1 - TABLE OF CONTENTS [Seite 6]
2 - PREFACE [Seite 8]
3 - 1. PRE-UNIVERSITY ENGINEERING EDUCATION:An Introduction [Seite 10]
3.1 - THE 'E' IN STEM: NEWCOMER AND CHALLENGE [Seite 10]
3.2 - WHY PRE-UNIVERSITY ENGINEERING EDUCATION? [Seite 12]
3.3 - SOME COUNTRIES DO IT ALREADY [Seite 14]
3.4 - EMBEDDING IN THE SCHOOL CURRICULUM [Seite 15]
3.5 - A PEDAGOGY FOR PRE-UNIVERSITY ENGINEERING EDUCATION [Seite 16]
3.6 - ACTORS IN PRE-UNIVERSITY ENGINEERING EDUCATION [Seite 17]
3.7 - EDUCATIONAL RESEARCH [Seite 18]
3.8 - WHAT WE DO NOT HAVE YET [Seite 18]
3.9 - CONCLUDING REMARKS [Seite 19]
3.10 - REFERENCES [Seite 20]
4 - 2. A PHILOSOPHICAL BASIS FOR PRE-UNIVERSITY ENGINEERING EDUCATION [Seite 22]
4.1 - INTRODUCTION [Seite 22]
4.2 - PHILOSOPHY OF ENGINEERING: A LATECOMER [Seite 22]
4.3 - TERMINOLOGY [Seite 23]
4.4 - ENGINEERING ONTOLOGY [Seite 25]
4.5 - ENGINEEERING AND SCIENCE [Seite 27]
4.6 - ENGINEERING KNOWLEDGE [Seite 29]
4.7 - ENGINEERING DESIGN [Seite 30]
4.8 - ENGINEERING ETHICS [Seite 31]
4.9 - CONCLUDING REMARKS [Seite 32]
4.10 - REFERENCES [Seite 33]
5 - 3. THE NATURE OF PRE-UNIVERSITYENGINEERING EDUCATION [Seite 35]
5.1 - INTRODUCTION [Seite 35]
5.1.1 - The Engineering Design Process [Seite 36]
5.2 - PRE-UNIVERSITY ENGINEERING EDUCATION [Seite 39]
5.2.1 - Where to Find the Engineering Education [Seite 39]
5.2.2 - Why Should Pupils Learn about Engineering? [Seite 40]
5.2.3 - What Should Pupils Learn about Engineering? [Seite 42]
5.2.4 - How Should Pupils Learn about Engineering? [Seite 43]
5.3 - SCHOOL ENGINEERING IS NOT ENGINEERING [Seite 45]
5.4 - COHERENCE AND ALIGNMENT (OR LACK THEREOF) [Seite 47]
5.5 - THE TRANSFER PROBLEM [Seite 50]
5.6 - CONCLUDING DISCUSSION [Seite 51]
5.7 - NOTES [Seite 52]
5.8 - REFERENCES [Seite 52]
6 - 4. PRE-UNIVERSITY ENGINEERING EDUCATION IN GERMANY:Needs, Possibilities and Limits - A Description [Seite 55]
6.1 - INTRODUCTION [Seite 55]
6.2 - DISCOURSE ON PRE-UNIVERSITY ENGINEERING EDUCATION IN GERMANY [Seite 56]
6.2.1 - The German Concept of Education [Seite 56]
6.2.2 - School as an Educational Instance [Seite 56]
6.2.3 - Technology and Pre-university Engineering Education [Seite 58]
6.3 - PRE-UNIVERSITY ENGINEERING EDUCATION IN GERMANY [Seite 59]
6.3.1 - The Setting of Pre-university Engineering Education [Seite 59]
6.3.2 - Academic Learning Opportunities [Seite 61]
6.4 - TRADITIONAL TECHNOLOGY SPECIFIC PEDAGOGY [Seite 63]
6.4.1 - The System Theory Approach [Seite 64]
6.4.2 - The Work-Orientated Approach [Seite 64]
6.4.3 - The Multi Perspective Approach [Seite 65]
6.4.4 - The Polytechnic Approach [Seite 65]
6.4.5 - The Process Oriented Approach [Seite 66]
6.4.6 - The Systemic Approach [Seite 66]
6.5 - VISTA [Seite 68]
6.6 - REFERENCES [Seite 69]
7 - 5. CHARACTERISTICS OF PRE-COLLEGE ENGINEERING EDUCATION IN THE UNITED STATES [Seite 72]
7.1 - THE U.S PRE-COLLEGE EDUCATION SYSTEM [Seite 72]
7.2 - ENGINEERING IN U.S. K-12 EDUCATION [Seite 74]
7.2.1 - The Role of Standards [Seite 75]
7.2.2 - Emerging Consensus on the Big Ideas in K-12 Engineering Education [Seite 76]
7.3 - LOOKING TO THE FUTURE [Seite 82]
7.4 - NOTE [Seite 84]
7.5 - REFERENCES [Seite 84]
8 - 6. ENGINEERING EDUCATION FOR ELEMENTARY STUDENTS [Seite 87]
8.1 - INTRODUCTION [Seite 87]
8.2 - WHY SHOULD YOUNG CHILDREN ENGINEER? [Seite 87]
8.2.1 - Engineering Fosters Children's Natural Dispositions as Engineersand Problem-Solvers [Seite 87]
8.2.2 - Engineering Helps Children Understand Their World [Seite 88]
8.2.3 - Engineering Can Bolster Children's Motivation and Engagement [Seite 88]
8.2.4 - Engineering Offers Potential to Increase Science and Mathematics Learning [Seite 88]
8.2.5 - Engineering Develops Practices That Are Important for Success in School and Life [Seite 88]
8.3 - ELEMENTARY ENGINEERING RESOURCES [Seite 89]
8.3.1 - Engineering Is Elementary [Seite 89]
8.3.2 - Hands-On Standards® STEM in Action [Seite 89]
8.3.3 - Novel Engineering [Seite 89]
8.3.4 - ENGINEER [Seite 90]
8.3.5 - PLTW Launch [Seite 90]
8.3.6 - Other Resources [Seite 90]
8.4 - IMPORTANT GOALS OF ELEMENTARY ENGINEERING ACTIVITIES [Seite 90]
8.4.1 - Develop Understandings of Engineering and Technology [Seite 91]
8.4.2 - Expose Students to a Range of Types of Engineering and Technologies [Seite 93]
8.4.3 - Provide a Context That Highlights How Engineers Help People [Seite 94]
8.4.4 - Engage Children in Hands-On Challenges That Use Materials [Seite 95]
8.4.5 - Provide Open-Ended Challenges with Multiple Solutions [Seite 98]
8.4.6 - Foster Groupwork and Sharing [Seite 98]
8.4.7 - Present Engineering as a Cyclical, Iterative, Problem-Solving Process [Seite 99]
8.5 - OTHER CONSIDERATIONS FOR ELEMENTARY ENGINEERING LESSONS [Seite 100]
8.5.1 - Constraints and Criteria [Seite 100]
8.5.2 - Brainstorming and Creativity [Seite 100]
8.5.3 - Collecting and Using Data [Seite 101]
8.5.4 - Failing and Improving [Seite 102]
8.5.5 - Access, Affiliation, and Agency [Seite 103]
8.6 - REFERENCES [Seite 103]
9 - 7. PRE-UNIVERSITY ENGINEERING EDUCATION IN NEW SOUTH WALES [Seite 106]
9.1 - INTRODUCTION [Seite 106]
9.2 - THE AUSTRALIAN EDUCATIONAL CONTEXT [Seite 106]
9.3 - A DEFINITION OF ENGINEERING [Seite 107]
9.4 - TECHNICAL TRAINING [Seite 108]
9.5 - COMPUTING [Seite 109]
9.6 - ENGINEERING EDUCATION IN NSW [Seite 109]
9.7 - ENGINEERING IN THE NSW CURRICULUM YEARS 7 TO 12 [Seite 110]
9.8 - BACKGROUND TO THE NSW SECONDARY TECHNOLOGYAND ENGINEERING CURRICULUM [Seite 111]
9.8.1 - Grade A [Seite 115]
9.9 - ENGINEERING IN THE NSW CURRICULUM YEARS 11 AND 12 [Seite 118]
9.10 - HISTORY OF THE SENIOR ENGINEERING SUBJECTS IN NSW [Seite 118]
9.10.1 - Industrial Arts 1967 [Seite 118]
9.10.2 - Industrial Arts (Technology) 1963 to 1985 [Seite 119]
9.10.3 - Engineering Science 1988 [Seite 120]
9.11 - CONCLUSION [Seite 122]
9.12 - REFERENCES [Seite 123]
10 - 8. "ARE THEY READY?":The Technical High School as a Preparation for Engineering Studies [Seite 126]
10.1 - INTRODUCTION - THE TECHNICAL HIGH SCHOOL - HTX [Seite 126]
10.2 - THE HTX PROGRAM - BACKGROUND [Seite 127]
10.3 - THE HTX - CONTENT [Seite 128]
10.4 - HTX PROFILE SUBJECTS: TECHNOLOGY AND TECHNICAL SCIENCE [Seite 129]
10.4.1 - Technology [Seite 130]
10.4.2 - Examples of 3rd Year Technology Projects [Seite 134]
10.4.3 - Technical Science [Seite 136]
10.5 - THE PROFILE SUBJECTS IN THE STUDY AREA [Seite 138]
10.6 - STUDY DIRECTION - AND THE SRP PROJECT [Seite 140]
10.7 - CONCLUDING COMMENTS [Seite 142]
10.8 - NOTES [Seite 144]
10.9 - REFERENCES [Seite 144]
11 - 9. PBL IN THE SCHOOL SYSTEM [Seite 146]
11.1 - INTRODUCTION [Seite 146]
11.2 - ORIGINS OF PBL [Seite 147]
11.3 - PBL LEARNING PRINCIPLES [Seite 149]
