This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.

A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The challenge facing teachers and educators is how to implement outcomes based education. The intention of this research is therefore to serve as a pilot project to find out about how groupwork may be used in teaching. It looks at types of groups, considerations a teacher should have in forming groups, dynamics which come into play during teaching and gives suggestions as to how groupwork problems may be solved. Others issued are also raised which were not fully covered in the research. It is the hope of the researcher that the project would be a basis for further research on the use of group work in teaching under outcomes based education. Towards an effective implementation of assessment of biology practical work under "curriculum 2005" Transformation taking place in education in the Republic of South Africa has implications for assessment. It involves a move away from the transmission mode of teaching and learning, to a learner-centered education with the attainment of outcomes. It is a move away from the summative mode of assessment to a formative mode, where assessment leads to the development of the learner and monitor and support teaching and learning. Questions arise as to what to assess, how, when to assess and by whom? This research project is an initial attempt to look at how this assessment policy may be implemented effectively in schools and colleges, using the teaching and learning of practical biology as a tool. It looks at examples of assessment methods that may be used to assess learners work, their functions and problems that may arise in the teachers attempt to transform hislher practices. Suggestions are made on factors to consider in implementing assessment practice and how problems, which may arise in assessment, may be overcome.

South Africa needs an economy which is competitive and successful. Therefore, it is important that an education system will provide a skilled work force. Learners need to develop biology skills that will equip them for life, enable them to solve problems and think critically. Unfortunately South Africa is presently encountering a lack of skilled citizens. The reasons for this most probably is that the biology curriculum is mainly discipline-based, content-loaded and largely irrelevant, resulting in learners not furthering their studies in biology and related fields. The biology matriculation examination has a strangle hold on what is taught. Lengthy, content-loaded curricula emphasise the memorising of facts by means of expository teaching methods, leaving little opportunity to teach the application of information and skills to solve problems in real life situations. The teaching methods of biology are thus not sufficiently stimulating and motivating. Biology teaching should not only concentrate on facts or explain facts to learners, but should also concentrate on ways or processes by means of which these facts can be obtained. To implement a process approach where learners can develop basic- and integrated skills is not an easy task for those involved. The empirical research of this study, confirmed the findings throughout the literature study that various factors hamper the effective implementation of the process approach. It is important that negative factors such as 'large classes' and 'a lengthy syllabus' (in historically disadvantaged [HD] and advantaged schools [HA]) and 'lack of equipment' and 'resource material' (only in HD schools) which received high percentages in the survey, will duly be considered when implementing the process approach, curriculum 2005 or 21. These factors can exert a powerful influence on the success of any changes in biology education. To ensure the successful implementation of the process approach it is important that all teachers receive adequate in-service training to keep abreast with new teaching strategies and methods / Educational Studies / D.Ed. (Didactics)

One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field. / Life Sciences in Education / D. Phil. (Mathematics, Science and Technology Education)

The purpose of this study was to investigate if teacher, pupil, curriculum and classroom environment variables were significantly related to adolescents' attitudes towards Biology. The study also investigated whether certain factors (as moderator variables) significantly influenced the relationships between pupils' attitudes towards Biology and each of the independent variables. For the investigation a sample of 426 standard eight, nine and ten pupils from three school-types completed an attitude questionnaire. Parametric statistics were used to analyse the results. Findings from the correlation and stepwise regression analysis revealed that the curriculum was the strongest correlate of attitude and accounted for most of the variance in pupils' attitudes towards Biology. An analysis of variance revealed no significant difference in pupils' attitudes towards Biology when gender, standard, parental levels of formal education and type of school were used as moderator variables. These findings suggest a complete restructuring of the Biology curriculum. / Psychology of Education / M. Ed. (Psychology of Education)

