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ABSTRACT JESSEE, EMILY GEORGE. Understanding Student ABSTRACT JESSEE, EMILY GEORGE. Understanding Student Experiences: A Case Study in Scientific Visualization and Civics and Economics. (Under the direction of Dr. V. William DeLuca.) This research study provides the finding of a qualitative case study in Technology, Engineering, and Design Education as well as Social Studies Education. The purpose of this study was to describe the role of graphics within a social studies lesson by examining a student’s experience when a new lesson is implemented in class. The participants were nine students in a single CTE class at a public high school in North Carolina that was near Research Triangle Park and offered a Scientific Visualization II course. The integration of scientific visualization into a civics and economics lesson provided insights in both curricula and the learning process. The qualitative data showed instances in which the student had a greater understanding of the subject when using scientific visualization to understand a lesson focused on supply and demand. The study’s findings can be used to demonstrate how much visual representation impact a student’s learning as well as the importance of listening to their voices. The themes that emerged were based on four components outlined in the theoretical framework, pointed to learning that was context-based, active involvement in conceptual learning, identification of learning goals, and a compassionate presence. The second research question, paired with the same theoretical components, found relevance in application to the real world, developing data literacy, learning that is understanding, and exploring creativity. © Copyright 2012 by Emily George Jessee All Rights Reserved Understanding Student Experiences: A Case Study in Scientific Visualization and Civics and Economics by Emily George Jessee A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the degree of Doctor of Education Technology Education Raleigh, North Carolina 2012 APPROVED BY: _______________________________ ______________________________ Dr. V. William DeLuca Dr. Eric Wiebe Committee Chair ________________________________ ________________________________ Dr. Joe Busby Dr. Kevin Oliver DEDICATION I dedicate this dissertation to my loved ones. You are all my biggest cheerleaders and I could not have completed this project without your contributions. First and foremost, I am grateful to my husband, Jared Howard Jessee, senior, who gave me more love, support and understanding than I could have ever imagined. I am also thankful to my little ones, Jared (Rede) Howard Jessee, junior, and Sarah Elizabeth Jessee, your laughs, smiles, and endless love inspired me to finish and achieve one of my dreams. To my parents, Mr. and Mrs. James Philip George, I appreciate your dedication and enthusiasm. You came to my help at the drop of hat without even blinking whenever I needed you. To my sister, Ms. Courtney Bowman George, you kept me going when I first began this journey and always make me laugh. To my in-loves, Mr. and Mrs. James Jackson Jessee, III, you are the best family a girl could ever have and I am thankful for your kindness. There were many a long days with Papa and LiLi for my little ones. To my friend, Mrs. Andrea Barrows Armstrong, you have been my editor long before I started this adventure and I am grateful for your advice and encouragement to achieve my goal. And, to all the teachers in my life, especially my grandmother, Mrs. Gertrude Moore George, my aunts, Mrs. Muriel Weather and Ms. Jan Powell, and a favorite teacher, Mrs. Jean Morgensen, you taught me what it truly is to be a teacher long before I knew God’s plan. ii BIOGRAPHY Emily George Jessee was born on December 29, 1977, to Brenda King and James Philip George in Sylva, North Carolina. She completed her Bachelor of Science degree in Engineering Technology with a concentration in Engineering Design and a focus in Animation, Illustration, and Multimedia from East Tennessee State University in 2001. She was a member of Kappa Delta sorority and Epison Pi Tau, an international honor society for professions in technology. While working in advertising, she decided she wanted to be a teacher and began work on her Masters of Education degree in Technology Education at North Carolina State University where she was inducted into Phi Kappa Phi, the oldest and largest collegiate honor society dedicated to the recognition and promotion of academic excellence in all disciplines. She got her first teaching job in Oxford as a Lateral Entry teacher in 2003 and loves being in the classroom. With encouragement from Dr. V. William DeLuca, she continued in the program to pursue a doctorate. She currently is a teacher with Wake County Schools