ENGINEERING DESIGN

There are both practical and inspirational reasons for including engineering design as an essential element of science education.

We anticipate that the insights gained and interests provoked from studying and engaging in the practices of science and engineering during their K–12 schooling should help students see how science and engineering are instrumental in addressing major challenges that confront society today, such as generating sufficient energy, preventing and treating diseases, maintaining supplies of clean water and food, and solving the problems of global environmental change. (NRC, 2012, p. 9)

Providing students with a foundation in engineering design allows them to better engage in and aspire to solve the major societal and environmental challenges they will face in the decades ahead.

ENGINEERING DESIGN IN RELATION TO STUDENT DIVERSITY

From a pedagogical perspective, the focus on engineering is inclusive of students who may have traditionally been marginalized in the science classroom or experienced science as not being relevant to their lives or future. By asking questions and solving meaningful problems through engineering in local contexts (e.g., watershed planning, medical equipment, instruments for communication for the deaf), diverse students deepen their science knowledge, come to view science as relevant to their lives and future, and engage in science in socially relevant and transformative ways.

From a global perspective, engineering offers opportunities for “innovation” and “creativity” at the K–12 level. Engineering is a field that is critical to undertaking the world’s challenges, and exposure to engineering activities (e.g., robotics and invention competitions) can spark interest in the study of science, technology, engineering, and mathematics and future careers (NSF, 2010). This early engagement is particularly important for students who have traditionally not considered science as a possible career choice, including females and students from multiple languages and cultures.

ENGINEERING DESIGN IN THE STANDARDS

It is important to point out that the [SEEd Standards] do not put forward a full set of standards for engineering education, but rather include only practices and ideas about engineering design that are considered necessary for literate citizens. The standards for engineering design reflect the three component ideas of the Framework and progress* at each grade span as follows: