Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Christina White, Columbia University; Kristin Wood, University of Texas, Austin; Richard Crawford, University of Texas at Austin

Tagged Divisions

Technological Literacy Constituent Committee

AC 2010-805: DESIGNING INTERDISCIPLINARY CURRICULUM & TEACHING:INVESTIGATING INNOVATION & OUR ENGINEERED WORLDAustin Talley, University of Texas, Austin Austin Talley is a graduate student in the Mechanical Engineering Department at the University of Texas at Austin, a Cockrell Fellow, and a licensed Professional Engineer. His research focus is in design methodology with Universal Design and engineering education. He has received his B.S. from Texas A&M University and M.S.E. from The University of Texas at Austin. Contact: Austin@talleyweb.comChristina White, Columbia University Christina White is a doctoral candidate in Curriculum & Teaching at Teachers College, Columbia

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2008-684: MINORS IN ENGINEERING STUDIES: TEACHING TECHNOLOGYTO NON ENGINEERS, FIRST RESULTSMani Mina, Iowa State University Page 13.897.1© American Society for Engineering Education, 2008 Minors in Engineering Studies: Teaching Technology to Non- Engineers, First resultsAbstractThe Minor in Engineering Studies was designed by the college of engineering at our school tohelp increase technological literacy of the non-engineering students at our university. Thisprogram officially started in fall 2006 with little to no publicity. We have a program that startedsmall and is now growing very little publicity by the college of engineering. In

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Daniel Engstrom, ITEA/Cal U

Tagged Divisions

Technological Literacy Constituent Committee

AC 2008-641: INVENTION, INNOVATION AND INQUIRY - ENGINEERINGDESIGN FOR CHILDRENDaniel Engstrom, ITEA/Cal U Dr. Engstrom is an associate professor and principal investigator for Invention, Innovation, and Inquiry. He has written national curriculum that integrates science, mathematics, and engineering with technology education. He currently works in teacher preparation in technology education at Cal U Page 13.811.1© American Society for Engineering Education, 2008 Invention, Innovation and Inquiry - Engineering Design for ChildrenAbstractThis preservation will

Conference Session

Engineering Courses for Non-engineers

Collection

2009 Annual Conference & Exposition

Authors

Bradley Bishop, United States Naval Academy

Tagged Divisions

Technological Literacy Constituent Committee

AC 2009-1887: TEACHING EMERGING TECHNOLOGIES USING ASOCIOTECHNOLOGICAL DEVELOPMENT MODELBradley Bishop, United States Naval Academy Bradley E. Bishop is a Professor in Systems Engineering at the United States Naval Academy. He received his B.S. in Electrical Engineering from Michigan State University in 1991, and his M.S. and PhD, both in Electrical Engineering, from the University of Illinois at Urbana-Champaign in 1994 and 1997, respectively. His research focuses on novel robot locomotion, unmanned sea-surface vessels, and disruptive technologies. His teaching interests include mobile robotics, emerging technologies, and engineering research and design

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University; John Krupczak, Hope College

Tagged Divisions

Technological Literacy Constituent Committee

derived from the extensive and popularwebsite 22. These examples illustrate the richness of resources already at hand; this areaof instruction does not require de novo invention of instructional materials. On the undergraduate campuses across the US, silence reigns in technologyliteracy instruction, despite this abundance of materials potentially useful for suchinstruction. The 2005 NAE workshop on technological literacy struggled to locate 20faculty involved in teaching some version of this topic, these 20 constituting scarcityconsidering the existence of more that 300 US schools of engineering which could teach“Engineering for Everyman” and the more than 1,000 departments of physics to explain“The Physics of Everyday Life”. Why the lack

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Gregory Zieren, Austin Peay State University; John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

Engineer in the State of Tennessee. Page 13.1146.1© American Society for Engineering Education, 2008 Teaching Aspects of Technological Literacy From a Historical PerspectiveAbstractWhile technological literacy is a topic of special interest to engineering educators, the subject isnot limited just to areas of knowledge familiar to engineers. To cover the relevant issuesrequires knowledge not only of technology, engineering practice, and selected topics fromscience, but also from business, economics, and the social sciences.History provides an abundance of examples of technological innovations

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Mani Mina, Iowa State University; Robert J. Gustafson, Ohio State University; James Young, Rice University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2010-1055: DEVELOPMENT OF ENGINEERING-RELATED MINORS FORNON-ENGINEERING STUDENTSJohn Krupczak, Hope College Professor of Engineering, Hope College. CASEE Senior Fellow, National Academy of EngineeringMani Mina, Iowa State University High Speed Systems Engineering Laboratory, Director of Minor in Engineering Studies (MES) Program at Iowa State UniversityRobert J. Gustafson, Ohio State University Honda Professor for Engineering Education and Professor, Food, Agricultural and Biological Engineering, and Director, Engineering Education Innovation CenterJames Young, Rice University Professor of Electrical and Computer Engineering

