Positioning the T and E in STEM: A STL Analytical Content Review of Engineering and Technology Education Research

Autor/inn/en	Asunda, Paul A.; Quintana, Jenny
Titel	Positioning the T and E in STEM: A STL Analytical Content Review of Engineering and Technology Education Research
Quelle	In: Journal of Technology Education, 30 (2014) 1, S.2-29 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-4702
Schlagwörter	STEM Education; Technology Education; Engineering Education; Professional Personnel; Researchers; Design; Educational Research; Educational Researchers; Scientific Literacy; Scientific Principles; Science Instruction; Educational Practices; Elementary Secondary Education; Science Teachers + Suchen Sie Ihr Suchwort? STEM; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Personalbestand; Researcher; Forscher; Bildungsforschung; Pädagogische Forschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungspraxis; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Despite the presence of the "Standards for Technological Literacy" (STL) in engineering and technology curricula and in scholarly research (e.g., Strimel & Grubbs, 2016; Kennedy, Quinn, & Lyons, 2018; Bers, Seddighin, & Sullivan, 2013; Harrison, 2011), it is now the "Framework for K-12 Science Education" (National Research Council, 2012) and the "Next Generation Science Standards" (NGSS Lead States, 2013) that are recognized and critiqued by organizations such as the American Society for Engineering Education. This study utilized an analytical content review of scholarly literature published during a recent 6-year period (2011-2016) to identify how engineering and technology researchers, including STEM professionals, position the T and E in the context of the STL in engineering and technology and STEM instruction. Findings revealed that the domains of Design, The Nature of Technology, and The Designed World of the STL provide a rich platform from which researchers and educators can employ evidence-based strategies to promote successful STEM learning. (As Provided).
Anmerkungen	Journal of Technology Education. Illnois State University. 215 Turner Hall, Campus Box 5100, Normal, IL 61790. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01