published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

In an effort to contribute to the improvement of Matric Biology education, a survey was conducted in 1996 and 1997 of Matric pupils and first year students at several tertiary institutions, in order to identify those topics which learners found most difficult. Photosynthesis and respiration were among the topics with which Matric Biology learners experienced many conceptual difficulties. The aim of this project was twofold: firstly to identify specific misconceptions students had regarding these topics, and secondly, to develop and evaluate a learning tool that would address these misconceptions. In order to identify the most common specific misconceptions, a quantitative research approach was taken. A three-tiered multiple choice questionnaire was developed, and administered to first year students in the 1998 intakes at MLSultan Technikon and the Biology Department of the University of Natal, Durban. It was also administered to students at the end of their first, second and third years of Cell Biology (University of Natal), Analysis of the questionnaires revealed that students did not understand the complementary relationship between photosynthesis and respiration. Computer-based virtual worlds provide constructivist learning environments, in which visualisation and problem solving in a complex system is possible. It was proposed that use of a virtual world would be an effective means of addressing the misconceptions we identified. A game was developed that presented students with authentic tasks of filling an oxygen cylinder (as an air supply) and a carbon dioxide cylinder (which would later be used to extinguish a fire). In order to do this students were required to solve a series of three puzzles, all of which related to the processes of photosynthesis and respiration. To account for different learning styles, the puzzles were based on three of Gardner's multiple forms of intelligence. Evaluation of the virtual world made use of a combination of quantitative and qualitative research methods. Students' understanding of the processes was measured with the use of the questionnaire. A deeper evaluation of their understanding and affective response to the game was obtained through interviews. It was found that students who had played the game had a clearer understanding of the complementary relationship between photosynthesis and respiration, and understood that respiration in plant cells is a continuous process. Students also showed greater confidence in their grasp of the processes, and reported that playing the game had been an enjoyable way of complementing their traditional lecture material in order to master these concepts. The virtual world was an effective learning tool for addressing the misconceptions students held regarding photosynthesis and respiration. / Thesis (M.Sc.)-University of Natal, Durban, 1998.

In the field of Biology there is a reasonable amount of software available for educational use but in the researcher's experience there are few teachers who take the computer into the classroom/laboratory, Teachers will make use of video machines and tape recorders quite happily, but a computer is a piece of apparatus which they are not prepared to use in the classroom/laboratory. This thesis is an attempt to devise an educational package, consisting of a Selection Form and an Evaluation Form, which can be used by teachers to select and evaluate educational software in the field of Biology. The forms were designed specifically for teachers to use in preparation of a computer lesson. The evaluation package also provides the teacher with a means of identifying whether the lesson has achieved its objectives or not. The teacher may also be provided with feedback about the lesson. The data is gathered by means of a questionnaire which the pupils complete. It would appear that teachers are uncertain as regards the purchase of software for their subject from the many catalogues that are available. The evaluation package implemented in this research can be regarded as the beginnings of a data base for the accumulation of information to assist teachers with details on which software to select. Evidence is provided in this thesis for the practical application of the Selection and Evaluation Forms, using Biology software.

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

Transformation in education over the decades has failed to keep abreast of the rapidly advancing technological environment of modern society. This implies that curricula, learning paradigms and tools employed by educational institutions are not in sync with the technologically oriented lifestyle of modern society. Learners are therefore unable to apply and assimilate their daily life experiences into the learning process. This disparity warrants radical transformation in education, so as to furnish the appropriate education system where learners are able to construct their knowledge on the basis of pre-existing ideas and experiences. However, any transformation in the e~ucation approach should essentially be complemented by the adoption of appropriate learning environments and paradigms that can capitalize on learners' life experiences as well as elicit the appropriate learning behaviour and attitudes for effective and life-long learning. Much of the literature reviewed affirms the efficacy of virtual learning environments as mediums that can facilitate effective learner-centred electronic-learning suitable for modern society. They are asserted as liberators of learning in respect of instructivist ideals, information access and the confines of the physical classroom. This is confirmed by findings of this research, which are generally in favour of the virtual learning environment's ability to enhance the learning experiences of learners but remained inconclusive on their learning outcomes. / Thesis (M.Sc.)-University of Natal, Durban, 2003.

published_or_final_version / Education / Master / Master of Education