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Table 2 Domains and key indicators for quality K-12 engineering

From: Beyond the basics: a detailed conceptual framework of integrated STEM

Domain

Indicators

Description

Central to engineering and engineering education

Process of Design (POD)

• Problem and background

• Plan and implement

• Test and evaluate

Common elements of an iterative engineering design process are problem identification and scoping, ideation, design, testing, and redesign (Dym, 1999).

Apply science, engineering, and mathematics content (SEM)

The practice of engineering requires the application of science, mathematics, and engineering knowledge. K-12 STEM education should emphasize this interdisciplinary nature by providing students with opportunities to apply developmentally appropriate mathematics or science in the context of solving engineering problems (Arık & Topçu, 2020).

Engineering thinking (EThink)

Engineers engage in reflective decision-making and argumentation (Couso & Simarro, 2020; Wendell et al., 2017).

Development of an understanding of engineering

Conceptions of engineering and engineers (CEE)

Students should learn about the profession of engineering, types of engineering, and pathways to becoming an engineer.

Engineering Tools (ETools)

Engineers use specific tools, processes, and techniques in their work.

Professional skills used by engineers

Issues, solutions, and impacts (ISI)

Awareness of current real-world problems, both locally and globally.

Ethics

Engineering ethics addresses the moral issues and decisions that confront engineers (Martin & Schinzinger, 1989).

Teamwork (Team)

Successful engineers need more than strong technical capabilities; they also need skills in communication and the ability to work effectively within a team (Shuman et al., 2005).

Communication related to engineering (Comm-Engr)