June 24, 2017
June 24, 2017
June 28, 2017
Pre-College Engineering Education Division
This paper synthesizes literature on formal and informal engineering education in K-12 settings. We focus on outcomes related to (1) developing interest and/or identities in engineering, including in (2) engineering careers, (3) recruitment of increased numbers of students, (4) learning and achievement of science, technology, and mathematics content/practices, (5) learning and achievement of engineering content/practices, (6) understanding the nature of engineering, and (7) broadening participation of diverse learners. Employing the methodology of previous reviews [1-4], we reviewed papers published between 2008-2016 (n = 131 papers). We used Google Scholar and a set of search terms including synonyms for K-12 settings, informal settings, and engineering education, to identify relevant peer reviewed journal articles. We coded each paper based on goals, data, analysis, and outcomes achieved. We then synthesized findings and gaps from previous reviews and the 2008-2016 time period. We find that in the past eight years the field has developed increasingly rigorous research methods, but many publications still report studies that have not adopted this higher level of rigor. There are still opportunities for growth tied to qualitative methods in particular. Further, there are still few published studies that contribute in meaningful ways to our understanding of how to recruit and retain learners from diverse groups. We close by setting research agendas and avenues needed to understand and impact concerns over diversity and inclusion in engineering.
Svihla, V., & Marshall, J., & Winter, A., & Liu, Y. (2017, June), Progress toward Lofty Goals: A Meta-synthesis of the State of Research on K-12 Engineering Education (Fundamental) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28765
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