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The effect of an activity based integrated science curriculum on secondary student attitudesClauson, Norma M. 01 January 1995 (has links)
No description available.
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The underwater life off the coast of Southern CaliforniaPurkey, Kathie Lyn 01 January 2005 (has links)
This project reviews the basic chemical and geographical features of the ocean, biological classification of marine life, background of the ocean's flora and fauna, and the ocean's environment. These facts are presented through an underwater documentary filmed at various sites along Southern California's coast and complemented with lesson plans designed for grades K - 4.
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A new model of evolution education for middle school scienceOwen, Walter Lee 01 January 2006 (has links)
Proposes a new model for teaching inquiry and critical thinking in the middle school science classroom. This model will assist students in learning the evidence for evolution for themselves, as well as assisting them in developing skills in critical thinking and inquiry. The objective of this model is to create a more scientifically literate student body who can go on to pursue an even greater understanding of the nature of science.
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An evaluation of the teaching of evolution in selected grade 10 classrooms in Namibia / An evaluation of the teaching of evolution in selected grade ten classrooms in NamibiaShingenge, Mikal 01 1900 (has links)
The purpose of the study was to evaluate the teaching of evolution in selected grade 10 classrooms in Namibia. Some teachers from Oshikoto region in Onyaanya circuit have indicated the difficulties they have encountered when teaching the topic in Life Science of Namibian curriculum. Moreover, the teaching of evolution has a great practical value for student directly or indirectly, evolutionary biology has made many contributions to society. An understanding of evolution is essential in finding and using natural resources and it will be indispensable to establish sustainable relationship with the natural environment.
Specifically, this study examined a set of variables including teachers’ understanding of evolution. The data were collected from Life Science teachers through administration of evolution content knowledge. Qualitative case study approach was employed. The population comprised of three Life Science grade 10 teachers from three schools. Three teachers were selected by using a purposive sampling technique. The sampling technique was chosen because is relevant to the conceptual framework and the research questions addressed by the research.
The qualitative research was executed by applying the phenomenological method. Mason (2012) claims that: “qualitative research is used when the research wishes to understand meanings, beliefs and values”. The study was drawn from the theory of social constructivism theory by Vygotsky, 1978. According to Vygotsky, (1978) “much important learning by the child occurs through social interaction with a skilful tutor”. The researcher collected qualitative data by means of classroom observations and semi-structured I with three Life Science teachers from three different schools. The following research questions were attempt to be answered: What is the nature of teacher’s content knowledge on evolution teaching in grade 10?
What is the nature of teachers’ instructional strategies during evolution teaching? How does the teachers’ content knowledge and instructional strategies shape the teacher’s interactions and discourse? The collected data was analysed using Classroom Practice Diagnostic Framework (CPDF). Participants used their teaching experiences to teach evolution. This study indicated a lack of content knowledge among teachers and teaching and learning resources at schools. It is recommended that the Ministry of Education allocate enough textbook funds to regions to cater for every learner’s textbook. Life Science education officer should collaborate with biology education officer to organise a workshop for Life Science teacher in their region. The workshop will equip teachers with more information on evolution and will help in the improvement of learners’ performances. / Science and Technology Education / M. Ed. (Natural Science Education)
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Attitudes Toward Teaching and Research Among Biology Faculty in Texas Institutions of Higher EducationSalehi, Faiz 12 1900 (has links)
This study investigated the attitudes toward teaching and research among biology faculty in Texas institutions of higher learning. The purposes of the study were to: 1) determine what the attitudes of Texas biology faculty were toward teaching; 2) to determine the attitudes of Texas biology faculty toward research; 3) to determine if biology faculty attitudes toward teaching vary according to faculty rank; 4) to determine if biology faculty attitudes toward research vary according to faculty rank; 5) to determine if attitudes of biology faculty in Texas toward teaching vary according to institutional type; and 6) to determine if attitudes of biology faculty in Texas toward research vary according to institutional type.
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Return to basic science in undergraduate medical education : its effects on learning, attitudes and organizationPatel, Vimla L. January 1980 (has links)
No description available.
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General education in the natural sciences: comparisons of selected sections of a coummunity college general biology courseAllkins, Michael T. 12 October 2005 (has links)
From the establishment of Harvard in 1636, to the establishment of the first public Junior College in 1901, to the curricular reforms of the 1960's and 1970's, the purpose of higher education and the role of general education have been the subjects for many lively debates. The national debate on issues relating to general education has intensified within the last decade, and community colleges continue to be active participants in these debates.
The purpose of this study was to describe the course contents and classroom environments of selected community college general education general biology courses in sufficient detail as to shed light on the contribution each makes to general education. This study offers descriptions, interpretations, and evaluations of community college general education biology classrooms and laboratories. The intent was to present vivid descriptions of the classroom experience and to offer interpretations of what was being taught and what was being learned. / Ed. D.
