This thesis presents the findings of a research project which explored students� learning during an activity-based mathematics programme. The research investigated what students learnt about solving linear equations and examined the role of activities in this learning. The investigation of learning in the classroom was guided by the principles of naturalistic enquiry. A longitudinal study was used to investigate students� learning during a unit of work that that made extensive use of activities and contexts. The longitudinal design of the study allowed the development of algebraic thinking to be investigated. The ideas of both Piaget and Vygotsky suggest that it is necessary to study the process of change in order to understand the thinking of students. A group of four students, two girls and two boys, were studied for twenty-seven lessons with each student interviewed individually within six days of each lesson, using the technique of stimulated recall. All lessons and interviews were recorded for subsequent transcription and analysis. Learning to solve equations formally, using inverse operations, proved to be difficult for all the students. For two of them, their poor understandings of arithmetic structure and inverse operations were impediments that prevented them from doing more than attempt to follow procedures. Two of the students did succeed in using inverse operations to solve equations, but were still reasoning arithmetically. There was little evidence in the data that any of the students got to the point of regarding equations as objects to act on. They consistently focussed on the arithmetic procedures required for inverse operations. Even by the end of the topic the most able student, like the others, was still struggling to write algebraic statements. One of the most striking features of the results was the slow progress of the students. For at least two of the students, lack of prerequisite numeracy skills provided a good explanation of why this was so. However for the other two, poor numeracy did not appear to be a reason. The findings are, however, perhaps not too surprising. For children learning about arithmetic, the change from a process to an object view, from counting strategies to part/whole strategies, seems a particularly difficult transition to make. To move from a process to an object view of equations appears to be a similarly difficult transition. The way in which the students made use of the contexts showed that the activities did not directly facilitate the students to develop an understanding of formal solution processes. The students did not usually make use of the contexts when solving equations, working at the abstract symbolic level instead. Although it was hoped that, by engaging students in meaningful activities, the students would construct understandings of formal solution processes, this did not occur. None of the activities used in the study provided a metaphor for the formal method of solving equations. It is suggested that, for a context to be of great value for teaching a mathematical concept, the physical activity should act as a metaphor for the intended mathematical activity.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

No description available.

M.Ed. / Environmental Education fieldwork is any educational activity that takes place outside the classroom. It may take place on the school grounds or in a local park, or in fact anywhere where practical outdoor classroom activities are possible. As such Environmental Education fieldwork is regarded by most Environmental Education teachers as central to teaching and learning activities, because of its nature in engaging learners through direct experiences in the environment. Therefore, this cannot happen in rigidly planned classroom activities where the teacher and the text book are the only source of information. Teaching and learning methods employed in Environmental Education fieldwork involves learners in diverse encounter, dialogue and foster greater awareness and meaningful change in learner’s insight and attitudes towards the environment. This study investigates the implementation of active learning within Environmental Education fieldwork in primary schools. Literature review on active learning, fieldwork and Environmental Education and the curriculum was undertaken to establish the extent to which active learning within fieldwork in Environmental Education is implemented in primary schools. One hundred questionnaires were distributed to primary school teachers to complete. Interviews were conducted with held with teachers and focus group interviews were also conducted with learners from primary school in the Nongoma district. The main findings of the study were the following: • The major finding of this study was that teachers were not knowledgeable about the implementation of active learning within fieldwork in Environmental Education. Problems identified as hindrances to the undertaking of Environmental Education fieldwork clearly shows that very few if any of the teachers undertook Environmental Education fieldwork in their learning programmes. • The need to state clear objectives for the undertaking of Environmental Education fieldwork became evident in this study. Clear objectives determine meaningful learning tasks for the learners to engage in during the undertaking of Environmental Education fieldwork. Teachers failed to develop meaningful learning activities that are pertinent to Environmental Education fieldwork. • The study further revealed that teachers had very little knowledge of the procedures for the undertaking of Environmental Education fieldwork. From this study it is evident that active participatory learning within Environmental Education fieldwork was not implemented effectively in primary schools.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

The Comprehensive School Physical Activity Program (CSPAP) model is one way to organize physical activity (PA) opportunities around specific target populations and points of intervention. It is recommended that physical education teachers serve as Directors of Physical Activity (DPA), given their expertise and experiences in the school setting. PURPOSE: This study examined the current role of physical education teachers in providing PA opportunities for students by implementing the CSPAP. The effects of professional development (PD) on teacher efficacy (TE) toward the implementation of the CSPAP were also investigated. METHODS: Using a collective case study approach, 30 physical teachers (Male=9; Experience 17.47) completed a survey on PA opportunities and self-efficacy. Twelve of the physical education teachers then participated in the DPA certification process, which consisted of a one-day workshop with 12-months of online support and follow-up to track their implementation of the CSPAP. Participants who engaged in the DPA certification participated in a series of in-depth interviews, as well as observations and site visits. Over twelve months the researcher inductively reflected on the data with the intent of forming concepts, hypotheses, and theories through organizing themes and teacher vignettes. Descriptive statistics and a MANCOVA were calculated to determine group differences while a series of RM-MANCOVA's were used to determine pre/post differences. Regression analyses were employed to determine the predictors of change in PA. RESULTS: Qualitative results revealed six themes and three teacher vignettes. RM MANCOVA's revealed no significant difference between pre/post experience, however, regression analyses revealed significant predictors of offering PA opportunities. It was identified that group, TE and PD were both significant predictors when providing PA opportunities: (a) before and after school (F(8, 21) = 2.65, p < .05, R² adj. = .31), (b) with family and community members (F(8, 21) = 2.62, p < .05, R² adj. = .31), and (c) for staff wellness (F(8, 21) = 3.80, p<.01, R² adj = .44). CONCLUSION: Physical education teachers are capable and willing to provide PA opportunities, beyond those offered during physical education, by assuming the role of a DPA. The frequency of these opportunities is influenced by TE and PD.