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Kelli Huser, Iowa State University; Thomas Kelly, Iowa State University; Mani Mina, Iowa State University; Seth Ballou, Iowa State University; Joseph Crispin, Iowa State University

Tagged Divisions

Technological Literacy Constituent Committee

emphasizes how personalrelevance positively impacts the motivation of students in the classroom, and can have a lastingimpression on students in the class.Potential Topics Page 15.1350.5The students in this class explored broad societal areas that defined and were defined bytechnological innovation for their paper assignments. Their individual non-engineering majorsand academic interests influenced their pursuit of engineering and technology in certain subjectareas. This allowed the class to bring engineering impacts and understanding to these students ona personal level. Each of these topics may be used individually to teach engineering impacts

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Roy McGrann, State University of New York, Binghamton

Tagged Divisions

Technological Literacy Constituent Committee

introduced to analysis in the engineering fundamentals courses and be exposed to therigor of engineering in the advanced engineering courses. The inclusion of a required projectinsures that students participate in an engineering design.Prerequisite CoursesIt was decided that admission to the program for a minor would depend on the applying studentsGPA in a set of prerequisite courses. The minimum GPA was set at 2.7/4.0 Three prerequisitecourses were identified. They are: Calculus I, Physics I, and Physics II. The calculusrequirement can be satisfied by AP Calculus. A high percentage of students at the universityarrive with this credit, enabling many non-engineering students to consider the minor. Afterdebate, it was decided to accept AP Physics for

Conference Session

Technological Literacy - Courses, Educational and Accreditation Standards

Collection

2010 Annual Conference & Exposition

Authors

Yung-Hsiang Lu, Purdue University; Guangwei Zhu, Purdue; Cheng-Kok Koh, Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

reflect the view of the sponsor.Guangwei Zhu, Purdue Guangwei Zhu received Bachelor's degree in Automation at Tsinghua University, Beijing. He is currently a Ph.D. candidate and teaching assistant in Electrical and Computer Engineering at Purdue University. He received Magoon's Award in Teaching Excellence in Spring 2009. His research interests include control theory, applied mathematics and object orient design and programming.Cheng-Kok Koh, Purdue University Cheng-Kok Koh received the B.S. degree with first class honors and the M.S. degree, both in computer science, from the National University of Singapore in 1992 and 1996, respectively. He received the Ph. D. degree in computer science from

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate Disney, Mission College

Tagged Divisions

Technological Literacy Constituent Committee

,often only one or two. Each instructor has high teaching loads of four or more courses persemester. Faculty have little time for course or laboratory development. There is limitedlaboratory support staff and budgets to buy and maintain equipment. While many communitycolleges exist, the relentless teaching demands on the faculty and geographic separation tend toresult in community college engineering faculty working in a state of relative isolation. Anyeffort to attract students into engineering careers and promote technological literacy for non-engineers through community colleges must contend with these challenges.Topics Cited as Appealing by Non-Engineering StudentsEngineering faculty teaching technological literacy courses for non-engineers

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Elaine Cooney, Indiana University-Purdue University-Indianapolis; Karen Alfrey; Steve Owens, Indiana University - Purdue University-Indianapolis

Tagged Divisions

Technological Literacy Constituent Committee

by increasing studentawareness of what they have learned, along with increasing actual knowledge of andpractice in critical thinking. Our goal is to develop a framework to improve criticalthinking for engineering and technology students, as well as materials that are easilycustomizable and adaptable for other schools who may find themselves in similarsituations.Based on faculty anecdotes and examples of teaching and student learning, there isclearly a disconnect between what the teachers considered critical thinking and what thestudents identified as critical thinking. We therefore need to put more emphasis on Page 13.344.3helping the students

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Thomas Howell, San Jose State University; Patricia Backer, San Jose State University; Belle Wei, San Jose State University

Tagged Divisions

Technological Literacy Constituent Committee

Conference & Exposition.13 Ganji, A. R. (2008) Experience in developing and teaching a general education course in energy. ASME Conference Proceedings. Volume 9: Engineering Education and Professional Development.14 Eberhardt, S. (2002). Developing Web-based tools for a General Education course in aerospace. Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition.15 Pearce, J. A. (2000). Technology for non-technical students: Adventures on the other side of campus. 30th ASEE/IEEE Frontiers in Education Conference.16 Bloomfield, L. A. (2008). How Everything Works: Making Physics out of the Ordinary. Somerset, NJ: John Wiley & Sons.17 Gerretson, H. & Golson, E. (2004

