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Students' difficulties concerning medium of instruction and medium of examination in science in a Hong Kong schoolPo, Tin-leung., 蒲天亮. January 2006 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
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Effects of a Learning Center Method Versus Lecture Method of Teaching as Related to Achievement, Self-Concept, and Attitude of College FreshmenTillerson, Charles Wayne 12 1900 (has links)
The major problem of this study involved a comparison of two methods of teaching English and biology to college freshmen. Subproblems investigated in this study involved the apparent influence of each method of teaching on achievement in each course, on the self-concept of the student, on the students' attitude toward college and toward the learning center, and the effect of the commuterresident status on achievement, self-concept, or attitude. The purpose of this study was to assess the efficacy of the experimental method of teaching to achieve desired growth in academic achievement of first-semester college freshmen enrolled in English or biology.
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Inquiry-based science for high school students: a forensic unitApple, Kendra Kea 08 1900 (has links)
This project constitutes an instructional unit for honors biology that involves the use of science in the field of criminal investigation and forensics. Before beginning the unit, the learners should have mastered basic laboratory skills, including use of the microscope. They should also have an understanding of the basic structure and function of DNA and its role in heredity and protein synthesis. The standard time frame is 24 days with 70-minute periods, but can be easily adjusted to meet classroom needs. Several instructional strategies enhance student learning and make science fun. The unit is inquiry-driven and activity-based. Students are surprised by the crime, gather and analyze evidence, and work towards proposing an explanation. This real world problem involves the use of cooperative learning and a variety of assessment techniques.
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Wanopvattings by biologie-onderwysers ten opsigte van eenheidstemas in biologie-onderwys25 November 2014 (has links)
M.Ed. / This study focuses on the misconceptions that exist among teachers in the field of unifying themes in Biology teaching. The researcher feels confident that teachers are well underlain in their field of study, and that meaningful teaching occurs in Biology classes. His concern is that the fundamental unifying themes in Biology that enables pupils to reach higher cognitive levels of thought, are not utilised fully in pupils and teachers, learning and training. Investigations of these phenomena are being done through misconceptions that may occur at teachers of Biology. This forms the main aim of the study. The researcher feels that the fewer misconceptions' teachers have, the better students will be taught. Qualitative and quantitative research methods are being used to maximise the research effectiveness. Trough these methods the researcher found that teachers are well underlain in their studies but lack utilisation of unifying themes in the learning environment. Teachers concentrate on one or two themes, ignoring the remainder. The researcher hopes to make a meaningful contribution to the teaching of Biology as well as to improve the quality of teacher training programs in Biology didactic courses through awareness of these phenomena.
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The value sexual health education in South Africa: a retrospective evaluation by recent matriculantsBlake, Casey January 2016 (has links)
A research report submitted to the University of Witwatersrand, Faculty of Humanities, in partial fulfilment of the requirements for the degree Masters of Arts
(Coursework and Research Report)
University of the Witwatersrand, 2016 / This research investigated how sex and sexuality is being represented within Sexual Health Education (SHE), as reported by students who completed matric in 2014. Furthermore, this study wanted to investigate how these representations contributed to the perceived value of the SHE. In South Africa, SHE is located within the curriculum of Life Orientation (LO), a compulsory subject through to Grade 12. Despite being compulsory, there is no external moderation for this subject, allowing schools and teachers to decide on the exact content being taught within LO. The theoretical framework of Social Representations Theory (SRT) guided this research. SRT states that our understanding of the world is based on a collection of social representations, accumulated through interactions with the social world. The school environment is a place where social representations are often challenged by new information covered in lessons, as well as in discussions with peers and teachers outside of class. This study was interested in what social representations are being re-presented in the context of SHE. Five focus group discussions were conducted, following a semi-structured interview schedule, informed by the literature review. The sample consisted of first year students at a Johannesburg university, who completed their secondary schooling in 2014. The findings of this study show that South African youth receive vastly different information, some of which is not complete or accurate. Participants felt their SHE failed to assist them in making adult decisions, as there was a sense that vital information was being withheld, and the information that was imparted within SHE was viewed as irrelevant. This was attributed to the societal taboo against speaking openly about topics of sex and sexuality, which was often perpetuated in the ways that sex and sexuality were socially represented within SHE. / MT2017
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Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)Hamen Farrar, Cynthia Sue January 2016 (has links)
In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher’s instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers’ knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher’s AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to recognize contradictions and to internalize and set their instructional goal, facilitating their learning. Without recognition of contradictions, some of these micro-communities are not aware that their instruction is not in line with the AP Biology goal of science practice. An in-depth look at teacher learning revealed the criticality of reflective practice and the need for an “expert” within a teacher’s community to facilitate = learning and develop SCK to incorporate science practice in classroom instruction.
