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Analysis of the factors involved in ...

Burt, Katrina Gabour.

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Analysis of the factors involved in technological problem solving in a college technology education classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Analysis of the factors involved in technological problem solving in a college technology education classroom./
Author:	Burt, Katrina Gabour.
Description:	249 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0561.
Contained By:	Dissertation Abstracts International66-02A.
Subject:	Education, Technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3164005
ISBN:	9780496982493

Analysis of the factors involved in technological problem solving in a college technology education classroom.
Burt, Katrina Gabour.

Analysis of the factors involved in technological problem solving in a college technology education classroom. - 249 p.

Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0561.

Thesis (Ed.D.)--North Carolina State University, 2005.

The purpose of the study was to contribute to the goal of technological literacy by advancing the knowledge base of technological problem solving.

ISBN: 9780496982493Subjects--Topical Terms:

1017498
Education, Technology.

Analysis of the factors involved in technological problem solving in a college technology education classroom.
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035 $a (UnM)AAI3164005
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100 1 $a Burt, Katrina Gabour. $3 1912747
245 1 0 $a Analysis of the factors involved in technological problem solving in a college technology education classroom.
300 $a 249 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-02, Section: A, page: 0561.
500 $a Director: Richard E. Peterson.
502 $a Thesis (Ed.D.)--North Carolina State University, 2005.
520 $a The purpose of the study was to contribute to the goal of technological literacy by advancing the knowledge base of technological problem solving.
520 $a The objective of the study was to examine the relationships between the following factors: technological problem solving potential, problem solving confidence, knowledge of a Myers-Briggs Type Indicator (MBTI) problem solving process, psychological type, problem solving approach, Grade Point Average (GPA), problem-specific interest, problem-specific motivation, desire to solve problems, and desire to learn about problem solving.
520 $a The study utilized the pre-experimental design method of one group pretest-posttest design and was conducted at North Carolina State University (NCSU) with sixteen students over a three-day, three-hour-per-day, workshop. Data collection instruments included Myers-Briggs Type Indicator, Problem Solving Inventory (PSI), and other researcher-prepared forms. Pretest and posttest real world problems were given along with a problem solving process intervention. JMP statistical analysis software (SAS Institute) was used to calculate Pearson product-moment correlations, Spearman rank correlations, t-tests, Fisher's exact test, Signed rank test, and Least Squares Fit with alpha set to 0.05.
520 $a Pretest to posttest findings suggest a decrease in mean confidence , an increase in mean potential scores, a negative linear relationship for process scores, an association for desire to learn about problem solving (decrease), and no difference in mean problem solving approach scores. Pretest findings suggest a reverse linear relationship between confidence and potential scores, a reverse linear relationship between confidence and GPA, a positive linear relationship between process scores and potential scores, a positive correlation between potential scores and problem-specific interest, a positive correlation between process scores and problem-specific interest, a difference in mean potential scores for liking to solve problems (reverse relationship), and a difference in mean confidence scores for liking to solve problems. Posttest findings suggest a difference in mean potential scores for MBTI preferences of [J and P], a difference in mean confidence scores for MBTI preferences of [E and I], and a positive linear relationship between process scores and potential scores.
590 $a School code: 0155.
650 4 $a Education, Technology. $3 1017498
650 4 $a Psychology, Personality. $3 1017585
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Higher. $3 543175
690 $a 0710
690 $a 0625
690 $a 0516
690 $a 0745
710 2 0 $a North Carolina State University. $3 1018772
773 0 $t Dissertation Abstracts International $g 66-02A.
790 1 0 $a Peterson, Richard E., $e advisor
790 $a 0155
791 $a Ed.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3164005