Date of Award:

12-2008

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Applied Sciences, Technology, and Education

Department name when degree awarded

Engineering and Technology Education

Committee Chair(s)

Kurt H. Becker

Committee

Kurt H. Becker

Committee

Kay Camperell

Committee

Edward M. Reeve

Committee

Jamison D. Fargo

Committee

Christine E. Hailey

Abstract

This research was conducted to determine if students receiving complex systems instruction in the form of software simulations recognize patterns and underlying elements of complex systems more effectively than students receiving traditional instruction. Complex systems were investigated with an analytic (reductive) approach in a control group and with a synthesis approach in the treatment group. Exploration of this top-down approach to learning complex systems counters traditional bottom-up methodologies, investigating systems and subsystems at the component level. The hypothesis was that students experiencing complex systems scenarios in a computer-based learning environment would outperform their counterparts by constructing a greater number of explanations with emergent-like responses.

A mixed method experimental, pretest posttest, control group triangulation design research study was designed for high school students enrolled in an Introduction to Technology and Engineering course. A pretest consisting of one open-ended near transfer problem and one far transfer problem was administered, investigating the generation of reductive (clockwork) and complex (emergent-like) mental models. A stratified sampling procedure was used to assign students to control or treatment groups. Following treatment, an analysis of covariance failed to reveal statistically significant evidence supporting the hypothesis. However, qualitative data in the form of student transcriptions, daily lab reports, and data entry worksheets revealed evidence of emergent-like response and behaviors.

Checksum

a68e12a9f8bbfcf7f18a561a6d889971

Share

COinS