Time for action? Elementary engineering education - Challenging teachers, policy makers and parents

Robin Clark, Jane Andrews

    Research output: Contribution to conferencePaperpeer-review

    1 Citation (Scopus)

    Abstract

    Grounded in the findings of a three year exploratory student whereby teachers' and policy makers' perceptions of elementary level engineering education were analysed, this paper focuses upon three strands of engineering education activity: Pedagogy: Practice, and: Policy. Taking into account the challenges associated with introducing engineering education at an elementary level across the UK, the paper critiques the role played by the 'competition model' in promoting engineering to children and 4 to 11 years. In considering the 'added value' that appropriately developed engineering education activities can offer in the classroom the discussion argues that elementary level engineering has the potential to reach across the curriculum, offering context and depth in many different areas. The paper concludes by arguing that by introducing the discipline to children at a foundational level, switching on their 'Engineering Imaginations' and getting them to experience the value and excitement of engineering, maths and applied science a new "Educational Frontier" will be forged.

    Original languageEnglish
    Publication statusPublished - 2014
    Event121st ASEE Annual Conference and Exposition -
    Duration: 15 Jun 2014 → …

    Conference

    Conference121st ASEE Annual Conference and Exposition
    Period15/06/14 → …

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