Engineering Encounters: Can a Student Really Do What Engineers Do?

Autor/inn/en	Brown, Sherri; Newman, Channa; Dearing-Smith, Kelley; Smith, Stephanie
Titel	Engineering Encounters: Can a Student Really Do What Engineers Do?
Quelle	In: Science and Children, 51 (2014) 9, S.79-85 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Elementary Secondary Education; Science Education; Instructional Development; Lesson Plans; Team Teaching; Cooperative Planning; Units of Study; Teacher Educators; Water Quality; Partnerships in Education; Teacher Collaboration; Elementary School Teachers; Elementary School Science; Engineering Technology; Student Participation; Discovery Learning; Demonstrations (Educational); Student Centered Curriculum; Critical Thinking; Kentucky + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching improvement; Unterrichtsentwicklung; Lesson planning; Unterrichtsplanung; Teamteaching; Lerneinheit; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Wasserqualität; Hochschulpartnerschaft; Lehrerkooperation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Maschinenbautechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Entdeckendes Lernen; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Kritisches Denken
Abstract	"Framework for K-12 Science Education" states that "children are natural engineers … they spontaneously build sand castles, dollhouses, and hamster enclosures and use a variety of tools and materials for their own playful purposes" (NRC 2012, p. 70). The "Next Generation Science Standards" ("NGSS") also supports engineering design in the K-2 grades, where students are "introduced to problems as situations that people want to change." They use tools and materials to solve simple problems, use different representations to convey solutions and compare different solutions to a problem, and determine which is best" (NGSS Lead States 2013, Appendix I, p. 105). Thus, it is imperative that engineering practices be introduced in early grades so that students have opportunities to develop creative, critical thinking processes to solve problems. This article describes how a science teacher educator, a water company informal educator, and a second-grade teacher-developed and co-taught a three- to four-day instructional unit within the authentic context of water filtration. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10