Available for download in RTF Format.
1.1. PROBLEM STATEMENT
1.2. PURPOSE OF STUDY
CHAPTER 2: CONCEPTUAL FRAMEWORKS
2.1. CONSTRUCTIVISM
2.1.1. Constructivist Practices: An Overview
2.1.1.1. Alternative Assessment
2.1.2. Classroom Examples of Constructivist Practices
2.1.2.1. Project Zero: Harvard’s Teaching for Understanding Framework
2.1.2.2. The ACOT Program
2.1.2.3. The Kellogg Classroom of Tomorrow (KCOT) Program
2.1.3. Constructivism and Semiotics
2.2. SEMIOTICS
2.2.2. An Educational Semiotic
2.3. 3-D INTERACTIVE ENVIRONMENTS (VIRTUAL REALITY)
2.3.1. Introduction
2.3.2. Virtual Reality Defined
2.3.3. Perceptual Aspects of Virtual Reality
2.3.3.1. Metaphysics of Virtual Reality
2.3.3.2. Four Non-traditional Environments
2.3.3.3. Visual Thinking and VR
2.3.3.4. Summary
2.3.4. Virtual Reality and Education
2.3.4.1. Constructivism and Educational Technology: An Overview
2.3.4.2. Bridging the Gap Between Multimedia and Virtual Reality
2.3.4.3. Virtual Reality as a Constructivist Learning Tool
2.3.2.4. VR in the Classroom: Practical Considerations
2.4. SUMMARY
3.1. RESEARCH HYPOTHESIS
3.2. PROCEDURES
3.2.1. Subjects
3.2.2. Design
3.2.3. Procedure
3.2.3.1. Constructivist Instructional Program
The World-building Process
3.2.3.2. Traditional Instructional Program
3.3. INSTRUMENTATION AND TESTING
3.4. EXPECTED RESULTS
3.5. DATA ANALYSIS
4.1. OVERVIEW
4.1.1. Objective Tests
4.1.2. Concept Map Analysis
4.1.2.1. Constructivist vs. Traditional Treatment Analysis
4.1.2.2. Constructivist vs. No Instruction Treatment Analysis
4.1.2.3. Traditional vs. No Instruction Treatment Analysis
4.1.3. Interview Analysis
4.1.4. Survey Analysis
4.1.5. World Building vs. Experiencing: A Comparison
5.1. DISCUSSION OVERVIEW
5.1.1. Findings and Hypotheses: An Overview
5.1.2. Review of the Findings
5.1.3. Treatment Discussion
5.1.3.1. Interpretation of Constructivist vs. Traditional Treatment Findings
5.1.3.2. Interpretation of Constructivist vs. No Instruction Treatment Findings
5.1.3.3. Interpretation of Traditional vs. No Instruction Treatment Findings
5.1.2.4. Other Observations
5.1.3. Opportunities for Further Research
5.1.3.1. Overview
5.1.4 Other Issues
5.1.4.1. Adding Depth to the Existing Study
5.1.4.2. ‘Covert’ Learning
5.2. CONCLUSIONS
A.1.1. RESEARCH IN METAPHYSICS, SEMIOTICS AND CONSTRUCTIVISM
A.2.1. CULTURAL ISSUES
A.3.1. MULTI-PARTICIPANT ENVIRONMENTS
A.4.1. OTHER ISSUES
A.4.1.1. Access
A.4.1.2. Time
A.4.1.3. Tools
A.4.1.4. Process Issues
APPENDIX A: QUANTITATIVE PRE- AND POST-TEST
APPENDIX B: CONCEPT MAP PRE- AND POST-TEST
APPENDIX C: CONCEPT MAP RATING CRITERIA
APPENDIX E: INTERVIEW LOG SHEET