Abstract: K-12 engineering is a critical platform for achieving integrated science, technology, engineering, and math STEM teaching and learning in the Unites States. This has fueled research in the development and testing of integrated STEM curricula. This study examines the contrasting ways in which a prescribed curriculum is translated into practice. The study examines the implementation of 12-week secondary engineering unit (helmet design) by a teacher with high content knowledge in engineering in a rural/suburban school with 20 students. The unit was designed with significant input from a university based team including content experts, learning scientists, master teachers, classroom teachers, and school district administrators as part of a grant focused on the creation of a high school engineering course. Five strands were identified in the unit for analysis: assessment, activities, apparatus, technology, and standards.
Petrosino, A. J., Gustafson, K. A., and Shekhar, P. (in press). STEM Integration in a Research Based Engineering Curriculum Using Enacted and Prescribed Frames. International Journal of Engineering Education.
