http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
development and testing of methods for infusing energy conservation concepts into industrial education electricity/electronics curricula
x, 160 leaves : illustrations, forms ; 29 cm
Two primary objectives of this research were to develop a methodology for infusing energy related material, including energy conservation concepts, into industrial education electricity/electronics curricula, and to investigate the learning relationship by exposing experimental groups of students to a revised curriculum containing the energy related material, and comparing the results with control groups not receiving the treatment. Industrial education is a broad term that includes a general education segment of industrial arts and a vocational segment composed of vocational-industrial and technical education. In order to adapt to the philosophy and objectives of each segment of industrial education, the methodology provided for student exposure to instruction that included the application of electronic circuits to energy conservation. A number of unique circuits were developed to support the process. The circuits were expected to provide an educational environment conducive to learning about electronics, support theoretical concepts, and provide a vehicle for infusing energy related material into the curriculum. A 25 item multiple-choice energy assessment instrument and a 20 item multiple-choice electronics assessment instrument were developed. These instruments were administered as pretests, and after a six week instructional period, they were administered as posttests. The experimental research was conducted with a sample of 53 industrial arts students enrolled in an entry level course, General Electricity at Crockett High School, Austin, Texas, and with a sample of 70 vocational students enrolled in an entry level course, Basic Electronics I, at the Institute of Electronic Science, Bryan, Texas. The research design provided for a pretest-posttest control group application. The industrial arts students were computer assigned to one of three sections, and by random selection, one section containing 18 students was designated as the experimental group. The vocational students were randomly assigned to one of four sections, and by random selection, one section containing 17 students was designated as the experimental group. The instruction provided the experimental group of vocational students was identical to that provided the control groups of vocational students with the exception that the experimental group was exposed to the energy-related material and energy conservation circuits (problem solving circuits) during a portion of an individual group three hour laboratory session each week...
Includes bibliographical references (leaves 67-71).