Characterization of curriculum materials to support NGSS-aligned engineering instruction in chemistry teaching

© 2020 School Science and Mathematics Association Curriculum materials can play a major role in shaping teachers’ thinking about instruction and content as well as serve as a support for teachers’ learning. With the inclusion of engineering in NGSS, many teachers may be turning to existing curriculum materials to help them infuse engineering into their science classroom, especially when they do not have the time or opportunity for professional development sessions. In this study, we identified a sample of curriculum materials freely available online to chemistry teachers trying to incorporate engineering in the topics of stoichiometry and/or energy, common topics in secondary chemistry curricula. Using qualitative coding methods, we examined what this sample had to offer the chemistry teachers in the way of developing their understanding of engineering and teaching it. Our findings indicate that within our sample there are limited existing curriculum materials to support teachers’ engineering incorporation into secondary chemistry, and the support for teachers varied in terms of content and usefulness across the materials. The materials provided procedural information for activities but lacked in supports for teacher learning and student development beyond the procedure. Implications for the enactment of NGSS in secondary science along with needs for curriculum development and teacher learning are discussed

Engineering education in early childhood: Reflections and future directions

As the chapters in this book illustrate, engineering is a natural feature of early childhood learning and development. Young children have innate tendencies to participate in engineering activities, displaying sophisticated design and thinking processes in doing so. Teachers need support, however, in facilitating this early development. The need for more developmentally and culturally appropriate curriculum resources remains a pressing concern when trying to implement engineering in a range of early childhood classrooms. Of the numerous areas requiring attention, this chapter touches on just a few in both reflecting on the current scene and suggesting recommendations for advancing the field. These include (a) the need to incorporate both engineering design processes and habits of mind in promoting early engineering learning, (b) the creation of developmentally appropriate experiences that provide pedagogical affordances, and (c) the integration of engineering in STEM education, with extensions to STEAM(science, technology, engineering, the arts, mathematics)