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An investigation of performance in the Biology 5090 at selected high schools in Lesotho / Investigation of performance in the Biology five thousand and ninety at selected high schools in LesothoLebata, Mamalanga Calextina 06 1900 (has links)
Performance in Lesotho at senior level (COSC) has been poor. One of the subjects which is performed poorly is Biology 5090. This prompted the researcher to examine factors responsible for the poor performance in Biology 5090. The study also aimed at finding ways in which teachers envisage to improve Biology 5090 performance. Data was collected from three schools through semi-structured interviews and document analysis. The study also adopted the General System Theory (GST) as the theoretical framework.
Data was analyzed in line with qualitative content analysis, and from the perspective of the GST. The data analysis scheme was developed and presented (appendix P). The results of the study showed that Biology 5090 performance was affected by factors such as human resources, and the transformation process. The study also suggested ways in which Biology 5090 performance could be improved in Lesotho. These include: in-serving training, team work and others. / Science and Technology Education / M. Ed. (Natural Science Education)
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Ontwikkeling en implementering van 'n lewenskunde kurrikulum vir biologie in die sekondere skool / The development and implementation of a life-science curriculum for Biology in the secondary schoolVan Vollenstee, Thelma 11 1900 (has links)
Text in Afrikaans / An increase in information accompanied by scientific and technological development necessitates the re-evaluation of the present Biology Curriculum, as the curriculum does not meet the demands of the community.
An analysis of the above-mentioned problem reveals the structure and principles of Biology as a subject and the bio-ethic factors which to a larger extend influence man's values as technology and information change.
By means of a literature study and personal interviews the development and design of a lifescience
curriculum for Biology is formulated. Within this, several aspects concerning the teaching of a lifescience Biology Curriculum will be discussed. Important methods and strategies required for the successful teaching of Biology include a process approach, a constructivism approach, demonstration, discovery, reflective and metalearning,
practical work, discussions and co-operative learning methods. The successful teaching of Biology, however, goes hand in hand with effective preservice and inservice training of Biology teachers. / lnformasievermeerdering gepaardgaande met wetenskaplike en tegnologiese ontwikkeling noodsaak 'n herevaluering van die huidige Biologiekurrikulum aangesien die kurrikulum nie voldoen aan die eise en behoeftes van die gemeenskap nie. Ter ontleding van bogenoemde probleem, word die struktuur en grondslae van Biologie as vak en die bio-etiese faktore wat toenemend die mens se waardedimensie beinvloed, namate die tegnologie en inligting verander, bespreek. Deur middel van 'n literatuurstudie en persoonlike onderhoude word die ontwikkeling en ontwerp van 'n Lewenskunde Biologiekurrikulum uiteengesit. Hieruit sal verskeie aspekte rakende die onderrig van 'n Lewenskunde Biologiekurrikulum bespreek word. Belangrike metodes en strategiee wat vir suksesvolle Biologie-onderrig benodig word, sluit die prosesbenadering, 'n konstruktivistiese benadering, demonstrasie-, ontdekkende -, reflektiewe - en metaleer, praktiese werk, besprekings- en kooperatiewe leermetodes in.
Die sukses van Biologie-onderrig gaan egter hand-aan-hand met effektiewe voordiens- en indiensopleiding van Biologie-onderwysers. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)
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The attitudes of secondary school learners towards Biology and implications for curricula developmentManganye, Hlengani Thomas 06 1900 (has links)
This study focused on curriculum development in biology education. It was based on the
present biology curricula from grade 10-12. The purpose of the study was to investigate the
attitudes of secondary school learners towards involvement in curriculum development and
specific biology content areas of all three grades. The assumption was that future curriculum
planning and development in science (biology) education should consider learners'
preferences, interests and needs. For the empirical investigation, a sample of 666 grades
10, 11 and 12 learners from three different school types (rural, ex-model C and private
schools) in the Northern Province completed an attitude questionnaire. Statistical analysis
of the results led to the following findings, amongst others.
• With regard to willingness to be involved in curriculum development, the results were
as follows:
(a) Significant differences were found between learners when age and school
type were used as moderator variables.
(b) No significant differences were found when grade and gender were used as
moderator variables.
Regarding the attitudes of learners towards involvement in curriculum development
and specific biology content, some low but significant relationships and a number of
significant differences were found between learners' attitudes towards involvement
in curriculum development and specific biology content for all the grades. In each
instance, age, gender and school type were also taken into consideration.
These findings suggest a complete and significant restructuring of the biology curriculum in
secondary schools. A learner-centred curriculum design that actively involves learners in
decision-making will consider the needs and interests of learners. This is seen as appropriate
in an outcomes-based approach and may lead to more motivated learners. / Psychology of Education / D. Ed. (Department of Psychology of Education)
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