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; Greg Pearson, National Academy of Engineering; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

2006-701: ASSESSING TECHNOLOGICAL LITERACY IN THE UNITED STATESJohn Krupczak, Hope College John Krupczak, Associate Professor of Engineering, Hope College. Prof. Krupczak’s course in technogical literacy began in 1995 and has educated over 1,000 students in multiple disciplines including pre-service teaching since 1995. Prof..Krupczak is the inaugural chair of the new Technological Literacy Constituent Committee of the ASEE.Greg Pearson, National Academy of Engineering Greg Pearson is a program officer at the National Academy of Engineering (NAE), where he directs the academy’s efforts related to technological literacy and public understanding of engineering. Mr. Pearson most recently served

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Kathryn Neeley, University of Virginia; W. Bernard Carlson, University of Virginia; Sarah Pfatteicher, University of Wisconsin - Madison; Bruce Seely, Michigan Technological University; Douglass Klein, Union College; Ronald Miller, Colorado School of Mines

Tagged Divisions

Technological Literacy Constituent Committee

faculty points of view. To the extent that theserequirements are still in place at colleges and universities, they provide thepotential for integrating TL courses into the structure of requirements in collegecurricula.2. Technological literacy courses also seem relevant to solving the problem usuallyreferred to as bridging the “two cultures” of the humanities and social sciences(HSS) and science, technology, engineering, and mathematics (STEM).Thedisciplinary and curricular structures of universities contribute substantially to thegap between the HSS and STEM disciplines. Real team teaching (as opposed to“tag team” teaching) and truly collaborative course design involving HSS and STEM facultyhave the potential to expand faculty expertise and

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Steven Walk, Old Dominion University

Tagged Divisions

Technological Literacy Constituent Committee

social change.Knowledge of means to understand and project paths of technology and innovation wouldconstitute important content in a technology literacy program. Page 15.725.14This paper has presented an overview of the major processes describing technological changeindentified through quantitative technology forecasting techniques, and provided examples of theauthor‟s experiences researching and applying the methodologies. The author shared hisexperience introducing the concepts and sample studies in discussions of career and personaltechnology choices with undergraduate students in introduction to engineering and engineeringtechnology

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Stephen O'Brien, The College of New Jersey

Tagged Divisions

Technological Literacy Constituent Committee

by creating the major with a broad “core” and a required in-depth“specialization.” Three specialization areas are possible: (i) math, (ii) science (biology,chemistry or physics) or (iii) technology/engineering. The major was approved by ourinstitution’s Board of Trustees in 1998 and subsequently as a disciplinary major foreducation majors by the State’s DOE in 2000. The MST major is one of several programofferings in the Department of Technological Studies within the School of Engineering.Other programs include a Technology/Pre-engineering education major and a Masters in theArt of Teaching. All majors are fully accredited by the National Council for Accreditation ofTeacher Education (NCATE). Advising, recruiting and program requirements for

Conference Session

Technology Literacy for Engineering Students

Collection

2007 Annual Conference & Exposition

Authors

Shayna Stanton, Student; Michael Bailey, Brigham Young University

Tagged Divisions

Technological Literacy Constituent Committee

12.1610.1© American Society for Engineering Education, 2007 Whose Job is it? Technological Literacy in SocietyAbstractThis research explores the effects of technology on society, especially the technologicallyilliterate, who struggle under the surge of modern consumer technologies that penetrate themarket. Whose responsibility is it to educate the average American? Who should train them tocontrol the technologies they deal with every day? Who should show them how to accesstechnology in order to enable them to protect and educate themselves?Is it the role of engineers, the creators and developers of new technology, to teach society tounderstand that technology? Should educators conduct outreach programs to train thecommunities in

Conference Session

Engineering for Nonengineers: Ideas & Results

Collection

2008 Annual Conference & Exposition

Authors

Vince Bertsch, Santa Rosa Junior College

Tagged Divisions

Technological Literacy Constituent Committee

AC 2008-1344: TECHNOLOGICAL LITERACY AS A SCIENCE GE COURSE INCALIFORNIA’S UC, CSU AND CCC SYSTEMSVince Bertsch, Santa Rosa Junior College Professor, Dept of Engineering and Physics Santa Rosa Junior College, Santa Rosa, CA Vince Bertsch teaches and develops curriculum for a wide spectrum of freshman and sophomore level engineering and physics courses including Electric Circuits and Devices, Engineering Graphics and Design, Mechanics, Electricity and Magnetism, Properties of Materials, Intro to Engineering, and Computer Programming. He has done engineering work for Versatron, Empire Magnetics and Lawrence Livermore National Laboratory

