{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/21165"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/21165","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Perceived physics concepts needed to teach secondary technology education as general education","abstract":"The identification of and inclusion of relevant physics concepts in the pre-service secondary technology education teacher program is essential if teachers are to successfully teach secondary technology education as general education.","abstract_html":"The identification of and inclusion of relevant physics concepts in the pre-service secondary technology education teacher program is essential if teachers are to successfully teach secondary technology education as general education.","abstract_has_math":false,"creators":["Rokke, Douglas Lind"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:00:18Z","date_published":"2011-05-07T13:00:18Z","updated_at":"2026-07-22T22:25:17Z","subjects":["Education, Teacher Training","Education, Sciences"],"languages":["eng"],"rights":["Copyright 1992 Rokke, Douglas Lind"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9236582","(UMI)AAI9236582"],"render_values":[{"text":"AAI9236582","href":null,"code":true},{"text":"(UMI)AAI9236582","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/21165","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Rokke, Douglas Lind"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:00:18Z","10000-01-01","1992"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Teacher Training","Education, Sciences"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1992 Rokke, Douglas Lind"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9236582","(UMI)AAI9236582","http://hdl.handle.net/2142/21165"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The identification of and inclusion of relevant physics concepts in the pre-service secondary technology education teacher program is essential if teachers are to successfully teach secondary technology education as general education.","This study involved the completion of a three round modified DELPHI procedure to (a) identify relevant physics concepts, (b) the perceived importance of each concept, (c) the level of cognitive behavior needed to teach each concept, and (d) the worth of physics knowledge when used to teach secondary technology education as general education. The DELPHI panel initially consisted of six technology educators; six physics educators; six science technology, and society educators, and six new liberal arts educators who were nominated by their peers. Seventeen individuals completed all three DELPHI rounds.","The data indicate that there are 15 enabling physics concepts that teachers should be able to apply, five organizing physics concepts that teachers should comprehend, and five esoteric physics concepts that teachers should be aware of. The data revealed that the worth of physics knowledge was for (a) application of physics and technology, (b) enhancing education, (c) empowering awareness of physics or technology, and (d) empowering individual awareness, assessment, and comprehension of the social implications of technology.","The author concluded that the 26 identified physics concepts should be included in the physics component of the pre-service and in-service secondary technology education teacher programs and that teachers should master each concept at the recommended level of cognitive behavior. Second, the worth of physics knowledge as identified should be included and discussed in the pre-service and in-service teacher education programs.","Made available in DSpace on 2011-05-07T13:00:18Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9236582.pdf: 12516214 bytes, checksum: 6a896fbb7a51f4a881023b2e52eeeb5f (MD5) Previous issue date: 1992","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:48:55Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:22:12-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"]},{"key":"dc:title","label":"Title","values":["Perceived physics concepts needed to teach secondary technology education as general education"]}]}],"canonical_facts":{"dc:creator":["Rokke, Douglas Lind"],"dc:date":["2011-05-07T13:00:18Z","10000-01-01","1992"],"dc:description":["The identification of and inclusion of relevant physics concepts in the pre-service secondary technology education teacher program is essential if teachers are to successfully teach secondary technology education as general education.","This study involved the completion of a three round modified DELPHI procedure to (a) identify relevant physics concepts, (b) the perceived importance of each concept, (c) the level of cognitive behavior needed to teach each concept, and (d) the worth of physics knowledge when used to teach secondary technology education as general education. The DELPHI panel initially consisted of six technology educators; six physics educators; six science technology, and society educators, and six new liberal arts educators who were nominated by their peers. Seventeen individuals completed all three DELPHI rounds.","The data indicate that there are 15 enabling physics concepts that teachers should be able to apply, five organizing physics concepts that teachers should comprehend, and five esoteric physics concepts that teachers should be aware of. The data revealed that the worth of physics knowledge was for (a) application of physics and technology, (b) enhancing education, (c) empowering awareness of physics or technology, and (d) empowering individual awareness, assessment, and comprehension of the social implications of technology.","The author concluded that the 26 identified physics concepts should be included in the physics component of the pre-service and in-service secondary technology education teacher programs and that teachers should master each concept at the recommended level of cognitive behavior. Second, the worth of physics knowledge as identified should be included and discussed in the pre-service and in-service teacher education programs.","Made available in DSpace on 2011-05-07T13:00:18Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9236582.pdf: 12516214 bytes, checksum: 6a896fbb7a51f4a881023b2e52eeeb5f (MD5) Previous issue date: 1992","Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:48:55Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:22:12-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only"],"dc:identifier":["AAI9236582","(UMI)AAI9236582","http://hdl.handle.net/2142/21165"],"dc:language":["eng"],"dc:rights":["Copyright 1992 Rokke, Douglas Lind"],"dc:subject":["Education, Teacher Training","Education, Sciences"],"dc:title":["Perceived physics concepts needed to teach secondary technology education as general education"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:17Z"}