Integrating Engineering Into K-6 Curriculum

Mann, Eric L.; Mann, Rebecca; Strutz, Michele L.; Duncan, D.; Yoon, So Yoon

doi:10.1177/1932202x11415007

Cited by 29 publications

(10 citation statements)

References 34 publications

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“…Given that engineering is also viewed as a content domain accessible to college majors, the implementation of engineering curriculum in the primary grades differentiates by acceleration. In addition, the engineering design process at the center of engineering curricula has been linked to the development of creativity—a goal espoused in the field of gifted education (Mann et al, 2011). Second, the use of biography has a long history as a curricular approach in gifted education (Hollingworth, 1925; Robinson, 2009).…”

Section: Methodsmentioning

confidence: 99%

“…The arrival of the Next Generation Science standards with their focus on engineering practices has opened a new academic domain once thought the purview of college-age students and practicing professionals; the salience of engineering in the elementary school has increased (Anning, 1994; Cunningham & Carlsen, 2014; Cunningham & Hester, 2007; Miaoulis, 2014). Mann, Mann, Strutz, Duncan, and Yoon (2011) noted the similarities between gifted education and engineering education which share interests in creativity, innovation, problem solving, and the visualization of solutions. More specifically, engineering provides an engaging curricular platform for the development of talents in young, promising learners from low-income households (Robinson, 2017b; Robinson & Kidd, 2017).…”

Section: Review Of the Literaturementioning

confidence: 99%

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A Talent for Tinkering: Developing Talents in Children From Low-Income Households Through Engineering Curriculum

Robinson

Adelson

Kidd

et al. 2017

Gifted Child Quarterly

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Guided by the theoretical framework of curriculum as a platform for talent development, this quasi-experimental field study investigated an intervention focused on engineering curriculum and curriculum based on a biography of a scientist through a comparative design implemented in low-income schools. Student outcome measures included science content achievement, engineering knowledge, and engineering engagement. The sample comprised 1,387 Grade 1 students across 62 classrooms. Multilevel modeling was used separately for each of the three student outcome measures. The intervention resulted in an effect size of 0.28 on an out-of-level science content assessment and effect size of 0.66 for the engineering knowledge measure. Students in the intervention group reported a high level of engineering engagement. General education teachers were trained to implement the curricula through a summer institute and received coaching throughout the subsequent academic year. Evidence suggests the intervention functioned as a talent-spotting tool as teachers reported they would nominate a substantial portion of low-income and culturally diverse students for subsequent gifted and talented services. Discussion focused on the match between the needs and preferences of students from low-income households for hands-on design experiences and the curricular affordances in the engineering domain as a talent development pathway for young, poor children.

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Section: Methodsmentioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

A Talent for Tinkering: Developing Talents in Children From Low-Income Households Through Engineering Curriculum

Robinson

Adelson

Kidd

et al. 2017

Gifted Child Quarterly

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“…Considering the characteristics of STEAM-based education, it is expected to positively affect students' career choices, cooperative workings, and STEAM attitudes. General studies conducted with gifted students in the literature (Mann, Mann, Strutz, Duncan & Yoon, 2011;Robinson, Dailey, Hughes & Cotabish, 2014;Sternberg, 2019;Sloan, 2020); studies on STEM careers of gifted students (Kim, Roh & Cho, 2016;Şahin & Yildirim, 2020;Yu & Jen, 2021); studies on talented students' STEM attitudes (Wieselmann, Roehrig & Kim, 2020;Bircan & Köksal, 2020;Ceylan, Ermiş & Yıldız, 2018). However, a limited number of studies (Sağat & Karakuş, 2020) have been encountered in the field of STEAM education in gifted students, and no study has been encountered on the effect of STEAM on cooperative working skills.…”

Section: Purpose Of the Studymentioning

confidence: 99%

The Effects of STEAM-Based Activities Gifted Students’ STEAM Attitudes, Cooperative Working Skills and Career Choices

Ceylan¹,

Topsakal²

2022

J. Sci. Learn.

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STEAM is one of the teaching strategies frequently used in science education in recent years to ensure the development of students of different ages and characteristics. This study aimed to reveal the effect of STEAM-based activities on gifted students' STEAM attitudes, cooperative working skills, and career choices. For this purpose, a single group pre-test post-test design was used. Thirty-seven secondary school fifth-grade students (10-11 years old) diagnosed as gifted participated in the research. STEAM-based activities were applied to the students for ten weeks. STEAM Attitude Scale, Cooperative Learning Process Scale, and an open-ended question form for career choices were used as data collection tools. The Wilcoxon Signed Rank Test was used for the quantitative data analysis, and thematic analysis was used for qualitative data. At the end of the application, it was observed that the students' attitudes toward STEAM increased; cooperative working skills improved; they turned to STEAM disciplines in their career choices. It is recommended to give STEAM education to gifted students from an early and guide them to shape their careers.

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“…To this end, our educational system must consider how we are preparing our students, especially our advanced learners, to meet these ever increasing and changing needs. Furthermore, Mann, Mann, Strutz, Duncan, and Yoon (2011) stated that engineering is a linking subject and can be used across the curriculum to facilitate active learning among all learners. Mann and colleagues also suggested that EDP provides gifted learners opportunities to engage in challenging tasks through varying the levels of sophistication, breadth, and depth of a subject.…”

Section: Why Focus On Edps?mentioning

confidence: 99%

Using Engineering Design Challenges to Engage Elementary Students With Gifts and Talents Across Multiple Content Areas

Dailey

2017

Gifted Child Today

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With the release of the Next Generation Science Standards and the adoption of the standards by many states, teachers are encouraged to use the engineering design process (EDP) as an instructional approach to teaching science. However, teachers have limited time to teach science and will often neglect science in favor of mathematics and literacy instruction. To make this feasible for elementary classrooms, teachers should be encouraged to implement integrated units of study utilizing EDP to cohesively bind content areas and to increase active learning, critical thinking, and problem solving among all learners. An additional benefit of using EDP as an instructional strategy is the focus on problem solving and the avoidance of one size fits all learning. Students actively engage in learning content (science, mathematics, literacy, social studies) as they collaboratively work together to solve societal and environmental problems. Knowledge is built as students progress through the challenges and content is provided on a need to know basis, thereby differentiating instruction based on learner needs and challenging gifted learners. In this article, the author provides four sample engineering challenges that can be used to create an integrated unit of study using the EDP as an instructional strategy.

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Integrating Engineering Into K-6 Curriculum

Cited by 29 publications

References 34 publications

A Talent for Tinkering: Developing Talents in Children From Low-Income Households Through Engineering Curriculum

A Talent for Tinkering: Developing Talents in Children From Low-Income Households Through Engineering Curriculum

The Effects of STEAM-Based Activities Gifted Students’ STEAM Attitudes, Cooperative Working Skills and Career Choices

Using Engineering Design Challenges to Engage Elementary Students With Gifts and Talents Across Multiple Content Areas

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