Modern Technological Equipments
The Effects of Technology Education, Science, and
Mathematics Integration Upon Eighth Grader 's
Technological Problem-Solving Ability by Vincent William Childress
Dissertation submitted to the Faculty of the Virginia
Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of
Doctor of Philosophy in Vocational and Technical Education
Approved:
(Signatures on original)
______________________________
Dr. James E. LaPorte, Chair
__________________________
Dr. William E. Dugger, Jr.
__________________________
Dr. Mark E. Sanders
__________________________
Dr. Richard G. Krutchkoff
__________________________
Dr. Osama K. Eyada
July, 1994
Blacksburg, Virginia i The Effects of Technology Education, Science, and
Mathematics Integration Upon Eighth Graders '
Technological Problem-Solving Ability by Vincent William Childress
James E. LaPorte, Committee Chair
Technology Education
Virginia Polytechnic Institute and State University
Abstract
This study investigated the effects of technology education, science, and mathematics (TSM) curriculum integration on the technological problem-solving ability of eighth grade technology education students. The researcher used a quasi-experimental, nonequivalent control group design to compare the performance of students receiving correlated TSM integration to those not receiving integration in an adapted Technology,
Science, Mathematics Integration Project Activity
(LaPorte & Sanders, 1993).
The students were to design, construct, and evaluate wind collectors to generate electricity. The collectors were mounted on a generator for the pretest and posttest measurements. The measure for treatment ii effect was the output wattage of the generator for each student 's wind collector.
The samples were drawn from middle schools that had two technology education teachers in the same school, each teaching eighth graders. The pilot study
Mathematics Integration Upon Eighth Grader 's
Technological Problem-Solving Ability by Vincent William Childress
Dissertation submitted to the Faculty of the Virginia
Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of
Doctor of Philosophy in Vocational and Technical Education
Approved:
(Signatures on original)
______________________________
Dr. James E. LaPorte, Chair
__________________________
Dr. William E. Dugger, Jr.
__________________________
Dr. Mark E. Sanders
__________________________
Dr. Richard G. Krutchkoff
__________________________
Dr. Osama K. Eyada
July, 1994
Blacksburg, Virginia i The Effects of Technology Education, Science, and
Mathematics Integration Upon Eighth Graders '
Technological Problem-Solving Ability by Vincent William Childress
James E. LaPorte, Committee Chair
Technology Education
Virginia Polytechnic Institute and State University
Abstract
This study investigated the effects of technology education, science, and mathematics (TSM) curriculum integration on the technological problem-solving ability of eighth grade technology education students. The researcher used a quasi-experimental, nonequivalent control group design to compare the performance of students receiving correlated TSM integration to those not receiving integration in an adapted Technology,
Science, Mathematics Integration Project Activity
(LaPorte & Sanders, 1993).
The students were to design, construct, and evaluate wind collectors to generate electricity. The collectors were mounted on a generator for the pretest and posttest measurements. The measure for treatment ii effect was the output wattage of the generator for each student 's wind collector.
The samples were drawn from middle schools that had two technology education teachers in the same school, each teaching eighth graders. The pilot study
References: (1993). Charlotte, (1982). (1992). Dissertation Abstracts International, A 53, 4, 1030. (Order No. AAC 9224766) (1985). Bailey, A. (1991). Integration vs. correlation. TIES Magazine, September/October, 36-39. (1982). 8205852) Barella, R problems. The Technology Teacher, 48(6), 2529. Beane, J. (1976). Options for interdisciplinary teams. Beane, J. (1990). A middle school curriculum: From rhetoric to reality