Kristina Maruyama Tank

A Framework for Quality K-12 Engineering Education: Research and Development

AbstractRecent U.S. national documents have laid the foundation for highlighting the connection between science, technology, engineering andmathematics at the K-12 level. However, there is not a clear definition or a well-established tradition of what constitutes a qualityengineering education at the K-12 level. The purpose of the current work has been the development of a framework for describing whatconstitutes a quality K-12 engineering education. The framework presented in this paper is the result of a research project focused onunderstanding and identifying the ways in which teachers and schools implement engineering and engineering design in their classrooms.The development of the key indicators that are included in the framework were determined based on an extensive review of the literature,established criteria for undergraduate and professional organizations, document content analysis of state academic content standards inscience, mathematics, and technology, and in consultation with experts in the fields of engineering and engineering education. Theframework is designed to be used as a tool for evaluating the degree to which academic standards, curricula, and teaching practicesaddress the important components of a quality K-12 engineering education. Additionally, this framework can be used to inform thedevelopment and structure of future K-12 engineering and STEM education standards and initiatives.

Engineering in the Early Grades: Harnessing Children’s Natural Ways of Thinking

This chapter explores engineering as it applies to students in the early grades. First, we consider engineering as a STEM foundation. We then address ways in which we can provide supportive learning environments for early engineering learning. As part of such environments, we examine how we can build on intrinsically interesting problems. In exploring ways of harnessing young learners’ natural ways of thinking, we consider the role of play in early engineering learning and how we can capitalize on this play. The integration of engineering within the early curriculum is then reviewed, followed by a summary of perspectives on ways in which engineering is developmentally appropriate for, and beneficial to, young learners.

Engineering in Early Elementary Classrooms Through the Integration of High-Quality Literature, Design, and STEM+C Content

The PictureSTEM project consists of instructional units for grades K-2 that employ engineering and literacy contexts to integrate science, technology, engineering, mathematics, and computational thinking (STEM+C) content instruction in meaningful and significant ways. The PictureSTEM project utilizes picture books and an engineering design challenge to provide students with authentic, contextual activities that engage learners in specific STEM content. Four components differentiate the PictureSTEM units from what teachers are currently implementing in their classrooms: (1) engineering design as the interdisciplinary glue, (2) realistic engineering contexts to promote student engagement, (3) high-quality literature to facilitate meaningful connections, and (4) instruction of specific STEM+C content within an integrated approach. Examples from research data on the PictureSTEM unit, Designing Paper Baskets, conducted in kindergarten classrooms, will illustrate how the four foundational components of this integrated STEM curricula play an important role in designing meaningful and contextual learning for younger students.

Preparing early childhood preservice teachers for science teaching: aligning across a teacher preparation program

ABSTRACT In early childhood education and early childhood teacher preparation, science is often a challenging academic content area. However, young children are primed for science learning, and early science learning is important for later science achievement. The current study presents an embedded case study of one early childhood teacher preparation program that undertook a process of infusing and aligning science teaching preparation across a curriculum preparing preservice teachers to work with children ranging in age from birth through third grade. Major themes fell into the three categories—motivation for change; the process of improving and aligning across a program; and science attitudes, beliefs, and experiences in the midst of change. Implications are discussed in terms of improving preparation for teaching early science and aligning across courses in early childhood teacher preparation.