Conference Session

Technology Literacy for Non-Engineers

Collection

2007 Annual Conference & Exposition

Authors

John Blake, Austin Peay State University

Tagged Divisions

Technological Literacy Constituent Committee

sociology who studyengineering and technology. Just as engineers can learn from the historians and sociologists, thehistory or sociology major interested in pursuing an academic career in these fields should beencouraged to learn more from engineers about engineering and technology. While majors inmathematics and physical science will have more affinity for engineering and technology, theyneed help understanding the differences between their fields and engineering. Many math andphysical science majors go on to teach in secondary schools, where they are likely to be guidingstudents for whom engineering would be a good career choice, and they may be tapped to teachtechnological literacy at the secondary school level. For them to do this successfully

Conference Session

Improving Technical Understanding of All Americans

Collection

2008 Annual Conference & Exposition

Authors

Kara Harris, College of Technology - Purdue University

Tagged Divisions

Technological Literacy Constituent Committee

for decades 4,2,6,11,12. This decline has not only had a direct affect on thenumber of highly qualified engineering/technology education teachers that are availableto teach in public schools, but has also affected enrollment in technology teachereducation programs at colleges/universities across the nation. This decline, if notproperly addressed, could lead to the demise of engineering/technology educationprograms at the secondary and post-secondary level. 11 Successful efforts have been set forth in many areas of the discipline, such ascurriculum. Wright and Custer (1998) stated that, “Technology education professionalshave spent a great deal of time and energy focused on defining the mission of technologyeducation and redefining the

Conference Session

Engineering and Technology for Everyone

Collection

2009 Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology

Tagged Divisions

Technological Literacy Constituent Committee

). Transforming middle-school curricula to reflect the new IT literacies of 21st century STEM careers. Proceedings, American Society for Engineering Education National Conference, Honolulu, HI, 22 – 25 June.2. Carlson, P. (2008). “PRISM – Teaching STEM Digital Literacies for the 21st Century,” Proceedings, ASEE ILIN Section Conference, 3-5 April.3. Ferguson, E. S. (1977). The mind’s eye: Non-verbal thought in technology. Science, 197 (4306), 827-8364. Ioannou, A., & Hannafin, R. D. (2008). Course management systems: Time for users to get what they need. TechTrends, 52(1), 46-50.5. Morgan, G. (2003). Key findings: Faculty Use of Course Management Systems, Boulder, CO: Educause Center for Applied Research. Retrieved from http

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Collection

2010 Annual Conference & Exposition

Authors

Steve Macho, Buffalo State College

Tagged Divisions

Technological Literacy Constituent Committee

. Page 15.30.1© American Society for Engineering Education, 2010 A functional conceptual framework for teaching technological literacyAbstract This is a presentation of an epistemological framework for teaching technologysuch that it will bring about improved technological literacy in ALL K-12 students.Design, Living, Productivity, and Foundational Technical Concepts anchor ourconceptual framework for teaching technology educators. This conceptual framework forteaching technology literacy is functional, standards based, and can accommodatemultiple pedagogies. It meets the standards of ITEA/CTTE, the New York State Dept ofEd., NCATE, and others. It also aligns with drafts of the NAEP Technological LiteracyAssessment. We have

Conference Session

Technological Literacy and the Educated Person

Collection

2010 Annual Conference & Exposition

Authors

Michele Dischino, Central Connecticut State University; James DeLaura, Central Connecticut State University; Patrick Foster, Central Connecticut State University; David Sianez, CCSU

Tagged Divisions

Technological Literacy Constituent Committee

Connecticut Technology Education Content Standards (Draft,2004).The authors of the 2004 Connecticut Core Science Curriculum Framework identify two distinctbodies of standards: those which relate to scientific literacy and those which relate to “conceptualthemes” in physical, life, and earth sciences. The primary conceptual themes emphasized in thismodule are related to Physical Science (Themes II, III, and IV). But perhaps most importantly,this module also has a cross-disciplinary focus on innovation. The relevant state science standardis Conceptual Theme I: Inquiry; the relevant technology standard is Standard 3: Research,Design & Engineering. Note that themes from Ongoing Guided Discussions are not included inTable 3 because their

