Synopses & Reviews
In science, technology, engineering, and mathematics (STEM) education in pre-college, engineering is not the silent “e” anymore. There is an accelerated interest in teaching engineering in all grade levels. Structured engineering programs are emerging in schools as well as in out-of-school settings. Over the last ten years, the number of states in the US including engineering in their K-12 standards has tripled, and this trend will continue to grow with the adoption of the Next Generation Science Standards. The interest in pre-college engineering education stems from three different motivations. Designed to be a source of background and inspiration for researchers and practitioners alike, this volume includes contributions on policy, synthesis studies, and research studies to catalyze and inform current efforts to improve pre-college engineering education. The book explores teacher learning and practices, as well as how student learning occurs in both formal settings, such as classrooms, and informal settings, such as homes and museums. This volume also includes chapters on assessing design and creativity.
About the Author
?enay Purzer is an assistant professor in the School of Engineering Education and is the director of Assessment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE) at Purdue University. She received an NSF CAREER award in 2012. Her research focuses on assessment of skills, such as engineering design creativity and information literacy.Johannes Strobel is director of Educational Outreach Programs and an associate professor of engineering technology and industrial distribution in the College of Engineering and Teaching, Learning, and Culture in the College of Education at Texas A&M University. He was previously the director of INSPIRE His research focuses on P-12 STEM policy, engineering as an empathetic and caring discipline, and the development of psychometric instruments for assessment.