Journal of Engineering Education Transformations
DOI: 10.16920/jeet/2023/v37i2/23146
Year: 2023, Volume: 37, Issue: 2, Pages: 17-27
Original Article
Preethi Baligar1 , Javeed Kittur2, Gopalkrishna Joshi3, Sohum Sohoni4
1,3Centre for Engineering Education Research, KLE Technological University, Vidyanagar, Hubli 580031, India
2The University of Oklahoma, Norman 73069, USA
4Milwaukee School of Engineering, WI 53202, USA
*Corresponding Author
Email: [email protected]
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Received Date:02 October 2023, Accepted Date:10 October 2023, Published Date:15 October 2023
Abstract: In this article, the authors explore and understand what constitutes engineering thinking and whether secondary and higher secondary school curricula in India empower students to make an informed decision regarding engineering as a career choice. To analyse the elements of engineering thinking, the principles of K12 level engineering by t he Na t io nal Aca demy of E nginee ri ng a nd Engineering Habits of Mind (EHoM) by the Royal Academy of Engineering are referred to. The syllabi of the Central Board of Secondary Education (CBSE) and four Indian states (Tamil Nadu, Maharashtra, Andhra Pradesh and Karnataka) are studied, which reveal that CBSE includes only one element of EHoM (creative problem-solving) in higher secondary grade curriculum. The syllabi of four Indian states revealed that the principles identified by the National Academy of Engineering (NAE) are missing in both grades. As an exception, the syllabus of Maharashtra has a creative problem-solving element in class-12 of higher secondary grades. The authors believe that introducing engineering thinking in schools will empower students to choose engineering as a career.
Keywords: Engineering habits of mind, Engineering thinking, Indian school curriculum, STEM, secondary and higher secondary school
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