DOCSLIB.ORG

Handout 2 Research Designs Page 2.1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Handout 2 Research Designs Page 2.1 Psychological Science Handout 2 Research Designs Page 2.1 _ _ HANDOUT 2 RESEARCH DESIGNS The Whole Picture Principle: Research scientists are so caught up in their own narrow endeavors that they have difficulty seeing the whole picture of anything, including their own research. BASIC CONCEPTS Research According the Kerlinger, the purpose of research is theory. Research that is not theory based is simply journalism - a reporting of facts with no connecting thread. Research serves three purposes: 1 - theory building: to generate a theory where none currently exists 2 - theory confirmation: to test propositions derived from our theory, and thus test the soundness of our theoretical conceptualizations 3 - theory modification: to seek out the boundaries of our theory; to identify the areas where the theory is not adequate at explaining the phenomenon we are interested in addressing Good research extends our knowledge into new areas, and makes known information that was previously unknown. More importantly, research helps us identify the fundamental relationships between events in our universe. Research depends on the four ways of knowing. Dogma is an appeal to authority. In using this approach we ask the people who are authorities in the area to explain the nature of the relationships. The benefit of dogma is that we don't have to re-learn what someone else has discovered - we can continue from where they stopped. The problem with dogma is that we can never know more than the authorities know. Reason is the use of logic and rational thought to determine what is and what isn't. Science proceeds from the proposition that while reality may transcend logic, it does not defy logic. The problem with reason is that two things may both be logically possible, but mutually exclusive - in other words, if one explanation is correct, the other one cannot be. While reason tells us how our world CAN go together, it does not always tell us how our world DOES go together. Phenomenology is the use of subjective experience in determining how the world is put together. However, when two people have different subjective experiences, phenomenology cannot tell us who has the "right" or "correct" experience. Phenomenology is helpful in the creative process, and without our subjective (or intuitive) processes, creativity (even in science) is not possible. However, it is not useful in resolving disputes about the nature of the world. _ _ Cappelletty, Aug-13 Handout 2 Psychological Science Page 2.2 Research Designs _ _ Empiricism is the use of objective measurement and observation to determine reality. Within the empirical method, only that which can be observed and agreed to by all is considered "real" and used to validate or build theories. In reality, all four methods are used to build, test, and modify the theories we use in science. Theory A theory is a set of interrelated propositions about the relationships between concepts. In this definition of theory, we have a number of important issues: Proposition - A proposition is a principle connecting two or more concepts by stating the mechanism that holds them together. For example, low self esteem (concept 1) causes depression (concept 2) by increasing the negative thoughts (concept 3) one has about oneself (the mechanism connecting concepts 1, 2 and 3). We can have two different types of propositions: specific and general. Specific: A specific proposition is very limited, and generally involves only 2 or 3 concepts. General: A general proposition is more global and often combines specific propositions into more wide ranging generalizations about a phenomenon. Relationship - A relationship is the manner in which two concepts go together. There are only three types of relationships: positive (increasing A also increases B), negative (increasing A decreases B and vice versa), and ambivalent (increasing A increases B only under certain conditions; under other conditions, increasing A decreases B). Concepts - A concept is a single "thing," specific entity or mental image. For example, "intelligence" is a concept in that it is a single entity in a theory. It is important to note that concepts, in and of themselves, have no truth value. That is, you cannot debate the validity of a concept. Thus, a concept such as "unconscious" may or may not be useful in describing our topic of study, but it is not "valid" in and of itself. Construct - Once you define a concept, you have a construct. When you define a concept, you can now begin to rationally debate and argue the "thing" about which you are talking. A construct, like a concept, has no objective truth value. In other words, the construct may be a useful tool to use in describing reality, but it is not reality in and of itself. Operational Definition - With an operational definition, we now get into objective, empirical