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

Design Thinking Instructional Proble...

Elwood, Kristin.

FindBook

Google Book

Amazon

博客來

Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons./
作者:	Elwood, Kristin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	217 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
Contained By:	Dissertation Abstracts International80-01A(E).
標題:	Teacher education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10846066
ISBN:	9780438292529

Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons.
Elwood, Kristin.

Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 217 p.

Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2018.

A reform movement in the United States has focused on STEM education and 21st century soft skills such as critical thinking, communication, collaboration, and creativity. This spotlight on STEM instruction provided an opportunity to explore how K-14 STEM teacher participants perceived a Design Thinking Instructional Problems (DTIP) approach to developing instructional lessons. The study used a convergent parallel mixed-methods design with a survey instrument and a multiple case study focused on K-14 in-service STEM teachers. Data were collected from teacher participants during two five-week summer Research Experience for Teachers (RET) programs as part of two separate National Science Foundation (NSF) funded Engineering Research Centers (ERC) located at a large southwestern university in the United States (n = 16). The study was conducted over three phases. During Phase I and II, teacher participants experienced a Design Thinking Overview workshop and weekly DTIP professional development sessions to facilitate the development of an RET instructional lesson. Pre- and post-program DTIP surveys and background interviews were conducted with all teacher participants (n = 16). From this original group, teacher participants were selected as cases. Implementation observations and post-implementation interviews were conducted with these case-teachers (n = 10). The study included frequency analysis and descriptive statistics of survey data. Qualitative data were analyzed using direct interpretation, thematic analysis, and open coding with the constant comparative method. A variety of arrays, summaries, and matrices were used to visualize patterns across and within individual case-teacher results. All 16 teacher participants viewed themselves as designers solving complex instructional problems. All 16 teacher participants found the DTIP professional development sessions to have somewhat to very much provided additional value during their RET summer programs. Six of the 10 case-teachers perceived the DTIP model graphic as mostly to completely corresponding to the way in which they developed their RET instructional lesson. Lastly, eight of the 10 case-teachers chose to embed a Design Thinking student learning strategy into the RET instructional lesson they developed.

ISBN: 9780438292529Subjects--Topical Terms:

3172312
Teacher education.

Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons.
LDR:03341nmm a2200313 4500 001 2204612
005 20190716101636.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438292529
035 $a (MiAaPQ)AAI10846066
035 $a (MiAaPQ)asu:18227
035 $a AAI10846066
040 $a MiAaPQ $c MiAaPQ
100 1 $a Elwood, Kristin. $3 3431486
245 1 0 $a Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 217 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-01(E), Section: A.
500 $a Adviser: Wilhelmina Savenye.
502 $a Thesis (Ph.D.)--Arizona State University, 2018.
520 $a A reform movement in the United States has focused on STEM education and 21st century soft skills such as critical thinking, communication, collaboration, and creativity. This spotlight on STEM instruction provided an opportunity to explore how K-14 STEM teacher participants perceived a Design Thinking Instructional Problems (DTIP) approach to developing instructional lessons. The study used a convergent parallel mixed-methods design with a survey instrument and a multiple case study focused on K-14 in-service STEM teachers. Data were collected from teacher participants during two five-week summer Research Experience for Teachers (RET) programs as part of two separate National Science Foundation (NSF) funded Engineering Research Centers (ERC) located at a large southwestern university in the United States (n = 16). The study was conducted over three phases. During Phase I and II, teacher participants experienced a Design Thinking Overview workshop and weekly DTIP professional development sessions to facilitate the development of an RET instructional lesson. Pre- and post-program DTIP surveys and background interviews were conducted with all teacher participants (n = 16). From this original group, teacher participants were selected as cases. Implementation observations and post-implementation interviews were conducted with these case-teachers (n = 10). The study included frequency analysis and descriptive statistics of survey data. Qualitative data were analyzed using direct interpretation, thematic analysis, and open coding with the constant comparative method. A variety of arrays, summaries, and matrices were used to visualize patterns across and within individual case-teacher results. All 16 teacher participants viewed themselves as designers solving complex instructional problems. All 16 teacher participants found the DTIP professional development sessions to have somewhat to very much provided additional value during their RET summer programs. Six of the 10 case-teachers perceived the DTIP model graphic as mostly to completely corresponding to the way in which they developed their RET instructional lesson. Lastly, eight of the 10 case-teachers chose to embed a Design Thinking student learning strategy into the RET instructional lesson they developed.
590 $a School code: 0010.
650 4 $a Teacher education. $3 3172312
650 4 $a Science education. $3 521340
650 4 $a Instructional design. $3 3172279
690 $a 0530
690 $a 0714
690 $a 0447
710 2 $a Arizona State University. $b Educational Technology. $3 2095127
773 0 $t Dissertation Abstracts International $g 80-01A(E).
790 $a 0010
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10846066