Pius Wong, Pios Labs posted a question on "Ask a Question"

PostedThursday, September 8, 2016 at 7:58 PM

What percent of engineering teachers teach it as a dedicated class, versus teaching it within a science or math class?
I'm curious about the trends, since the logistics of each case are very different.  I'd like to know if more schools are trending toward dedicated classes or not, and why.  If LinkEngineering had a polling function, maybe we can find out different pieces of data like this for at least the LinkEngineering teacher community.
2 Answers
  • Kate Gramling , LinkEngineering
    Posted Monday, September 19, 2016 at 3:35 PM
    I suspect that what is happening in elementary schools is different from what is happening in middle and high schools, but don't have any data or even anecdotal evidence of that. I'm also curious about what factors (required curriculum, school resources, teacher experience, etc.) would go into making this decision within a single classroom vs. school-wide.
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  • Greg Pearson , National Academy of Engineering
    Posted Monday, September 12, 2016 at 4:52 PM
    Pius:
    
    This is an interesting question. Ideally, one would want to go to the research literature for answers. The National Academies did that in our 2009 report, Engineering in K-12 Education:  Understanding the Status and Improving the Prospects. (The report is free at www.nap.edu.) Chapter 4 contains a detailed review and analysis of several dozen engineering curricula. As you will see, they are all over the map, in part because their developers had different goals in mind (e.g., improving science learning, improving understanding of engineering, encouraging cross-disciplinary learning). And we found that engineering experiences for K-12 kids can span everything from a one-off, 20-minute experience to a full-on semester or year-long course.
    
    Using the LinkEngineering teacher membership to ask this or other questions of interest to the community might be something we could consider. A challenge with the particular question you've posed is that it might not be clear enough to teachers where their experience with engineering fits along what is probably best thought of as a continuum of engineering "intensity."
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