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Engineering Frameworks For A High School Setting: Guidelines For Promoting Technical Literacy For High School Students

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Philosophical Foundations, Frameworks, and Testing in K-12 Engineering

Page Count


Page Numbers

10.550.1 - 10.550.14



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Paper Authors

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Sonia Sanchez

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S. Khalid Latif

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Elias Faraclas

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Catherine Koehler

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Kazem Kazerounian

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Engineering Frameworks for a High School Setting: Guidelines for Technical Literacy for High School Students

Catherine Koehler1, Elias Faraclas2, Sonia Sanchez2, S. Khalid Latif2, Kazem Kazerounian2

1 Neag School of Education/ 2 School of Engineering University of Connecticut Storrs, CT 06268


The introduction of engineering concepts into the classroom is a relatively new idea that is being adopted and written into several state science frameworks. As part of a National Science Foundation grant titled, da Vinci Ambassadors in the Classroom – The Galileo Project, graduate fellows in the Project have developed a set of engineering education frameworks (EEF) that describe what technically literate students should know by the time they graduate from high school. These novel engineering frameworks incorporate concepts in the fields of mathematics, science and engineering with a systematic approach to a prescribed high school curriculum that promotes technical literacy. Currently, the educational structure in the disciplines of mathematics and science, have content frameworks that describe what students should know by the time they graduate from high school. The organizations that govern discipline standards, the National Research Council (for science) and the National Council of Teachers of Mathematics, have defined content standards and how to implement these standards into the classroom. These math and science standards outline the pathway that guide student’s content knowledge in mathematics and science from kindergarten through 12th grade. However, it has been suggested that engineering concepts be incorporated into the traditional math and science frameworks and be implemented into the high school curriculum, resulting in a paradigm shift from rigid, content driven, discipline-specific course work to a more problem based engineering decision making model. The challenge for school districts to incorporate the engineering frameworks into the current science and mathematics curriculum thereby promoting technical literacy for their high school students, will be necessary in order for students to fully understand increasingly complex technology they will face in their everyday lives.


The fundamental focus currently facing education curriculum developers in all disciplines is ensuring that students have a broad and relevant knowledge base by the time they graduate from high school. However, the current Federal Administration, with its new education reform

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

Sanchez, S., & Latif, S. K., & Faraclas, E., & Koehler, C., & Kazerounian, K. (2005, June), Engineering Frameworks For A High School Setting: Guidelines For Promoting Technical Literacy For High School Students Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14639

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