ERIC Number: ED549196
Record Type: Non-Journal
Publication Date: 2012
Abstractor: As Provided
Reference Count: N/A
How Do Secondary Science Teachers Understand and Implement Technological Design in Their Classrooms?
Heroux, Kathryn H.
ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago
This qualitative, phenomenological study examined how ten secondary science teachers from a variety of different schools around the country understand and implement technological design in their classrooms. The results of this study indicate that these teachers were drawn to the tenets of technological design because of its inherent challenge to their own pedagogical strategies, and its ability to stimulate and motivate their students. The future of science education with respect to technological design is examined, and compared with the standards that will emerge in the new science standards soon to be finalized and circulated. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Descriptors: Secondary School Science, Science Teachers, Technology Integration, Design, Science Education, Futures (of Society), Academic Standards, Student Motivation, Phenomenology, Qualitative Research
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Authoring Institution: N/A