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Building a Unified Understanding: Ho...

Pajak, Alois F., III.

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Building a Unified Understanding: Holistic Learning Through Integrated STEM and Historical Inquiry.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Building a Unified Understanding: Holistic Learning Through Integrated STEM and Historical Inquiry./
Author:	Pajak, Alois F., III.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	215 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-08, Section: B.
Contained By:	Dissertations Abstracts International82-08B.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28314747
ISBN:	9798569915743

Building a Unified Understanding: Holistic Learning Through Integrated STEM and Historical Inquiry.
Pajak, Alois F., III.

Building a Unified Understanding: Holistic Learning Through Integrated STEM and Historical Inquiry. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 215 p.

Source: Dissertations Abstracts International, Volume: 82-08, Section: B.

Thesis (Ph.D.)--Prescott College, 2021.

This item must not be sold to any third party vendors.

This dissertation measured the impact of the integration of STEM (Science, Technology, Engineering, and Math) and historical inquiry on 10 and 11 year old 5th grade charter school students. By using Q methodology, a mixed methodology research tool, this study examined three hypotheses. These include the outcomes of holistic learning, the effect of inquiry through historical empathy, and impact of the use of 3D-printed replicas of historic artifacts. The Q study measured changes through participant sorting or ranking of 33 self-referenced statements. Two sorts, once before the learning experience and one after, identified shifts in student perception through comparison of factor analyses of the sorts.The holistic learning experience formed from a posed challenge, to construct a museum exhibit that contained science, history, and a researched first person narrative centered on a 3D-printed historical artifact from pre-colonial North America to the mid 19th Century. Scientific experimental design included elements of archaeology and historical inquiry. Using historical empathy as the inquiry tool, students wrote first person narratives based on historical periods, people, and objects, producing perspective recognition. Finally, the students exhibited the three elements of science, history, and historical narrative in a display. The results of the study indicated the majority of the students experienced greater perspective recognition of historical individuals and benefited from the holistic learning environment, confirming the impact of using 3D-printed historical artifacts as an effective learning tool.

ISBN: 9798569915743Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

3D-printed artifacts

Building a Unified Understanding: Holistic Learning Through Integrated STEM and Historical Inquiry.
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