The Effects of Technology Education, Science, and Mathematics Integration Upon Eighth Grader's Technological Problem-Solving Ability

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dc.contributor.authorChildress, Vincent Williamen
dc.contributor.committeechairLaPorte, James E.en
dc.contributor.committeememberDugger, William E. Jr.en
dc.contributor.committeememberSanders, Mark E.en
dc.contributor.committeememberKrutchkoff, Richard G.en
dc.contributor.committeememberEyada, Osama K.en
dc.contributor.departmentVocational and Technical Educationen
dc.date.accessioned2014-03-14T20:22:31Zen
dc.date.adate1994-07-01en
dc.date.available2014-03-14T20:22:31Zen
dc.date.issued1994-07-01en
dc.date.rdate1994-07-01en
dc.date.sdate1994-07-01en
dc.description.abstractThis study investigated the effects of technology education, science, and mathematics (TSM) curriculum integration on the technological problem-solving ability of eighth grade technology education students. The researcher used a quasi-experimental, nonequivalent control group design to compare the performance of students receiving correlated TSM integration to those not receiving integration in an adapted Technology, Science, Mathematics Integration Project Activity (LaPorte & Sanders, 1993). The students were to design, construct, and evaluate wind collectors to generate electricity. The collectors were mounted on a generator for the pretest and posttest measurements. The measure for treatment effect was the output wattage of the generator for each student's wind collector. The samples were drawn from middle schools that had two technology education teachers in the same school, each teaching eighth graders. The pilot study sample (N = 51) was selected from a middle school in rural south-central Virginia. The study sample (N = 33) was selected from a middle school in a suburb of Richmond, Virginia. Treatment group technology education teachers employed echnological problem solving, and they correlated instruction of key concepts with science and mathematics teachers using the adapted TSM Integration Activity. The control group technology education teachers did not correlate instruction with science and mathematics teachers. There was no significant difference between the treatment and control groups for technological problem solving. Evidence suggested that students were applying science and mathematics concepts. The researcher concluded that TSM curriculum integration may promote the application of science and mathematics concepts to technological problem solving and does not hinder the technological problem-solving ability of eighth technology education students.en
dc.description.degreePh. D.en
dc.format.extentxiv, 265 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.otheretd-81197-155529en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-81197-155529/en
dc.identifier.urihttp://hdl.handle.net/10919/30704en
dc.language.isoenen
dc.publisherVirginia Techen
dc.relation.haspartCHILDRESS.PDFen
dc.relation.isformatofOCLC# 31213062en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1994.C555en
dc.subject.lcshEighth grade (Education)en
dc.subject.lcshScience -- Study and teaching (Elementary) -- Virginia -- Richmonden
dc.subject.lcshTechnology -- Study and teaching (Elementary) -- Virginia -- Richmonden
dc.titleThe Effects of Technology Education, Science, and Mathematics Integration Upon Eighth Grader's Technological Problem-Solving Abilityen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineVocational and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.namePh. D.en

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