VTechWorks Repository :: Browsing by Author "Wells, John G."

Browsing by Author "Wells, John G."

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Academic Profiles of Science Students: An Analysis of Longitudinal Data on Virginia Students
Klopfer, Michelle D. (Virginia Tech, 2020-03-20)
In recent decades, United States public school education has moved toward standards-based curricula. However, performance on standardized tests may not be representative of subject literacy or workforce preparedness. This misalignment may be particularly true in the sciences, where low science literacy and gender-related workforce shortfalls are evident. This study was an exploration of how well standardized test scores and other academic metrics reflected progression to a science major, by gender. This exploratory study used longitudinal data from the Virginia Department of Education, prepared by the Virginia Longitudinal Data System, for students who graduated from Virginia public schools from 2004-2016 (N=1,089,389). Students' standardized assessment scores, science course grades, demographics, and post-secondary major were analyzed using correlation analysis, logistic regression, principal component analysis, and hypothesis testing. Overall, 9% of high school completers enrolled in a post-secondary science major, with approximately half of those students attending 4-year schools. Seventy percent of science majors were female; females were most prevalent in health-related majors and least prevalent in physical sciences. Logistic regression identified the following factors significantly related to enrolling in a post-secondary science major: gender, high school science grades, and the high school's percent of students who majored in science. A student's status as economically disadvantaged or an underrepresented minority was significantly related to enrolling in a 2-year science major. In comparisons among academic metrics, standardized test scores and science grades were uncorrelated, and science grades differed significantly among demographic subgroups. Overall, demographic and school-level factors were more closely related to majoring in science than were academic factors. For both genders and for biological, physical, and health sciences, the percent of students majoring in science doubled from 2005-2015. Standardized test scores and course grades measured different aspects of learning, and higher science grades were related to majoring in science. However, the designation of "science major" is so broad as to be uninformative in a research context; more specificity would be needed to develop academic profiles. From these findings, one can conclude that demographic and cultural factors – rather than academic factors – were more closely related to whether students pursued a science pathway.
Adult Learning in the Workplace: A Conceptualization and Model of the Corporate University
Barley, Karen L. III (Virginia Tech, 1998-04-16)
By exploring the historical development and current state of the corporate university through literature reviews, case study analyses, and interviews with corporate university practitioners, this study conceptualizes the corporate university. The shortage of knowledgeable workers in technical areas and rapid advances in technology have energized adult learning in the United States. In response to these changes and needs, many corporations have incorporated formal learning programs into their organizations. As conceptualized in this study, the corporate university is Corporate America's vehicle for providing learning programs to their workers with the goal of developing and maintaining a highly skilled, knowledgeable, and adaptable workforce that contributes to organizational performance. Through an historical development and conceptualization based on interviews with corporate university practitioners and case study analyses, this study also examines the strengths and weaknesses of the corporate university. The corporate university does, in fact, provide a useful and innovative way to reach a portion of the adult learning population. Moreover, the corporate university provides learning initiatives that are related to the adult's current and future role in the workplace. In this way, the learning opportunities provided by the corporate university make the knowledge relevant and accessible to the adult learner. However, the corporate university is not founded on adult learning principles and is chartered to consider corporate success rather than individual development. This purpose endangers the corporate university in that it has the potential to exploit the American workforce by forcing undesired learning opportunities. This study identifies a basic component, partnership, that helps many corporate universities avoid employee exploitation and provide learning opportunities that have meaning to both the individual learners and the organization. The partnership component is foregrounded in a model for program development that is presented in this construct for future and current corporate university planners. The model is not tested in this thesis; however, it has been reviewed and endorsed by a panel of corporate university experts. Provided that partnership is considered and integrated into the approach, this study concludes that the corporate university, as a conceptual and an interactive model, is a useful vehicle for reaching the adult learner and for preparing and maintaining an American workforce able to manage change and remain competitive.
Assessing Elementary Pupils' Attitudes Toward Technology
Holter, Charlotte Ann (Virginia Tech, 2016-04-11)
Making all US citizens technologically literate necessitates investigation into how to achieve this literacy. The Standards for Technological Literacy: Content for the Study of Technology (STL) is intentional about ensuring technological literacy in all students. Instilling this knowledge in elementary students is an emerging field that requires assessment tools that conveys understanding into what student attitudes are about technology and technological concepts. Developing appropriate technology education curriculum that promotes meaningful and integrative learning hinges on a comprehensive and clear understanding of these attitudes. Originally designed for middle school age students, the PATT (Pupils' Attitudes toward Technology) instrument was developed and administered in the Netherlands. In 1988 the PATT- USA instrument, translated from Dutch to English, was given to 10,000 US middle and high school students and was validated for assessing their attitudes toward technology. Due to the age of the instrument, dated technological terminology was updated with language reflective of today utilizing inter-rater analysis. The purpose of this descriptive research examines the viability of using the modified PATT, now the PATT-ELEM, instrument with elementary students in the assessment of their attitude toward technology.
Assessing the Career Awareness of Early Adolescent Learners
Grimshaw, Wendy Sue (Virginia Tech, 2021-06-01)
In the next five years, millions of jobs in STEM-related occupations will be available, but with only twenty percent of college graduates earning bachelor's degrees in STEM fields, the pipeline problem persists. Research has demonstrated that students' career awareness significantly influences consideration of STEM careers. According to cognitive and career development theory, career awareness (knowledge of the requisites, routines, and rewards of jobs) develops primarily during the elementary school years. Because early detection of low-level career awareness can facilitate programming changes that will minimize premature circumscription of STEM career choices, an instrument that measures a student's level of career awareness at the early adolescent stage of development is warranted. Building on the conceptual framework of the Career Awareness Inventory developed in 1973, the new Early Adolescent Career Awareness Inventory (EA-CAI) was developed to reflect the contemporary context and constructs for measuring the career awareness of early adolescent learners. The viability of the EA-CAI instrument for use in contemporary educational settings was examined in this research. Results from the research showed that the EA-CAI instrument demonstrated correct terminology, content and construct validity, readability, and reliability. Moreover, the research results showed that early adolescent learners could demonstrate aspects of career awareness in response to EA-CAI items, and that the EA-CAI instrument could measure the career awareness of early adolescent learners on a continuum.
Biotechnology Education: A Multiple Instructional Strategies Approach
Dunham, Trey; Wells, John G.; White, Karissa (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 2002)
Career and Technical Education (CTE) Directors' Experiences with CTE's Contributions to Science, Technology, Engineering, and Math (STEM) Education Implementation
Nkhata, Bentry (Virginia Tech, 2013-11-25)
In spite of the large overlap in the goals of CTE and STEM education, there is little evidence of the role(s) CTE delivery systems, programs, curricula, or pedagogical strategies can play in advancing STEM education. Because of their responsibilities, especially for organizational and instructional leadership, school district CTE directors could illuminate our understanding of linkages between CTE and STEM education. The purpose of this study was to analyze the experiences of school district CTE directors to better understand these linkages. The researcher used a qualitative research design to gain understanding of the local CTE directors' experiences. Data were collected using face-to-face semi-structured interviews with 13 participants. The data were analyzed using a continuous process of coding, recoding, memo-writing and making comparisons across the transcripts. Among the results of the study were that definitions of STEM education were varied, but all had aspects of an integrated approach and using real world applications. The data revealed a number of contributions made by CTE to assist in STEM education implementation. They include context for learning, multiple pathways; platform for program delivery, and administrative leadership and framework. It was also found that strategies for increasing the visibility of CTE's contributions in the advancement of STEM education could include marketing CTE, demonstrating the value of CTE, enhancing curriculum and instruction, and rebranding CTE. Conclusions made in the study include, but not limited to, the fact that there are tremendous reciprocal benefits that CTE and STEM education can provide for one another, given there are strong, mutual, and intended linkage of the two; and that establishing a state-level STEM education coordinator position would result in providing much needed leadership at the local and state levels. Recommendations for practice that were made in the study include, but are not limited to, continuing to establish Virginia Governor's Academies throughout the Commonwealth of Virginia by aligning STEM education with CTE and continuing to support, at the highest level, intentional and mutual collaborative initiatives between STEM education and CTE. A recommendation for future research includes conducting a longitudinal study on the impact that Virginia Governor's Academies are having on student morale, growth, learning, and future endeavor.
Cognitive Structural Change and the Technological Design Process
Schurr, Kelly Laural (Virginia Tech, 2013-05-06)
With increasing challenges from international competition and domestic demands for a technologically literate workforce, pressure is growing on the educational system to produce students that are literate in science, technology, engineering, and mathematics (STEM). Integrative STEM education utilizes design-based pedagogical approaches to teach science/math content and practices concurrently with technology/engineering content and practices (Wells & Ernst, 2012, para. 2). The discipline of technology education has traditionally implemented design-based pedagogical approaches. However, the discipline has not demonstrated through empirical research that its existence and pedagogies are beneficial to student learning and cognition (Lewis, 1999, 2006; Petrina, 1998; Wells, 2008, 2010; Zuga, 1994, 1997, 2001). The purpose of this study was to demonstrate that the technological design-based approach to teaching biotechnology literacy supports students' connections of science and technology concepts. Grounded in Ausubel's (1968) theory on meaningful learning and Novak's (1980) advanced organizer of concept mapping, this study examined evidence of high school students' cognitive structural change throughout the technological design-based approach to instruction. At three key intervals throughout the technological design process, students developed concept maps to document their understanding of the biology and technology concepts presented within the instructional materials. Data for this study included the students' constructed concept maps. To analyze the concept maps, the researcher used Hay et al.'s (2008) three-method analysis for measuring the quality of students' learning, and a qualitative analysis. Data analysis across all four methods indicated that all participants experienced a varying degree of growth in biology, technology, and integrative concepts and connections. Collectively this study supports the notion that the technological design-based approach to instruction does indeed (1) encourage meaningful learning, and (2) increase students' use of higher order thinking indicated by their abilities to demonstrate their use of schematic and strategic knowledge within their concept maps. The results of this study have direct implications within the areas of Technology Education, Science Education, classroom practice, and concept mapping. The discussion and implications suggest the need to expand the research conducted within this study, and to improve the methods for concept mapping analysis.
Constructing an instructional design framework that incorporates re-purposing popular media to enhance mathematics and science instruction
Fotiyeva, Izolda S. (Virginia Tech, 2013-11-08)
This study was an effort to construct and validate an instructional design framework for media content selection that incorporates re-purposing popular media to enhance mathematics and science instruction. The study resulted in the development and validation of a framework that was applicable with novice and expert instructional designers to be used as a stand - alone model or as a supplement to widely-used instructional design models. The framework was developed based on the literature review of four constructs: instructional design models, re-purposing popular media, learning theories and the new generation learners' characteristics, and multidisciplinary or integrated approaches to instruction. The findings of the literature review were used as the theoretical foundation for the construction of the framework for media content selection. During the final step of the study's Phase One, the researcher used the first iteration of the framework to develop a short instructional module that incorporated the re-purposing of popular media. This instruction focused on early mathematics (K-2) and the re-purposing of full-feature children animated films. The goal of this step was the development of documentation to record the process for media content selection that was later used to modify and revise the framework. As the next step, the framework was validated by subject matter experts in the field of instructional design. The framework was then further revised and modified. The findings of this study have implications on the areas that pertain to (a) instructional design models, (b) media selection, (c) media content selection, and (d) curriculum integration. Based on the findings of this study, recommendations to practitioners choosing to use the framework for media content selection were suggested and suggestions for future research were provided.
DBBL Graduate Class - MFC Presentation
Wells, John G.; Doyle, Laura (2013-04-15)
Presentation delivered as a culminating assignment for the Design Based Biotechnology Learning course (Wells, EDCI 5854). Discussion provided an explanation of the design process, prototype construction, testing, iteration, and final Learned Outcomes.
Design Based Science and Higher Order Thinking
Felix, Allison (Virginia Tech, 2016-07-06)
Technological/engineering design based learning (T/E DBL) provides a context in which students may utilize content knowledge and skills to develop prototype solutions to real-world problems. In science education, design based science (DBS) utilizes technological/engineering design based approaches in science education as a means for enhancing the purpose of and relevance for scientific inquiry by contextualizing it within the goal of developing a solution to a real-world problem. This study addressed the need to investigate the ways in which students utilize higher order thinking skills, demonstrated through the use of knowledge associated with declarative, schematic, and strategic cognitive demand when in engaged in DBS activities. The purpose of this study was to determine what relationships exist between engagement in DBS and changes in students' depth of understanding of the science concepts associated with the development of design solutions. Specifically, the study determined how students' abilities to demonstrate an understanding of the science concepts, required by assessments of different cognitive demand, change as they were engaged in a design-based science unit associated with heat transfer. Utilizing two assessment instruments, a pre/post-1/post-2 test and content analysis of student design portfolios based on Wells (2012) and utilizing Li's (2001) system to code student responses, the following research question was addressed: What changes in students' science concept knowledge (declarative, schematic, and strategic demand) are evidenced following engagement in design based learning activities? Although the results are not generalizable to other populations due to the limitations associated with the study, it can be concluded that design based learning activities incorporated in science courses can foster higher order thinking. Results from the study suggests that students' abilities to demonstrate their understanding of certain science concepts through higher order thinking, including utilizing concept knowledge strategically in open-ended problem solving, increased following engagement in design based learn activities. Results have implications in technological/engineering design education, in science education, and in integrative STEM education. Implications include the utility of design portfolios as both an assessment instrument and learning tool to ensure that concept knowledge is explicitly connected to and used in the design activity.
Developing Cultural Competence and Promoting Culturally Responsive Teaching in STEM Educators of Native Hawaiian Students
Kaui, Toni Marie Mapuana (Virginia Tech, 2016-05-05)
The purpose of this study was two-fold. The first was to determine the degree of culturally responsive teaching practices and level of cultural competence of participants who teach upper elementary (grades three through six) STEM educators of predominantly Native Hawaiian students. The second purpose was to identify differences in cultural competence and culturally responsive teaching practices of those same participants identified above. These two participant groups were from the State of Hawaiʻi Department of Education’s Keonepoko and Pāhoa Elementary Schools. Both schools are from the Keaʻau-Kaʻu-Pāhoa Complex Area. The educators from Keonepoko were afforded knowledge and experiences from a culture-based professional development program known as the Moenahā School Program, while the educators from Pāhoa were not afforded these same knowledge and experiences. Using a quantitative, quasi-experimental design, data were collected via an online survey using three instruments: the Culturally Responsive Teaching Self-Efficacy Inventory (CRTSE), the Cultural Competence Self-Assessment Questionnaire (CCSAQ), and the Cultural Competence Self-Assessment Scale Demographic Information (CCSASDI). The data were analyzed using mean scores and those mean scores were compared for differences using a Mann-Whitney U test. The findings indicated the Moenahā participants had a statistically significantly higher level of cultural competence and higher degree of culturally responsive teaching practices than the non-Moenahā participants suggesting the importance of cultural competence professional development iii opportunities. These findings are applicable for teachers in schools with an higher Native Hawaiian student population.
Development of an Instrument to Evidence Knowledge Abstractions in Technological/Engineering Design-Based Activities
Figliano, Fred Joseph (Virginia Tech, 2011-05-02)
This document outlines the development of a Design Log Instrument (DLI) intended for use in identifying moments of abstraction as evidence of STEM content knowledge transfer. Many theoretical approaches to explaining knowledge transfer are rooted in a belief that transfer occurs through knowledge abstraction (Reed, Ernst, & Banerji, 1974; Gick & Holyoak, 1980, 1983). The DLI prompts participants to be reflective during technological/engineering design activities. During the development of this instrument, a three-phase multiple case: embedded design was used. Three distinct Phases accommodated the collection and analysis of data necessary for this investigation: Phase 1: Pilot Case Study, Phase 2: Establishing Content Validity, and Phase 3: Establishing Construct Validity. During Phase 3, data from the DLI was collected at each of seven work sessions from two design teams each working through different engineering problems. At the end of Phase 3, a comparison of abstractions found in DLI responses and observation data (Audio/Video transcripts) indicated the extent to which the DLI independently reflected those abstractions revealed in observations (Audio/Video transcripts). Results of this comparison showed that the DLI has the potential to be 68% reliable to reveal abstracted knowledge. Further analysis of these findings showed ancillary correlations between the percent abstractions found per DLI reflective prompt and the percent abstractions found per T/E design phase. Specifically, DLI Reflective Prompts 2 and 3 correlate with T/E Design Phases 3 and 4 (58% and 76% respectively of the total abstractions) which deal with design issues related to investigating the problem and developing alternate solutions. DLI Reflective Prompts 4 and 5 correlate with T/E Design Phases 5 and 6 (22% and 24% respectively of total abstractions) which deal with design issues related to choosing a solution and developing a prototype. Findings also indicate that there are highs and lows of abstraction throughout the T/E design process. The implications of these highs and lows are that specific phases of the T/E design process can be targeted for research and instruction. By targeting specific T/E design phases, a researcher or instructor can increase the likelihood of fostering abstractions as evidence of STEM content knowledge transfer.
The Ecological Footprints of Tiny Home Downsizers: An Exploratory Study
Saxton, Maria Wimberly (Virginia Tech, 2019-04-26)
With our country's unsustainable building practices in the residential sector, there is a need to explore new types of housing to mitigate the negative environmental impacts of current building customs. Recently, there has been a surge of interest in tiny homes characterized as livable dwelling units typically under 400 square feet. However, there is a gap in scholarly knowledge that formally examines how the environmental impact and behaviors of tiny home occupants change after downsizing from a larger home. The purpose of this study was to provide measurable evidence to explore the relationship between downsizing to a tiny home and the corresponding environmental impact. This study, which employed an exploratory sequential mixed design approach, was conducted to measure the ecological footprints of tiny home downsizers. Eighty individuals who have lived in their tiny homes for at least a year volunteered to take an online survey used to calculate their ecological footprints in prior larger homes and current tiny homes. Following the survey, nine interviews were conducted to create an inventory of noteworthy behaviors in each participant's lifestyles that potentially influence ecological footprint changes. Data collected from the survey and interviews were analyzed separately and then comparatively to explore relationships between tiny home living and environmental impacts. This study found that among 80 tiny home downsizers located across the United States, the average ecological footprint was 3.9 global hectares (gha). This footprint was substantially less than the average previous ecological footprint of 7.0 gha and the national average of 8.4 gha. All five footprint components were positively influenced, showing that downsizing can influence many parts of one's lifestyle. Over 100 behaviors were identified that could contribute to ecological footprint changes. The overall insights derived from this study indicate that positive environmental impact behaviors outweigh negative ones by approximately six to one when downsizing to a tiny home. In addition, 100% of participants demonstrated an overall positive ecological footprint. The findings and conclusions of this study provide important insights for the sustainable housing industry that can inform policy and practice, with implications for future research in the sustainable residential field.
