An examination of web-based P-12 engineering curricula: Issues of pedagogical and engineering content fidelity

Abstract

When introducing engineering into P-12 classrooms, teachers' preparation and support becomes a crucial factor. The advent of the Internet brought a shift and an extension of how teachers receive professional development and how they prepare for courses. While the professional development offered by universities and school districts provides the majority of formal options accessed by teachers, many informal sources are utilized on a day-to-day basis. A preliminary web search for P-12 engineering materials revealed a wide variety of curriculum and lesson plans indicative of equally diverse definitions and perspectives on engineering and engineering education concepts. This potential relationship warrants further analysis. This study is a first attempt to examine these web-based P-12 Engineering curricula, present the existing landscape of this field and address emerging pedagogical and engineering fidelity issues.