"Doing" Science vs. "Doing" Engineering

Autor/in	Keeley, Page
Titel	"Doing" Science vs. "Doing" Engineering
Quelle	In: Science and Children, 57 (2020) 6, S.16-18 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8148
Schlagwörter	Formative Evaluation; STEM Education; Misconceptions; Scientific Concepts; Grade 5; Grade 7; Grade 8; Elementary School Students; Middle School Students; Science Instruction; Knowledge Level + Suchen Sie Ihr Suchwort? STEM; Missverständnis; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Wissensbasis
Abstract	Since the release of "A Framework for K-12 Science Education" in 2012, there has been a significant shift toward the use of science and engineering practices that mirror the way scientists do their work (NRC 2012). The "Framework" states, "A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science- a single 'scientific method'…in reality, practicing scientists employ a broad spectrum of methods…" (NRC 2012 p. 44). Although students and teachers are now using the science and engineering practices, there are still students (and teachers) who think there is a definite, rigid set of steps that all scientists follow. Today students are not only engaged in using the practices of science, they are also learning about and using the practices of engineering. Could similar misconceptions exist about how engineers do their work? To find out, the author developed a similar formative assessment probe for "Uncovering Student Ideas about Engineering and Technology: 32 Formative Assessment Probes" (Keeley, Sneider, and Ravel 2020). The article shows a draft version of the "How Do Engineers Solve Problems?" probe. This probe is used to elicit students' ideas about how engineers approach problem solving and design. (ERIC).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/nstas-journals-digital-editions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01