The Effects of Cooperative and Individualistic Learning Structures on Achievement in a College-level Computer-aided Drafting Course
Swab, A. Geoffrey (Virginia Tech, 2012-06-26)
This study of cooperative learning in post-secondary engineering education investigated achievement of engineering students enrolled in two intact sections of a computer-aided drafting (CAD) course. Quasi-experimental and qualitative methods were employed in comparing student achievement resulting from out-of-class cooperative and individualistic learning structures. The research design was a counterbalanced, repeated measures, nonequivalent control group design. During the first half of the semester, one course section served as the experimental group (cooperative learning) and the other section served as the control group (individualistic learning). During the second half of the semester, the treatment and control conditions were switched to the other section. Data collection involved a pretest, a mid-term exam, a final exam, weekly homework drawing grades, an introductory demographic survey, weekly peer reviews, and interviews. The data analyses showed that the differences between the treatment and control group means on the mid-term and final exams were not significant. However, the treatment group means on the weekly homework drawings were significantly higher than those for the control group in each half of the semester. The data revealed main effects of race, prior experience, time of achievement test administration, and prerequisite grade. A post-hoc analysis did not show significant differences among the various levels of prerequisite grade. Also, there were first-order interactions for gender-by-time, experience-by-time, method-by-time for the year as engineering major demographic variable, and method-by-academic year. Qualitative data revealed that most participants had positive group experiences, more participants preferred working in cooperative groups during more difficult activities than introductory material, academically stronger participants might have "carried" weaker participants in the cooperative groups, and there were times identified for cooperative group work during which groups did not work cooperatively. Based upon the findings in this study, one might reasonably conclude that cooperative and individualistic learning structures result in approximately equal student achievement. Thus, when deciding on the use of one learning structure over the other, instructors might focus on which approach seems more appropriate/practical for a particular instructional activity.
The Effects of Solid Modeling and Visualization On Technical Problem Solving
Koch, Douglas Spencer (Virginia Tech, 2006-05-08)
This research was undertaken to investigate the effects of solid modeling and visualization on technical problem solving. The participants were 47 students enrolled in solid modeling classes at Southeast Missouri State University. The control and experimental groups consisted of 23 and 24 randomly assigned students respectively. This study was a posttest only design that used logistic regression to analyze the results. Both groups were required to take the Purdue Spatial-Visualization Test/Visualization of Rotations (PSVT/TR). Participants in the control group used only sketching to design their solutions while participants in the experimental group used parametric solid modeling software to design their solutions. All participants then constructed prototypes of their designs. The prototype was evaluated to determine if it successfully met the design specifications. The findings revealed that visualization was a significant predictor of technical problem solving as defined by successful prototype construction (p=.021). There was no significant difference between the sketching and solid modeling design methods used for technical problem solving (p=.752). The interaction between the method of design, solid modeling or sketching, was analyzed to determine if using solid modeling would offset low visualization scores It was found that the interaction was not significant (p=.393).