11.4 - PBL - INSTITUTIONAL OR SUBJECT LEVEL [Seite 151]
11.5 - PBL VERSUS OTHER TYPES OF STUDENT-CENTRED LEARNING [Seite 152]
11.6 - PERSPECTIVES ON PBL AND STEM [Seite 155]
11.7 - REFERENCES [Seite 156]
12 - 10. ACCESS, INCLUSION, AND HETEROGENEITY IN PRE-UNIVERSITY ENGINEERING EDUCATION [Seite 159]
12.1 - INTRODUCTION [Seite 159]
12.1.1 - STEM-Education - Adding or Including New Dimensions in Sci and Tech Education [Seite 160]
12.2 - ICEBERG MODEL OF INDIVIDUAL HETEROGENEITY [Seite 161]
12.3 - UNDERREPRESENTED GROUPS - WHO ARE THEY? [Seite 162]
12.3.1 - Women [Seite 162]
12.3.2 - Racial and Ethnic Minorities [Seite 163]
12.3.3 - Student with Disabilities [Seite 163]
12.4 - OBSTACLES FACING UNDERREPRESENTED GROUPS [Seite 163]
12.4.1 - Structural Barriers [Seite 164]
12.4.2 - Social and Psychological Barriers [Seite 164]
12.4.3 - Language [Seite 166]
12.4.4 - Invisible Disabilities [Seite 166]
12.4.5 - Teacher Beliefs and Biases [Seite 167]
12.5 - PRINCIPLES OF INCLUSIVE CURRICULUM DESIGN [Seite 168]
12.5.1 - Demonstrate the Relevance of Engineering to the Real World [Seite 169]
12.5.2 - Highlight How Engineers and Technologists Help Others [Seite 170]
12.5.3 - Present Authentic Design Challenges [Seite 171]
12.5.4 - Cultivate Collaboration and Teamwork [Seite 172]
12.5.5 - Scaffold Student Work [Seite 172]
12.5.6 - Plan Intentionally for Learner Variability [Seite 173]
12.6 - SPECIAL CONSIDERATIONS AND ACCOMMODATIONS [Seite 174]
12.7 - CONCLUSION [Seite 176]
12.8 - REFERENCES [Seite 177]
13 - 11. INDUSTRY'S ROLE IN PRE-UNIVERSITY ENGINEERING EDUCATION:The UK Experience [Seite 182]
13.1 - THE GROWING INVOLVEMENT OF INDUSTRY IN PRE-UNIVERSITY ENGINEERING EDUCATION [Seite 182]
13.1.1 - Significant Reports 2000-2007 [Seite 182]
13.1.2 - A National STEM Programme 2008 [Seite 183]
13.1.3 - The rise of Engineering in the Specialist School Movement 2005 [Seite 186]
13.1.4 - The Impact of the Demise of the Specialist Schools Programme 2010 [Seite 187]
13.1.5 - The Emergence of University Technical Colleges 2010 [Seite 187]
13.1.6 - The Revision of the Design & Technology Curriculum 2013 [Seite 188]
13.1.7 - Engineering in the Scottish 'Curriculum for Excellence' 2013 [Seite 189]
13.1.8 - Latest Development [Seite 189]
13.2 - CURRENT INITIATIVES [Seite 190]
13.2.1 - Enhancement and Enrichment Activities [Seite 190]
13.2.2 - Support for Providing an Engineering Experience in the School Curriculum [Seite 193]
13.2.3 - Providing Role Models [Seite 196]
13.2.4 - Providing Clarity with Regard to the Engineering Experience [Seite 197]
13.3 - DISCUSSION [Seite 200]
13.3.1 - Considering Enhancement and Enrichment Activities [Seite 201]
13.3.2 - Considering Support for Providing an Engineering Experience in theSchool Curriculum [Seite 201]
13.3.3 - Considering the Provision Role Models [Seite 202]
13.3.4 - Considering Providing Clarity with Regard to the Nature of theEngineering Experience [Seite 203]
13.4 - SUMMARY [Seite 204]
13.5 - REFERENCES [Seite 205]
14 - 12. ENGINEERING PROFESSIONAL SOCIETIES AND PRE-UNIVERSITY ENGINEERING EDUCATION [Seite 207]
14.1 - INTRODUCTION [Seite 207]
14.2 - METHOD [Seite 207]
14.3 - A TAXONOMY OF ENGINEERING PROFESSIONAL SOCIETIES [Seite 209]
14.3.1 - Disciplinary Engineering Professional Societies [Seite 209]
