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首页> 外文学位 >Theory in practice: Constructivism and the technology of instruction in an authentic project-based computer class.
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Theory in practice: Constructivism and the technology of instruction in an authentic project-based computer class.

机译：实践中的理论：基于真实项目的计算机课中的建构主义和教学技术。

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摘要

While literature in areas of constructivism learning theory, use of computer technology in education, and the implementation of project-based learning in the classroom have received widespread attention, there is no reported research that specifically examines the effectiveness of using a project-based learning model for computer technology instruction for pre-service teachers' programs in general, and in art education in particular. Thus, the research problem was to examine through pre- and post-test control-group experimental research design whether two different teaching methods, constructivism teaching approach (project-based learning) and traditional (step-by-step) teaching approach, result in significant differences in learning computer usage, the application of computer technical skills, design projects, and attitudes toward using of technology.;The research was conducted at University of North Texas during the fall semester of 2004. Both quantitative and qualitative methods were used to collect the data. The quantitative data, collected from a pre-post test and pre and post questionnaire, was analyzed using a t-test. No significant difference was found between the groups as it relates to computer usage, one aspect of the application of computer technical skills (Photoshop usage), and attitudes towards technology. There was, however, a statistical difference between the groups in the use of the other aspect of computer application technical skills (Illustrator). The qualitative data was collected from three sources, the final design project, the focus group interview, and the reflective papers and summarized quantitatively. A rubric was used to assess the final design project and the scores from the rubric were analyzed using the Mann-Whitney U test. A significant difference was found between the groups as it relates to the assessment of the final project design. The constructivist (project-based learning) group scored higher than the traditional (step-by-step) group. The analysis of the focus group interviews revealed more positive responses for the (project-based learning) group as opposed to the (step-by-step) group. The analysis of the reflective papers also revealed more positive responses by the (project-based learning) group as opposed to the (step-by-step) group.;Overall, the results of the study indicate that the constructivist approach (project-based learning) did improve student learning.
机译：虽然在建构主义学习理论，计算机技术在教育中的使用以及课堂中基于项目的学习方面的文献已受到广泛关注，但尚无报道专门研究使用基于项目的学习模型的有效性的研究报告。一般用于岗前教师课程的计算机技术教学，尤其是在美术教育中。因此，研究的问题是通过测试前和测试后对照组的实验研究设计来检验两种不同的教学方法，即建构主义教学法（基于项目的学习）和传统教学法（循序渐进）的教学效果如何。在学习计算机使用情况，计算机技术技能的应用，设计项目以及对技术使用的态度方面存在显着差异。；该研究于2004年秋季学期在北德克萨斯大学进行。定量和定性方法均用于收集数据。数据。使用t检验分析从事前检验和事前和事后问卷收集的定量数据。两组之间没有显着差异，因为它们与计算机的使用，计算机技术技能的应用方面（Photoshop的使用）以及对技术的态度有关。但是，各组之间在使用计算机应用技术技能的其他方面（插图作者）方面存在统计差异。定性数据来自三个来源，即最终设计项目，焦点小组访谈和反思性论文，并进行了定量总结。使用专栏评估最终的设计项目，并使用Mann-Whitney U检验分析专栏的分数。在小组之间发现了显着差异，因为这与对最终项目设计的评估有关。建构主义（基于项目的学习）小组的得分高于传统（循序渐进）小组。焦点小组访谈的分析显示，（基于项目的学习）小组比（分步）小组更积极。反思性论文的分析还显示，与基于项目的学习相比，（基于项目的学习）小组有更多的积极反应。总体而言，研究结果表明，建构主义的方法（基于项目的学习）学习）确实改善了学生的学习。

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  • 作者

    Esmaiel, Yousef Esmaiel.;

  • 作者单位

    University of North Texas.;

  • 授予单位 University of North Texas.;
  • 学科 Education Technology of.
  • 学位 Ph.D.
  • 年度 2006
  • 页码 232 p.
  • 总页数 232
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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