In-Situ Educational Research from Concept to Classroom Implementation: A Multiple Paper Dissertation

Autor/in	Weiss, David Mark
Titel	In-Situ Educational Research from Concept to Classroom Implementation: A Multiple Paper Dissertation
Quelle	(2018), (202 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Utah State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-6069-2
Schlagwörter	Hochschulschrift; Dissertation; Educational Research; Problem Based Learning; Educational Researchers; Teachers; Educational Cooperation; Instructional Design; Undergraduate Students; College Science; Laboratory Training; Science Careers; Engineering; Faculty Development; Occupational Aspiration; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsforschung; Pädagogische Forschung; Problem-based learning; Problemorientiertes Lernen; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Lehrer; Lehrerin; Lehrende; Education; cooperation; Kooperation; Lesson concept; Lessonplan; Unterrichtsentwurf; Laborkunde; Maschinenbau; Berufsneigung; Berufsziel; Qualitative Forschung; Statistische Analyse
Abstract	An educational researcher sought to collaborate with a classroom instructor to introduce problem-based learning as a new teaching intervention. First, a classroom instructor was approached to consider how a problem-based learning instructional approach might fit with their existing curriculum plan. The researcher and the classroom teacher used a discussion framework to decide together how to best design a professional learning course meant to prepare the teacher to use the new techniques in their classroom. The teacher took the professional learning course and subsequently designed his own problem-based learning course. That course was then delivered to undergraduate students in a college senior thermo-fluids lab course. Quantitative and qualitative data describe how students recognized the connection between the lab course and their perceptions of a future career as engineers. Preliminary findings suggest the researcher and teacher professional learning codesign process contributed positively to the classroom teachers developing and delivering their own PBL course that was perceived by students to contribute positively to their content knowledge, motivation and perception of their future career as engineers. [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