Engaging Students in 21st Century Skills through Non-Formal Learning
Moyer, Lisa Ann (Virginia Tech, 2016-05-09)
National reforms, such as the Next Generation Science Standards (NGSS), Common Core State Standards Mathematical Practices (CCSMP), and Partnership for 21st Century Learning (P-21) challenge educators to provide students with dynamic learning experiences that address the needs of learners in today's society. These new standards represent a paradigm shift away from the meticulous content memorization of many state standards, toward more dynamic measures addressing the whole learner. To truly develop the leaders, innovators and thinkers of tomorrow, educators are beginning to look beyond the traditional schoolhouse walls to intertwine intentionally designed non-formal learning experiences within formal education. These non-formal experiences serve to connect seemingly disparate skills and knowledge through real-life, hands-on, minds-on learning. Embracing partnerships with individuals and organizations beyond the classroom fosters an environment seamlessly connecting life, work, and school. Although the importance of student engagement in 21st century skills is at the forefront of current educational reforms, little has been done to assess this engagement. While standards such as Common Core State Standards and NGSS have measures in place for domain-specific 21st century skills, aside from PISA's cross-curricular problem solving test, there are few resources to measure non-domain specific engagement in these skills. Without a viable measure, detractors can argue that the term 21st century skills is meaningless and it distracts students from learning core content. Bridging the divide between skills and content is essential to build support for skills that reach far beyond isolated subject-matter knowledge. Engaging students in these skills through non-formal learning, and measuring the extent of student engagement in these skills will drive the development of future opportunities for students to hone them in creative ways. The purpose of this study was to measure student engagement in 21st century skills while they participate in a non-formal learning experience. Once a viable measurement was developed, it was utilized to measure student percent of engagement in each specific 21st century Learning and Innovation skill (creativity and innovation, critical thinking, problem solving), Life and Career skill (flexibility and adaptability, initiative, self-direction and productivity, leadership, responsibility and accountability), and Socio-Cultural skill (communication and collaboration) while students participated in the intentionally designed non-formal learning experience of orienteering. The study also described what characterizes a viable non-formal learning experience facilitating student engagement in 21st century skills. Analysis of data revealed the non-formal learning experience of orienteering engages students in 21st century Learning and Innovation Skills, Life and Career Skills and Socio-Cultural Skills. Specifically, communication and collaboration, critical thinking skills and initiative, self-direction and productivity comprise the largest student engagement. Engagement in leadership, responsibility and accountability, problem solving, and flexibility and adaptability are also evident. This particular non-formal learning experience facilitates very little student engagement of creativity and innovation. While not generalizable to a larger population, this study confirms that students immersed in a non-formal learning activity will become engaged in essential 21st century skills for school, life and work, therefore, this type of learning is a valuable part of instructional time within the formal instructional day and beyond.
Enhancing Elementary Teacher Practice Through Technological/Engineering Design Based Learning
Deck, Anita Sue (Virginia Tech, 2016-06-28)
As widespread as Science, Technology, Engineering, and Math (STEM) initiatives and reforms are today in education, a rudimentary problem with these endeavors is being overlooked. In general, education programs and school districts are failing to ensure that elementary teachers who provide children's early academic experiences have the appropriate knowledge of and proclivity toward STEM subjects. This issue is further compounded by the focus centered on mathematics due to accountability requirements leaving very little emphasis on science, and most often, the exclusion of technology and engineering instruction from the curriculum (Blank, 2012; Cunningham, 2009; Lederman and Lederman, 2013; Lewis, Harshbarger, and Dema, 2014; Walker, 2014). At the elementary level, the lack of science instruction and professional development generates a weakness for both pre- and in-service teachers and prompts elevated concerns about teaching science (Goodrum, Cousins, and Kinnear, 1992; Anderson, 2002). Research (Lewis, 1999/2006; Wells, 2014) suggests that one way to address this weakness is through the technological/engineering designed-based approach within the context of integrative STEM education. The purpose of the study was to gain an understanding of change in science instructional content and practice through professional development that educates elementary teachers to implement Technological/Engineering Design Based Learning (T/E DBL) as part of teaching science. The research design was a multiple case study which adhered to a concurrent mixed method approach (Teddlie, and Tashakkori, 2006; Yin, 2003),with four participants who were recruited because of their availability and their grade level teaching assignment that correlated to an analysis of the 2013 science state accountability test, Standards of Learning (Pyle, 2015). Data collected from surveys were analyzed using descriptive and inferential statistics. These data were corroborated with a sweep instrument and assessment rubric analyses, and interview responses to validate the results. Findings from this study revealed that professional development model used in this study was clearly effective in getting elementary teachers to implement T/E DBL. The participants were better able to integrate T/E DBL when planning and designing instructional units and had an improved understanding of the science concepts they were teaching.
