ABSTRACT
Engineering as a discipline and process is essential to our health, safety, welfare, and the quality of our lives. Accordingly, integrating epistemic practices of engineering into education has received increasing attention in recent years. For instance, the Next Generation Science Standards recommend integration of engineering practices into science curricula. Nonetheless, research shows that teachers have difficulties infusing engineering practices into their classrooms, and in particular there are not many resources at the K-12 level to do so. Also, many teacher training programmes lack courses on engineering education. This chapter explores ways of incorporating engineering concepts and practices into education. It also discusses different theoretical frameworks such as engineering habits of mind vs. social and emotional skills or the engineering design and entrepreneurship (E2) process vs. the design thinking process. To frame this discussion, similarities and differences among them are highlighted. This chapter argues that some design-based approaches in education lack an entrepreneurship element and do not explicitly address the impact of a potential design on the environment. Therefore, it proposes an additional explicit elaboration of the impact feature (disseminating the design and making an impact on environment/material world/society, encouraging entrepreneurship), to existing design-based approaches, entitled the Engineering Design and Entrepreneurship (E2) Process.
