PDI-1: Engineering byDesign™ (EbD): An Integrative STEM Solution for K–12
Wednesday, March 28, 2012
8:00 a.m.–4:00 p.m.
White River Ballroom A, JW Marriott Indianapolis Hotel
Recommended Pathway Sessions
Presented by International Technology and Engineering Education Association (ITEEA)
- What is the difference between STEM, STEM education, and integrative STEM education?
- What is STEM literacy and why is it important for all students?
- Why should STEM education begin in elementary school, and what should it look like?
- How do I use the Grand Challenges for Engineering to provide a meaningful context for learning?
- Why should I and how do I integrate inquiry, design, problem-solving, and literacy strategies in one unit?
The International Technology and Engineering Educators Association's (ITEEA) STEM Center for Teaching and Learning™ (STEM±CTL) has developed the only standards-based national model for Grades K–12 that delivers technological literacy through STEM-based instruction. The model, Engineering byDesign™ (EbD), is built on Standards for Technological Literacy (ITEEA); Principles and Standards for School Mathematics (NCTM); and Project 2061, Benchmarks for Science Literacy (AAAS). An emphasis on STEM literacy must be part of a comprehensive 21st-century educational program, which includes standards-aligned curriculum and assessments, professional development, and the support of administration and community.
The goals of this program are to provide culturally and cognitively diverse students with STEM learning experiences that are meaningful, engaging, and appropriate to stages of development. The model attendees will examine works to foster development of a global perspective for personal and social responsibility and encourage individuals to collaborate and take action to address problems. Built on the constructivist model, students participating in the program learn concepts and principles in an authentic, problem-based environment. A network of teachers (EbD™ Network) has been selected to collaborate and conduct action research in order to better understand the complexities of student learning and to help all students succeed and be prepared for the global society in which they will grow up.
Joey Rider-Bertrand describes this session:
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