The investigation conducted for this thesis endeavoured to determine to what extent a relationship exists between pre-service elementary school teacher enjoyment of participating in science laboratory activities in a university-level background science course and their understanding of the science involved in those activities. A student enjoyment score for two science laboratory activities was generated from survey data. A student understanding score was generated from responses to relevant questions on the final exam of the course. A step-wise logistic regression was then conducted on the student enjoyment and understanding scores. Within the scope of the investigation described in this thesis, the findings lead to the conclusion that enjoyment appears to be unrelated to understanding.

Thesis of (M.A.)--University of Alberta, 2009. / Title from pdf file main screen (viewed on August 25, 2009). "Fall, 2009." At head of title: University of Alberta. A thesis submitted to the Faculty of Graduates Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts, Faculty of Physical Education and Recreation, University of Alberta. Includes bibliographical references.

M.Ed. / Play is a concept that has been widely researched and discussed by psychologists, historians, educationalists and anthropologists throughout history. These scholars have been intrigued by its significance and meaning. Their findings have lead them to agree that play is an essential component in healthy human development. The value of play in the lives of children cannot be underestimated. It is the natural mode of learning for children and it is the carrier through which they acquire vital skills, which are essential for effective functioning in society. Play activities are generally enjoyable and are marked by elements of competition, participation, humour, creativity, problem solving and discipline. In the context of the school environment, these skills can be developed and enhanced through participation in extra mural activities. As a learner support specialist, I am particularly interested in the role of extra mural activities in the development of Grade Three children in a specific private school where there is an apparent lack of involvement in these activities. Child development specialists have confirmed that participation in after school activities cultivates creativity and imagination and expands intellectual, social and emotional skills. The qualitative case study described in this research essay aims to provide colleagues, parents and other interested parties with a rich description of the important holistic contributions made to the development of Foundation Phase children and more specifically, Grade Three learners. In this type of research, there are three main categories for data collection. These are observation, interviewing and artifact and document studies. I used these methods extensively through my investigation. The participants in this study were my present group of Grade Three children at the co-educational private school where I currently teach. The 21 children in the class come from as diverse multicultural and multilingual backgrounds as we have in our young democracy. Informal interviews and conversations were held with the children to gain an understanding of their perspectives on participation in extra mural activities. They were also involved in the compilation of a scrapbook, which formed the bulk of the data collection process. By observing the children during the compilation of the scrapbook, I was able to record their behavior, their attitude towards the activity and how they relate to each other. Through this observation, I was able to gain a fresh perspective of the phenomenon under study. Content analysis was the strategy I selected for the analysis of my data. This is a useful research tool that involves the scrutiny of the contents of a communication. Through this analysis, I explored ideas, beliefs and attitudes pertaining to the subject matter. The findings are discussed using the identified themes. These themes fall into two distinct categories, each with their own sub-categories. The first category involves what emerged through the children’s experience of the scrapbook and interview, while the second category is characterized and influenced by my perceptions and experiences as a teacher. The special nature of children has been referred to throughout this study and thus, I would like to present their perceptions and experiences before I discuss my own. After all, they were the main participants in this study and their input deserves acknowledgement. The findings have been presented mainly in terms of Gardner’s Theory of Multiple Intelligences. This theory honours and promotes the development of all eight avenues of intelligence in Grade three children. The results of my research indicate that extra mural activities offer children a variety of stimulating environments and opportunities, which expose them to many learning opportunities to better, individualize their needs and interests and assist in developing their unique potentials, thus contributing to their holistic development.

"Learning should be an adventure. It is the joyous outcome of a favourable school environment. When the curriculum fits the child and the child develops a natural relationship with the curriculum, when the instruction is astute and the guidance wise, the child learns. The curriculum, broadly interpreted, includes the materials, equipment and experience which adequately meet the physical, mental, social and emotional needs of children of a particular stage of development. Obviously, unlimited opportunities and a setting must be provided for creative experiences under the wise guidance of the teacher. In order to further this program, the following aims must be considered in planning the curriculum: 1. To give the child a feeling of security and freedom from fear in his relationships of school. 2. To provide experiences which will gradually broaden his small world and give it more meaning. 3. To help him rely more and more on himself and on his own judgment in areas where he can take full responsibility. 4. To guide him in forming solid friendships with his contemporaries. 5. To help him enjoy creative work and to know that his own expression of what he sees and feels is of greater value than anything he could imitate. 6. To create the kind of democratic atmosphere in which he feels free to express his agreements and disagreements with adults and other children, and in which he can understand that rules grow out of living together, both in the classroom and in the school as a whole. 7. To help him gain a sense of his value in the group. 8. To provide the guidance and facilities necessary for him to develop skills, appropriate to this age--manual, rhythmic and language"--Introduction. / Typescript. / "July, 1947." / "Submitted to the Graduate Council of the Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Includes bibliographical references (leaves 41-44).