Clinical Design Sciences: A View From Sister Design Efforts

Zaritsky, Raul; Kelly, Anthony E.; Flowers, Woodie C.; Rogers, Everett M.; O’Neill, P. G.

doi:10.3102/0013189x032001032

Cited by 38 publications

(20 citation statements)

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“…Every year more than a hundred workers die in the South African mining industry and thousands are injured [47]. The main purpose of this paper is to present our new DBR model, but a secondary aim is to apply the model to propose, model, prototype and evaluate two novel electronic training interventions to improve the safety of mine workers.…”

Section: Figure 3 Process Flow Diagram Of the Research Studymentioning

confidence: 99%

Applying design-based research for developing virtual reality training in the South African mining industry

Wyk

Villiers

2014

Proceedings of the Southern African Institute for Computer Scientist and Information Technologists Annual Conference 2014 on SA

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Design research is a maturing research paradigm in a number of disciplines. Design-based research is the educational technology form of design research. This paper explains design-based research (DBR) and its features and principles. After a brief overview of other research designs of the design-anddevelopment genre, we present a new synthesised DBR model, which was applied in the context of developing and evaluating virtual reality safety training for the South African mining industry. The cycles and iterative steps of the model functioned effectively in supporting and representing the process flow of the research, which moved from a complex real-world problem to dual outcomes, namely a practical real-world solution in the form of two virtual reality training systems and a contribution to documented theory in the form of an evaluation framework.

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Section: Figure 3 Process Flow Diagram Of the Research Studymentioning

confidence: 99%

Applying design-based research for developing virtual reality training in the South African mining industry

Wyk

Villiers

2014

Proceedings of the Southern African Institute for Computer Scientist and Information Technologists Annual Conference 2014 on SA

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“…Yet Toulmin (2001) uses this term in a broader sense, referring to the purpose of improving concrete situations, while drawing on reasonableness (as opposed to rationality), rather than to the purpose of collecting assured knowledge. The term clinical in a broader sense has been used by other education researchers (Zaritsky, Kelly, Flowers, Rogers, & O'Neil, 2003), which is why I have chosen the term clinical study. However, the term phronetic research (Wiliam, this issue) is also appropriate.…”

Section: Noffke: "Research Relevancy or Research For Change?"mentioning

confidence: 99%

Response to Comments: Clinical Study: A Pursuit of Responsibility as the Basis of Education Research

Bulterman-Bos¹

2008

Educational Researcher

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y initial contribution to this discussion ("Will a Clinical Approach Make Education Research More Relevant for Practice?" in this issue of Educational Researcher, pp. 412-420) focused on the question of whether a clinical research practice might make education research more relevant for practice. The characteristics of a clinical approach are as follows:Labaree: "The Dysfunctional Pursuit of Relevance in Education Research" David F. Labaree (in this issue) welcomes my efforts to clarify the issues surrounding the relevance of education research, but he

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“…All lessons are developed through design-based research [8][9][10][11] (DBR) within the framework of problem-based learning [12][13][14][15][16] (PBL) using engineering challenges. Under faculty supervision, 12 graduate students modified and refined existing lessons and activities for middle and high school students and then conducted two week summer training for over 40 undergraduate and graduate NYU Tandon and NYU College of Arts and Science STEMmajor students who would deliver these curricula to teachers and students.…”

Section: Teacher Professional Developmentmentioning

confidence: 99%

Impact of Engineering Curricula and Student Programming on STEM Attitudes among Middle and High School Students (Evaluation)

Listman

Kapila²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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tinguished Teaching Award at NYU. In 2004, he was selected for a three-year term as a Senior Faculty Fellow of NYU Tandon's Othmer Institute for Interdisciplinary Studies. His scholarly activities have included 3 edited books, 8 chapters in edited books, 1 book review, 55 journal articles, and 126 conference papers. He has mentored 1 B.S., 17 M.S., and 4 Ph.D. thesis students; 31 undergraduate research students and 11 undergraduate senior design project teams; over 300 K-12 teachers and 100 high school student researchers; and 18 undergraduate GK-12 Fellows and 60 graduate GK-12 Fellows. Moreover, he directs K-12 education, training, mentoring, and outreach programs that enrich the STEM education of over 1,500 students annually.c American Society for Engineering Education, 2016 Impact of Engineering Curricula and Student Programming on STEM Attitudes among Middle and High School StudentsEvaluation BackgroundAjzen and Fishbein's 1 theory of reasoned action describes a relationship between attitude, intention, and behavior; behavior is a result of intention and intention is a result of attitude towards the behavior combined with beliefs about how others will judge the behavior. Within this context, both individual student and overall classroom attitude towards science, technology, engineering, and math (STEM) disciplines and their content can affect student behaviors of engagement, performance, and persistence in STEM subjects and subsequent choice of a STEM career. Thus, creating a positive attitude towards STEM, overall, is a goal of STEM education.Interventions can be evaluated not only for their effect on STEM content learning, but also for their effect on student attitudes 2 which can have longer-term effects on student career choice. Century, Before it's Too Late, 4 noted the U.S.'s failure to "capture the interest of our youth for scientific and mathematical ideas" and its economic, social, and national security implications. In an effort to improve STEM education for local K-12 students, contribute to K-12 STEM education best practices, and attract a larger and more diverse pool of students to pursue higher STEM education, New York University Tandon School of Engineering (NYU Tandon) has developed engaging, hands-on curricula based on two engineering-based tracks: robotics and smart cities. These curricula have been applied through NYU Tandon's faculty and students to both direct K-12 student services such as summer programs and K-12 STEM teacher professional development (PD). While previous research has shown hands-on engineering-based teaching and learning to have a positive impact on STEM attitudes, 5,6 we conducted an evaluation of student attitudes towards STEM both before and after their participation in an engineering-based summer STEM learning experience to evaluate our methods and curricula. In the spirit of promoting "Doing with Understanding," 7 our curricula were designed to provide students with the opportunity to learn while being creative, a sense of purpose in their learning, and a learning...

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Clinical Design Sciences: A View From Sister Design Efforts

Cited by 38 publications

References 0 publications

Applying design-based research for developing virtual reality training in the South African mining industry

Applying design-based research for developing virtual reality training in the South African mining industry

Response to Comments: Clinical Study: A Pursuit of Responsibility as the Basis of Education Research

Impact of Engineering Curricula and Student Programming on STEM Attitudes among Middle and High School Students (Evaluation)

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