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Reading: Building a Framework for Engineering Design Experiences in High School

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Building a Framework for Engineering Design Experiences in High School

Authors:

Cameron D. Denson ,

North Carolina State University
About Cameron

Assistant Professor in the Technology, Engineering and Design Education Program at North Carolina State University.

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Matthew Lammi

North Carolina State University, US
About Matthew
Assistant Professor in the Technology, Engineering and Design Education Program at North Carolina State University.
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Abstract

Not all students will become engineers or pursue engineering careers after completing high school but all students can benefit from having engineering design experiences in high school (Wicklein, 2006; Apedoe, Reynolds, Ellefson, & Schunn, 2008; National Academy of Engineering and National Research Council, 2009). The teaching of engineering design at the secondary level can help students develop critical-thinking and teambuilding skills and provides a platform for the integration of science, technology, engineering, and mathematics (STEM) subjects (Wicklein, 2006). Furthermore, the teaching of design in high school settings has several cognitive advantages including developing engineering habits of mind, problem-solving skills, and the development of system thinking skills (Householder & Hailey, 2012). Although researchers and curriculum developers agree on the benefits of introducing engineering design into high school settings, there is a lack of literature proffering a framework or structure for the successful infusion of engineering design experiences in high school settings.
How to Cite: Denson, C. D., & Lammi, M. (2014). Building a Framework for Engineering Design Experiences in High School. Journal of Technology Education, 26(1), 75–87. DOI: http://doi.org/10.21061/jte.v26i1.a.5
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Published on 22 Sep 2014.
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