Progress toward Lofty Goals: A Meta-synthesis of the State of Research on K-12 Engineering Education (Fundamental)

Abstract

real world conditions; this includes a twostrand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn. Jill Marshall, University of Texas, AustinJill A. Marshall is an associate professor of STEM Education. She studies how people come to understand and engineer the physical world and how teachers can facilitate that process, as well as equity issues in STEM education. AbstractThis paper synthesizes literature on formal and informal engineering education in K-12 settings. We focus on outcomes related to (1) developing interest and/or identities in engineering, including in (2) engineering careers, (3) recruitment of increased numbers of students, (4) learning and achievement of science, technology, and mathematics content/practices, (5) learning and achievement of engineering content/practices, (6) understanding the nature of engineering, and (7) broadening participation of diverse learners.Employing the methodology of previous reviews [1-4], we reviewed papers published between 2008-2016 (n = 131 papers). We used Google Scholar and a set of search terms including synonyms for K-12 settings, informal settings, and engineering education, to identify relevant peer reviewed journal articles. We coded each paper based on goals, data, analysis, and outcomes achieved. We then synthesized findings and gaps from previous reviews and the 2008-2016 time period.We find that in the past eight years the field has developed increasingly rigorous research methods, but many publications still report studies that have not adopted this higher level of rigor. There are still opportunities for growth tied to qualitative methods in particular. Further, there are still few published studies that contribute in meaningful ways to our understanding of how to recruit and retain learners from diverse groups. We close by setting research agendas and avenues needed to understand and impact concerns over diversity and inclusion in engineering. . Engaging secondary school students in pre-engineering studies to improve skills and develop interest in engineering careers.