Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Mathematics, Science and Technology Education FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND, 2008. / This study investigated the effect of IsiZulu/English code switching as a medium of instruction on Grade 10 students' performance and their attitudes towards biology. The increased failure rate of Black South African students in science subjects and the acute shortage of science personnel across many sciences-based professional affiliations were the motivations for the study. Four secondary schools in Esikhawini and KwaDlangezwa Townships in KwaZulu-Natal province of South Africa were randomly selected into experimental (IZECS) and comparison (EL) groups. Both quantitative and qualitative research approaches were used to collect data from these schools, in addition to a biology achievement test, a questionnaire and direct classroom observations. A pre-test and post-test non-equivalent comparison-group experimental design was used to measure the differences in the performance and attitudes of the students, following the IZECS and EL instructional interventions. The students were taught the human breathing system using IsiZulu/English code switching in the experimental and the English language only in the comparison group as the two independent variables. The dependent variables were the students' performance in biology and their attitudes towards the subject. Two hypotheses were formulated and tested at a= 0.05 level of significance. The t-test statistic was used to establish comparisons between the students' performance in biology and their attitudes towards biology between the two groups. The result of the comparisons showed a statistically significant difference between the two groups, in favour of the group that was taught using IsiZulu/English code switching on the performance in the post test. The attitudes of students in IsiZulu/English code switching group improved more favourably towards biology than those in the English language group following the interventions. The majority of the students that preferred IsiZulu/English code switching to other languages in both groups explained that the method would make biology easier to understand. Consequently, these students recommended that teachers should use IsiZulu/English code switching to teach biology for better understanding. They felt strongly that the adoption of IsiZulu/English code switching, as an instructional approach for teaching biology in Grade 10, would improve the students' performance and their attitudes towards the subject. Overall, the results from this study can be of use to teachers, educational planners and policy makers as they address the complex issue of language choice in South African classrooms.

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.A. (English)) --University of Limpopo (Turfloop Campus), 2007 / The study sought to investigate the challenges which teachers and learners encountered on daily basis when they use English as the medium of instruction (MOI) in content subjects. The study was conducted at Jim Chavani High school which was convenient for the researcher who is a deputy principal of the school. The researcher has purposively selected Biology which is regarded as one of the most difficult subjects and which has high failure rate in most schools in the Malamulele area. The literature review was obtained from a variety of sources which include library books, journals, government gazettes, news papers and the internet. The review shed light on the challenges of teaching through the medium of English among learners with indigenous language backgrounds. This body of research has shown that attention was placed on townships and urban areas with little or no focus on remote rural areas such as Malamulele. The researcher used the qualitative research methodology to collect data through classroom observations, interviews, and writing protocols.The use of qualitative enquiry enabled the researcher to explore the challenges in a natural setting. Three teachers and eighteen learners were respondents in the study. Data collected were discussed and analysed in order to select the most suitable information which could address the aim and objectives of the study. The result of the study showed that the learners were negative towards the use of English as the MOI. On the converse, the teachers have mixed feeling on the choice for English even though they acknowledge difficulties iv posed by English in their classrooms. Spoken data showed a varied degree of code-alternation and culturally induced strategies were found in their writing protocols. Given these findings, the study draws a conclusion that using English as the MOI in remote rural areas further disadvantages the learners from getting the full benefits for comprehension in the content subject. It was therefore recommended that language planners needed to step up the process of allowing indigenous African languages as the media of learning while English is taught as the school subject.

This study of laboratory based instruction at higher secondary school level was an attempt to gain some insight into the effectiveness of three laboratory instruction methods: cooperative group instruction method, individualised instruction method and lecture demonstration method on biology achievement and retention. A Randomised subjects, Pre-test Post-test Comparative Methods Design was applied. Three groups of students from a year 11 class in Pakistan conducted experiments using the different laboratory instruction methods. Pre-tests, achievement tests after the experiments and retention tests one month later were administered. Results showed no significant difference between the groups on total achievement and retention, nor was there any significant difference on knowledge and comprehension test scores or skills performance. Future research investigating a similar problem is suggested / Master of Education (Hons)

This study of laboratory based instruction at higher secondary school level was an attempt to gain some insight into the effectiveness of three laboratory instruction methods: cooperative group instruction method, individualised instruction method and lecture demonstration method on biology achievement and retention. A Randomised subjects, Pre-test Post-test Comparative Methods Design was applied. Three groups of students from a year 11 class in Pakistan conducted experiments using the different laboratory instruction methods. Pre-tests, achievement tests after the experiments and retention tests one month later were administered. Results showed no significant difference between the groups on total achievement and retention, nor was there any significant difference on knowledge and comprehension test scores or skills performance. Future research investigating a similar problem is suggested / Master of Education (Hons)

This study aims to discuss the teaching portfolio and learning efficacy gained after integrating K12 digital school information into the biology lessons of junior high school. The research method is to divide students into two groups: two classes of 7th grade junior high students are the experimental group, which receive K12 integrated teaching; and three classes of 7th grade junior high students are the control group, which receive traditional teaching. The experimental course is ¡§human digestion and circulation system,¡¨ consisting of 19 units, lasting for 6 weeks. During the experimental process, the researcher collected diverse types of evaluation information, including observations, peer reviews, student works, learning slips, review questions, and surveys, in order to give research findings greater objectivity and accuracy. Results suggest that, in terms of learning efficacy, the overall learning efficacy of the experimental group is better than that of the control group. Among all, there is a significant difference between students having moderate and low scores. Regarding learning attitudes, there is no significant difference between the experimental group and the control group. However, many students hold positive attitudes towards K12 regarding homework, unit assessment, and learning slips. Regarding teaching applications, upon first use of K12 support teaching, there were difficulties experienced in installing the digital teaching materials. However, as they become more accustomed to the use of K12, they could easily implement the ideals of diversified evaluation. In sum, the K12 digital school is a helpful auxiliary tool for teaching.