The purpose of this study was to evaluate the undergraduate biology practical instructions and the level of competence of undergraduate biology students in practical laboratory skills in some Ethiopian universities using skill performance rubric and questionnaires. A sample of 208 third year students and 26 instructors and laboratory assistants from three universities were selected as sample of the study. Students reported that more than 84.2% of the laboratory activities are below the average number of laboratory activities recommended by the curriculum with no significant difference between universities. The laboratory skill performance test score was below the midpoint. None of the students could be able to estimate and determine fields of vision of a microscope. There is a significant and a positively linear relationship between the students’ grade point average (GPA) with identification of laboratory equipment, handling of microscope, setting of microscope, estimation of diameter of field of vision and measuring liquid. Laboratory skill performance test score is correlated with higher education entrance exam score but not with students’ high school laboratory back ground. There is no significant difference in instructor’s manipulative skills among universities (p ≥ 0.09) and instructors manipulative skills is neither correlated with qualification nor teaching experience (P≥0.056). The most common method of assessment instructors’ use in the laboratory is laboratory report and identification of specimen examination (46.4%) and written exam and identification of specimen examination (35.7%). The number of courses having laboratory manuals is as low as 14.3%, in the new university. Manipulating materials, measuring and using numbers, and pre lab activity were common activities, and were found in every manual and in every university. Moreover, the result also revealed that the manuals contain high percentage rate of basic science process skills (75.4%) as compared to the integrated science process skills (24.6%). Correlation and multiple regression analyses revealed that students’ laboratory performance skills is significantly positively correlated with higher education entrance exam score, availability of laboratory resources and instructors experiences. Instructors’ experience has significant positive regression weights. / Life and Consumer Sciences / D. Phil. (Mathematics, Science and Technology Education)

Acompanha: A experimentação nas aulas de Biologia como promotora da alfabetização científica: sequência didática / O ensino de Biologia, assim como qualquer outra área de conhecimento, exige aprimoramento e criatividade constantes a fim de melhorar o aprendizado e despertar o envolvimento dos alunos. Com o declínio do interesse dos alunos pela Ciência, deve-se pensar em possibilidades que os aproximem novamente dos processos o de fazer ciências, instigando-os ao pensamento científico. Para tanto, é preciso levá-los a observar, experimentar, levantar hipóteses e interpretar resultados, correlacionando-os ao cotidiano, contextualizando o ensino e o tornando útil à vida. Tais anseios estão presentes nesta pesquisa, que objetiva a implementação de aulas experimentais, contextualizadas, que possibilitem não somente a compreensão do mundo, mas também uma formação educacional autônoma, social, tornando-os assim alunos alfabetizados cientificamente. A presente pesquisa foi realizada em um colégio estadual do Estado do Paraná, na cidade Curitiba, e envolveu alunos do Ensino Médio das 1.o, 2.o e 3.o ano. A avaliação da pesquisa pautou-se nas respostas de questões-problemas, possibilitando ao educando relacionar a prática a situações vivenciadas no dia a dia, como alimentação, doenças etc. Utilizou-se o processo quali quantitativo na observação das respostas antes e após cada aula, verificando a porcentagem e a qualidade das respostas. O resultado mostra a diferença nas respostas, pelo aumento do número de acertos e pelo aprimoramento delas, relacionando o conteúdo científico à resolução de questões inerentes ao cotidiano. Ao concluir o trabalho, observa-se que os objetivos foram atingidos, formular uma sequência didática composta por aulas experimentais e alfabetizar cientificamente por meio dessas aulas, com vistas a aprimorar o ensino de Biologia. / Biology teaching, as well as any other area of knowledge, requires improvement and constant creativity in order to improve learning and arouse the student interest. Due to the increasing lack of interest in science on the student part, we should provide new possibilities towards making them enjoy taking part in scientific processes, such as developing scientific thoughts, observing, trying, suggesting hypothesis and interpreting results correlating them to everyday facts thus contextualizing teaching and making it useful to life. The present research aims at implementing contextualized experimental classes that not only enable students to understand the world, but also provide a socially autonomous education addressed to shape students with scientific literacy. The research was implemented at a State school in Curitiba, State of Paraná in Brazil and covered middle school first, second and third grade students and its assessment was based on the problem question answers that allowed the researchers to relate practice to day-by-day situations, such as feeding, diseases etc. We used the qualitative-quantitative process to check answer percentage and quality before and after each class. The result showed answer differences concerning increased number of successes and improvement, as well as the relation between scientific contents and solution of day-by-day problems. As a conclusion, we inferred that the research objectives were met through the formulation of a didactic sequence comprising experimental classes that produced scientifically literate students thus improving biology teaching.

