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A case study of intersections between a physics classroom and industry
DISSERTATION

, University of Central Florida, United States

University of Central Florida . Awarded

Abstract

The purpose of this study was to describe a journey for one teacher and his students. This journey involved bridging the gap between his classroom and high-tech workplaces, while engaging students in an integrated physics curriculum called Advanced Technology Education (ATE). This integrated curriculum is grounded in physics and interwoven with both Principles of Technology (PT) and Integrated Systems Technology (IST). ATE integrates the learning of technical skills, people skills, and academics through real world applications in manufacturing, production and engineering technology.

The study was qualitative and employed a specific genre of research, the case study and it included both qualitative and quantitative data collection. This case study design originated from anthropology and has the following four characteristics: particularistic, descriptive, heuristic, and inductive. Data were collected over a 2-year period (August 1996-June 1998), by the researcher who was simultaneously the participants' instructor. This allowed me to be the prime instrument for the study and also become an "insider".

The techniques of data collection were guided primarily by the research questions. Multiple sources of evidence included: documents, interviews, archival records, direct observations, participant observations, physical artifacts, and surveys (students, parents, and faculty).

Citation

Jadonath, C. A case study of intersections between a physics classroom and industry. Ph.D. thesis, University of Central Florida. Retrieved January 20, 2021 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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