Think and Do: A Phenomenological Investigation into Student Motivation toward Making and Doing

Autor/in	Egresitz, Justin Charles
Titel	Think and Do: A Phenomenological Investigation into Student Motivation toward Making and Doing
Quelle	(2023), (442 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-5045-2
Schlagwörter	Hochschulschrift; Dissertation; Phenomenology; Student Motivation; Active Learning; Undergraduate Students; Technology Education; Engineering Education; Research Universities; Teacher Student Relationship; Interaction; Career Readiness; Skill Development; Mental Health; Freedom; Student Projects; Technological Literacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Phenomenological psychology; Phänomenologie; Psychologie; Schulische Motivation; Aktives Lernen; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Forschungseinrichtung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Kompetenzentwicklung; Qualifikationsentwicklung; Psychohygiene; Freiheit; Schulprojekt; Technisches Wissen
Abstract	Technological literacy for all is the goal of technology and engineering education (T&E) instruction. While this has been the goal for several decades, technological literacy is lacking in the United States. To address this problem the current study investigates student motivation toward making and doing. By understanding student motivation toward this defining feature of T&E instruction, motivation and engagement can be bolstered leading to enhanced technological literacy for students. Using a hermeneutic phenomenological approach, six undergraduate students enrolled in a materials and processes technology course at a research one university in Southeastern United States were interviewed. From these interviews, the researcher found that the learning in an applied way, the final artifact, interaction with the instructor, career readiness, practical skills, and positive mental health outcomes from making and doing were all motivators of undergraduate students toward making and doing. Additionally, curricular factors such as freedom in project work, learning new tools, utility of the final artifact, personal interest, and the laboratory setting were found to be motivational as well. By focusing on these findings while developing curriculum and in-classroom practice, training preservice and veteran teachers, and while conceptualizing and conducting research, T&E professionals can bolster motivation for T&E content and ultimately positively impact the technological literacy of students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01