Bringing ocean science to the classroom through technology : a case study of the TOPEX/Poseidon Educational Program Project /
This dissertation, using qualitative methodology, presents findings of a case study focusing on the learning experiences of a team of professors, graduate, and undergraduate students participating in a three-year on-going, programmatic, interdisciplinary university research and development project....
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2001.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=725899261&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | This dissertation, using qualitative methodology, presents findings of a case study focusing on the learning experiences of a team of professors, graduate, and undergraduate students participating in a three-year on-going, programmatic, interdisciplinary university research and development project. The study provides insight into one way of designing teaching and learning experiences at the university level. Records of the triumphs and turmoils of the team in their journey from a group of people to a collaborative team while developing their product-an educational web site on oceanography-formed the database for this study. Three questions were investigated in this study. First, in what ways does the TOPEX/Poseidon Educational Program project establish a "unique" learning environment for project team members? Second, what did the team's members perceive to be "unique" learning opportunities for them as a result of their participation in the TOPEX/Poseidon Educational Program project? Third, what "lessons" have been learned as a result of the TOPEX/Poseidon Educational Program project? Six elements were identified as "unique" to the project team's learning environment: (1) atmosphere, (2) resources, (3) relationships, (4) mentoring and feedback, (5) flexibility and freedom, and (6) communication. Five "unique" opportunities for learning were identified: (1) computer and technology skills, (2) oceanography content, (3) people skills, (4) pedagogy, and (5) personal growth. Lessons learned included: (1) actively involved learners working cooperatively can accomplish more than individuals working in isolation, (2) some individuals require less guidance and support from mentors, (3) team members must take an active responsibility for their own learning, (4) team members must be empowered with the freedom and flexibility to nurture creativity, and (5) a working environment should be a "safe" place for learning. This dissertation draws attention to the need for new ways of teaching and learning in today's Information Age. In order to meet new challenges in the workplace and in civic life, America's learners will need basic competencies, a broad knowledge of their world, and skills to respond to the rapid generation of new knowledge; and America's workers will need to be creative problem solvers, collaborative team players, and proficient users of technology. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 242-248). |