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Computer-Based Instruction as a Form of Differentiated Instruction in a Traditional, Teacher-led, Low-Income, High School Biology ClassroomCasey, Cheryl 18 July 2018 (has links)
In 2015 the U.S. continues to struggle with academic achievement in public schools. Average test scores from 15 year olds taking the Program for International Student Assessment placed the U.S. as 38th out of 71 countries (Drew Devlin, 2017). It is common to discuss elimination of the achievement gap as the single most effective way to improve the U.S.'s mediocre standing among the highest scoring countries in the world in primary and secondary student test scores (McGhee,2004; Flemming 2012). In the broadest sense of the term the "achievement gap" refers to the difference in academic success between different groups of students. It is often used to describe the lower performance of underprivileged student populations (National Education Association, 2004). Attempts to understand why this GAP exists and how educators may narrow such GAPs, researchers have identified both large class size and lack of personalized instruction as two conditions that commonly accompany lower academic achieving student populations (Lee and Buxton, 2008).
Although there is a wealth of literature attempting to assess the effect of class size, few studies have defined small and large class sizes. In her research, Sarah Leahy (2006) defines a small class as one containing between 13 and 17 students and a regular class as one containing between 22 and 25. For the purposes of this research, a large classroom is defined as one with over 25 students.
In theory, computer-based instruction (CBI) offers great potential to expand on the concept of personalized instruction. However, there is very little research available that describes how this tool can be used to effectively enhance the classroom learning process. This study examines the impact of providing computer-based instruction (CBI) or teacher-led instruction on students of various achievement levels enrolled in a traditional, high school biology classroom. The high school in which this research as conducted is a Title One (low income) identified school. 111 from four sections of freshman high school biology, were randomly divided into two learning groups per section. Both groups in each section were taught one 50-minute lesson on cellular biology. One group received the lesson from CBI while the other group from teacher-led instruction. The impact on learning was measured by the change in pre- and post-test scores. All students in each section received the same lesson content which was provided in the same classroom concurrently. Data from 82 students that returned signed parental consent forms and took the pre-test on day one, the lesson on day two, and the post-test on day three, were analyzed in this study.
Results: The twenty students ranked as high academic achievers scored the highest correct answers on pre- and post-tests (mean 7.1 and 9.4 respectively). Improvement in test scores, measured as mean number of additional correct answers on the post-test, for the high achievers was equal whether they received CBI or teacher-led instruction (+1.72 and +1.75 respectively). Twenty-seven middle ranked academic achieving students also showed a statistically equal degree of improvement from each instructional platform. However, middle students that scored the highest pre-test scores also produced the highest improvement from CBI. The thirty-five low academic achieving students produced the highest improvement in test scores overall from teacher-led instruction and produced a mean negative change in post-test scores from CBI (mean +2.13 and -.68 respectively). Findings from this study suggest that in a classroom setting, higher academic achieving students will learn equally well from CBI or from a teacher while lower achievers benefit more from small group, teacher-led instruction.
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The production and automatic presentation of visuals to enhance the effectiveness of electronic response programming : a creative projectLukas, Terrence G. 03 June 2011 (has links)
This creative project contains step by step procedures for the set up and operation of hardware as well as software for an automated four projector system designed for use in the Electronic Response Laboratory in the Department of Biology at Ball State University. The main divisions of this project were:1) Set up of four projectors including location, position and adjustments.2) Linkage of projectors to dissolve controls.3) Synchronization procedures for linkage of projector system with a tape recorder through the use of actuator cables and a sound synchronizer.4) Impulse recording and final operational procedures. 5) A brief description of software production.Ball State UniversityMuncie, IN 47306
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Biology and its recontextualisation in the school curriculum : a comparative analysis of post-apartheid South African life sciences curricula.Johnson, Kathryn Barbara. January 2009 (has links)
This study explored the way biological knowledge is transformed when it
moves from its disciplinary form to a high school biology curriculum, and how
this occurred in successive versions of the life sciences curriculum
implemented in post-apartheid South Africa. Bernstein’s (1996, 1999)
conceptualisation of biology as an hierarchical knowledge structure, the
recontextualisation of knowledge, and the implications for social justice
formed the theoretical framework to the study, as did Aikenhead’s (2006)
distinction between traditional and humanistic approaches to science
education, and Schmidt, Wang and McKnight’s (2005) concept of curriculum
coherence. Firstly, I attempted to elicit core concepts and conceptual organisation in
biology from the writings of the distinguished biologist Ernst Mayr, two
foundational biology textbooks, and interviews with two professors of biology.