truth. An operational definition tells us the operations we will perform in order to observe the _ _ Cappelletty - Aug-13 Psychological Science Handout 2 Research Designs Page 2.3 _ _ construct we have defined. In other words, we need to decide how we are going to observe the concept. The validity of the operation definition depends on the operational definition involved. So far we have the diagram at the top of the next page. Philosophical Issues Science is interested in the development (rational) and testing (empirical) of theories. At issue is the search for cause and effect relationships. A basic premise of psychology is that behavior is caused by something - it doesn't just arise spontaneously. Determinism is a guiding principle of research: everything is determined by something. Aristotle's four causes: Material: What a thing is made out of, the material that goes into it Formal: The form and shape a thing takes; the "pattern" followed in making that thing Motive: The impetus that moved things to create the thing Final: The end result toward which the thing moves Necessary & Sufficient Causes _ _ Cappelletty, Aug-13 Handout 2 Psychological Science Page 2.4 Research Designs _ _ Necessary: A cause that must exist in order for the thing to come into being Sufficient: A cause that, by itself, will cause a thing to come into being Determining causal connections is often more a logical, rational endeavor than it is an empirical one. In connecting events to one another in a causal chain of events, it is important to remember a few basic principles. These principles are outlined below. Temporal nature of cause: After cannot cause before. Causes occur before effects, and not after them. "Sticky" versus "Loose" variables: "Sticky" variables are those that rarely change, are hard to change, and generally have little variation over the life of an idividual. "Loose" variables are those than often change, are easy to change, and have a large variability over the life of an individual. In general, sticky variables are the causes, and loose variables tend to be the effects. The more "sticky" a variable, the less likely it is to be affected by something else; the more "loose" a variable is, the more likely it is to be caused by something else. Truth: In science, Truth is conceptualized as the way in which the world is put together. However, truth is not a unitary thing but is composed of different types: necessary truths, contingent truths, and impossibilities. Truth can be seen as existing on a continuum from the necessary to the impossible, as below. true false +-------------------------------------------+ necessary impossible | contingent possible Necessary Truth: Something which, by definition, is true. It makes no sense to check out a necessary truth as it cannot possibly be false. Impossibility: Something which, by definition, cannot be true. For example, the question: "Are bachelors married?" is silly to ask since the answer is apparent in the definition of the term "bachelor." Contingent: Something which can be either true or false. Only observation will determine the truth value of a contingent truth. These types of truth are the proper object of research in psychology. MEASUREMENT ISSUES Measurement is the hallmark of a science. An axiom in science is that "if something exists, it can be measured." In developing a research design, one _ _ Cappelletty - Aug-13 Psychological Science Handout 2 Research Designs Page 2.5 _ _ always comes to the question of how the concepts shall be measured. Measurement should always follow your construct definition and be guided by that definition. The selection of an appropriate measurement device is one of the hardest things in research. In psychology, the questionnaire is the most common form of measurement. Questionnaires can include the following types of interview or reporting methods: - structured interview - unstructured interview - rating scales - self-report inventories - psychological tests The thing all of these have in common is that we are asking the subject (or a significant other in the case of a rating scale) to report on his or her own behavior, feelings, beliefs, attitudes, etc. There are a number of problems with the questionnaire, such as the honesty of the person filling it out, and thus an alternative to the questionnaire is the direct observation of behavior by the researcher. Regardless of the type of measurement/observation being made, the basic steps in measurement selection will apply. Step 1: Decide WHAT To Measure This step may sound redundant, yet many research projects have failed miserably because the researchers failed to adequately consider what they needed to measure. Before we can put together our questionnaire packet or begin to collect data, we need to have some idea of what it is we are looking for. By looking at all of the implications of what we are measureing, both theoretical and practical, we can avoid major pitfalls later on.
