東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Understanding Student Experiences: A...

Jessee, Emily George.

FindBook

Google Book

Amazon

博客來

Understanding Student Experiences: A Case Study in Scientific Visualization and Civics and Economics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding Student Experiences: A Case Study in Scientific Visualization and Civics and Economics./
作者:	Jessee, Emily George.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	169 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
Contained By:	Dissertation Abstracts International74-07A(E).
標題:	Vocational education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3538278
ISBN:	9781303007989

Understanding Student Experiences: A Case Study in Scientific Visualization and Civics and Economics.
Jessee, Emily George.

Understanding Student Experiences: A Case Study in Scientific Visualization and Civics and Economics. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 169 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.

Thesis (Ed.D.)--North Carolina State University, 2012.

This research study provides the finding of a qualitative case study in Technology, Engineering, and Design Education as well as Social Studies Education. The purpose of this study was to describe the role of graphics within a social studies lesson by examining a student's experience when a new lesson is implemented in class. The participants were nine students in a single CTE class at a public high school in North Carolina that was near Research Triangle Park and offered a Scientific Visualization II course. The integration of scientific visualization into a civics and economics lesson provided insights in both curricula and the learning process. The qualitative data showed instances in which the student had a greater understanding of the subject when using scientific visualization to understand a lesson focused on supply and demand. The study's findings can be used to demonstrate how much visual representation impact a student's learning as well as the importance of listening to their voices. The themes that emerged were based on four components outlined in the theoretical framework, pointed to learning that was context-based, active involvement in conceptual learning, identification of learning goals, and a compassionate presence. The second research question, paired with the same theoretical components, found relevance in application to the real world, developing data literacy, learning that is understanding, and exploring creativity.

ISBN: 9781303007989Subjects--Topical Terms:

539232
Vocational education.

Understanding Student Experiences: A Case Study in Scientific Visualization and Civics and Economics.
LDR:02447nmm a2200313 4500 001 2162756
005 20181009045510.5
008 190424s2012 ||||||||||||||||| ||eng d
020 $a 9781303007989
035 $a (MiAaPQ)AAI3538278
035 $a AAI3538278
040 $a MiAaPQ $c MiAaPQ
100 1 $a Jessee, Emily George. $3 3350756
245 1 0 $a Understanding Student Experiences: A Case Study in Scientific Visualization and Civics and Economics.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2012
300 $a 169 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: A.
500 $a Adviser: V. William DeLuca.
502 $a Thesis (Ed.D.)--North Carolina State University, 2012.
520 $a This research study provides the finding of a qualitative case study in Technology, Engineering, and Design Education as well as Social Studies Education. The purpose of this study was to describe the role of graphics within a social studies lesson by examining a student's experience when a new lesson is implemented in class. The participants were nine students in a single CTE class at a public high school in North Carolina that was near Research Triangle Park and offered a Scientific Visualization II course. The integration of scientific visualization into a civics and economics lesson provided insights in both curricula and the learning process. The qualitative data showed instances in which the student had a greater understanding of the subject when using scientific visualization to understand a lesson focused on supply and demand. The study's findings can be used to demonstrate how much visual representation impact a student's learning as well as the importance of listening to their voices. The themes that emerged were based on four components outlined in the theoretical framework, pointed to learning that was context-based, active involvement in conceptual learning, identification of learning goals, and a compassionate presence. The second research question, paired with the same theoretical components, found relevance in application to the real world, developing data literacy, learning that is understanding, and exploring creativity.
590 $a School code: 0155.
650 4 $a Vocational education. $3 539232
650 4 $a Curriculum development. $3 684418
650 4 $a Secondary education. $3 2122779
650 4 $a Social sciences education. $3 2144735
690 $a 0747
690 $a 0727
690 $a 0533
690 $a 0534
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertation Abstracts International $g 74-07A(E).
790 $a 0155
791 $a Ed.D.
792 $a 2012
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3538278