Acompanha: A experimentação nas aulas de Biologia como promotora da alfabetização científica: sequência didática / O ensino de Biologia, assim como qualquer outra área de conhecimento, exige aprimoramento e criatividade constantes a fim de melhorar o aprendizado e despertar o envolvimento dos alunos. Com o declínio do interesse dos alunos pela Ciência, deve-se pensar em possibilidades que os aproximem novamente dos processos o de fazer ciências, instigando-os ao pensamento científico. Para tanto, é preciso levá-los a observar, experimentar, levantar hipóteses e interpretar resultados, correlacionando-os ao cotidiano, contextualizando o ensino e o tornando útil à vida. Tais anseios estão presentes nesta pesquisa, que objetiva a implementação de aulas experimentais, contextualizadas, que possibilitem não somente a compreensão do mundo, mas também uma formação educacional autônoma, social, tornando-os assim alunos alfabetizados cientificamente. A presente pesquisa foi realizada em um colégio estadual do Estado do Paraná, na cidade Curitiba, e envolveu alunos do Ensino Médio das 1.o, 2.o e 3.o ano. A avaliação da pesquisa pautou-se nas respostas de questões-problemas, possibilitando ao educando relacionar a prática a situações vivenciadas no dia a dia, como alimentação, doenças etc. Utilizou-se o processo quali quantitativo na observação das respostas antes e após cada aula, verificando a porcentagem e a qualidade das respostas. O resultado mostra a diferença nas respostas, pelo aumento do número de acertos e pelo aprimoramento delas, relacionando o conteúdo científico à resolução de questões inerentes ao cotidiano. Ao concluir o trabalho, observa-se que os objetivos foram atingidos, formular uma sequência didática composta por aulas experimentais e alfabetizar cientificamente por meio dessas aulas, com vistas a aprimorar o ensino de Biologia. / Biology teaching, as well as any other area of knowledge, requires improvement and constant creativity in order to improve learning and arouse the student interest. Due to the increasing lack of interest in science on the student part, we should provide new possibilities towards making them enjoy taking part in scientific processes, such as developing scientific thoughts, observing, trying, suggesting hypothesis and interpreting results correlating them to everyday facts thus contextualizing teaching and making it useful to life. The present research aims at implementing contextualized experimental classes that not only enable students to understand the world, but also provide a socially autonomous education addressed to shape students with scientific literacy. The research was implemented at a State school in Curitiba, State of Paraná in Brazil and covered middle school first, second and third grade students and its assessment was based on the problem question answers that allowed the researchers to relate practice to day-by-day situations, such as feeding, diseases etc. We used the qualitative-quantitative process to check answer percentage and quality before and after each class. The result showed answer differences concerning increased number of successes and improvement, as well as the relation between scientific contents and solution of day-by-day problems. As a conclusion, we inferred that the research objectives were met through the formulation of a didactic sequence comprising experimental classes that produced scientifically literate students thus improving biology teaching.

