Positioning Technology and Engineering Education as a Key Force in STEM Education

Autor/inn/en	Strimel, Greg; Grubbs, Michael E.
Titel	Positioning Technology and Engineering Education as a Key Force in STEM Education
Quelle	In: Journal of Technology Education, 27 (2016) 2, S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1064
Schlagwörter	STEM Education; Technology Integration; Engineering Education; Technology Education; Educational History; Educational Needs; Foundations of Education; Interdisciplinary Approach; Educational Change; Educational Development; Traditionalism; Science Education; Educational Practices; Maryland; New Jersey; Ohio + Suchen Sie Ihr Suchwort? STEM; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; History of education; Bildungsgeschichte; Educational need; Bildungsbedarf; Grundlagenausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Bildungsreform; Bildungsentwicklung; Traditionalismus; Naturwissenschaftliche Bildung; Bildungspraxis
Abstract	As the presence of engineering content and practices increases in science education, the distinction between the two fields of science and technology education becomes even more vague than previously theorized. Furthermore, the addition of engineering to the title of the profession raises the question of the true aim of technology education. As a result, the technology and engineering education community must effectively communicate its role in an evolving STEM education landscape. During this time of change, it is important that we understand how the technology education profession has transitioned in the past while we figure out how to balance traditions and contemporary needs. The authors present three pathways that appear most salient in moving forward: (1) adhering to the fundamental goals of technology education, (2) collaborating with science education to potentially become a core discipline, or (3) revitalizing the field through a shift to engineering education. A final recommendation is made to energize the field by centering on becoming a true provider of K-12 engineering education. (As Provided).
Anmerkungen	Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01