University of Macau / Faculty of Education

published_or_final_version / Education / Master / Master of Education

Thesis (MEd) -- Macquarie University, Australian Centre for Educational Studies, School of Education, 2008. / Bibliography: leaves 86-89. / Introduction -- Literature review -- The challenge program -- Methodology -- Analysis of questionnaire data -- Analysis of interviews -- Discussion of results. / This study investigates the effects of a week long challenge program on adolescents' social skills and in particular social competence. Current research has shown that there can be positive outcomes for participants attending outdoor education programs, however little is known about the nature and causes of such effects for short term programs. -- Thirty six students attending schools in the Sutherland Shire, south of Sydney were nominated by teachers to attend the week long program and subsequent follow-up sessions. The Life Effectiveness Questionnaire H-1 (Neill, Marsh & Richards, 2003) was completed pre and post program and again six months later. This was used to quantify any change that occurred in the eight constructs measured by the questionnaire deemed to constitute "life effectiveness' in the post program period. -- A cohort of students (n=100) was interviewed immediately after the program and six months later. The questioning sought to determine if participants observed changes in their own social skills and those of others. Interviwees were also asked to identify specific activities that they felt were of general benefit and assisted in the development of personal social skills. The instructor and supervising teacher who attended the same program were asked to identify changes in participants and significant events that may have contributed to participants' reported changes. -- Results from the questionnaire showed significant gains in the constructs of Social Competence and Time Management. These however declined over the sixth month period after the program. It appears that the effect of short term outdoor education programs on Life Effectiveness is short lived. In contrast, the qualitative data collected from interviews showed that participants had observed changes in their social skills and attributed these to the challenge and group activities within the program. Participants reported that these benefits were long lasting. -- The findings of this study demonstrate the positive benefits of short term outdoor education programs and the need to further investigate the post program experience. / Mode of access: World Wide Web. / viii, 94 leaves ill

The purpose of this thesis is to provide a blueprint for the creation of the Free Spirit Children's Nature Center. The center has in mind the preservation of a habitat and will offer naturalist programs that enhance children's understanding and love of nature. The interactive nature of the experiences provided through the programs and activities will offer children a hands-on approach to learning that is developmentally appropriate. The primary role of the nature center is proposed to re-create a sense of connectedness to nature and generate healthy communities.

This research study addressed a current topic of interest in the environmental education community: How can people of non-European origin be recruited into the field of outdoor and environmental education?

Thesis (PhD)--Stellenbosch University, 1996. / One copy microfiche. / ENGLISH ABSTRACT: The We Care Primary project is a participatory materials development research project, grounded through a socio-historical location of the research question in the assumptions and ideals of the critical inquiry paradigm and socially critical environmental education. This research represents an atlemptto clarifY the assumptions and orientations of socially critical environmental education as a possible 'tangible alternative' to modernist models of environmental education and educational change in a South African context. Through this project environmental education materials development emerged as a reflexive and responsive process of change in which I was able to work with teachers with in local contexts to develop resource materials which may contribute to the development of quality education and the transformation of the junior primary school phase. The emerging central thesis of this report is an ongoing questioning of the notion of participation, and a realisation of the complexities of establishing conditions for authentic participation in materials development, curriculum