Orientador: Eduardo Galembeck / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia / Made available in DSpace on 2018-08-06T16:37:49Z (GMT). No. of bitstreams: 1 Hornink_GabrielGerber_M.pdf: 2426479 bytes, checksum: 9a5bfe6fa2498a0ea72ed5e0f0ddb21b (MD5) Previous issue date: 2006 / Resumo: Existe hoje um desequilíbrio entre os avanços tecnológicos e os processos de formação para uso das tecnologias no ensino brasileiro de forma reflexiva. O presente trabalho explorou o desenvolvimento de cursos de formação continuada para uso da informática no ensino de Biologia, assim como formas de analisar este processo, desenvolvendo um programa reflexivo e participativo. Participaram dos cursos professores de escolas públicas e privadas. Foram usados de 'softwares livres' educacionais voltados ao ensino médio de Biologia dentre os quais Nutrição, Ciclo de Vida em Vegetais, Movimentos de Plantas, Estômatos e Embriologia. Os cursos foram estruturados com conteúdos e atividades em ordem progressiva de dificuldade, dentro do contexto do uso das tecnologias no ensino, mesclando atividades práticas e teóricas. Os conteúdos teóricos abordados foram: teorias de aprendizagem e taxonomias educacionais (taxonomia dos objetivos educacionais de Bloom e taxonomia SOLO) e classificação de softwares educacionais. As atividades práticas foram: avaliação, planejamento e uso de softwares educacionais e trocas de experiências vivenciadas pelos professores. Incentivou-se fortemente o desenvolvimento de atividades envolvendo tecnologia nas condições reais de trabalho dos professores, visando o exercício da autonomia no planejamento e o oferecimento de aulas, bem como o compartilhamento das experiências de cada um. Houve três grupos de trabalho, dois exploratórios e um final. Para cada grupo, antes do início das atividades, foram investigadas as situações das escolas e dos professores com relação ao uso da informática. Ao término do curso foram aplicadas uma prova discursiva e um questionário de avaliação do mesmo. Os resultados obtidos da prova discursiva e da avaliação final permitem observar que os professores passaram a se sentir melhor preparados para utilizar a informática no ensino. Também ressaltaram a importância da abordagem dos aspectos teóricos para a prática docente e a interação com os demais professores. Considero que o processo de reflexão sobre o uso de novas tecnologias deve ser contínuo, pois este curso sozinho não teve, nem deveria ter, a pretensão de resolver os problemas da informática educativa, sendo necessária uma mudança de postura e de ação do corpo docente ao longo do tempo / Abstract: There is a large gap between the advances in technology and their conscious use in the educational activities in Brazil. This work proposal is to design and offer continued education courses to stimulate the use of informatics in Biology education, evaluate the process of making teachers aware about using informatics in education, and to develop a reflexive and participative program in continued education to high school teachers. Teachers from both, public and private Brazilian nationwide high school have enrolled the courses. The teachers involved in this project had the opportunity of using and thinking about the applicability of educational free software. The software set explored in this work (Nutrition, Plant¿s Life Cycle, Movements in Plant, Stomates and Embryology) is part of the multimedia package Biology in Multimedia. The courses designs were based on the theoretical contents and practical activities concerning the use of informatics in education, the activities were gradually delivered according to the complexity of each required task. The theoretical contents discussed were the learning theories, educational taxonomys (Bloom¿s taxonomy and Solo Taxonomy) and education software classification. The practical approaches were based on evaluating, planning and using the selected software in their classes and practical experiences sharing inside the group. Discussions considering teachers¿ real work conditions and the development of activities with technology were strongly stimulated and the results obtained by each teacher were discussed with the group. The objective of these discussions was to stimulate teachers¿ autonomy in planning classes and apply their plans in their classes, integrating the use of informatics in their teaching activities. There were three work groups, two exploratory and one tail end. Before beginning the activities, each group was inquired about the schools and the teachers environment concerning the use of informatics. At the end of the course a test was applied (a final exam) as well as an investigative questionnaire. According to the teachers¿ evaluation, they felt great improvement in their capabilities to use informatics resources in their teaching activities. They also had stressed the importance of the theoretical aspects of the teaching practices and the interaction with other teachers. The critical thinking process about the use of new technologies must be continuously improved. This course did not have nor must it have the intention to be the solution for the problems of educative informatics. What is important in fact is to effectively stimulate the change in teachers¿ behavior and practice throughout the time / Mestrado / Bioquimica / Mestre em Biologia Funcional e Molecular