Page 93 - Standards for K-12 Engineering Education

Standards for K-12 Engineering Education?

78 STANDARDS FOR K–12 ENGINEERING EDUCATION?

References
Accreditation Board for Engineering and Technology, Inc. (ABET). (2000). Criteria for
accrediting engineering programs, http://www.abet.org/.
American Association for the Advancement of Science (AAAS). (1993/2009). Benchmarks for
science literacy. Project 2061. New York: Oxford University Press.
Antony, G. (1996). Active learning in a constructivist framework. Educational Studies in
Mathematics, 31(4), 349-369.
Aung, W., Kwasiborksi, V., & Soyster, A. L. (2007). A review of engineering education 1998-
2007. Division of Engineering Education and Centers, Directorate for Engineering,
National Science Foundation.
Bijker, W., Hughes, T. P., & Pinch, T. (1989). The social construction of technological systems.
Boston, MA: MIT Press.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn: Brain, mind,
experience, and school. Washington, DC: National Academy Press.
Bransford, J. D., & Donavon, M. S. (2005). Scientific inquiry and how people learn. In M. S.
Donavon, & J. D. Bransford (Eds.). How Students Learn: History, Mathematics, and
Science in the Classroom (pp. 397-419). Washington, DC: National Academies Press.
Bucciarelli, L. L. (2003). Engineering philosophy. Delft University Press: The Netherlands.
Childress, V., & Rhodes, C. (2008). Engineering student outcomes for grades 9-12. The
Technology Teacher, 5(7), 5-12.
Childress, V., & Sanders, M. (2007). Core engineering concepts foundational for the study of
technology in grades 6-12. In R. Custer (Ed.). Professional development for engineering
and technology: A national symposium, February 2007. Retrieved September 03, 2008,
http://www.conferences.ilstu.edu/NSA/homepage.html.
Costa, A. L., & Liebmann, R. M. (1997). Toward renaissance curriculum: An idea whose time
has come. In A. L. Costa, & R. M. Liebmann. (Eds.). Envisioning process as content:
Toward a renaissance curriculum (pp. 1 – 20). Thousand Oaks, CA: Corwin.
Custer, R. L. (1995). Examining the dimensions of technology. International Journal of
Technology and Design Education, 5(5), 219-244.
Daugherty, J. L. (2008). Engineering-oriented professional development for secondary level
teachers: A multiple case study analysis. Unpublished doctoral dissertation. University of
Illinois, Urbana-Champaign.
Dearing, B. M., & Daugherty, M. K. (2004). Delivering engineering content in technology
education. The Technology Teacher, 64(3), 8-11.
Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of
professional development on teachers’ instruction: Results from a three-year longitudinal
study. Educational Evaluation and Policy Analysis, 24(2), 81-112.
Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D., & Agard, P. (1993). Conceptual
knowledge falls through the cracks: Complexities of learning to teach mathematics for
understanding. Journal for Research in Mathematics Education, 24(1), 8-40.
Erekson, T. L., & Custer, R. L. (2008). Conceptual foundations: Engineering and technology
th
education. In R. L. Custer, & T. L. Erekson. Engineering and technology education. 57
Yearbook, Council on Technology Teacher Education (pp. 1-12). Woodland Hills, CA:
Glencoe.
Erickson, H. L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts.
Thousand Oaks, CA: Corwin.

Copyright © National Academy of Sciences. All rights reserved.