development and research contexts, Phase one of this research report describes a journey of inquiry toward" socially critical environmental education. This phase portrays a growing understanding of environmental education and is focused on the development of a participatory orientation to materials development. Phase two of this research journey illustrates a critical and reflexive stance to the 'weaknesses' identified in the first phase of the project. The interdependence of curriculum development, materials development and in service teacher education is explored. This phase of the research is presented as a journey with in socially critical environmental education and reflects ongoing praxis and engagement with in the assumptions of critical theory and socially critical environmental education. In phase two and three, the development of a critically reflexive stance to the assumptions guiding this study is described, and a shift in possible research orientations is highlighted. Further possibilities for research journeys beyond socially critical environmental education are presented in phase three through a tentative critique of the first two phases of this research project. This research report offers a brief insight into some of the complexities of change in the formal education sector. It demonstrates that confronting the challenges and complexities of change in realistic and meaningful ways is possibly one of the most daunting realities facing South Africans as we begin to respond to the many legacies of apartheid ideologies, modernisation, a history of mis-education and poor education, decades of social separation and increasing socioecological degradation and risk. / AFRIKAANSE OPSOMMING: Die Ons Gee Om Primer-projek is 'n navorsingsprojek in deelnemende hulpbronontwikkeling, gegrond op die sosio-historiese plasing van die navorsingsvraag binne die aannames en ideale van die kritiese navorsingsparadigma en sosiaal-kritiese omgewingsopvoeding. Die navorsing verteenwoording 'n poging om die aannames en orienlasies van sosiaa/-kriliese omgewingsopvoeding as moonllike 'Iasbare a/lemalief' vir modemisliese modelle van omgev.'ingsopvoeding and opvoedingsverandering binne 'n Suid Afrikaanse konleks Ie verk/aar. Deur hierdie projek het hulpbronontwikkeling na yore gekom as 'n refleksiewe en responsiewe proses van verandering, waardeur ek mel onderwysers kon werk mel in plaaslike kontekse om hulpbronmateriaal te ontwikkel wat moontlik kan bydra tot die ontwikkeling van die kwaliteit van opvoeding en die transformasie van die junior primere skoolfase. Die sentrale tese van hierdie verslag is 'n voortdurende bevraa!:,rtekening van die idee van deelname, en 'n hesefvan die komp/eksileile daarvan om loeslande Ie skep wal ware dee/name verseker in hulpbronontwikkeling, kurrikulumontwikkeling en navorsingsverbande. Fase een van hierdie navorsingsverslag beskryf 'n reis van ondersoek op weg 110 sosiaal-kritiese omgewingsopvoeding. Die fase skets 'n toenemende begrip van omgewingsopvoeding en fokus op die ontwikkeling van 'n deelnemende orientasie tot hulpbronontwikkeling. Fase Iwee van hierdie navorsingsreis illustreer 'n kritiese en refleksiewe houding ten opsigte van die 'swak plekke' wat in die eerste fase ge"identifiseer is. Die interafhanklikheid van kurrikulumontwikkeling, materiaalontwikkeling and die indiensopleiding van onderwysers word ondersoek. Hierdie fase van die navorsing word voorgestel as 'n reis mel in sosiaal-kritiese omgewingsopvoeding en weerspieel voortdurende praksis en 'n betrokkenheid by die aannames van kritiese teorie en sosiaal-kritiese omgewingsopvoeding. Infases Iwee en drie word die ontwikkeling van 'n krities-refleksiewe houding ten opsigte van die aannames van hierdie studie beskryf, en 'n verskuiwing in moontlike navorsingsorientasies word uitgelig. Verdere moontlikhede vir navorsingsreise verby sosiaal-kritiese omgewingsopvoeding word infase drie uitgewys deur 'n tentatiewe kritiek op die eerste twee fases van die navorsingsprojek. Hierdie navorsingsverslag bied 'n vlugtige kykie na van die kompleksiteite van verandering in die formele onderwyssektor. Dit wil blyk dat 'n realistiese en betekenisvolle reaksie op die uitdagings en kompleksiteite van verandering moontlik een van die gedugste realiteite is waarmee Suid-Afrikaaners te kampe het in ons pogings om te reageer op die vele nalatings van apartheidsideologiee, modernisasie, 'n geskiedenis van wanopvoeding en swak opvoeding, dekades van sosiale skeiding en toenemende sosio-ekologiese degradasie en risiko's.