Load more

Recommended publications
  • Jackson: Choosing a Methodology: Philosophical Underpinning
    JACKSON: CHOOSING A METHODOLOGY: PHILOSOPHICAL UNDERPINNING Choosing a Methodology: Philosophical Practitioner Research Underpinning In Higher Education Copyright © 2013 University of Cumbria Vol 7 (1) pages 49-62 Elizabeth Jackson University of Cumbria [email protected] Abstract As a university lecturer, I find that a frequent question raised by Masters students concerns the methodology chosen for research and the rationale required in dissertations. This paper unpicks some of the philosophical coherence that can inform choices to be made regarding methodology and a well-thought out rationale that can add to the rigour of a research project. It considers the conceptual framework for research including the ontological and epistemological perspectives that are pertinent in choosing a methodology and subsequently the methods to be used. The discussion is exemplified using a concrete example of a research project in order to contextualise theory within practice. Key words Ontology; epistemology; positionality; relationality; methodology; method. Introduction This paper arises from work with students writing Masters dissertations who frequently express confusion and doubt about how appropriate methodology is chosen for research. It will be argued here that consideration of philosophical underpinning can be crucial for both shaping research design and for explaining approaches taken in order to support credibility of research outcomes. It is beneficial, within the unique context of the research, for the researcher to carefully
    [Show full text]
  • Applications of Systems Engineering to the Research, Design, And
    Applications of Systems Engineering to the Research, Design, and Development of Wind Energy Systems K. Dykes and R. Meadows With contributions from: F. Felker, P. Graf, M. Hand, M. Lunacek, J. Michalakes, P. Moriarty, W. Musial, and P. Veers NREL is a national laboratory of the U.S. Department of Energy, Office of Energy Efficiency & Renewable Energy, operated by the Alliance for Sustainable Energy, LLC. Technical Report NREL/TP-5000-52616 December 2011 Contract No. DE -AC36-08GO28308 Applications of Systems Engineering to the Research, Design, and Development of Wind Energy Systems Authors: K. Dykes and R. Meadows With contributions from: F. Felker, P. Graf, M. Hand, M. Lunacek, J. Michalakes, P. Moriarty, W. Musial, and P. Veers Prepared under Task No. WE11.0341 NREL is a national laboratory of the U.S. Department of Energy, Office of Energy Efficiency & Renewable Energy, operated by the Alliance for Sustainable Energy, LLC. National Renewable Energy Laboratory Technical Report NREL/TP-5000-52616 1617 Cole Boulevard Golden, Colorado 80401 December 2011 303-275-3000 • www.nrel.gov Contract No. DE-AC36-08GO28308 NOTICE This report was prepared as an account of work sponsored by an agency of the United States government. Neither the United States government nor any agency thereof, nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States government or any agency thereof.
    [Show full text]
  • Choosing a Mixed Methods Design
    04-Creswell (Designing)-45025.qxd 5/16/2006 8:35 PM Page 58 CHAPTER 4 CHOOSING A MIXED METHODS DESIGN esearch designs are procedures for collecting, analyzing, interpreting, and reporting data in research studies. They represent different mod- R els for doing research, and these models have distinct names and procedures associated with them. Rigorous research designs are important because they guide the methods decisions that researchers must make dur- ing their studies and set the logic by which they make interpretations at the end of studies. Once a researcher has selected a mixed methods approach for a study, the next step is to decide on the specific design that best addresses the research problem. What designs are available, and how do researchers decide which one is appropriate for their studies? Mixed methods researchers need to be acquainted with the major types of mixed methods designs and the common variants among these designs. Important considerations when choosing designs are knowing the intent, the procedures, and the strengths and challenges associated with each design. Researchers also need to be familiar with the timing, weighting, and mixing decisions that are made in each of the different mixed methods designs. This chapter will address • The classifications of designs in the literature • The four major types of mixed methods designs, including their intent, key procedures, common variants, and inherent strengths and challenges 58 04-Creswell (Designing)-45025.qxd 5/16/2006 8:35 PM Page 59 Choosing a Mixed Methods Design–●–59 • Factors such as timing, weighting, and mixing, which influence the choice of an appropriate design CLASSIFICATIONS OF MIXED METHODS DESIGNS Researchers benefit from being familiar with the numerous classifications of mixed methods designs found in the literature.
    [Show full text]
  • 3 Research Philosophy and Research Design
    Research Philosophy 3 and Research Design Introduction In the introductory chapter, developing self-awareness was a key pro- cess outlined and it was stated that it is possible you have assumed that the way you view the world is the same as the way that everybody else views the world. The term ‘common sense’ was used in this discussion. We noted then, you could believe it is common sense that the way you look at the world is the same way that others look at it. However, we also saw earlier that one person’s common sense is not necessarily the same as another’s! If we accept that there are likely to be differences between people’s view of the world, it may not come as a surprise that the way some researchers view the world, is very different from other’s views. Research philosophies The idea that there are different views of the world, and the processes that operate within it, is part of what is known as philosophy. Philosophy is concerned with views about how the world works and, as an academic subject, focuses, primarily, on reality, knowledge and existence. Our individual view of the world is closely linked to what we perceive as reality. On a day-to-day basis outside of your academic work, it would be unusual to think often about the way you perceive reality and the world around you. However, in relation to your dissertation, it is very important to realise how you perceive reality. Your individual percep- tion of reality affects how you gain knowledge of the world, and how you act within it.