Conference Session

Engineering and Technology for Everyone

Collection

2009 Annual Conference & Exposition

Authors

John Krupczak

Tagged Divisions

Technological Literacy Constituent Committee

individuals with experience relevant to improving thetechnological literacy of undergraduates 6,7. Participants included individuals who successfullyimplemented courses on technological literacy for undergraduates, representatives of otherdisciplines such as Science Technology and Society (STS), History of Technology, Education,and the humanities, and representatives of the National Science Foundation and the NationalAcademy of Engineering. The participants are listed in Tables 1 and 2.Table 1: Developing Standard Models Workshop: Participants from Academic Institutions.Vince Bertsch, Santa Rosa Junior CollegeCathy Brawner, Research Triangle Edu. ConsultantsTaft Broome, Howard UniversityBernie Carlson, University of VirginiaStephen Cutcliffe, Lehigh

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Nataliia Perova, Tufts University; Chris Rogers, Tufts University; David Henry Feldman, Tufts University

Tagged Divisions

Technological Literacy Constituent Committee

AC 2009-2037: INVESTIGATION OF THE SUCCESSFUL EFFORT TO CHANGEEDUCATIONAL CURRICULUM FRAMEWORKS IN MASSACHUSETTS TOINCLUDE ENGINEERING AND TECHNOLOGYNataliia Perova, Tufts University Nataliia got her M.S. in Mathematics, Science, Technology and Engineering education from Tufts University in 2008 and M.S. in Electrical Engineering in 2005 from Tufts University and B.S. in Electrical Engineering from Suffolk University. Nataliia is currently a research assistant at Harvard Graduate School of Education where she is involved in the research project on mathematics education. She is also doing research on using engineering approaches to teach science to college students.Chris Rogers, Tufts

Conference Session

Teaching Technological Literacy - Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

William Loendorf, Eastern Washington University; Terence Geyer, Eastern Washington University

Tagged Divisions

Technological Literacy Constituent Committee

Literacy by Utilizing Pictures and Recreated ArtifactsAbstractToday's students study and understand today's technologies. Few look back into history to studyand understand the technologies from the past. Current engineering and engineering technologystudents study how to use modern tools to solve modern problems. Little do they realize thatengineers and technologists from the past did the very same thing. The only difference was thetype, variety, and number of tools they had to work with. Typically, they were far lesssophisticated and complex. In many cases, they were actually quite crude. However, they servedtheir purpose and worked. Problems were solved, ideas were turned into inventions, anddreams became innovations

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Richard Doyle, Penn State University; Richard Devon, Pennsylvania State University

Tagged Divisions

Technological Literacy Constituent Committee

Science Foundation, our course connects students with researchers innanotechnology at a major US research institution. The students hear from numerous researchersand write reports about the design potentials and the social, human and environmental impacts oftheir research. Hopefully these reports may be of value to the researchers themselves. Thecourses teach rhetorical analysis and engineering design of nanoenabled technology as twoappropriate modalities for understanding the diverse impacts of nanotechnology on society whileoffering students foundations in nanotechnology (e.g. terminology, historical context, quantitiesand units, current memes & methods).Introduction to NanotechnologyNanotechnology observes and systematically manipulates

Conference Session

Defining Technological Literacy

Collection

2006 Annual Conference & Exposition

Authors

John Krupczak, Hope College; David Ollis, North Carolina State University

Tagged Divisions

Technological Literacy Constituent Committee

recall John Truxal’s Page 11.1239.10advice: “Teach from what you know’” The table below shows the clear correlationbetween the disciplinary training of the instructor, and the major theme(s) of each coursesummarized above.Table 2: Correlation of Research Interests with Technological Literacy course themes.Instructor Engineering Dominant Course Theme Discipline______________________________________________________Lienhard* Mechanical Engines of Our IngenuityBloomfield Physics Physics of Everyday LifeGeorge Mechanical Hydrogen Economy – Fuel CellsKuc

Conference Session

Installing & Assessing Technology Literacy Courses

Collection

2006 Annual Conference & Exposition

Authors

Matthew Ohland, Clemson University

Tagged Divisions

Technological Literacy Constituent Committee

-qualified pre-college teachers of mathematics, science, and technology.” Thereport’s recommendations include:8 • To make pre-college teaching more competitive with other career opportunities, resources must be provided to support programs in teacher preparation at institutions that succeed in integrating faculty and curricula of schools of engineering and science with schools of education; and • To improve effectiveness of pre-college teaching, stakeholders must collaborate to support outreach efforts to K-12 by science and engineering professionals to motivate high quality curricular standards and expand content knowledge for classroom teachers and support research on learning that better informs K-12