Thesis (MSc)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: Multimedia was the buzzword of the previous decade. Electronic learning is the buzzword of this decade. Both concepts changed, and are still changing the way educators present knowledge and information to students, both locally and worldwide. South Africa, also standing in the midst of these technological changes, has its own unique opportunities regarding the teaching environment. Different factors are currently changing the educational scene in South Africa. With Curriculum 2000 and the Outcome-Based Education concept (OBE) came the opportunity to choose and incorporate relevant science and technology programmes into school curriculums. The introduction of Technology as a subject in junior secondary school, opened the door to bring students in contact with, for example, the vast world of material science. Senior secondary students, on the contrary, have little or no exposure to teaching programmes on modern materials; materials that rule their lives! There is a need for high quality, easily accessible and informative material science programmes. This provided the initiative to create this programme. Depending on the standard of students, "Fun with Polymers" can be used as: • a lecturing tool for teachers and lecturers • an encyclopeadia which students can interactively navigate to learn more about polymer science • a source of information to anyone curious about the interesting world of plastic materials. The name "Fun with Polymers" indicates that learning science can be fun (after ali!). The programme contains easy to use navigation buttons, helpfiles, hypertext, sound, animations and pictures to teach synthetic polymer material science. Content consists of the history of the development of polymer materials, basic polymer chemistry principles, information on the building of macromolecules, facts on synthetic polymer materials, and some questions and answers to test the student's knowledge. Practical experiments, with plastic materials, complement the theoretical information and provide students with hands-on experience. / AFRIKAANSE OPSOMMING: Multimedia was die gonswoord van die vorige dekade. Elektroniese leer is die gonswoord van die nuwe dekade. Beide hierdie konsepte het, en is nog steeds besig, om die wyse hoe kennis en inligting, plaaslik en wêreldwyd, aan studente oorgedra word, te verander. Suid-Afrika, as deel van hierdie tegnologiese veranderinge, bied unieke en uitdagende geleenthede op die gebied van onderwys. Verskillende faktore beïnvloed, op die oomblik, die plaaslike onderwys scenario. Die koms van Kurrikulum 2000 en Uitkomsgebaseerde Onderwys het die deur vir toepaslike wetenskap- en tegnologie programme, as deel van skoolleerplanne, geopen. Die toevoeging van Tegnologie, as vakgebied, tot die junior sekondêre fase, skep die geleentheid om studente in aanraking te bring met, byvoorbeeld, die enorme wêreld van materiaalkunde. Senior sekondêre studente het egter min tot geen blootstelling aan materiaalkunde leerprogramme ten spyte van die feit dat hul lewens daagliks deur moderne materiale beïnvloed en beheer word! Daar bestaan 'n behoefte aan hoë kwaliteit, maklik bekombare inligting oor moderne materiale en vandaar die dryfveer om hierdie program te skep. Afhangende van die standaard van die studente, kan hierdie program gebruik word as: • 'n onderrigprogram vir onderwysers en lektore • 'n bron van inligting wat studente interaktief kan navigeer om meer van polimeeerchemie te wete te kom • 'n bron van inligting vir enigiemand wat nuuskierig is oor die interessante wêreld van plastieke. Die naam van hierdie program: "Fun with Polymers" dui daarop dat die wetenskapleerproses pret kan wees! Die program bestaan uit maklik navigeerbare instruksies, hulplêers, hiperteks, klank, animasies, en foto's om lig te werp op die onderwerp van plastiek. Die inhoud beslaan die geskiedenis van die ontwikkeling van plastiek= materiale, basiese polimeerchemie beginsels, inligting oor die vorming van makro= molekules, feite oor sintetiese polimeermateriale, en vrae en antwoorde om die gebruiker te toets oor sy/haar kennis. Maklik uitvoerbare en toepaslike praktiese eksperimente komplimenteer die teoretiese inhoud van die multimedia program.

The problem of this study was a comparison of young children's intensity of task—involvement in child—selected activities. A group of 23 children, four to six years of age, was selected as the subjects from a university affiliated child development laboratory school. These children were observed during child-selected activities for five consecutive weeks. The instrument utilized to collect the data was the Intensity Of Involvement Scale, composed of seven categories of intensity from "Unoccupied" to "Complete." To obtain reliable data, two observers were involved in the observation and a carefully planned procedure of observation was followed accurately. The comparison of children's intensity of task-involvement among child-selected activities, using statistical methods of mean and standard deviation, yielded a similar result among various groups of children. The learning centers in which children were involved most intensely were water play, family living, manipulative, and art centers. The children, however, were involved in the reading, block, and writing centers less intensely. In comparing children's intensity of task-involvement between age-groups and sex-groups, the analyses of two-way t-test revealed that age-differences were significant (p<.05) but sex-differences were not significant in children's overall intensity of task-involvement. Also, the results showed that the significance of differences in children's intensity of task-involvement in each child-selected activity depended more upon the age than the sex of children. In addition, individual differences in children's intensity of task-involvement were examined using mean, frequency distribution, and range. The finding was that children differed from one another in their degrees and variability of intensity of task-involvement in child-selected activities.

D.Ed. (Media Studies) / In-Service Class Music Training and relevant programming is addressed in this research. The Class Music requirements in die Junior Primary phase were established by the present researcher in her M.Ed. investigation (1986). The target group involved were Grade 1 teachers who had no or inadequate Class Music training and who had to be responsible for their own music presentation.

