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Descriptors:
Vocational Education Teachers; Teacher Attitudes; Teaching Experience; Vocational Education; Science Education; Integrated Curriculum; Grounded Theory

Abstract:
The integration of career and technical education (CTE) and academic curricular content that capitalizes on natural and inherent connections represents a challenge for CTE professionals. The research question that was used to guide the current study was: What are CTE teachers' perspectives of and experiences with the process of CTE and science content integration? And more specifically, to generate a grounded theory which explicates the process of CTE and science content integration from the perspective of CTE teachers. The CTE teachers expressed that the process of CTE and science content integration was a process of evolutionizing. From the perspective of the CTE teachers involved integrating CTE and science content resulted in their programs of study being adapted into something different than they were before the process of integration was begun. The CTE teachers revealed that the evolutions in their programs of study and themselves were associated with three other categories within the grounded theory: (a) connecting; (b) enacting; and (c) futuring. The process of CTE and science content integration represents a deep and complex episode for CTE teachers. The process of CTE and science content integration requires connecting to others, putting ideas into action, and an orienting towards the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Curriculum Development; Metacognition; Classification; Scientific Concepts; Interdisciplinary Approach; Educational Objectives; Science Education; Cognitive Processes; Vocational Education

Abstract:
The integration of career and technical education (CTE) and academic curricular content that capitalizes on natural and inherent connections represents a challenge for CTE professionals. The purpose of this study was to employ Bloom's revised taxonomy (Anderson, Krathwohl, Airasian, Cruiskshank, Mayer, Pintrich, Raths, & Wittrock, 2001) to describe the learning objectives CTE programs operationalized in order to integrate science concepts into classroom and laboratory instructions. The findings illustrate that while 66% of the participating CTE programs were integrating CTE and science curricular content, 88% of the specific integrating learning objectives utilized were characterized as addressing only lower order cognitive processes. It was found that higher order CTE and science integrating learning objectives that addressed procedures or techniques were virtually nonexistent and none of the objectives reviewed addressed metacognitive knowledge. Overall, the findings indicate that the integrating learning objectives that were reviewed tended to be concrete, simple, and have prescribed outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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