Seven concepts emerged: the cell, inheritance, evolution, interaction,
regulation, energy flow and diversity, which I arranged in a hierarchy
according to Mayr’s “three big questions”, “what?”, “how?” and “why?”. The
theory of evolution was highlighted as the key integrating principle of the
discipline. Secondly, I considered biology in the school curriculum by means of a
literature review and synthesis of the changing goals of a school science
education. Five broad categories of objectives were derived: knowledge,
skills, applications, attitudes and values , and science as a human enterprise.
Aikenhead’s (2006) terminology captured the shifts in emphases of these
objectives over time.Thirdly, I analysed the stated objectives and content specifications of the
three most recent versions of the South African life sciences curricula – the
Interim Core Syllabus (ICS), the National Curriculum Statement (NCS) and
the new NCS. The NCS represented a dramatic swing away from the
traditional approach of the ICS, while the new NCS reverts to a more
traditional approach, though with more humanistic content than in the ICS.
Both the ICS and t he NCS were found to be deficient in one of the three key
conceptual areas of biology. The conceptual progression of the material is
strongest in the new NCS, and weakest in the original NCS. The conclusion
was drawn that, of the different curricula, the new NCS has the greatest
potential to induct South African learners into the hierarchical structure of
biology, and represents a positive contribution to the goal of transforming
education in South Africa.
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The presentation and interpretation of arrow symbolism in biology diagrams at secondary-level.Du Plessis, Lynn. January 2006 (has links)
The literature contains conflicting ideas about the effectiveness of diagrams, and their constituent
symbolism as teaching and learning tools. In addition, only limited research has been specifically
conducted on the presentation and interpretation of arrow symbolism used in biology diagrams, let
alone on the nature, source and remediation of student difficulties caused by arrows. On the basis
of this limited research and 30 years of experience of teaching biology at secondary-level, the
author suspected that students might have difficulties interpreting arrow symbolism in diagrams
used as explanatory tools and decided to thoroughly investigate this issue. The hypothesis,
'Secondary-level students have difficulty with the use of arrow symbolism in biology diagrams' was
formulated and the following broad research questions defined to address the hypothesis:
1. How much of a problem is arrow symbolism in diagrams?
2. How effectively is arrow symbolism used in diagrams to promote the communication of intended
ideas?
3. To what extent does the design of arrow symbolism in diagrams influence students '
interpretation and difficulties?
4. How can the emerging empirical data and ideas from literature be combined to illustrate the
process of interpretation of arrow symbolism?
5. What measures can be suggested for improving the presentation and interpretation of arrow
symbolism in biology diagrams at secondary-level?
To address Research question 1, a content analysis of all arrow symbolism in seven popular
secondary-level biology textbooks was undertaken. This revealed a wide diversity of arrow styles,
spatial organisations, purposes and meanings that could be confusing to students. These results
suggested the need for an evaluation of the effectiveness of arrow symbolism (Research question
2). As there was no definitive set of guidelines available for specifically evaluating arrows, general
guidelines from the literature on diagrams were used to develop a set of 10 criteria, to evaluate the
syntactic, semantic and pragmatic dimensions of arrow symbolism, which were validated by
selected educators, students and a graphic design expert. Application of the criteria (which
constituted expert opinion) to the arrow symbolism used in 614 realistic, stylised and abstract
diagram types, revealed a relatively high incidence (30%) of inappropriately presented arrow
designs that could mislead students. To establish whether this problem could be the cause of
student difficulties, and to thereby address Research question 3, a stylised and an abstract diagram
were selected and evaluated according to the criteria. The results of the evaluation were compared
to the responses given by 174 students to a range of written and interview probes and student modified
diagrams. In this way, student performance was correlated with expert opinion. The
results confirmed that students experience a wide range of difficulties (26 categories) when
interpreting arrow symbolism, with some (12 categories) being attributable to inappropriately
presented arrow symbolism and others (14 categories) to student-related processing skills and
strategies at both surface- and deeper-levels of reasoning. To address question 4, the emerging
empirical data from the evaluation and student studies was combined with a wide range of
literature, to inform the development of a 3-level, non-tiered model of the process of interpretation
of arrow symbolism in diagrams. As this model emphasised the importance of both arrow
presentation in diagrams and arrow interpretation by students, it could be used as an effective
explanatory tool as well as a predictive tool to identify sources of difficulty with the use of arrow
symbolism. This model was, in turn, used to inform the compilation of a range of guidelines for
improving the presentation and interpretation of arrow symbolism, and so target Research question
5. These, and other guidelines grounded in the data and relevant literature, were suggested for all
role players, including students, educators, textbook writers, graphic artists and researchers, to use
as remedial tools. Future research should focus on the implementation of these guidelines and
studying their effectiveness for improving the presentation and interpretation of diagrams with
arrow and other types of symbolism. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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