Wong Ka Sin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 161-169). / Abstracts in English and Chinese. / Chapter 1 --- INTRODUCTION --- p.1 / Chapter 1.1 --- BACKGROUND OF THE PRESENT RESEARCH --- p.1 / Chapter 1.1.1 --- Striving for the Best? English Language Education in Hong Kong --- p.1 / Chapter 1.1.2 --- Projects in Neurocognitive Science for (Language) Education Research --- p.2 / Chapter 1.2 --- THE PRESENT RESEARCH --- p.4 / Chapter 1.2.1 --- Significance of the Present Research --- p.4 / Chapter 1.2.2 --- Organization of this Thesis --- p.5 / Chapter 2 --- REVIEW OF LITERATURE --- p.7 / Chapter 2.1 --- "EDUCATION FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS" --- p.7 / Chapter 2.1.1 --- Total Physical Response Approach --- p.7 / Chapter 2.1.2 --- Visual Approach --- p.10 / Chapter 2.2 --- "NEUROCOGNITIVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND LEARNING" --- p.13 / Chapter 2.2.1 --- How Does the Brain Learn (Language) --- p.14 / Chapter 2.2.1.1 --- Functional Organization of the Brain --- p.14 / Chapter 2.2.1.2 --- Brain's Fundamentals of Learning (Language) --- p.16 / Chapter 2.2.2 --- "Localization of Brain Functions of ""Actions “" --- p.18 / Chapter 2.2.3 --- "Localization of Brain Functions of ""Pictures “" --- p.22 / Chapter 2.2.4 --- "Brain-related, Theories of Learning" --- p.24 / Chapter 2.2.4.1 --- 20th Century Theories of Learning --- p.24 / Chapter 2.2.4.2 --- Right versus Left Brain Learning --- p.26 / Chapter 2.2.4.3 --- Whole Brain Teaching and Learning --- p.28 / Chapter 2.2.4.4 --- Brain-based Learning Theory --- p.30 / Chapter 2.3 --- AFFECTIVE DOMAIN OF LEARNING --- p.42 / Chapter 2.3.1 --- Learning Attitudes and Motivation in Language Education --- p.42 / Chapter 2.3.2 --- Learning Attitudes and Motivation in Neuroscience --- p.43 / Chapter 2.4 --- "CONVERGING EDUCATION AND NEURO-COGNITVE FINDINGS OF ""ACTIONAL"" AND ""PICTORIAL"" INPUTS AND BRAIN-BASED LEARNING THEORY" --- p.45 / Chapter 2.4.1 --- Research Questions --- p.47 / Chapter 3 --- THE FIRST STUDY --- p.48 / Chapter 3.1 --- INTRODUCTION --- p.48 / Chapter 3.1.1 --- An Overview of the Design of the First Study --- p.49 / Chapter 3.2 --- DESIGN OF THE FIRST STUDY --- p.49 / Chapter 3.2.1 --- Research Hypotheses --- p.50 / Chapter 3.2.2 --- Subjects --- p.50 / Chapter 3.2.3 --- Variables of the Study --- p.52 / Chapter 3.2.4 --- Experimental Treatment --- p.52 / Chapter 3.2.4.1 --- Design of the Programs --- p.53 / Chapter 3.2.4.2 --- Brain-based Groups --- p.53 / Chapter 3.2.4.3 --- Teaching Content --- p.54 / Chapter 3.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.55 / Chapter 3.2.5 --- Materials Development --- p.60 / Chapter 3.2.5.1 --- Action Group's Learning Tasks --- p.62 / Chapter 3.2.5.2 --- Picture Group's Learning Tasks --- p.64 / Chapter 3.2.6 --- Experimental Teaching --- p.65 / Chapter 3.2.6.1 --- The Teaching Crew --- p.66 / Chapter 3.2.6.2 --- Classroom Teaching Routines --- p.66 / Chapter 3.2.6.3 --- Medium of Instruction --- p.67 / Chapter 3.2.6.4 --- Attendance of the Subjects --- p.68 / Chapter 3.2.7 --- Data Collection --- p.68 / Chapter 3.2.7.1 --- Pre- and Post-program Attainment Tests --- p.68 / Chapter 3.2.7.2 --- Post-program Questionnaire Survey --- p.69 / Chapter 3.2.8 --- Experimental Procedures --- p.70 / Chapter 3.2.8.1 --- An