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You searched for +publisher:"Texas A&M University" +contributor:("Stuessy, Carol"). Showing records 1 – 2 of 2 total matches.

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Texas A&M University

1. Fleming Jr., Kenneth John. Clarifying the Role of Authenticity as an Element in Science Exhibit Design.

Degree: 2017, Texas A&M University

When the doors of a science center open, so do opportunities to step into oversized bubbles or unearth fossils in a dig site the size of a football field. Are those experiences educationally meaningful or merely novel? To address this question, I gathered evidence and interpretations in three separate yet connected studies on the design features of a quality science exhibit in three separate studies. In the first study, I conducted a literature review on exhibit design features that had a moderating effect on learning. Each of the 19 studies in the sample was an empirical investigation. I used the findings from this review to (a) generate a research-based exhibit design resource and (b) highlight exhibit elements that need clarification. In study two, I interviewed six veteran exhibit designers from nationally recognized institutions to clarify the role of authenticity in the exhibit design process. Findings from a constant comparative analysis of their interview data indicated that science exhibits needed to be authentic to the (a) institution, (b) learner, and (c) science as a field of study. ?Scale? and ?role-play? were two unique factors that shaped immersive environments in informal science education institutions. My focus on the exhibit as a learning environment predicated the need to investigate how authenticity is expressed across a larger sample of exhibits. In the third study, I used four expressions of authenticity as pre-determined categories for a content analysis on 106 exhibit descriptions from summative evaluations in the Building Informal Science Education network database. The findings from this study affirmed the effect of an institution?s priorities on the presence of authentic artifacts (e.g., natural history museums) over hands-on experiences (e.g., science centers). Where visitors? opportunities to interact with authentic artifacts might have been limited by the type of institution, visitors? opportunities to explore with their senses were not. Advisors/Committee Members: Yalvac, Bugrahan (advisor), Stuessy, Carol L (advisor), Scott, Timothy P (committee member), Gatson, Sarah N (committee member).

Subjects/Keywords: Authenticity; Learning Environment; Exhibit Design

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

APA (6th Edition):

Fleming Jr., K. J. (2017). Clarifying the Role of Authenticity as an Element in Science Exhibit Design. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161462

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):

Fleming Jr., Kenneth John. “Clarifying the Role of Authenticity as an Element in Science Exhibit Design.” 2017. Thesis, Texas A&M University. Accessed March 18, 2019. http://hdl.handle.net/1969.1/161462.

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

MLA Handbook (7th Edition):

Fleming Jr., Kenneth John. “Clarifying the Role of Authenticity as an Element in Science Exhibit Design.” 2017. Web. 18 Mar 2019.

Vancouver:

Fleming Jr. KJ. Clarifying the Role of Authenticity as an Element in Science Exhibit Design. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Mar 18]. Available from: http://hdl.handle.net/1969.1/161462.

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

Council of Science Editors:

Fleming Jr. KJ. Clarifying the Role of Authenticity as an Element in Science Exhibit Design. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161462

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


Texas A&M University

2. McKibben, Jason Daniel. Effects of STEM Projects' Authenticity in High School Agricultural Mechanics.

Degree: PhD, Agricultural Leadership, Education, and Communications, 2017, Texas A&M University

Researchers have reported that participation in agricultural education reinforces STEM concepts. The use of projects in instruction is common in agricultural education. However, the foundational understanding of certain tenets of this method of instruction is not clear. I conducted a quasi-experimental study to test how real and/or authentic projects need to be to affect learning. Agriculture Food and Natural Resources students in Texas were sampled and assigned as a cohort group to one of four treatment groups (N = 219). Fourteen cohort groups (class periods) were identified in five sites. I assigned randomly each of the 14 cohort groups to one of the four project types varying in their design according to the degree of project authenticity when learning about electricity. I used analysis of covariance (ANCOVA) to test the effects of project authenticity, student perceptions of the projects, tenure in high school agricultural education, STEM perceptions, and perceived novelty on change scores in a pretest posttest quasi-experimental design. Project type varied on authenticity. A test of project type groups yielded statistically significant results (p < .025) with small effect size (?? = .04). Pairwise comparisons revealed no differences between the most and least authentic projects but statistically significant differences between the two projects with medium levels of authenticity and the other two kinds of projects (i.e., least authentic and most authentic). Projects with medium levels of authenticity were also projects that offered most cognitive dissonance to the participants. Student perceptions of novelty were also statistically significant with small effect size. No other statistically significant effects were found of the independent variables on change scores. Advisors/Committee Members: Murphy, Timothy H (advisor), Stuessy, Carol L (committee member), Briers, Gary E (committee member), McKim, Billy R (committee member).

Subjects/Keywords: Agriculture; STEM; Agricultural Education; Agricultural Mechanics; Project Based Learning; Teaching Methods; Curriculum; Authenticity; Novelty; Cognitive Dissonance; ANCOVA; Electricity; Physics; Direct Current; Hands on Learning; Student Centered Learning

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

APA (6th Edition):

McKibben, J. D. (2017). Effects of STEM Projects' Authenticity in High School Agricultural Mechanics. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/166079

Chicago Manual of Style (16th Edition):

McKibben, Jason Daniel. “Effects of STEM Projects' Authenticity in High School Agricultural Mechanics.” 2017. Doctoral Dissertation, Texas A&M University. Accessed March 18, 2019. http://hdl.handle.net/1969.1/166079.

MLA Handbook (7th Edition):

McKibben, Jason Daniel. “Effects of STEM Projects' Authenticity in High School Agricultural Mechanics.” 2017. Web. 18 Mar 2019.

Vancouver:

McKibben JD. Effects of STEM Projects' Authenticity in High School Agricultural Mechanics. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Mar 18]. Available from: http://hdl.handle.net/1969.1/166079.

Council of Science Editors:

McKibben JD. Effects of STEM Projects' Authenticity in High School Agricultural Mechanics. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/166079

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