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Perceptions of Constructivist Pedagogy in Project Lead the Way.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Perceptions of Constructivist Pedagogy in Project Lead the Way./
Author:	Capers, Gesa Maria.
Description:	1 online resource (321 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Science education. -
Online resource:	click for full text (PQDT)
ISBN:	9781369697308

Perceptions of Constructivist Pedagogy in Project Lead the Way.
Capers, Gesa Maria.

Perceptions of Constructivist Pedagogy in Project Lead the Way. - 1 online resource (321 pages)

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

In 2016, six of six American Nobel Prize winners in science were immigrants. The numbers of U.S. educated graduates who enter the Science, Technology, Engineering, and Mathematics (STEM) fields have been on the decline, and policymakers and educators have continually sought new policies and programs to try resolve this problem with long-term solutions. In recent years, several Alabama schools have implemented Project Lead the Way (PLTW), a program that is aimed toward promoting students' interest in STEM. The purpose of this qualitative multiple case study was to explore how Alabama's educators perceived the use of constructivist pedagogy in PLTW on student learning behaviors and student interests in science and mathematics. Piaget's developmental theory and Vygotsky's social developmental theory provided the theoretical framework for this study. The data collection procedure for this multiple case study included one-on-one interviews with 23 educators in four Alabama PLTW schools. Themes that emerged from the study included motivation and enthusiasm, critical thinking and problem solving, career awareness, student interest in science and math, collaboration, hands-on learning, confidence and engagement, perceived problems, and satisfaction with PLTW. All interviewees perceived that with PLTW's emphasis on constructivist pedagogy, students were excited, engaged, practiced critical thinking and problem solving skills, and that participation in PLTW had a positive effect on the students' learning behaviors and interests in science and mathematics.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369697308Subjects--Topical Terms:

1151737
Science education.
Index Terms--Genre/Form:

554714
Electronic books.

Perceptions of Constructivist Pedagogy in Project Lead the Way.
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245 1 0 $a Perceptions of Constructivist Pedagogy in Project Lead the Way.
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Evelyn Young.
502 $a Thesis (Ed.D.) $c Grand Canyon University $d 2017.
504 $a Includes bibliographical references
520 $a In 2016, six of six American Nobel Prize winners in science were immigrants. The numbers of U.S. educated graduates who enter the Science, Technology, Engineering, and Mathematics (STEM) fields have been on the decline, and policymakers and educators have continually sought new policies and programs to try resolve this problem with long-term solutions. In recent years, several Alabama schools have implemented Project Lead the Way (PLTW), a program that is aimed toward promoting students' interest in STEM. The purpose of this qualitative multiple case study was to explore how Alabama's educators perceived the use of constructivist pedagogy in PLTW on student learning behaviors and student interests in science and mathematics. Piaget's developmental theory and Vygotsky's social developmental theory provided the theoretical framework for this study. The data collection procedure for this multiple case study included one-on-one interviews with 23 educators in four Alabama PLTW schools. Themes that emerged from the study included motivation and enthusiasm, critical thinking and problem solving, career awareness, student interest in science and math, collaboration, hands-on learning, confidence and engagement, perceived problems, and satisfaction with PLTW. All interviewees perceived that with PLTW's emphasis on constructivist pedagogy, students were excited, engaged, practiced critical thinking and problem solving skills, and that participation in PLTW had a positive effect on the students' learning behaviors and interests in science and mathematics.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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655 7 $a Electronic books. $2 local $3 554714
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