ABSTRACT

Background

This scoping literature review was undertaken by the Science and Engineering Education Research and Innovation Hub at The University of Manchester to enhance the understanding of how teachers can be supported to plan for progression in engineering education in primary and secondary schools in England.

Purpose & Method

The aim of this literature review is to provide insight into Learning Progressions (LPs) published globally for primary and secondary school level. In setting out the context and parameters for the study the paper identifies and compares definitions for LPs. It synthesises emergent themes from 25 academic papers.

Findings

Four main findings were deducted from the data papers. Firstly, UK curricular were not discussed. Secondly, within the dataset near parity between science and engineering-focused papers was revealed. Thirdly, of the data papers reviewed nearly the same number used pre-existing definitions of LPs to those that did not offer any definition or description of LP. Furthermore, around half this number created their own, or used a generalised description of LPs. Finally, the data papers highlighted a lack of common definition for engineering education LPs, unlike science LPs. None of the data papers provided an LP specific to engineering education aligned to the National Curriculum (NC) in England.

Conclusions

Four recommendations emerge: i) engineering education should be recognised as a distinct subject within the NC for England; ii) more academic research and curriculum development is required within the field of engineering education LP specifically aligned with the NC in England; iii) industry and education would benefit from further collaboration to ensure that their respective needs and positions are adequately met through schools; iv) teacher professional development and resources need focused auditing and investment.

中文翻译：

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中小学工程教育学习进展的范围界定文献综述

摘要

背景

这份范围界定的文献综述由曼彻斯特大学的科学与工程教育研究与创新中心进行，旨在加深对如何支持教师规划英格兰中小学工程教育进展的理解。

目的与方法

这篇文献综述的目的是提供对全球中小学水平的学习进展 (LP) 的深入了解。在设置研究的背景和参数时，本文确定并比较了 LP 的定义。它综合了 25 篇学术论文中的新兴主题。

发现

从数据文件中扣除了四个主要发现。首先，没有讨论英国课程。其次，在数据集中揭示了以科学和工程为重点的论文之间几乎相等。第三，在审查的数据文件中，几乎相同数量的使用了预先存在的 LP 定义，以及那些没有提供任何 LP 定义或描述的文件。此外，大约一半的数字创建了他们自己的，或使用了对 LP 的概括描述。最后，与科学 LP 不同，数据论文强调了工程教育 LP 缺乏共同定义。没有一份数据文件提供了与英格兰国家课程 (NC) 一致的工程教育特定的 LP。

结论

提出了四项建议： i) 工程教育应被视为英格兰 NC 内的一个独特学科；ii) 在工程教育 LP 领域内需要更多的学术研究和课程开发，具体与英格兰的 NC 保持一致；iii) 行业和教育将受益于进一步的合作，以确保通过学校充分满足各自的需求和立场；iv) 教师专业发展和资源需要有针对性的审计和投资。