A Comparison of Second-Year Principles of Technology and High School Physics Student Achievement Using a Principles of Technology Achievement Test

Dugger, John C.; Meier, Ronald L.

doi:10.21061/jte.v5i2.a.1

Cited by 5 publications

(4 citation statements)

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“…The one experimental study and seven of the eight quasi-experimental designs exhibit the same fallacy (e.g., Childress, 1996;Dugger & Meier, 1994;Haynie, 1994). helpfully identified the age and sex distribution of their experimental sample, but did not indicate the racial demographics or bracket their sampling biases.…”

Section: Contents Without Contention: But Who's Counting?mentioning

confidence: 99%

Students' Attitudes Toward Technology in Selected Technology Education Programs

Boser

Palmer²,

Daugherty

1998

JTE

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Section: Contents Without Contention: But Who's Counting?mentioning

confidence: 99%

Students' Attitudes Toward Technology in Selected Technology Education Programs

Boser

Palmer²,

Daugherty

1998

JTE

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“…Ifeducation could build on these commonalties, solving problems could become an expectation for all students, instead of something done for extra credit, or only when time allows. While the different disciplines could emphasize commonalties among the content areas, a far greater impact could potentially result from interdisciplinary efforts (Dugger & Meier, 1994).…”

Section: A Model Of Scientific Inquirymentioning

confidence: 99%

Problem Solving: Teachers' Perceptions, Content Area Models, and Interdisciplinary Connections

Meier

Hovde

Meier

1996

School Sci & Mathematics

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Features of common problem-solving models in mathematics and science, as well as those found in business and industry today, are discussed. Commonalties in the models are used to advance a case for interdisciplinary or integrated instruction in mathematics, science and technology. The Integrated Mathematics, Science and Technology (IMaST) program's problem-solving model is presented as an example of a curriculum project that draws upon the commonalties in the problem-solving models as a basis for a seventh grade integrated curriculum.

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“…Studies by Dugger & Johnson (1992) and Dugger & Meier (1994) reported greater gains by PT students than their traditional counterparts on Principles of Technology achievement instruments. Although current results obtained by analyzing the Work Keys Applied Technology data showed a significant positive coefficient for students enrolled in traditional courses, one should not forget that the data contained outhers and showed evidence of non-normahty, making inferences suspect.…”

Section: Discussionmentioning

confidence: 88%

“…This statement is followed however with a warning: "One must exercise caution in drawing inferences regarding the two programs since physics also is responsible for covering higher level concepts that are not considered basic and may be considered non-intuitive" (p. 25). Dugger and Meier (1994) used the same methodology described in the above Dugger and Johnson (1992) study to evaluate second-year PT and physics student achievement. This study again compared student achievement regarding basic physics concepts as measured by a 120 question PT instrument.…”

Section: Applied Academics Researchmentioning

confidence: 99%

Applied academics: an evaluation of the applied academics program in Iowa

Field

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A Comparison of Second-Year Principles of Technology and High School Physics Student Achievement Using a Principles of Technology Achievement Test

Cited by 5 publications

References 0 publications

Students' Attitudes Toward Technology in Selected Technology Education Programs

Students' Attitudes Toward Technology in Selected Technology Education Programs

Problem Solving: Teachers' Perceptions, Content Area Models, and Interdisciplinary Connections

Applied academics: an evaluation of the applied academics program in Iowa

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