Pre-college: Engineering concepts

IN THE FALL of 1963, the National Science Foundation held a meeting in Washington, D.C. to explore the question: “Are there desirable approaches to the study of physics and physical science in high schools other than those presently available?” Discussion was spirited, but most of the conferees left convinced that a “pluralistic” approach to high‐school physics could go far in bolstering lagging student enrollments in physics. It seemed reasonable that the enormous range of student interests, inclinations and aptitudes could be well served by several alternative approaches. Some of us who attended that exploratory conference shared a strong interest in engineering. We thought that the engineering viewpoint offered an opportunity for a radically different approach.

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