Engineering in elementary schools

Cathy P. Lachapelle, Christine Cunningham

Research output: Chapter in Book/Report/Conference proceedingChapter

36 Citations (Scopus)

Abstract

Engineering has not historically been considered an “elementary” topic. However, with the recognition that engineering’s applied orientation may be particularly motivating to young children, that engineering can contribute to the meaningful integration of science and mathematics, and that children begin to have preferences about future careers before middle school, the push to include engineering experiences and practices in the elementary school curriculum has increased internationally. In this chapter we discuss the reasons engineering should be included at the elementary school level. We briefly review the history of the inclusion of technology and engineering in Europe, the United States, Australia, and New Zealand. Finally, we draw on a number of policy and standards documents from the United States, and our own experience developing and testing an engineering curriculum for elementary school, to propose a set of core concepts and practices for elementary engineering, as well as design parameters for the implementation of engineering curricula.

Original languageEnglish (US)
Title of host publicationEngineering in Pre-College Settings
Subtitle of host publicationSynthesizing Research, Policy, and Practices
PublisherPurdue University Press
Pages61-88
Number of pages28
ISBN (Electronic)9781612493572
ISBN (Print)9781557536914
StatePublished - Jan 1 2014

Fingerprint

elementary school
engineering
Curricula
curriculum
New Zealand
experience
inclusion
career
mathematics
Testing
history
science

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)
  • Engineering(all)

Cite this

Lachapelle, C. P., & Cunningham, C. (2014). Engineering in elementary schools. In Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices (pp. 61-88). Purdue University Press.
Lachapelle, Cathy P. ; Cunningham, Christine. / Engineering in elementary schools. Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices. Purdue University Press, 2014. pp. 61-88
@inbook{788d059ab1484d6388e53956c05404a1,
title = "Engineering in elementary schools",
abstract = "Engineering has not historically been considered an “elementary” topic. However, with the recognition that engineering’s applied orientation may be particularly motivating to young children, that engineering can contribute to the meaningful integration of science and mathematics, and that children begin to have preferences about future careers before middle school, the push to include engineering experiences and practices in the elementary school curriculum has increased internationally. In this chapter we discuss the reasons engineering should be included at the elementary school level. We briefly review the history of the inclusion of technology and engineering in Europe, the United States, Australia, and New Zealand. Finally, we draw on a number of policy and standards documents from the United States, and our own experience developing and testing an engineering curriculum for elementary school, to propose a set of core concepts and practices for elementary engineering, as well as design parameters for the implementation of engineering curricula.",
author = "Lachapelle, {Cathy P.} and Christine Cunningham",
year = "2014",
month = "1",
day = "1",
language = "English (US)",
isbn = "9781557536914",
pages = "61--88",
booktitle = "Engineering in Pre-College Settings",
publisher = "Purdue University Press",
address = "United States",

}

Lachapelle, CP & Cunningham, C 2014, Engineering in elementary schools. in Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices. Purdue University Press, pp. 61-88.

Engineering in elementary schools. / Lachapelle, Cathy P.; Cunningham, Christine.

Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices. Purdue University Press, 2014. p. 61-88.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Engineering in elementary schools

AU - Lachapelle, Cathy P.

AU - Cunningham, Christine

PY - 2014/1/1

Y1 - 2014/1/1

N2 - Engineering has not historically been considered an “elementary” topic. However, with the recognition that engineering’s applied orientation may be particularly motivating to young children, that engineering can contribute to the meaningful integration of science and mathematics, and that children begin to have preferences about future careers before middle school, the push to include engineering experiences and practices in the elementary school curriculum has increased internationally. In this chapter we discuss the reasons engineering should be included at the elementary school level. We briefly review the history of the inclusion of technology and engineering in Europe, the United States, Australia, and New Zealand. Finally, we draw on a number of policy and standards documents from the United States, and our own experience developing and testing an engineering curriculum for elementary school, to propose a set of core concepts and practices for elementary engineering, as well as design parameters for the implementation of engineering curricula.

AB - Engineering has not historically been considered an “elementary” topic. However, with the recognition that engineering’s applied orientation may be particularly motivating to young children, that engineering can contribute to the meaningful integration of science and mathematics, and that children begin to have preferences about future careers before middle school, the push to include engineering experiences and practices in the elementary school curriculum has increased internationally. In this chapter we discuss the reasons engineering should be included at the elementary school level. We briefly review the history of the inclusion of technology and engineering in Europe, the United States, Australia, and New Zealand. Finally, we draw on a number of policy and standards documents from the United States, and our own experience developing and testing an engineering curriculum for elementary school, to propose a set of core concepts and practices for elementary engineering, as well as design parameters for the implementation of engineering curricula.

UR - http://www.scopus.com/inward/record.url?scp=84938586495&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84938586495&partnerID=8YFLogxK

M3 - Chapter

AN - SCOPUS:84938586495

SN - 9781557536914

SP - 61

EP - 88

BT - Engineering in Pre-College Settings

PB - Purdue University Press

ER -

Lachapelle CP, Cunningham C. Engineering in elementary schools. In Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices. Purdue University Press. 2014. p. 61-88