How Do Secondary Science Teachers Understand and Implement Technological Design in Their Classrooms?

<p>This qualitative, phenomenological study examined how ten secondary science teachers from a variety of different schools around the country understand and implement technological design in their classrooms. The results of this study indicate that these teachers were drawn to the tenets of technological design because of its inherent challenge to their own pedagogical strategies, and its ability to stimulate and motivate their students. The future of science education with respect to technological design is examined, and compared with the standards that will emerge in the new science standards soon to be finalized and circulated.</p>

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2012

Author dc:creator

• Heroux, Kathryn H.

• engineering design
• phenomenology
• professional development
• science standards
• student motivation
• technological design
• Elementary and Middle and Secondary Education Administration

Repository record dc:identifier

https://ecommons.luc.edu/luc_diss/303

OAI identifier oai:identifier

oai:ecommons.luc.edu:luc_diss-1302