Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69176

Exploration, Engagement and Inquiry in Undergraduate Education: A Case Study of Learning about Science Using LEGO® and Technology

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Title:Exploration, Engagement and Inquiry in Undergraduate Education: A Case Study of Learning about Science Using LEGO® and Technology
Authors:Baylen, Danilo
Goldberg, Cristine
Author Affiliation:Danilo M. Baylen - University of West Georgia
Cristine Goldberg - University of the Cumberlands
Date Issued:2014
Abstract:This case study explores perceptions of undergraduate teacher education students, enrolled in an online course, on types of educational experiences that foster engagement in science-related courses and impact their active participation. The use of LEGO® and technology was a vehicle to implement this inquiry. The case study also provides information about faculty practices perceived as positive towards science teaching, student success and increased completion rates of college students majoring in STEM disciplines. Feedback from undergraduate students provided information on how to enhance the teaching of science online. Finally, the value of this case study not only facilitates better understanding on how to increase the number of pre-service teachers interested in STEM teaching but also to increase the number of qualified STEM teachers for public schools that will teach the next generation of K-12 students.
Pages/Duration:12 pages
URI:http://hdl.handle.net/10125/69176
Rights:Attribution-NonCommercial-NoDerivs 3.0 United States
Appears in Collections: TCC 2014 Proceedings


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