A review of literature concerning teaching-learning media and the factors that influence the choice of teaching-learning media was conducted, in order to establish which teaching-learning media teachers are using to present a lesson, especially in OBE. The classification of teaching-learning media by different media specialists was looked into, before it was applied in a Biology lesson. The plant cell and animal cell sketches were used as examples to draw up transparencies, overlay-transparencies and to build models. An empirical investigation was undertaken to investigate which teaching-learning media teachers are using and why they are using certain teaching-learning media. It also investigated the role teaching-learning media plays in presenting a lesson and what can be done to help teachers to use more effective teaching-learning media in teaching Biology as part of Natural Science in the senior phase of OBE. According to the investigation teachers seem to stay with the traditional teaching-learning media, such as the chalkboard and textbook, for they are easily available, user-friendly and cost saving. However, there is a need that more courses should be offered, where teachers can be trained how to use certain teaching-learning media and how to create their own teaching-learning media. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

A review of literature concerning teaching-learning media and the factors that influence the choice of teaching-learning media was conducted, in order to establish which teaching-learning media teachers are using to present a lesson, especially in OBE. The classification of teaching-learning media by different media specialists was looked into, before it was applied in a Biology lesson. The plant cell and animal cell sketches were used as examples to draw up transparencies, overlay-transparencies and to build models. An empirical investigation was undertaken to investigate which teaching-learning media teachers are using and why they are using certain teaching-learning media. It also investigated the role teaching-learning media plays in presenting a lesson and what can be done to help teachers to use more effective teaching-learning media in teaching Biology as part of Natural Science in the senior phase of OBE. According to the investigation teachers seem to stay with the traditional teaching-learning media, such as the chalkboard and textbook, for they are easily available, user-friendly and cost saving. However, there is a need that more courses should be offered, where teachers can be trained how to use certain teaching-learning media and how to create their own teaching-learning media. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

Resumo: A educação sempre será motivo de preocupação em nossa sociedade. Com relação à Educação em Ciências, a preocupação engloba a necessidade de, por meio desse ensino, promover habilidades cognitivas que permitam aprendizagens mais duradouras. A nossa investigação faz parte de um projeto mais amplo, que tem como meta a melhoria da qualidade do ensino oferecida por uma escola estadual de ensino médio e, consequentement, uma mais significativa e integral formação de seus alunos. Durante a pesquisa, propusemos e conduzimos uma sequencia didática para a aplicação do tema Energia na disciplina de biologia em um grupo de 21 alunos do 1º ano do ensino médio. O nosso objetivo foi, a partir dessa sequencia didática, baseada em atividades práticas e contextualizadas, verificar quais habilidades cognitivas, ou do pensamento, foram desenvolvidas pelos alunos durante o processo de ensino aprendizagem. Diante dos resultados obtidos, podemos concluir que as atividades práticas e contextualizadas contribuíram para a melhoria das habilidades cognitivas dos alunos, assim como para o desenvolvimento de novas linguagens e formalização de conceitos. Partindo das potencialidades dessas atividades e dos obstáculos que o professor enfrenta para realizá-las, em busca por melhores condições para os trabalhos práticos e contextualizados, este deve ultrapassar várias barreiras, que vão desde a organização física de um laboratório e a compra de material necessário à realização das atividades, até o envolvimento de colegas de outras áreas e a luta por conquistas políticas que lhe permitam trabalhar melhor. / Abstract: Education is always a concern in our society. Regarding Science education, concern includes the need to promote Science cognitive skills that allow more durable learnings. Our research is part is part of a larger project, which aims to improve the quality of education offered by a Brazilian public high school and consequently a more significant and integral formation of students. During research, we propose and conduct a didactic sequence for implementing the Energy theme in the discipline of Biology in a group of 21 students from 1st year of high school. From that didactic sequence, based on practical and contextualized activities, our goal was to verify which cognitive or thought skills the students developed during the processes of teaching/learning. According to the research results, we can conclude that the practice and contextualized activities contributed to the improvement of cognitive skills of students as well as for developing new languages and formalization of concepts. Using the potential of these activities and the obstacles faced to teach them, teacher must in his search for better conditions for the practical and contextualized work to overcome several obstacles, rangig from the physical organization of a laboratory, the purchase of equipment necessary to perform activities, until the involvement of colleagues from other areas and the struggle for political victories, enabling him to work better. / Orientador: Jehud Bortollozi / Coorientador: Ana Maria de Andrade Caldeira / Banca: Alvaro Lorencini Junior / Banca: Fernando Bastos / Mestre

We propose an experimental model suitable for demonstrating allele frequency change in Drosophila melanogaster populations caused by selection against an easily scorable conditional lethal, namely recessive flightless alleles such as apterous and vestigial. Homozygotes for these alleles are excluded from reproduction because the food source used to establish each generation is accessible only by flight. The observed dynamics of flightless-allele frequencies generally follows the theoretically predicted pattern, with slight deviation toward less intense selection. We also suggest observing selection against flightindependent visible marker alleles in the same population as a meaningful comparison. The proposed experiments can easily be scheduled within one semester, and the expected data provide ample opportunities for discussion of quantitative evolutionary patterns.