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The value of technology education to elementary school students’ learning of technology concepts and processes: A qualitative investigation of a constructivist perspective

Park, Kyungsuk
http://rave.ohiolink.edu/etdc/view?acc_num=osu1089131361

Abstract Details

2004, Doctor of Philosophy, Ohio State University, Teaching and Learning.
This study investigated the value of technology education to elementary school students’ learning of technology concepts and processes as a result of technology education experiences. The research questions were (1) How do elementary school students learn technology concepts as a result of technology education experiences?, (2) How do elementary school students learn technology processes as a result of technology education experiences?, and (3) What are elementary school students’ beliefs and attitudes toward technology and technology activities? This study employed a qualitative research methodology. Evidence has been collected from several major sources for five months: participant observation; semi-structured interviews with students and teacher; and documents including students’ journals, notebooks, written works, and the teacher’s handouts. I presented the evidence through using inductive analysis and interpreted the evidence through the lens of the constructivist perspective. The findings revealed that technology education provided elementary school students with a constructivist learning context. Elementary school students were introduced to meaningful hands-on activities of technology education and encouraged to involve themselves in creative problem solving processes and social interactions. In addition, they conceptualized technology as making, invention, new things, and computers and perceived technology and technology activities as fun and exciting. This study has two major implications for educational practice and further study. First, classroom teachers’ efforts are needed to bridge the gap between elementary school classrooms and cognitive science throughout technology education activities. Second, continued examination of students’ learning of technology concepts and processes is needed in order to investigate the value of ESTE.
Karen Zuga (Advisor)
265 p.
Education, Technology
Elementary school technology education (ESTE); Technology concepts; Technology processes; constructivist

Recommended Citations

Citations

  • Park, K. (2004). The value of technology education to elementary school students’ learning of technology concepts and processes: A qualitative investigation of a constructivist perspective [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1089131361

    APA Style (7th edition)

  • Park, Kyungsuk. The value of technology education to elementary school students’ learning of technology concepts and processes: A qualitative investigation of a constructivist perspective. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1089131361.

    MLA Style (8th edition)

  • Park, Kyungsuk. "The value of technology education to elementary school students’ learning of technology concepts and processes: A qualitative investigation of a constructivist perspective." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1089131361

    Chicago Manual of Style (17th edition)

osu1089131361
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© 2004, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.