English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

One way to provide powerful problem-solving experiences in science, mathematics, and technology is to engage students in novel problems that require them to assess a situation and then apply conceptual and procedural knowledge to its solution. Engineering offers an effective context for these problem situations. However, most practicing teachers do not have the knowledge or experience to create meaningful, engineering-based learning experiences. This paper will provide details about a program to enhance the ability of preservice and inservice teachers to make these engineering experiences possible for their future or current K-12 students. Providing teachers the training necessary to make use of such engineering contexts is crucial to the success of curricular improvement. An undergraduate engineering course has been offered for several years that began as an “engineering literacy” course and has developed into the basis for providing meaningful engineering contexts for national standards-based lessons. A graduate level engineering course for inservice teachers during the past three summers has not only provided similar training, but has also helped develop mentoring field experiences among the preservice and inservice teachers. In addition, freshmen Honors Program students take a research mentorship course in the spring of their first year. A group of Honors engineering and science majors are working to create K-12 activities based on engineering context. They are working with the education majors in the course previously mentioned in order to create standards-based, ageappropriate activities. Engineering and education faculty and students, working in teams, through the courses mentioned and the mentorship program, have developed activities that bring authentic learning in engineering contexts to science, mathematics, and technology education. Examples of such standardsbased activities will be provided.

Engineering As Context For K 12 Science, Mathematics, And Technology Education