June 14, 2015
June 14, 2015
June 17, 2015
K-12 & Pre-College Engineering
26.1568.1 - 26.1568.12
Can NGSS Drive K-12 Engineering Curriculum Development? An Analysis of NGSS Alignments to Hundreds of Curricular Documents (RTP Strand 1)The ABC digital library represents a long-term curriculum dissemination project engagingfaculty, students and teachers from dozens of NSF-funded GK-12 and RET engineeringeducation projects, each associated in practice with local school district partners. Nearly 2Munique users have accessed the ABC collection in the past year. With the curricula newly alignedto the Next Generation Science Standards (NGSS) and Common Core Math Standards (CCMS),ABC is a resource for K-12 educators challenged to demonstrate student learning in relation tothe new standards.The 2013 publication of the NGSS—rich in engineering design throughout all K-12 grades—motivated the ABC team to manually align the collection’s 1,300+ engineering lessons andhands-on activities to both the NGSS and CCMS. In addition, ABC submission guidelines nowstrongly recommend that authors align their curriculum to NGSS and CCMS prior tosubmission—alignments that are verified and amended as part of the review and editing process.In this paper, we analyze the coverage of 1,563 NGSS alignments by the ABC collection. Whilethe alignments are distributed over 1,026 curricular documents (for an average of 1.5 standardsper aligned document), 23% of the collection lacks NGSS alignment because of either topicaland/or grade band mismatches.Coverage of NGSS standards by ABC curricula furthermore exhibits an exponential distribution.Five or fewer curricular items align to each of 85 NGSS standards, whereas more than 100lessons or hands-on engineering activities align to each of two engineering design standards.Additionally, of the 208 NGSS performance expectations, ABC curricula align to only 134(64%). In the paper we explore the reasons and causes of these gaps in coverage and offer ourthoughts on their implications for NGSS as a driver of K-12 engineering education.We also compare NGSS curricular coverage by ABC’s community-generated curriculum withtwo other standards bodies recently aligned within ABC: the CCMS and InternationalTechnology and Engineering Educators Association (ITEEA). Whereas every item in thecollection aligns with at least one ITEEA standard, only 50% of the collection aligns to the newCommon Core Math Standards.Given the breadth of the ABC collection—in terms of content, developer source (curriculumcreated by dozens of engineering colleges), and the relative NGSS alignment coverage—weestimate NGSS’s potential to impact the K-12 engineering education movement and futurecurriculum development initiatives.Finally, the paper addresses the question, “Do the NGSS make a difference in usage patterns ofcurricular users?” To address this, we analyze ABC’s Google Analytics statistics, comparingvisits and navigation behaviors of users from states that have adopted NGSS to those that havenot. We further explore whether users preferentially access curricular documents that haveNGSS alignments, if they use the NGSS to initially find curriculum, and if any other behaviorchanges have emerged since the recent alignment of ABC’s lessons and activities to the NGSS.
Samson, C., & Sullivan, J., & Reitsma, R. F., & Soltys, M. (2015, June), The Relevance of K-12 Engineering Curricula to NGSS: An Analysis of TeachEngineering-NGSS Alignments (RTP Strand 1) Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24905
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