Overview of the Experimental Procedures --- p.70 / Chapter 3.2.8.2 --- Workshop for the Teaching Crew --- p.70 / Chapter 3.2.8.3 --- Implementation of the Programs --- p.70 / Chapter 3.2.8.4 --- Administration of the Pre- and the Post-program Test --- p.71 / Chapter 3.2.8.5 --- Conducting Post-program Questionnaire Survey --- p.71 / Chapter 3.3 --- DATA PROCESSING AND ANALYSIS --- p.71 / Chapter 3.3.1 --- Attainment Tests Results --- p.72 / Chapter 3.3.1.1 --- A General Picture of the Linguistic Effects of the BEAPs 2003 --- p.72 / Chapter 3.3.1.2 --- Inter-group Mean Scores Comparison --- p.72 / Chapter 3.3.1.3 --- Within-group Mean Scores Comparison --- p.72 / Chapter 3.3.2 --- Results of the Post-program Questionnaire Survey --- p.73 / Chapter 3.3.2.1 --- Subjects' Perceived English Abilities and Attitudes towards English (Learning) --- p.73 / Chapter 3.3.2.2 --- Subjects' Evaluation of the Programs --- p.77 / Chapter 3.3.3 --- The Research Hypotheses Tested --- p.79 / Chapter 3.4 --- SUMMARY OF MAJOR FINDINGS OF THE FIRST STUDY --- p.81 / Chapter 3.5 --- DISCUSSION --- p.81 / Chapter 3.5.1 --- Impact of the BEAPs on Learners' Action Verb Learning --- p.82 / Chapter 3.5.1.1 --- Significant Linguistic Enhancement in Both Subject Groups --- p.82 / Chapter 3.5.1.2 --- Similar Patterns of the Linguistic Enhancement of the Two Subject Groups --- p.82 / Chapter 3.5.2 --- Positive Effects of the BEAPs on the Learners' Attitudes towards English --- p.83 / Chapter 3.5.2.1 --- Positive Affective Changes in Both Subject Groups --- p.83 / Chapter 3.5.2.2 --- Similar Patterns of Affective Change in the Two Subject Groups --- p.85 / Chapter 3.5.3 --- A Second Look at the Literature --- p.86 / Chapter 3.5.4 --- Evaluation of the First Study --- p.89 / Chapter 3.6 --- METHODS TO IMPROVE THE STUDY DESIGN AND IMPLEMENTATION --- p.90 / Chapter 3.7 --- SUMMARY OF CHAPTER 3 --- p.92 / Chapter 4 --- THE SECOND STUDY --- p.93 / Chapter 4.1 --- INTRODUCTION --- p.93 / Chapter 4.1.1 --- Comparison of the First Study and the Second Study --- p.93 / Chapter 4.2 --- DESIGN OF THE SECOND STUDY --- p.95 / Chapter 4.2.1 --- Research Hypotheses --- p.95 / Chapter 4.2.1.1 --- Research Questions --- p.95 / Chapter 4.2.1.2 --- Null Hypotheses --- p.96 / Chapter 4.2.2 --- Subjects --- p.96 / Chapter 4.2.3 --- Variables of the Second Study --- p.97 / Chapter 4.2.4 --- Experimental Treatment --- p.98 / Chapter 4.2.4.1 --- Design of the Programs --- p.98 / Chapter 4.2.4.2 --- Brain-based Groups --- p.99 / Chapter 4.2.4.3 --- Teaching Content --- p.99 / Chapter 4.2.4.4 --- Brain-based Techniques Exploited in Materials Development and Teaching --- p.100 / Chapter 4.2.5 --- Materials Development --- p.100 / Chapter 4.2.5.1 --- Introduction Task of the Combined Group --- p.102 / Chapter 4.2.5.2 --- Consolidation Task of the Combined Group --- p.102 / Chapter 4.2.6 --- Experimental Teaching --- p.103 / Chapter 4.2.6.1 --- The Teaching Crew --- p.103 / Chapter 4.2.6.2 --- Teaching Role --- p.105 / Chapter 4.2.6.3 --- Classroom Teaching Routines --- p.105 / Chapter 4.2.6.4 --- Medium of Instruction --- p.107 / Chapter 4.2.6.5 --- Attendance of the Subjects --- p.107 / Chapter 4.2.7 --- Data Collection --- p.108 / Chapter 4.2.7.1 --- Pre- and Post-program Attainment Tests --- p.108 / Chapter 4.2.7.2 --- Pre- and Post-program