June 14, 2015
June 14, 2015
June 17, 2015
K-12 & Pre-College Engineering
26.1753.1 - 26.1753.15
Work in Progress: How Next Generation Engineering Design Standards are Interpreted and Applied by Various StakeholdersWithin the relatively new Next Generation Science Standards (NGSS), the Engineering Designcomponent is, if not the most intimidating for K-12 teachers, certainly the most dissimilarappearing from the previous National Science Education Standards (NSES).This is an exciting time in science education, as it has been 17 years since the release of theNSES. This is also an exceptional opportunity to investigate how stakeholders respond to thenew engineering standards. Understanding the supports, barriers, and mechanisms that facilitateinterpretations and implementation is extremely important in order to execute NGSS’Disciplinary Core Idea (DCI) of Engineering Design effectively.In the final chapter of Framework for K-12 Science Education (National Research Council,2012), the authors urge that it is imperative to establish a research agenda that focuses on“developing a better understanding of how national and state level standards are translated andimplemented . . . and how they eventually change classroom practice” (p. 311). That is the goalof this study.This exploratory study will use a mixed methods approach to determine how different groupsinterpret the NGSS Engineering Design standard and how they believe engineering designshould play out in a middle school classroom. Survey data and short-answer responses will becollected from 1) middle school science teachers, 2) science education college faculty(responsible for preparing middle school teachers), 3) college of engineering faculty, and 4)engineers. Each group will be comprised of four to eight individuals.Participants will be prompted with the four NGSS middle school Engineering Design standards,such as “Develop a model to generate data for iterative testing and modification of a proposedobject, tool, or process such that an optimal design can be achieved.” Following, participants willbe prompted to address three key inquiries: 1. Provide a plain language interpretation of the standard. 2. Provide an example of how this standard could be applied in a middle school classroom (i.e., a lesson or unit of study). 3. Foreseen challenges for the middle school classroom with this standard. 4. Indicate past experiences (e.g., with engineering, with students, etc.) that help to interpret and apply the standard.Data will be collected from January through March and analyzed from March through May.Findings will be reported accordingly at the ASEE conference in June.ReferencesNational Research Council. (2012). A Framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
Ernzen, J., & Judson, E., & Chen, Y., & Krause, S. J., & Middleton, J. A., & Beeley, K. R. (2015, June), Work in Progress: How Next-generation Engineering Design Standards are Interpreted and Applied by Various Stakeholders Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.25089
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015