    [Show full text]
  • Fashion Designers' Decision-Making Process
    Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2013 Fashion designers' decision-making process: The influence of cultural values and personal experience in the creative design process Ja-Young Hwang Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Art and Design Commons Recommended Citation Hwang, Ja-Young, "Fashion designers' decision-making process: The influence of cultural values and personal experience in the creative design process" (2013). Graduate Theses and Dissertations. 13638. https://lib.dr.iastate.edu/etd/13638 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Fashion designers’ decision-making process: The influence of cultural values and personal experience in the creative design process by Ja -Young Hwang A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Apparel, Merchandising, and Design Program of Study Committee: Mary Lynn Damhorst, Co-Major Professor Eulanda Sanders, Co-Major Professor Sara B. Marcketti Cindy Gould Barbara Caldwell Iowa State University Ames, Iowa 2013 Copyright © Ja Young Hwang, 2013. All rights
    [Show full text]
  • CBPR Charrette Fact Sheet
    CBPR Charrette Fact Sheet CBPR Charrettes: An Expert Guided Process for Strengthening Community-Academic Partnerships University of North Carolina at Chapel Hill (UNC) Project Background The NC Translational and Clinical Sciences Institute (TraCS), home of UNC’s Clinical and Translational Science Award (CTSA) and the UNC Center for Health Promotion and Disease Prevention (HPDP), home of UNC’s CDC-funded Prevention Research Center (PRC), received two supplement grants to launch Community Leadership and Reciprocal Development: Advancing Community-Engaged Research at Two CTSA Institutions in collaboration with Vanderbilt’s Institute for Clinical and Translational Research (VICTR). The goal of this project was to expand and accelerate both institutions’ capacity to advance community-engaged research, by 1) drawing on the expertise of community partners working with our respective institutions, and, 2) initiating a cross-institution partnership to share expertise, develop resources, and disseminate new knowledge and approaches. At UNC we provide technical assistance through a “charrette” process to advance the adoption and successful implementation of community- based participatory research (CBPR) among community and academic partnership teams. What is a charrette? A “charrette” is a collaborative planning process most often used in design and architecture that harnesses the talents and energies of all interested parties to create and support a feasible plan to bring about community development and transformation (www.nationalcharretteinstitute.org). This project adapts the charrette concept to build the capacity of community-academic partnerships to use a CBPR approach to address the health needs of communities. Our “CBPR Charrettes” are comprised of focused guidance sessions for community-academic partnership (CAP) teams to address issues or questions identified by the partnership.
    [Show full text]
  • RESEARCH DESIGN Qualitative, Quantitative, and Mixed Methods Approaches
    THIRD EDITION RESEARCH DESIGN Qualitative, Quantitative, and Mixed Methods Approaches JOHNW. CRESWELL UNIVERSITY OF NEBRASKA-LlNCOLN ~SAGE Los Angeles • London • New Delhi • Singapore Copyright © 2009 by SAGEPublicatíons, Inc. Al! rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanícal, including photocopying. recording. or by any information storage and retrieval system, without permission in writing from the publisher. Por iniormation: SAGEPublications. Inc. SAGEPublications India Pvt. Ltd. 2455 Tel!er Road B 1/1 1 Mohan Cooperative Thousand Oaks, California 91320 Industrial Area E-mail: [email protected] Mathura Road, New Delhi 110 044 India SAGEPublications Ltd. SAGEPublications Asia-Pacific Pte. Ltd. 1 Oliver's Yard 33 Pekin Street #02-01 55 City Road Far East Square London ECl y ISP Singapore 048763 United Kingdom Printed in the United States of America Library of Congress Cataloqinq-in-Publicaticn Data Creswell,[ohn W. Research design: Qualítative, quantitative. and mixed methods approaches/john W. Creswell. -3rd ed. p.cm. Includes bibliographical references and index. ISBN 978-1-4129-6556-9 (cloth) ISBN 978-1-4129-6557-6 (pbk.) l. Social sciences-Research-Methodology. 2. Social sciences-Statistical methods. 1. Title. H62.C6963 2009 300.n-ac22 2008006242 Prinied on acid-free paper 08 09 10 11 12 10 9 8 7 6 5 4 3 2 1 Acquiring Editor: Vicki Knight Associate Editor: Sean Connelly Editorial Assistant: Lauren Habib ;. Production Editor: Sarah K. Quesenberry Copy Editor: Marilyn Power Scott Typesetter: C&MDigitals (P) Ltd. Proofreader: Marleis Roberts Indexer: RickHurd Cover Designer: [anet Foulger Marketing Manager: Stephanie Adams Brief Contents Analytic Contents of Research Techniques xv Preface xix Acknowledgments xxvii About the Author xxix ~ Part 1:Preliminary Considerations 1.
