Problems Associated with a Lack of Cohesive Policy in K-12 Pre-college Engineering
Problems Associated with a Lack of Cohesive Policy in K-12 Pre-college Engineering
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K-12 大学预科工程中缺乏凝聚力政策的相关问题
DOI：
10.7771/2157-9288.1029
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发表时间：
2011
影响因子：
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通讯作者：
D. Tate
中科院分区：
文献类型：
--
作者：
J. Chandler;A. Fontenot;D. Tate
本文指出了与当前 STEM 教育改革工作相关的一些问题，特别是关于将工程教育纳入 K12 课程的努力。由于 K12 课程中没有完善的工程传统，大学预科工程在 STEM 改革中尤其存在问题。本次讨论旨在找出阻碍 K12 环境中工程教育实施的一些问题。从历史上看，工程教育一直属于高等教育的范畴，工程教育的认识论还没有发展到专门解决K12教育的迫切需要。建立适当的大学预科工程知识和技能的统一标准也很少，并为跨机构边界的共同理解、合作伙伴关系、课程开发和实施以及教师准备和专业发展提供框架。 K12 工程缺乏标准、认知基础和传统，导致在经验和知识方面存在巨大差距，无法为实施提供信息，尽管存在这些明显的障碍，但在立法授权、STEM 资助计划、劳动力需求和其他强制力量的推动下，学校仍在进行实施。预工程缺乏系统性基础设施和支持机制（例如在已经参与 K12 教育的科学、数学和其他学科中发现的情况）导致了这样一种情况：对于构成 K12 教学和学习的适当课程内容的工程知识、技能和活动体系，没有明确的、普遍认可的标准和定义。
This article identifies a number of issues associated with current STEM education reform efforts, especially with regard to efforts to integrate engineering education into the K12 curriculum. Precollege engineering is especially problematic in STEM reform since there is no well-established tradition of engineering in the K12 curriculum. This discussion aims at identifying some of the issues and problems that serve to impede implementation of engineering education in the K12 environment. Historically, engineering education has been the purview of higher education, and the epistemology of engineering education has not evolved to specifically inform the exigencies of K12 education. There also is little in the way of cohesive standards that establish appropriate precollege engineering knowledge and skills and to provide a framework for shared understandings, cooperative partnerships across institutional boundaries, curricular development and implementation, and teacher preparation and professional development. The lack of standards and an epistemic foundation and tradition in K12 engineering results in significant gaps in experience and knowledge to inform implementation, which is proceeding in schools despite these glaring obstacles––driven by legislative mandate, STEM funding initiatives, workforce demand, and other compelling forces. The lack of systemic infrastructure and support mechanisms for preengineering––such as are found in the sciences, mathematics, and other academic disciplines already participating in K12 education––have resulted in a situation in which there is no clear, generally agreed upon standards and definition of a body of engineering knowledge, skills, and activities that constitute appropriate curricular content for teaching and learning in K12