Technological and Engineering Design Based Learning: Supporting Graphical Device Comprehension Instruction at the Upper Elementary School Level

Simple item page
dc.contributor.authorMorgan, Cheryl Elizabethen
dc.contributor.committeechairWells, John Gauldenen
dc.contributor.committeememberMesmer, Heidi Anne Edelbluteen
dc.contributor.committeememberWilliams, Thomas O.en
dc.contributor.committeememberJones, Brett D.en
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2022-06-01T08:00:47Zen
dc.date.available2022-06-01T08:00:47Zen
dc.date.issued2022-05-31en
dc.description.abstractThe goal of this study was to examine the use of a technological and engineering design based learning (T/E DBL) challenge as a strategy for facilitating student comprehension of nonfiction/informational text inclusive of graphical devices. The data for this mixed methods exploratory case study were collected using a variety of instruments which assessed the prior knowledge, general graphical device comprehension, and reading comprehension of both familiar and unfamiliar texts in order to form a detailed picture of the six participants throughout the study. The six participants were examined as whole group and as reading level dyads (below, on, and above grade level) as they progressed through three T/E DBL challenges that were developed to support graphical device comprehension instruction. T/E DBL was found to increase reader text interactions and graphical device usage, support the development of general graphical device comprehension for diagrams and tables, improve comprehension of unfamiliar science texts, and provide particular benefit to below grade level readers. The results of this study demonstrate the need for further research into the benefits of T/E DBL for reading instruction, particularly of graphical devices. This research should include a further exploration of the potential benefits for graphical device comprehension and comprehension of unfamiliar science and engineering texts that include graphical devices, as well as the curricular, training, and implementation needs.en
dc.description.abstractgeneralThis study examined how challenging fifth grade students to design a technology to meet an engineering need can support student understanding of nonfiction/informational texts which include informational graphics (graphical devices). The participants of this study were asked to create designs of different types of technology which would benefit from the information in the provided informational texts and graphics. A variety of data were gathered on six fifth grade participants as they worked through a serious of design challenges that were paired with reading passages that included graphics (graphical devices). Graphical device instruction using design challenges was found to increase readers' interactions with texts and their usage of graphical devices, support the development of comprehension for diagrams and tables, improve comprehension of unfamiliar science texts, and provide particular benefit to below grade level readers. The results of this study demonstrate the need for further research into the benefits of using design challenges for reading instruction, particularly of graphical devices.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:35011en
dc.identifier.urihttp://hdl.handle.net/10919/110378en
dc.language.isoenen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectgraphical device comprehensionen
dc.subjectDesign Based Learningen
dc.subjectreading comprehensionen
dc.subjectelementary educationen
dc.subjectelementary engineeringen
dc.titleTechnological and Engineering Design Based Learning: Supporting Graphical Device Comprehension Instruction at the Upper Elementary School Levelen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Morgan_CE_D_2022.pdf
Size:
2.38 MB
Format:
Adobe Portable Document Format
Download

Collections

Doctoral Dissertations