Nature and extent of science and engineering practices coverage in K-12 engineering curriculum materials

• Autores: Vivien M. Chabalengula, Sonia A. Bendjemil, Frackson Mumba, Jennifer Chiu
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. Extra 1 (Parte B), 2017 (Ejemplar dedicado a: Current Trends in K-12 Engineering Education), págs. 308-320
• Idioma: inglés
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• Resumen

  • 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.