Literaturnachweis - Detailanzeige
| Institution | National Academies of Sciences, Engineering, and Medicine (U.S.). Committee on Educator Capacity Building in K-12 Engineering Education; National Academy of Engineering; National Academies of Sciences, Engineering, and Medicine (U.S.). Board on Science Education |
|---|---|
| Titel | Building capacity for teaching engineering in k-12 education. |
| Quelle | Washington, D.C.: The National Academies Press (2020), XVIII, 242 S. |
| Reihe | Consensus study report of the National Academies of Sciences, Engineering, Medicine |
| Beigaben | Illustrationen; Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 0309499429 (Taschenbuch); 9780309499422 (Taschenbuch) |
| Schlagwörter | Engineering; Study and teaching (Elementary); United States; Study and teaching (Secondary); Bildungstheorie; Bildungspraxis |
| Abstract | Introduction -- Engineering and K-12 education -- Goals of K-12 engineering education -- The workforce of K-12 teachers of engineering -- Professional learning -- Creating a system of support for K-12 -- Conclusions and recommendations -- Appendixes. "Engineering education is emerging as an important component of US K-12 education. Across the country, students in classrooms and after- and out-of-school programs are participating in hands-on, problem-focused learning activities using the engineering design process. These experiences can be engaging; support learning in other areas, such as science and mathematics; and provide a window into the important role of engineering in society. As the landscape of K-12 engineering education continues to grow and evolve, educators, administrators, and policy makers should consider the capacity of the US education system to meet current and anticipated needs for K-12 teachers of engineering. Building Capacity for Teaching Engineering in K-12 Education reviews existing curricula and programs as well as related research to understand current and anticipated future needs for engineering-literate K-12 educators in the United States and determine how these needs might be addressed. Key topics in this report include the preparation of K-12 engineering educators, professional pathways for K-12 engineering educators, and the role of higher education in preparing engineering educators. This report proposes steps that stakeholders - including professional development providers, postsecondary preservice education programs, postsecondary engineering and engineering technology programs, formal and informal educator credentialing organizations, and the education and learning sciences research communities - might take to increase the number, skill level, and confidence of K-12 teachers of engineering in the United States."--Publisher's website |
| Erfasst von | Library of Congress, Washington, DC |
| Update | 2022/1/02 |
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