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The Nature of Pre-University Engineering Education
KTH, School of Education and Communication in Engineering Science (ECE), Learning, Learning in Engineering Sciences.ORCID iD: 0000-0002-7778-2552
2016 (English)In: Pre-University Engineering Education / [ed] Marc J. de Vries, Lena Gumaelius, Inga-Britt Skogh, Rotterdam: Sense Publishers, 2016, 1, 27-46 p.Chapter in book (Refereed)
Abstract [en]

Engineering has been introduced as a subject area in schools all over the world during the last decades. The purpose and contents vary slightly, but are commonly based on an engineering design process – on methods for systematic problem solving and product development. Skills learnt during this work is thought to be transferable to everyday life, future careers, and other educational areas. Pre-university engineering education should also increase pupils’ interest in technology, science and/or mathematics. Engineering projects in school commonly deal with non-realistic problems, which lead to difficult challenges for teachers and pupils concerning the transfer of skills to contexts outside of school. Great hopes for engineering’s opportunities to improve pupils’ creativity, learning, initiative, collaboration, and autonomy are expressed in curricula, but no conclusive evidence for its effectiveness exists.

Place, publisher, year, edition, pages
Rotterdam: Sense Publishers, 2016, 1. 27-46 p.
, International Technology Education Series, 14
Keyword [en]
engineering education, technology education, primary school, secondary school, compulsory school
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Research subject
Education and Communication in the Technological Sciences
URN: urn:nbn:se:kth:diva-188971DOI: 10.1007/978-94-6300-621-7_3ISBN: 978-94-6300-619-4ISBN: 978-94-6300-620-0ISBN: 978-94-6300-621-7OAI: diva2:942360

QC 20160907

Available from: 2016-06-23 Created: 2016-06-23 Last updated: 2016-09-07Bibliographically approved

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