Conceptualization of an R&D Based Learning-to-Innovate Model for Science Education

Autor/in	Lai, Oiki Sylvia
Titel	Conceptualization of an R&D Based Learning-to-Innovate Model for Science Education
Quelle	(2013), (288 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-4708-6
Schlagwörter	Hochschulschrift; Dissertation; Science Education; Research and Development; Educational Innovation; Models; Problem Solving; Learning; Knowledge Level; Student Participation; Knowledge Management; Componential Analysis; Hypothesis Testing; Correlation; Statistical Analysis; Questionnaires + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Naturwissenschaftliche Bildung; Forschung und Entwicklung; Instructional innovation; Bildungsinnovation; Analogiemodell; Problemlösen; Lernen; Wissensbasis; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Wissensmanagement; Hypothesenprüfung; Hypothesentest; Korrelation; Statistische Analyse; Fragebogen
Abstract	The purpose of this research was to conceptualize an R & D based learning-to-innovate (LTI) model. The problem to be addressed was the lack of a theoretical L TI model, which would inform science pedagogy. The absorptive capacity (ACAP) lens was adopted to untangle the R & D LTI phenomenon into four learning processes: problem-solving via knowledge acquisition, incremental improvement via knowledge participation, scientific discovery via knowledge creation, and product design via knowledge productivity. The four knowledge factors were the latent factors and each factor had seven manifest elements as measured variables. The key objectives of the non experimental quantitative survey were to measure the relative importance of the identified elements and to explore the underlining structure of the variables. A questionnaire had been prepared, and was administered to more than 155 R & D professionals from four sectors--business, academic, government, and nonprofit. The results showed that every identified element was important to the R & D professionals, in terms of improving the related type of innovation. The most important elements were highlighted to serve as building blocks for elaboration. In search for patterns of the data matrix, exploratory factor analysis (EFA) was performed. Principal component analysis was the first phase of EFA to extract factors; while maximum likelihood estimation (MLE) was used to estimate the model. EFA yielded the finding of two aspects in each kind of knowledge. Logical names were assigned to represent the nature of the subsets: "problem" and "knowledge" under knowledge acquisition, "planning and participation" under knowledge participation, "exploration" and "discovery" under knowledge creation, and "construction" and "invention" under knowledge productivity. These two constructs, within each kind of knowledge, added structure to the vague R & D based LTI model. The research questions and hypotheses testing were addressed using correlation analysis. The alternative hypotheses that there were positive relationships between knowledge factors and their corresponding types of innovation were accepted. In-depth study of each process is recommended in both research and application. Experimental tests are needed, in order to ultimately present the LTI model to enhance the scientific knowledge absorptive capacity of the learners to facilitate their innovation performance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01