Full metadata
Title
Beyond the four walls: examining the use of authentic learning modules
Description
ABSTRACT
While attempting to provide real world experiences in STEM, educators face numerous challenges including adhering to curriculum requirements and working with potentially limited resources. The purpose of this action research study was to examine how the addition of authentic learning modules to the existing University of Arizona Middle School Engineering 101 (UA MS engineering 101) unit on energy efficiency can provide students with real world experiences as active participants. During an instructional workshop, participating teachers were introduced to strategies they use in their classroom so students could engage with individuals from both inside and outside of the school to create solutions for energy issues the students have identified within their own schools. This study used a series of observations, interviews, and focus groups with the teacher participants to gather data in determining how and in what ways students were able to obtain real world experiences as active participants through the authentic learning modules. Because there are numerous teachers within the UA MS engineering 101 group, a future goal was to assist these additional teachers in providing this innovation to their students.
While attempting to provide real world experiences in STEM, educators face numerous challenges including adhering to curriculum requirements and working with potentially limited resources. The purpose of this action research study was to examine how the addition of authentic learning modules to the existing University of Arizona Middle School Engineering 101 (UA MS engineering 101) unit on energy efficiency can provide students with real world experiences as active participants. During an instructional workshop, participating teachers were introduced to strategies they use in their classroom so students could engage with individuals from both inside and outside of the school to create solutions for energy issues the students have identified within their own schools. This study used a series of observations, interviews, and focus groups with the teacher participants to gather data in determining how and in what ways students were able to obtain real world experiences as active participants through the authentic learning modules. Because there are numerous teachers within the UA MS engineering 101 group, a future goal was to assist these additional teachers in providing this innovation to their students.
Date Created
2016
Contributors
- Jagielski, Donna Marie (Author)
- Marley, Scott C. (Thesis advisor)
- Carlson, David L. (Committee member)
- Medrano, Juan (Committee member)
- Arizona State University (Publisher)
Topical Subject
Resource Type
Extent
xii, 174 pages : 1 color illustration
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.38646
Statement of Responsibility
by Donna Marie Jagielski
Description Source
Viewed on September 16, 2016
Level of coding
full
Note
Partial requirement for: Ed.D., Arizona State University, 2016
Note type
thesis
Includes bibliographical references (pages 106-110)
Note type
bibliography
Field of study: Leadership and innovation
System Created
- 2016-06-01 08:53:30
System Modified
- 2021-08-30 01:23:25
- 2 years 8 months ago
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