Page 53 - Standards for K-12 Engineering Education

Standards for K-12 Engineering Education?

38 STANDARDS FOR K–12 ENGINEERING EDUCATION?

TABLE 4-1 Comparison of the Dimensions of Core Ideas and Standards in K–12 Engineering
Education

Dimension Standards Core Ideas

Number of concepts, Similar to existing standards Many fewer
skills, dispositions in science, mathematics, and
specified technology
Time and funding to Many years and several Approximately one year and
develop million dollars $1 million
Purpose Blueprint for curriculum High-level statement of
development, teacher principles to inform groups
professional development, and interested in K–12
assessment engineering education;
general guidance for
improving existing
curriculum, teacher
professional development, and
assessment; basis for research
on learning progressions
Level of specificity Significant Much more general
Conceptual coverage Comprehensive and detailed A subset of the most
important “big ideas” with
much less detail
Inclusion of grade bands Yes No
or learning progressions

The committee further suggests that participant stakeholder groups in building a consensus
on core ideas in engineering include the following:

• Science, technology, engineering, and mathematics professional societies
• Schools of engineering
• Engineering and technology education accreditation bodies
• Employers of engineers (e.g., technology-intensive industries)
• K–12 science, technology, engineering, and mathematics education associations
• The career technical-education community
• Organizations with a history and interest in development of K–12 education standards
• K–12 teacher accreditation bodies
• States that include or have attempted to include engineering in their K–12 standards
• Developers of K–12 student assessments
• Developers of K–12 curricula, instructional materials, and textbooks
• Organizations interested in college and workforce readiness

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