國立虎尾科技大學 |

The effects of a model-eliciting activity on high school student design performance.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The effects of a model-eliciting activity on high school student design performance./
作者:	Huffman, Tanner J.
面頁冊數:	1 online resource (156 pages)
附註:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
標題:	Secondary education. -
電子資源:	click for full text (PQDT)
ISBN:	9781321995909

The effects of a model-eliciting activity on high school student design performance.
Huffman, Tanner J.

The effects of a model-eliciting activity on high school student design performance. - 1 online resource (156 pages)

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2015.

Includes bibliographical references

Modeling allows students to become more effective designers. High school technology and engineering students engage in engineering design challenges as part of traditional instructional practices. Model-eliciting activities (MEA) present students with opportunities to elicit mathematically thinking that facilitates modeling. Students (n=266) from four schools completed a model-eliciting activity (MEA) and design challenge procedure. The research design utilized a quasi-experimental method, post-test only, with homogenous matching comparison groups based on possible confounding variables. A rubric was used to measure student design performance. Students in the comparison group (n=124) completed a traditional design challenge and were assessed on their design performance. Students in the treatment group (n=142) completed a MEA, a traditional design challenge and were assessed on their design performance. An analysis of covariance (ANCOVA) was used in order to discover if the difference in average design challenge rubric score from comparison group (42.56) to the treatment group (45.18) was statistically significant. A one-way multiple analysis of covariance (MANCOVA) was used to indicate if the differences in student average scores in each rubric category were significant. The ANCOVA did not reveal statistically significant evidence supporting the research question with regard to overall design performance. The Pillai's Trace (MANCOVA) test results were significant. Four design rubric categories were found to be significantly different: Criteria, Proposal, Test/Evaluate, and Communicate. The findings in this study suggest that MEAs can adequately support design-based classroom activities. While overall student design performance was reported to show no significant increase, individual aspect of design displayed significant improvement. Technology and engineering teachers should examine MEAs as potential curriculum enhancements in their design-based classrooms.

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

Mode of access: World Wide Web

ISBN: 9781321995909Subjects--Topical Terms:

1179560
Secondary education.
Index Terms--Genre/Form:

554714
Electronic books.

The effects of a model-eliciting activity on high school student design performance.
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502 $a Thesis (Ph.D.)--Purdue University, 2015.
504 $a Includes bibliographical references
520 $a Modeling allows students to become more effective designers. High school technology and engineering students engage in engineering design challenges as part of traditional instructional practices. Model-eliciting activities (MEA) present students with opportunities to elicit mathematically thinking that facilitates modeling. Students (n=266) from four schools completed a model-eliciting activity (MEA) and design challenge procedure. The research design utilized a quasi-experimental method, post-test only, with homogenous matching comparison groups based on possible confounding variables. A rubric was used to measure student design performance. Students in the comparison group (n=124) completed a traditional design challenge and were assessed on their design performance. Students in the treatment group (n=142) completed a MEA, a traditional design challenge and were assessed on their design performance. An analysis of covariance (ANCOVA) was used in order to discover if the difference in average design challenge rubric score from comparison group (42.56) to the treatment group (45.18) was statistically significant. A one-way multiple analysis of covariance (MANCOVA) was used to indicate if the differences in student average scores in each rubric category were significant. The ANCOVA did not reveal statistically significant evidence supporting the research question with regard to overall design performance. The Pillai's Trace (MANCOVA) test results were significant. Four design rubric categories were found to be significantly different: Criteria, Proposal, Test/Evaluate, and Communicate. The findings in this study suggest that MEAs can adequately support design-based classroom activities. While overall student design performance was reported to show no significant increase, individual aspect of design displayed significant improvement. Technology and engineering teachers should examine MEAs as potential curriculum enhancements in their design-based classrooms.
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