Questionnaire Surveys --- p.108 / Chapter 4.2.7.3 --- Post- program Subjects' Oral Interview --- p.110 / Chapter 4.2.8 --- Experimental Procedures --- p.110 / Chapter 4.2.8.1 --- An Overview of the Experimental Procedures --- p.111 / Chapter 4.2.8.2 --- Workshop for the Teaching Crew --- p.112 / Chapter 4.2.8.3 --- Orientation for the Subjects --- p.112 / Chapter 4.2.8.4 --- Administration of the Pre-program Attainment Test and Questionnaire --- p.112 / Chapter 4.2.8.5 --- Implementation of the Programs --- p.113 / Chapter 4.2.8.6 --- Conducting the Post- program Subjects' Oral Interview --- p.113 / Chapter 4.2.8.7 --- Administration of the Post-program Attainment Test and Questionnaire --- p.113 / Chapter 4.3 --- DATA PROCESSING AND ANALYSIS --- p.113 / Chapter 4.3.1 --- Attainment Tests Results --- p.114 / Chapter 4.3.1.1 --- A General Picture of the Linguistics Effect of the BEAPs 2004 --- p.114 / Chapter 4.3.1.2 --- Inter-group Mean Scores Comparison --- p.114 / Chapter 4.3.1.3 --- Within-group Mean Scores Comparison --- p.115 / Chapter 4.3.2 --- Results of the Questionnaire Surveys --- p.116 / Chapter 4.3.2.1 --- Subjects' Questionnaire Results --- p.116 / Chapter 4.3.2.2 --- Teachers' Questionnaire Results --- p.124 / Chapter 4.3.3 --- Results of the Post-Program Oral Interview --- p.133 / Chapter 4.3.3.1 --- Interview on Two Subjects from Each Subject Group --- p.133 / Chapter 4.3.3.2 --- Interview on All Picture Group Subjects --- p.135 / Chapter 4.3.4 --- The Research Hypotheses Tested --- p.136 / Chapter 4.4 --- SUMMARY OF MAJOR FINDINGS OF THE SECOND STUDY --- p.138 / Chapter 4.5 --- EVALUATION OF BRAIN-BASED ENGLISH ACTIVITY PROGRAMS / Chapter 4.6 --- SUMMMARY OF CHAPTER 4 --- p.140 / Chapter 5 --- DISCUSSION --- p.142 / Chapter 5.1 --- INTRODUCTION --- p.142 / Chapter 5.2 --- DISCUSSION OF THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.142 / Chapter 5.2.1 --- Impact of the BEAPs on the Learners' Action Verb learning --- p.142 / Chapter 5.2.1.1 --- Significant Linguistic Effect Enhancement of All Subject Groups of Learners --- p.143 / Chapter 5.2.1.2 --- Similar Patterns of Linguistic Effect on All Subject Groups of Learners --- p.144 / Chapter 5.2.2 --- Possible Effects of the BEAPs on Learners' Perceived English Abilities and Attitudes towards English (Learning) --- p.145 / Chapter 5.2.2.1 --- Similar Positive Affective Change in the Action and the Picture Group --- p.145 / Chapter 5.2.2.2 --- The Most Positive Affective Change in the Combine Group Learners --- p.147 / Chapter 5.3 --- SUMMARY OF THE LINKS BETWEEN THE MAJOR FINDINGS OF THE SECOND AND THE FIRST STUDY --- p.149 / Chapter 5.4 --- SUMMARY OF CHAPTER 5 --- p.151 / Chapter 6 --- CONCLUSION --- p.153 / Chapter 6.1 --- ADVICE ON TEACHING ENGLISH ACTION VERBS --- p.153 / Chapter 6.1.1 --- "Possible Misconception of the Superiority of Using ""Actions "" to ""Pictures “" --- p.153 / Chapter 6.1.2 --- Versatility of a Combined Teaching Model --- p.154 / Chapter 6.1.3 --- Task-based Teaching Approach and Group-based Learning --- p.155 / Chapter 6.1.4 --- Practicability of Incorporating the Brain-based English Program in the Regulation School's Curriculum --- p.156 / Chapter 6.2 --- SUGGESTIONS FOR FUTURE RESEARCH --- p.157 / Chapter 6.2.1 --- Pursuing a Longitudinal Study (with Delayed Tests) --- p.157 / Chapter 