東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Technology Integration and Science E...

Kilty, Trina Johnson.

FindBook

Google Book

Amazon

博客來

Technology Integration and Science Education: An Instructional Design and Technology Perspective.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Technology Integration and Science Education: An Instructional Design and Technology Perspective./
作者:	Kilty, Trina Johnson.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	275 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13882883
ISBN:	9781658425353

Technology Integration and Science Education: An Instructional Design and Technology Perspective.
Kilty, Trina Johnson.

Technology Integration and Science Education: An Instructional Design and Technology Perspective. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 275 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ph.D.)--University of Wyoming, 2019.

This item must not be sold to any third party vendors.

The overall purpose of this dissertation was to offer, by examples of three articles, a perspective of STEM education as viewed through the lens of instructional design and technology. Three research studies within this dissertation each used a qualitative approach: an instructional design framework of a learner analysis; an instrumental, collective case study approach; and a search of peer-reviewed literature using search terms. In the first article, participants determined if scenarios were examples of engineering or teaching engineering and provided rationale for their choice. Participants' reasoning appreciably changed after methods courses instruction in all three cohort years. In the second article, findings indicated that between methods courses and student teaching residency, participants' use of science content-specific and laboratory-related technologies increased; student-centered and teacher-centered pedagogical technology use increased; and use of general technology decreased. In the third article, science teacher educators described the purpose of outdoor science learning activities integrated with mobile devices to conduct scientific inquiry. Purpose and assessment of those activities aligned in many studies. The author of this dissertation described problems in science education as viewed through an instructional design and technology lens. Purposeful instructional design and technology may solve those problems, especially when paired with communication and collaboration between both fields. Technology varies by type and use. The author presented a definition of technology that differs from innovation by two key components (a) the technological item itself and (b) how it is used.

ISBN: 9781658425353Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Instructional design

Technology Integration and Science Education: An Instructional Design and Technology Perspective.
LDR:03062nmm a2200397 4500 001 2274409
005 20201202125013.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781658425353
035 $a (MiAaPQ)AAI13882883
035 $a AAI13882883
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kilty, Trina Johnson. $3 3551898
245 1 0 $a Technology Integration and Science Education: An Instructional Design and Technology Perspective.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 275 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Burrows, Andrea C.
502 $a Thesis (Ph.D.)--University of Wyoming, 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The overall purpose of this dissertation was to offer, by examples of three articles, a perspective of STEM education as viewed through the lens of instructional design and technology. Three research studies within this dissertation each used a qualitative approach: an instructional design framework of a learner analysis; an instrumental, collective case study approach; and a search of peer-reviewed literature using search terms. In the first article, participants determined if scenarios were examples of engineering or teaching engineering and provided rationale for their choice. Participants' reasoning appreciably changed after methods courses instruction in all three cohort years. In the second article, findings indicated that between methods courses and student teaching residency, participants' use of science content-specific and laboratory-related technologies increased; student-centered and teacher-centered pedagogical technology use increased; and use of general technology decreased. In the third article, science teacher educators described the purpose of outdoor science learning activities integrated with mobile devices to conduct scientific inquiry. Purpose and assessment of those activities aligned in many studies. The author of this dissertation described problems in science education as viewed through an instructional design and technology lens. Purposeful instructional design and technology may solve those problems, especially when paired with communication and collaboration between both fields. Technology varies by type and use. The author presented a definition of technology that differs from innovation by two key components (a) the technological item itself and (b) how it is used.
590 $a School code: 0264.
650 4 $a Instructional design. $3 3172279
650 4 $a Science education. $3 521340
650 4 $a Educational technology. $3 517670
653 $a Instructional design
653 $a Istructional technology
653 $a Mobile devices
653 $a Purposeful technology
653 $a Secondary science preservice teachers
653 $a Technology integration
690 $a 0447
690 $a 0714
690 $a 0710
710 2 $a University of Wyoming. $b Curriculum & Instruction. $3 1026503
773 0 $t Dissertations Abstracts International $g 81-10A.
790 $a 0264
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13882883