close to her home and family. iii ACKNOWLEDGMENTS The faculty of North Carolina State University has always been supportive and gracious with their time and knowledge. To my dissertation committee: Dr. V. William DeLuca, my committee chair who provided encouragement when needed and let me sweat a little when I also needed it. Thank you for taking the time to work with me; Dr. Eric Wiebe, I appreciate your expert knowledge in the field of Scientific Visualization and guidance in an independent study that gave me encouragement to get to where I am today; Dr. Joe Busby, I loved my summer class on hydrogen fuel cell cars and am thankful for the energy you ignited when I was there to continue to push forward. Dr. Kevin Oliver, your online classes are the best I have ever taken. You are at the top of your field and I appreciate all the advice you passed along to me in my qualitative research and technological queries. To other professors in the Education department, this has been an incredible experience. I have not only learned and grown a great deal, but have truly enjoyed this experience. Also, I am grateful to one small conversation after school during my first year in Wake County that sparked the idea for this dissertation. iv TABLE OF CONTENTS LIST OF TABLES………………………………………………………………….. ix LIST OF FIGURES………………………………………………………………… xi CHAPTER 1 Introduction………………………………………………………………… 1 Statement of the Problem…………………………………………………... 1 Background………………………………………………………………… 3 Purpose of Study…………………………………………………………… 4 Need for Study……………………………………………………………... 5 Conceptual Framework…………………………………………………….. 8 Research Questions………………………………………………………… 10 Limitations of the Study…………………………………………………… 11 Role of the Researcher……………………………………………………... 12 Definition of Terms………………………………………………………... 12 Chapter Summary………………………………………………………….. 13 CHAPTER 2 Literature Review…………………………………………………………...14 Understanding Scientific Visualization……………………………………. 14 Background of Scientific Visualization……………………………………. 17 Visual Performance in Scientific Visualization……………………………. 20 Strength in the Eyes………………………………………………………... 23 Multiple Meanings in Scientific Visualization…………………………….. 24 Application of Scientific Visualization…………………………………….. 25 Link between Academic Subjects………………………………………….. 27 Field of Technology Education…………………………………………….. 30 Relationship between Graphics and Learning……………………………... 32 Synergy…………………………………………………………………….. 34 v Conceptual Framework…………………………………………………….. 35 Conclusion…………………………………………………………………. 40 Chapter Summary………………………………………………………….. 40 CHAPTER 3 Methodology……………………………………………………………….. 42 Research Design……………………………………………………………..42 Case Study…………………………………………………………………..43 Researcher’s Role…………………………………………………………...44 Research Participants and Sampling Procedure…………………………….45 Data Collection Methods…………………………………………………....48 Observations………………………………………………………………...51 Interviews…………………………………………………………………... 51 Documents…………………………………………………………………..53 Data Analysis………………………………………………………………. 54 Analysis of Research Findings……………………………………………...54 Coding……………………………………………………………………… 56 Reporting Study Results…………………………………………………….58 Trustworthiness……………………………………………………………..59 Research Limitations………………………………………………………..60 Ethical Conduct…………………………………………………………….. 61 Summary…………………………………………………………………… 62 CHAPTER 4 Data Analysis and Results…………………………………………………. 63 Overview of Research Participants………………………………………… 64 Overview of Data Collection Methods……………………………………...64 Overview of Data Analysis………………………………………………… 66 Emergent Themes…………………………………………………………....67 vi Introduction to Research Question #1………………………………………68 Theme 1: Learning in Context-based………………………………………. 68 Theme 2: Active Involvement in Conceptual Learning……………………. 70 Theme 3: Identify Learning Goals and Objectives………………………… 73 Theme 4: Compassionate Presence………………………………………… 75 Summary of Themes……………………………………………………….. 81 Introduction to Research Question #2………………………………………82 Theme 5: Apply to Real World…………………………………………….. 83 Theme 6: Develop Data Literacy…………………………………………... 87 Theme 7: Learning is Understanding………………………………………. 93 Theme 8: Exploring Creativity……………………………………………...98 Chapter Summary…………………………………………………………...102 CHAPTER 5 Introduction………………………………………………………………… 103 Summary…………………………………………………………………….104 Understanding Complicated Data………………………………………….. 105 Context-based Learning…………………………………………………….106 Active Involvement in Conceptual Learning……………………………….108 Identifying Learning Goals…………………………………………………109 Establishing a Compassionate Presence…………………………………….111 Participants’ Experiences Using Scientific Visualization: Conclusions…....113 Applying Lessons to the Real World……………………………………….114 Development of Data Literacy……………………………………………...115 Learning
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