6.2.2 --- Variety of Teaching Input Type --- p.157 / Chapter 6.2.3 --- Other Grammar/ Skills Areas --- p.158 / Chapter 6.2.4 --- Cognitive Tasks that Share No Common Brain Areas --- p.158 / Chapter 6.2.5 --- Gender Difference --- p.158 / Chapter 6.2.6 --- English Proficiency Level --- p.159 / Chapter 6.3 --- SUMMARY OF CHAPTER 6 --- p.160 / REFERENCES --- p.161 / APPENDICES --- p.170 / APPENDIX A1. Percent of Studies by Categories that Have Reported Activation in Specific Cortical Area --- p.170 / "APPENDIX A2. Cognitive Processes Involved in ""Actional"" Input" --- p.171 / "APPENDIX A3. Cognitive Processes Involved in ""Pictorial"" Input" --- p.172 / APPENDIX B1. BEAPs 2003 Action Verb List --- p.173 / APPENDIX B2. BEAPs 2003 Distribution of Action Verbs in the Learning Tasks --- p.177 / APPENDIX C1. BEAP 2003 Action Group's Learning Tasks (A Typical Session) --- p.180 / APPENDIX C2. BEAP 2003 Picture Group's Learning Tasks (A Typical Session) --- p.183 / APPENDIX D1. Pre-test of the First Study --- p.186 / APPENDIX D2. Post-test of the First Study --- p.190 / APPENDIX E. Post-program Questionnaire of the First Study --- p.195 / APPENDIX Fl. BEAP 2003 Timetable of the Action Group --- p.202 / APPENDIX F2. BEAP 2003 Timetable of the Picture Group --- p.203 / APPENDIX G1. Results of the Pre-and Post-tests of the First Study --- p.204 / APPENDIX G2. Questionnaire Results of the First Study --- p.207 / APPENDIX H BEAPs 2003 Action Verb Picture Cards (Samples) --- p.213 / APPENDIX 11. BEAPs 2004 Action Verbs List --- p.217 / APPENDIX 12. BEAPs 2004 Distribution of Action Verbs in the Learning Tasks --- p.221 / APPENDIX J1. BEAP 2004 Action Group's Learning Tasks (A Typical Session) --- p.224 / APPENDIX J2. BEAP 2004 Picture Group's Learning Tasks (A Typical Session) --- p.227 / APPENDIX J3. BEAP 2004 Combined Group's Learning Tasks(A Typical Session) --- p.230 / APPENDIX K1. Pre-test of the Second Study --- p.233 / APPENDIX K2. Post-test of the Second Study --- p.238 / APPENDIX L1. Subjects' Pre-program Questionnaire of the Second Study --- p.243 / APPENDIX L2. Subjects' Post-program Questionnaire of the Second Study --- p.247 / APPENDIX Ml. Teachers' Post-program Questionnaire of the Second Study --- p.252 / APPENDIX M2. Unedited Comments Gathered from the Teachers' Questionnaire --- p.253 / APPENDIX N1. Questions of the First and Second Part of Subjects' Interview --- p.259 / APPENDIX N2. Transcriptions of Subjects' Interview --- p.260 / APPENDIX O1. BEAP 2004 Timetable of the Action Group --- p.285 / APPENDIX O2. BEAP 2004 Timetable of the Picture Group --- p.287 / APPENDIX O3. BEAP 2004 Timetable of the Combined Group --- p.289 / APPENDIX P1. Test Results of the Second Study --- p.291 / APPENDIX P2. BEAPs 2004 Subjects' Questionnaire Results --- p.295 / APPENDIX Q BEAPs Action Verb Picture Cards (Samples) --- p.312 / "APPENDIX R1. ""Cognition and Student Learning Research Grant Project"" Announced by the Department of Education of the United States" --- p.316 / "APPENDIX R2. Grants for ""Brain Research as a Foundation for Research on Learning"" Announced by the National Science Foundation" --- p.317 / "APPENDIX R3. Recommendation of the ministry of Education, Culture, Sports, Science and Technology of Japan" --- p.318 / APPENDIX R4. Announcement of the Singapore Government --- p.319