocument titledA framework for K-12 scienceeducation:Practices, crosscutting concepts, and core ideas. However, to date, little is known about the extent to which these practicesare covered in the widely used K-12 engineering programs. As a response to the dearth of research in this area, this studyinvestigated the nature and extent to which science and engineering practices are covered in the widely used K-12engineering programs in the United States. Nine programs that are widely used in the United States were analyzed viadocument content analysis method using the K-12 science education framework. The results revealed important findingsshowing the similarities and disparities in the coverage of science and engineering practices in the analyzed programs, gradelevels, and in different science discipline units. This study is significant because an understanding of the current status ofscience and engineering practices coverage would be helpful to educators and curriculum designers as they strive to furtherthe development of integrated science and engineering curricula, as well as shaping the scope and sequence of engineeringdesign thinking learning activities in the K-12 science curriculum.