    [Show full text]
  • Philosophy of Design: a Meta- Theoretical Structure for Design Theory
    Philosophy of design: a meta- theoretical structure for design theory Terence Love, Praxis Education, 21 Spiers Rd, Quinns Rocks, Western Australia This paper focuses on the structure and dynamic of theory in design research. Problems with existing theory are explored, and a new meta- theoretical method is suggested for assisting the critical analysis, comparison and formulation of design theories and concepts. This meta- theoretical method contributes to building a simplifying paradigm of design research by providing a means to clarify the existing state of design theory in the field, to assist with the establishment of coherence and compatibility between concepts in disparate theories, to validate theory and concepts, and to uncover ‘hidden’ aspects of design theories. 2000 Elsevier Science Ltd. All rights reserved Keywords: philosophy of design, design theory, epistemology, ontology, design philosophy his paper is a contribution to the study of Philosophy of Design. In it, a critical overview is taken of the structure and dynamic of Tdesign theory. This overview leads to a method to assist with the critical analysis of design theories and their associated concepts. If we consider ‘design theory’ as an artefact to be designed, this paper’s role is in the part of the design process often called ‘problem analysis’. Under- pinning what is presented in this paper is an assumption that the act of designing by human agents is central to the academic study of design. This theoretical standpoint, that what is described as design always implicates humans, together with the understanding that any theories, theorising or theory interpretation has meaning only in a human context, is the basis for the analyses presented below.
    [Show full text]
  • Value Sensitive Design of Unmanned Aerial Systems As ”The Main Research Questions Are ’How’ Or ’Why’”, and ”The Focus of the Study Is a Contemporary Phenomenon” [85]
    Supervisors: Author: Alf Rehn Dylan Cawthorne Marianne Harbo Frederiksen Douglas Cairns Contents List of Figures 7 List of Tables 13 Acronyms 14 1 ABSTRACT IN ENGLISH 16 2 RESUMEP´ A˚ DANSK 17 3 DEDICATION 18 4 ACKNOWLEDGEMENTS 19 5 INTRODUCTION 20 5.1 Drones . 20 5.2 Value Sensitive Design . 22 5.3 Research gap . 22 5.4 Reading guide . 24 5.4.1 Overview of Case Studies . 24 5.4.2 Overview of Papers . 25 5.5 Context . 28 5.6 Scope . 28 5.6.1 Within scope . 28 5.6.2 Outside of scope . 29 5.7 Audience . 30 6 METHODOLOGY 31 6.1 Philosophical world view - pragmatism . 31 6.2 Research approach - mixed methods . 32 6.3 Research design - abduction . 32 6.4 Research strategy - experimental and non-experimental . 33 6.5 Research methods - various . 33 7 CASE STUDY I - THE HUMANITARIAN CARGO DRONE IN PERU 35 1 8 PAPER 1 - Value Sensitive Design of a Humanitarian Cargo Drone 36 8.1 Introduction . 36 8.1.1 Background . 37 8.1.2 Embodied values . 37 8.1.3 Technology in a social context . 37 8.1.4 Non-epistemic values . 38 8.1.5 Prior Art . 38 8.2 Value Sensitive Design Methdology . 38 8.2.1 The three phases of VSD . 38 8.2.2 Conceptual phase . 38 8.2.3 Empirical phase . 39 8.2.4 Technological phase . 39 8.2.5 Interactions . 41 8.2.6 Iteration . 41 8.2.7 Basis of analysis . 41 8.2.8 Applications . 41 8.3 Retrospective Analysis .