Establishing a Taxonometric Structure for the Study of Biotechnology in Secondary School Technology Education
Wells, John G. (Council on Technology Teacher Education and the International Technology and Engineering Educators Association, 1994)
Establishment of a taxonometric structure for the study of biotecchnology as a secondary school component of technology education
Wells, John G. (Virginia Tech, 1992)
This research endeavor focused on the establishment of the first two hierarchical levels in a taxonometric structure for biotechnology. The taxonomy was developed in response to the lack of an agreed upon curriculum structure for incorporating biotechnology at the secondary school level. The purpose of the study was to provide educators with a viable taxonometric structure for the development of biotechnology curriculum, applicable within both a technology education program or biological sciences program. As the field of modern biotechnology is still in its infancy, an unstructured, characteristic-retaining variation of the Delphi technique was used as the methodology for this investigation. The 18 member Delphi panel consisted of biotechnology experts from four sources: (1) educational organizations, (2) biotechnology companies, (3) universities, and (4) government agencies. The Delphi I instrument was directed at ascertaining opinions on (a) what main knowledge areas describe biotechnology, and (b) what subdivisions comprise each of those areas. Delphi II and Delphi III asked panelists to rate, using an eleven point Likert-Type scale, the subdivisions identified in Delphi I. Median scores and Q-values were used in analyzing the data. Q-values determined the level of agreement among panelists and provided a dispersion estimate of their opinions. Using this method, the level of consensus among experts on opinions toward inclusion of an item in a given knowledge area was reached. A frequency distribution using all median scores was constructed to determine the 25th percentile score. This score was used as the cut-off point for determining acceptance of a subdivision as important for thorough instruction in biotechnology. The study identified and showed consensus among the experts on eight main biotechnology knowledge areas, with a total of eighty-four subdivisions distributed among them. These knowledge areas and their accompanying subdivisions comprised the first two hierarchical levels in a taxonometric structure for biotechnology at the secondary school level.
Examining the Extent to Which Select Teacher Preparation Experiences Inform Technology and Engineering Educators’ Teaching of Science Content and Practices
Love, Tyler S. (Virginia Tech, 2015-05-04)
With the recent release of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2014b) science educators were expected to teach engineering content and practices within their curricula. However, technology and engineering (T&E) educators have been expected to teach content and practices from engineering and other disciplines since the release of the Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007). Requisite to the preparation of globally competitive STEM literate individuals is the intentional, concurrent teaching of science, technology, and engineering concepts. Many studies have examined the pedagogical content knowledge (PCK) (Shulman, 1987) of science and T&E educators, but none have examined the science PCK of T&E educators. The purpose of this study was to examine the extent of the relationship between T&E educator’s science and T&E preparation experiences, and their teaching of science content and practices. This study, which employed a fully integrated mixed methods design (Teddlie & Tashakkori, 2006), was conducted to inform the pre- and in-service preparation needs for T&E educators. A random sample of 55 Foundations of Technology (FoT) teachers across 12 school systems within one state participated in an online survey, leading to eight teachers being purposefully selected for classroom observations. Data collected from the surveys and classroom observations were analyzed through Spearman’s rho tests to examine relationships between preparation factors and teaching of science content and practices. These data were corroborated with curriculum content analyses, classroom observations, and interview responses to validate the results. Analyses of the data across all three methods revealed significant correlations between many preparation factors and the teaching of science content and practices. Specifically the amount of high school and undergraduate physics courses, and T&E and science in-service delivered were found to have statistically significant, strong positive correlations. These findings suggest T&E educators with increased amounts of these preparation experiences can be expected to teach science content and practices more proficiently. The findings and conclusions drawn from the data analyses provide implications for science and T&E educators, researchers, preservice programs, and in-service professional development efforts. The discussion and implications suggest the need to conduct replication studies in different contexts.

Browsing by Author "Wells, John G."

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