Module 3: Nature of Engineering in K-12 Education

The process of improving a design solution by systematically testing and refining it, prioritizing essential features over less important ones.

Engineers use evidence from tests to understand and improve design solutions. They collect data to evaluate various options.

Engineers consistently evaluate their designs by collecting and analyzing data to understand how well they achieve their goals, operate efficiently, and withstand different conditions.

Engineering designs aren't fixed. They are open to modification to better align with goals or meet new criteria. The design process can be flexible and adapted as needed.

Creativity and imagination are crucial during the engineering design process. Engineers use these skills to generate innovative and effective solutions.

The understanding of what engineering is and how it functions.

The steps involved in creating a solution to a problem using engineering principles, often involving phases like planning, designing, prototyping, testing, and refining.

The ability to distinguish between engineering as a field of study and practice and science as a method of understanding the natural world.

The process of gathering data about student understanding of the nature of engineering and the engineering design process using questionnaires, interviews, or observations.

A set of interconnected ideas or concepts that help students understand how engineering fits into the broader world.

A tool specifically designed to examine student understanding of the nature of engineering, often including questions about the design process, problem-solving, and the connection to science.

The need to create reliable tools to measure student comprehension about the nature of engineering and the engineering design process.

The integration of science and engineering principles into lesson plans to build understanding of how engineering works and how scientists and engineers work together.

The ability to understand and discuss how engineering solutions impact society, personal lives, and policy decisions.

The fundamental understanding of how engineering knowledge is developed, validated, and applied.

Integrating engineering concepts into science curriculum across all grade levels.

The belief that early exposure to engineering concepts can enhance students’ engineering literacy.

The Next Generation Science Standards (NGSS) recommend integrating the engineering design process and NOE into science education.

Integrating engineering into science education can be effectively implemented at both the elementary and secondary levels.

A more integrated approach to teaching engineering and science can lead to increased student understanding and engagement.

The interconnected relationship between engineering and society. Social factors influence design, and engineering in turn shapes society.

Constraints are limitations that engineers face when designing, such as budget, size, or performance requirements. Making trade-offs between criteria is essential.

Engineers use criteria to evaluate their designs. These criteria, often conflicting, guide decision-making during the design process.

Failures are inevitable in engineering. Viewing them as opportunities for learning and improvement drives better designs.

Engineers must balance societal needs and technological advancements. External forces like market demands or regulations influence engineering decisions.

Engineering design involves iterative processes, constantly refining and improving solutions based on feedback and new information.

Engineers must understand and respect the interplay of social and ethical factors in their designs.

Engineering is a collaborative field, demanding interaction with various stakeholders to understand their needs and concerns.

The process of teaching and learning about the Nature of Engineering in a thoughtful and intentional manner. It emphasizes reflecting on the engineering design process and its underlying principles.

The idea that simply engaging students in engineering activities doesn't guarantee an understanding of the Nature of Engineering. They need explicit instruction that helps them see the bigger picture of engineering principles and practices.

The idea that teaching about the Nature of Engineering can be modeled after methods used to teach the Nature of Science. It requires intentional exposure to key concepts and opportunities to reflect on those concepts.

A list of specific aspects related to the Nature of Engineering that are relevant to K-12 education. This list helps teachers select and focus on the most beneficial NOE concepts for each grade level and student.

The challenge of preparing science teachers without engineering backgrounds to teach the Nature of Engineering effectively. This is a growing concern as STEM education becomes more prominent.

The idea that students should not only participate in engineering designs but also think critically about the process and its underlying principles. Reflection is key to developing a deeper understanding of the Nature of Engineering.

Explicit-reflective instruction involves making important concepts (in this case, Nature of Engineering, or NOE) visible to students, and then encouraging them to reflect on those concepts through practical application.

This specific type of instruction focuses on using picture books to bring NOE concepts to life for younger learners.

The authors use carefully selected picture books to illustrate and provide specific examples of key NOE ideas.

The authors emphasize the importance of reflection, prompting learners to think about how the book examples relate to their own engineering design experiences.

The authors ensure that students are reminded of previously introduced NOE concepts by making them visible through the use of posters or other classroom resources.

The authors employ a debriefing activity, incorporating questions designed to help students analyze their design experiences through the lens of the presented NOE concepts.