Preparing pre-service technology education teachers to use a problem solving methodology /
| Main Author: | |
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1991.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | The goal of this study was to identify the practices, activities, and experiences (procedures) that are recommended to develop the problem solving capabilities of prospective teachers in pre-service technology teacher education programs. Two sets of instructional practices were investigated: (a) procedures recommended to acquire the skills needed to be competent technological problem solvers, and (b) procedures that facilitate the use of problem solving methodologies in the secondary school classroom or laboratory. Perceptions of effective instruction were solicited from two selected panels of experts in problem solving. One panel was comprised of technology teacher educators who were identified as leading practitioners or advocates of problem solving instruction (n = 10). The second panel included leading educators and psychologists who have published in the area of problem solving and who were not in the field of technology education (n = 9). In semi-structured telephone interviews, panelists were asked to rate the relevance of an inventory of procedures, comment on those procedures, and suggest additional procedures that they considered essential in the development of problem solving capabilities. Each of the two sets of instruction al practices was organized into three parts: (a) procedures recommended to develop the problem solving capabilities. (b) instructional techniques for putting the procedures in place, and (c) methods for assessment of program effectiveness in delivering the procedures. The findings indicated that there was no significant difference in the mean rating scores assigned to the procedures by the two panels. The development of technological problem solving abilities was characterized by: (a) modeling and practice with feedback in realistic situations, (b) a variety of relevant instructional techniques, and (c) a collection of methods to assess program effectiveness. Training teachers to use problem solving methodologies involved: (a) modeling, mediated observation, specific practice with feedback in using problem solving methodologies, and reflective discussion on the application of these methodologies: (b) carefully selected field experience sites: and (c) performance based assessment... |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Industrial Education." |
| Physical Description: | ix, 169 leaves ; 29 cm |
| Bibliography: | Includes bibliographical references. |