Core Ideas of Engineering and Technologyby: Cary Sneider

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This article addresses Chapter 8 of A Framework for K–12 Science Education, which presents core ideas in technology and engineering at the same level as core ideas in the traditional science fields.

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Reviews (3)
  • on Fri Mar 02, 2012 6:18 PM

The author, Cary Sneider, was Design Team Lead for the engineering part of the Framework and has valuable insights to help teachers understand how to implement this more robust requirement for the inclusion of engineering. Sneider explains the 'why', but more importantly the 'how' for incorporating more engineering practices without having to completely re-write our curriculum.

Donald Boonstra  (Chandler, AZ)
Donald Boonstra (Chandler, AZ)

  • on Sun Jan 29, 2012 4:27 PM

This article, the second in a series of articles being released by NSTA in their Journals, is an overview of Chapter 3 in A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC 2011). It briefly discusses questions that teachers are beginning to ask about, such as; 1) How does the Framework define science, engineering, and technology? 2) What are the core ideas of Chapter 8? 3) Why is there increased emphasis on engineering and technology? 4) Is it redundant to have engineering practices and core ideas? 5) Do we need to have special courses to teach these core ideas? 7) Will teacher’s need special training? And 8) What will it look like in the classroom? Further into the article, each question is answered from four grade level groups; 1) By the end of the second grade, the student …, 2) By the end of the fifth grade, the student …, 3) By the end of the eighth grade, the student …, and 4) By the time they graduate from high school, the student … In the final paragraphs of the article, Sneider voices what he feels may be the greatest challenges to integrating engineering and technology into the curriculum. An excellent article to read and highlight.

Sue Garcia
Sue Garcia

  • on Wed Jan 18, 2012 8:42 PM

This is a great article that addresses the details of engineering and science in the proposed Frameworks for Science Education. Specific expectations by grade level are addressed, as well as the question on why there is so much emphasis on engineering. Other questions addressed within the article are: addressing core ideas and engineering practices; the need for additional courses to teach the core ideas within the Frameworks; will teachers need special training to address the new ideas presented in the Frameworks, and what will it all look like in the classroom? Overall, this article offers a good overview on engineering, technology, and core science practices in relation to the proposed Framework for Science Education. However, as noted by the author, the question on how to fit all of the newly proposed core ideas in with the existing mandated curriculum is yet unanswered.

Susanne Hokkanen  (Orland Park, IL)
Susanne Hokkanen (Orland Park, IL)

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