Insights from Two Decades of P-12 Engineering Education Research
Insights from Two Decades of P-12 Engineering Education Research
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P-12 工程教育研究两个十年的见解
DOI：
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发表时间：
2021
影响因子：
--
通讯作者：
M. Ravel
中科院分区：
文献类型：
--
作者：
C. Sneider;M. Ravel
在21世纪的世纪已经看到了一个越来越多的运动，在美国走向通过工程和技术作为一个补充，科学教育。受这一转变的推动，本文提供了对P-12年级工程教育的见解，基于对2000年1月至2021年6月二十年来263项实证研究的景观审查。这些见解围绕三个核心主题组织：（1）学生对工程和技术的理解，技能和态度;（2）P-12工程教育的有效方法;（3）P-12工程教育的好处。这些见解是以证据为基础的索赔的形式获得的，总结为一组十项发现。研究结果首先认识到，在美国，所有年龄段的学生对技术和工程的概念都很狭隘，尽管在其他许多国家不是这样。一个关键的发现是，对于学生追求科学，技术，工程和数学（STEM）领域，重要的是要在早期培养他们的兴趣。几项研究结果解决了有效的策略，让学生在工程，无论是在学校和课后和暑期课程。这些包括适用于广泛的教育工作者和学生的可推广的教学方法，以及围绕特定主题的主题方法，如机器人或生物医学设备的设计。最令人鼓舞的发现之一是，多种方法成功地解决了一个重大的社会不平等问题：改善了女孩、有色人种学生和低收入家庭学生的态度、STEM技能和职业抱负。最后一组调查结果涉及工程教育的好处，不仅包括增加知识和技能，还包括终身技能，如团队合作，沟通和创造力，以及毅力，动力，自信和STEM身份。我们希望这些见解可能对研究人员，教育工作者，管理人员和政策领导者有价值。
The 21st century has seen a growing movement in the United States towards the adoption of engineering and technology as a complement to science education. Motivated by this shift, this article offers insights into engineering education for grades P-12, based on a landscape review of 263 empirical research studies spanning the two decades from January 2000 to June 2021. These insights are organized around three core themes: (1) students’ understandings, skills, and attitudes about engineering and technology; (2) effective methods of P-12 engineering education; and (3) benefits of P-12 engineering education. The insights are captured in the form of evidence-based claims summarized as a set of ten findings. The findings start with the recognition that students at all age levels in the United States—though not in many other countries—have narrow conceptions of technology and engineering. A key finding is that for students to pursue science, technology, engineering, and mathematics (STEM) fields, it is important to develop their interest at an early age. Several findings address effective strategies for engaging students in engineering, both in schools and in afterschool and summer programs. These include generalizable teaching methods suitable across a wide range of educators and students, as well as topical approaches around specific themes such as the design of robots, or biomedical devices. One of the most encouraging findings is that multiple methods have successfully addressed a major social inequity: improving the attitudes, STEM skills, and career aspirations of girls, students of color, and students from low-income families. The last group of findings addresses the benefits of engineering education including not only increased knowledge and skills, but also lifelong skills such as teamwork, communication, and creativity, as well as persistence, motivation, self-confidence, and STEM identity. We hope that these insights may be of value to researchers, educators, administrators, and policy leaders.
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DOI：
10.7771/2157-9288.1281
发表时间：
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期刊：
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DOI：
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