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You searched for +publisher:"Purdue University" +contributor:("Nathan Mentzer"). Showing records 1 – 2 of 2 total matches.

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Purdue University

1. Nunan, Cameron. The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students.

Degree: MS, Technology Leadership and Innovation, 2015, Purdue University

This study set out to answer the research question: Does teaching a single lesson, utilizing the interconnected principles of STEM in STEM courses, increase overall student interest and engagement in STEM classes in secondary schools? The literature review established a need for student interest in STEM to help fill future STEM careers. ^ Integrated STEM lessons were a viable option for increasing interest, but existing research on the matter was limited. Integrated STEM lessons were applied at a test site school using a multiple baseline framework and evaluated responses with a variation of the Intrinsic Motivation Inventory (IMI). According to the results, two of the classes, Natural Resources, and Introduction to Agriculture, Foods, and Natural Resources, showed improved interest/motivation when exposed to an integrated STEM lesson. Two other classes, General Science, and Introduction to Engineering Design, did not show improvement, but maintained high scores on the IMI throughout the study and may have represented a ceiling effect. At the end of data collection and analysis, it was concluded that integrated STEM lessons show potential for increasing student interest/motivation in STEM in certain contexts, depending on what was happening in each classroom. Advisors/Committee Members: Nathan Mentzer, Nathan Mentzer, Neil Knobloch.

Subjects/Keywords: Education; Engineering; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nunan, C. (2015). The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students. (Thesis). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_theses/590

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nunan, Cameron. “The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students.” 2015. Thesis, Purdue University. Accessed February 23, 2019. http://docs.lib.purdue.edu/open_access_theses/590.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nunan, Cameron. “The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students.” 2015. Web. 23 Feb 2019.

Vancouver:

Nunan C. The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students. [Internet] [Thesis]. Purdue University; 2015. [cited 2019 Feb 23]. Available from: http://docs.lib.purdue.edu/open_access_theses/590.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nunan C. The effect of integrated science, engineering, technology, and mathematics lessons on interest and engagement of secondary students. [Thesis]. Purdue University; 2015. Available from: http://docs.lib.purdue.edu/open_access_theses/590

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Purdue University

2. Locker, Craig T. The impact of user centered design on student motivation.

Degree: MS, 2014, Purdue University

There is a current push for STEM education within the U.S.; however current studies show that students' interest to pursue STEM fields is decreasing as they progress through high school. This lose in interest has shown to have a strong tie to students' perceived levels of motivation towards the subject. The question that this studied set out to answer was if user centered design (UCD) would affect students perceived level of motivation. For this study a treatment of UCD was compared to a traditional high school engineering design curriculum, with the goal to identify if UCD would have a positive effect on the students perceived level of motivation. 59 9th grade high school students from an urban Midwestern city were selected to participate. Students were given a pre and posttest to determine their levels of motivation before and after the comparison or treatment. Analysis showed that students perceived level of intrinsic and extrinsic motivation significantly went up in the treatment group. The study concluded that due to the ease of implementation and low cost of deployment that UCD should be introduced into high school design challenges that focus on developing a solution for an external stakeholder. Advisors/Committee Members: Nathan Mentzer, Nathan Mentzer, Jenny Daugherty, Todd Kelley.

Subjects/Keywords: Engineering Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Elementary and Middle and Secondary Education Administration; Science and Mathematics Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Locker, C. T. (2014). The impact of user centered design on student motivation. (Thesis). Purdue University. Retrieved from http://docs.lib.purdue.edu/open_access_theses/648

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Locker, Craig T. “The impact of user centered design on student motivation.” 2014. Thesis, Purdue University. Accessed February 23, 2019. http://docs.lib.purdue.edu/open_access_theses/648.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Locker, Craig T. “The impact of user centered design on student motivation.” 2014. Web. 23 Feb 2019.

Vancouver:

Locker CT. The impact of user centered design on student motivation. [Internet] [Thesis]. Purdue University; 2014. [cited 2019 Feb 23]. Available from: http://docs.lib.purdue.edu/open_access_theses/648.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Locker CT. The impact of user centered design on student motivation. [Thesis]. Purdue University; 2014. Available from: http://docs.lib.purdue.edu/open_access_theses/648

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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