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Science, Technology, Engineering, and Mathematics (STEM) education continues to be a national concern. In the State of the Union address in January 2011, President Obama called for 100,000 new STEM teachers over the next decade. The Programme for International Students Assessment (PISA) investigated the academic achievement of 15-year-old students from 60 countries and five education systems in the areas of math, science, and reading. Results of the 2009 study indicated that the U.S. students were ranked 23 of 60 countries involved (Fleischman, Hopstock, Pelczar, & Shelley, 2010). Published in 1983, A Nation At Risk: The Imperative for Educational Reform called for improvement of education at the secondary levels (National Commission on Excellence in Education, 1983). The report demanded more emphasis on science and mathematics at both the primary and secondary level, creating the academic foundation for science, technology, engineering, and mathematics education. Technology and Engineering education (the T and E of STEM) have seen increased attention in recent years. The National Academy of Engineering commissioned a study titled “Engineering in K–12 Education,” which included a review of curriculum materials related to the T and E of STEM education as well as the relationship between Science, Technology, Engineering, and Mathematics education. The National Academy’s work emphasized the role of engineering in improving STEM education as it may be a “catalyst” serving to draw connections between mathematics, science, and technology education (Katehi, Pearson, & Feder, 2009). Design is essential to the disciplines of engineering and technology. Atman, Cardella, Turns, and Adams (2005) stated that “Design is a central activity to all types of engineering. Mechanical, Civil and Electrical Engineers attempt to solve very different types of problems, but they all design some solution to the problem at hand” (p. 325). Critical to differentiating technology from other fields, such as science, is “the ability to design” according to Layton (1974, p. 37). Sheppard, Macatangay, Colby, and Sullivan (2009) stated that “engineering design involves a way of thinking that is increasingly referred to as design thinking: a high level of creativity and mental discipline as the engineer tries to discover the heart of the problem and explore beyond the solutions at easy reach” (p. 100). The National Center for Engineering and Technology Education focused its efforts on infusing engineering design into high school technology education classrooms. Through a series of research studies focused on student

High School Students&#8217; Use of Paper-Based and Internet-Based Information Sources in the Engineering Design Process

High School Students’ Use of Paper-Based and Internet-Based Information Sources in the Engineering Design Process