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The Theoretical Learning Impact of a Summer Engineering Program Curriculum for Underrepresented Middle School Students

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The Theoretical Learning Impact of a Summer Engineering Program Curriculum for Underrepresented Middle School Students Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2010 The Theoretical Learning Impact of a Summer Engineering Program Curriculum for Underrepresented Middle School Students Vaneshette Teshawn Henderson Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Education Commons Recommended Citation Henderson, Vaneshette Teshawn, "The Theoretical Learning Impact of a Summer Engineering Program Curriculum for Underrepresented Middle School Students" (2010). LSU Doctoral Dissertations. 2429. https://digitalcommons.lsu.edu/gradschool_dissertations/2429 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. THE THEORETICAL LEARNING IMPACT OF A SUMMER ENGINEERING PROGRAM CURRICULUM FOR UNDERREPRESENTED MIDDLE SCHOOL STUDENTS A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Educational Theory, Policy, & Practice by Vaneshette Teshawn Henderson B.A., Physics, Xavier University of Louisiana, 2003 M.S., Biomedical Engineering, University of Michigan, 2003 May 2010 ©Copyright 2010 Vaneshette Teshawn Henderson All rights reserved ii ACKNOWLEDGEMENTS As I typed the last words for my dissertation, I began to cry. I was overwhelmed with joy. During the past four years, I believe I have experienced every emotion known to man during this extensive, yet fulfilling process, and it was all worth! God has blessed me and so many ways, and to Him. I give all of the glory. He is my source of inspiration and strength. Without Him, my life, love, pursuit of education and passion for educating others would not be possible. There are so many family and friends who have played a very important role in my entire education, especially my doctoral process. I want to first thank my parents, Mervin and Sheila. They raised me to be independent and believe that I was capable of achieving anything I put my mind to. Thank you for not putting boundaries on me. To my grandmother and Uncle John, you have been a source of Godly and financial support as I have travelled this long road. Grams, I am following in your footsteps, educating those less fortunate! You have no idea how much I appreciate you. I am blessed to have a family with varying strengths, and their support and experiences has helped to shape my path. To my loving and energetic nieces, thank you for keeping me on my toes and always asking “Auntie Van, when will you finish school?” I have several spiritual mothers who have kept a watchful eye over me from a distance. Thank you Carrie and Queen for being there any time and every time I have needed you. Words cannot express my gratitude for my advisor and major professor, Dr. James Wandersee. I came to LSU to work with you. You have been a wonderful teacher and guide throughout this entire process. You pushed me to soar higher because you knew I had not reached my full potential. Even when I doubted my research, you believed that although my dissertation topic was not traditional, it had the potential to make a huge impact in engineering education. I am grateful for you allowing me to learn under your expertise. To the members of iii my graduate committee, Dr. Rita Culross, Dr. Earl Cheek and Dr. Roland Mitchell, I am honored that you agreed to serve on my committee. You have supported my endeavors since the very beginning. Whether as a graduate assistant, student or mentee, you all have contributed more depth to my PhD experience and my future career as an educator. To Ms. Joyce and Ms. Lois, my LSU-ETPP mothers, every time I have called and needed your assistance, you did not hesitate to help me. Thank you for pushing me to finish this process every time we crossed paths. To my LSU family, thank you for encouraging me to complete my degree. Dr. Sandra Harris, Ms. Jackie and Akilah, you all had confidence in me when I did not. I do not believe I would have ever completed this process without the love, support, encouragement and advice from Dr. Jennifer T. P. Ellis and Dr. Francesca Melleion-Williams. Thank you for being there each and every time I needed you without hesitation. Thank you for listening to me vent, proofreading, editing every page, and putting me on a “strict” schedule, and being my advisors, sisters and friends. To another special woman in my life, Dr. Saundra McGuire, you are a source of wisdom. You always knew exactly what to say whenever I called you. Finally, I want to say a special thank you to all of my family and friends who encouraged me throughout my entire education. Thank you for calling me “Doctor” long before I completed my research. Thank you for praying for me. Thank you for inquiring about my well-being. Thank you for loving me. Thank you for taking care of me. Thank you. Thank you. Thank you. iv TABLE OF CONTENTS ACKNOWLEDGMENTS ............................................................................................................. iii LIST OF TABLES ......................................................................................................................... ix LIST OF FIGURES ........................................................................................................................ x ABSTRACT ................................................................................................................................... xi CHAPTER 1. INTRODUCTION ................................................................................................... 1 Rationale .................................................................................................................................... 1 Research Plan ............................................................................................................................. 6 Research Questions .................................................................................................................. 10 Research Vee Diagram ....................................................................................................... 10 Research Flow Chart ........................................................................................................... 11 Definition of Terms.................................................................................................................. 11 CHAPTER 2. LITERATURE REVIEW ...................................................................................... 14 Early Adolescence: The Middle School Student .................................................................... 14 Cultural Learning Styles of African American Students ......................................................... 19 Urban Science Education: Cultural Awareness ...................................................................... 26 Supplemental Science and Engineering Programs .................................................................. 31 Human Constructivist Learning Theory .................................................................................. 35 Hypermedia ......................................................................................................................... 41 Concept Mapping ................................................................................................................ 42 Interactive Historical Vignettes .......................................................................................... 48 Visual Spatial Learning Theory ............................................................................................... 50 Graphic Design Learning Theory ............................................................................................ 56 Visual Display of Quantitative Information ....................................................................... 56 Envisioning Information ..................................................................................................... 59 Visual Explanations ............................................................................................................ 61 Beautiful Evidence .............................................................................................................. 64 Other Researchers in Visual Learning ................................................................................ 65 Externally Paced Instruction ......................................................................................... 68 Internally Paced Instruction .......................................................................................... 69 Paivio’s Dual Coding Theory .................................................................................................. 71 Human Memory ....................................................................................................................... 73 Engineering Outreach Vision of ASEE ................................................................................... 76 Proposed Innovative Curriculum Background Information .................................................... 80 Forces and Motion .............................................................................................................
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