    [Show full text]
  • Research Design Construction the Research Design Is a Framework for Planning Your Research and Answering Your Research Questions
    Research Design Construction The research design is a framework for planning your research and answering your research questions. Creating a research design means making decisions about: The type of data you need The location and timescale of the research The participants and sources The variables and hypotheses (if relevant) The methods for collecting and analyzing data The research design sets the parameters of your project: it determines exactly what will and will not be included. It also defines the criteria by which you will evaluate your results and draw your conclusions. The reliability and validity of your study depends on how you collect, measure, analyze, and interpret your data. A strong research design is crucial to a successful research proposal, scientific paper, or dissertation. Table of contents 1. Consider your priorities and practicalities 2. Determine the type of data you need 3. Decide how you will collect the data 4. Decide how you will analyze the data 5. Write your research proposal Step 1: Consider your priorities and practicalities For most research problems, there is not just one possible research design, but a range of possibilities to choose from. The choices you make depend on your priorities in the research, and often involve some tradeoffs – a research design that is strong in one area might be weaker in another. A qualitative case study is good for gaining in-depth understanding of a specific context, but it does not allow you to generalize to a wider population. A laboratory experiment allows you to investigate causes and effects with high internal validity, but it might not accurately represent how things work in the real world (external validity).
    [Show full text]
  • What Is Research Design? 1
    PART I WHAT IS RESEARCH DESIGN? 1 THE CONTEXT OF DESIGN Before examining types of research designs it is important to be clear about the role and purpose of research design. We need to understand what research design is and what it is not. We need to know where design ®ts into the whole research process from framing a question to ®nally analysing and reporting data. This is the purpose of this chapter. Description and explanation Social researchers ask two fundamental types of research questions: 1 What is going on (descriptive research)? 2 Why is it going on (explanatory research)? Descriptive research Although some people dismiss descriptive research as `mere descrip- tion', good description is fundamental to the research enterprise and it has added immeasurably to our knowledge of the shape and nature of our society. Descriptive research encompasses much government spon- sored research including the population census, the collection of a wide range of social indicators and economic information such as household expenditure patterns, time use studies, employment and crime statistics and the like. Descriptions can be concrete or abstract. A relatively concrete descrip- tion might describe the ethnic mix of a community, the changing age pro®le of a population or the gender mix of a workplace. Alternatively 2 WHAT IS RESEARCH DESIGN? the description might ask more abstract questions such as `Is the level of social inequality increasing or declining?', `How secular is society?' or `How much poverty is there in this community?' Accurate descriptions of the level of unemployment or poverty have historically played a key role in social policy reforms (Marsh, 1982).
    [Show full text]
  • Identifying Indicators Related to Constructs for Engineering Design Outcome
    Journal of Technology Education Vol. 27 No. 2, Spring 2016 Identifying Indicators Related to Constructs for Engineering Design Outcome Cheryl A. Wilhelmsen & Raymond A. Dixon Abstract This study ranked constructs articulated by Childress and Rhodes (2008) and identified the key indicators for each construct as a starting point to explore what should be included on an instrument to measure the engineering design process and outcomes of students in high schools that use the PLTW and EbDTM curricula in Idaho. A case-study design was used. Data were collected in two stages. In the first stage, a content analysis was conducted for PLTW and EbDTM curricula to identify the indicators that are associated with the six constructs articulated by Childress and Rhodes (2008). In the second stage, the constructs and key indicators or concepts were placed on a survey and sent to experts for them to rate their importance for assessment and their difficulty to assess. Main findings included engineering and human values and the application of engineering design being ranked as first and second, respectively, for inclusion on an instrument to measure the engineering design process and outcomes. In addition, a total of 141 indicators were identified for all constructs. The indicators identified provide a useful list of measures that can be used by technology and engineering teachers. Selected indicators can be used by math, science, technology, and engineering education teachers as they coordinate in the teaching of STEM concepts and collaborate in the designing of project-based activities that they engage students in solving. Keywords: assessment; EbDTM; engineering design process; PLTW; problem- based learning; project-based learning; STEM.
    [Show full text]