Strategies for science, technology, engineering and math in technology education
DISSERTATION
James Allen Boe, North Dakota State University, United States
North Dakota State University . Awarded
Abstract
Historically, the technology education profession has had difficulty coming to consensus on what to teach in K-12 and higher education. This lack of agreement is not just limited to new curriculum ideas, but also when to eliminate less relevant and outdated curriculum content. If the profession has traditionally addressed the needs of society, it is imperative that programs re-evaluate their purpose and update their curriculum. The Science, Technology, Engineering, and Mathematics movement has come to the forefront of public education. How will the technology education profession respond to this initiative and will curriculum change to reflect a much greater emphasis on the integration of mathematics and science? This study examined the leadership role technology education professionals should play in Science, Technology, Engineering and Mathematics (STEM) Education. It provides strategies for technology education curriculum, pre-service and in-service programs as well as leadership within the technology education profession. The current curricular and methodology trends were examined in technology education as well as the issues related to STEM education. The study sought to answer the following research questions: (a) What are the current curricular and methodology trends affecting technology teacher education programs? (b) What are the issues in STEM education? (c) What strategies can be recommended to effectively address Technology and Engineering in STEM? (d) What strategies can be recommended to meet the needs of future pre-service teachers in Technology Education? and (e) How can the Technology Education profession position itself as a leader in STEM education? Suggestions for future research were also offered.
Citation
Boe, J.A. Strategies for science, technology, engineering and math in technology education. Ph.D. thesis, North Dakota State University. Retrieved February 21, 2019 from https://www.learntechlib.org/p/125165/.
This record was imported from
ProQuest on October 23, 2013. [Original Record]
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com
Keywords
Cited By
-
The Use of Instructional Animations in a College Algebra Course: Can it Facilitate Learning of Concepts and Skill Development?
Alicia Serfaty de Markus, Miami Dade College, United States
Journal of Computers in Mathematics and Science Teaching Vol. 37, No. 2 (April 2018) pp. 155–185
-
Middle School STEAM Camp Perspectives and Attitudes Towards STEM
Jennifer Miller, University of North Texas/Dublin Independent School District, United States; Alana Phillips, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1940–1944
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