14.3.2 - Demographic Affinity Engineering Professional Societies [Seite 210]
14.3.3 - Engineering Education Professional Societies [Seite 210]
14.3.4 - Overarching Engineering Professional Societies [Seite 211]
14.4 - PRE-UNIVERSITY EFFORTS FOCUSED ON PROFESSIONAL MEMBERS [Seite 211]
14.4.1 - Disciplinary Societies - Professional Member Efforts [Seite 211]
14.4.2 - Demographic Affinity Societies - Professional Member Efforts [Seite 213]
14.4.3 - Engineering Education Societies - Professional Member Efforts [Seite 213]
14.4.4 - Overarching Societies - Professional Member Efforts [Seite 214]
14.5 - PRE-UNIVERSITY EFFORTS FOCUSED ON STUDENTS & TEACHERS [Seite 214]
14.5.1 - Disciplinary Societies - Student and Teacher Efforts [Seite 214]
14.5.2 - Demographic Affinity Engineering Societies - Student and Teacher Focus [Seite 215]
14.5.3 - Engineering Education Societies - Student and Teacher Efforts [Seite 216]
14.5.4 - Overarching Societies - Student and Teacher Efforts [Seite 217]
14.6 - DISCUSSION [Seite 217]
14.6.1 - Measuring Impact [Seite 218]
14.6.2 - Generating Support through Foundations, Grants & Industry [Seite 219]
14.6.3 - Making Connections [Seite 219]
14.6.4 - Concluding Thoughts [Seite 220]
14.7 - REFERENCES [Seite 220]
15 - 13. THE ROLE OF ENGINEERS IN PRE-UNIVERSITY EDUCATION:Success-Factors and Challenges [Seite 223]
15.1 - 1. INTRODUCTION [Seite 223]
15.2 - 2. VALUE ADDED TO PRE-UNIVERSITY EDUCATION WHEN ENGINEERS GET INVOLVED [Seite 223]
15.3 - 3. WHY WOULD ENGINEERS WANT TO GET INVOLVED? [Seite 226]
15.4 - 4. CHALLENGES REGARDING THE INVOLVEMENT OF ENGINEERSIN PRE-UNIVERSITY EDUCATION? [Seite 228]
15.4.1 - 4.1 Obstacles to Get Involved [Seite 228]
15.4.2 - 4.2 Challenges During the Involvement of Engineers inPre-university Education [Seite 230]
15.5 - 5. POSSIBLE SOLUTIONS [Seite 232]
15.5.1 - 5.1 Getting Involved [Seite 232]
15.5.2 - 5.2 Being Effective [Seite 233]
15.6 - 6. CONCLUDING REMARKS [Seite 235]
15.7 - NOTES [Seite 236]
15.8 - REFERENCES [Seite 236]
16 - 14. PRE-UNIVERSITY ENGINEERING EDUCATION RESEARCH AT A UNIVERSITY OF TECHNOLOGY:A Case Study of the Pre-university Engineering Initiatives at KTH [Seite 239]
16.1 - 1. INTRODUCTION [Seite 239]
16.2 - 2. PRE-UNIVERSITY ENGINEERING EDUCATIONAL RESEARCH (K-12) [Seite 240]
16.2.1 - Educational Research and Proven Experience [Seite 240]
16.2.2 - Educational Research and School Practice [Seite 241]
16.2.3 - Trends and Lines of Development in Pre-Engineering Education [Seite 241]
16.2.4 - International Development [Seite 242]
16.2.5 - National Development [Seite 243]
16.3 - 3. A FRAME FACTOR THEORY APPROACH [Seite 244]
16.4 - 4. PRE-UNIVERSITY ENGINEERING AT KTH - FRAMES AND ACTIVITIES [Seite 245]
16.4.1 - Pre-university Engineering Teacher Education Programmes [Seite 246]
16.4.2 - Outreach Activities at DoL [Seite 247]
16.4.3 - Building a Sustainable Research Environment Requires Funding . [Seite 247]
16.4.4 - . and Staff [Seite 248]
16.5 - 5. SELECTED EXAMPLES OF RESEARCH IN PRE-ENGINEERING EDUCATION [Seite 249]
16.6 - 6. OUTCOME ANALYSIS [Seite 255]
16.6.1 - Obstacles? [Seite 256]
16.6.2 - Which Are the Limiting Factors? [Seite 256]
16.6.3 - Ways of Optimising the Research Impact [Seite 258]
16.7 - 7. CONCLUDING REMARKS [Seite 258]
16.8 - REFERENCES [Seite 259]
