Date of Award

2012

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

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.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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