The purpose of this dissertation was to explore the status of and relationships among the variables of teacher acceptance of evolutionary theory, teacher understanding of evolutionary theory, and teacher understanding of the nature of science among Indiana public high school biology teachers. The relationships between these variables and the emphasis evolution receives in the classroom and teacher academic variables were investigated. Teacher knowledge structure of the concept of evolution was also explored.To answer the questions and hypotheses delineated in the study, a 68-item questionnaire and concept mapping activity was administered to the population of 989 teachers. The response rate was 53%.The teachers exhibited only a moderate level of acceptance and a marginal level of understanding of evolutionary theory. Teacher understanding of the nature of science was moderately high. Evolution played only a minor role in the curriculum. While the teachers had completed considerable course work in biology, the vast majority lacked specific course work in evolution and the nature of science.The data revealed a significant relationship between teacher acceptance and teacher understanding of evolutionary theory and between teacher acceptance of evolutionary theory and teacher understanding of the nature of science. The data also revealed significant associations between teacher allocation of instructional time to evolution and teacher level of acceptance of evolutionary theory, teacher level of understanding of evolutionary theory, teacher level of understanding of the nature of science, and teacher completion of a course in evolution. Additionally, the data revealed significant associations between teacher level of understanding of evolutionary theory and teacher completion of a course in evolution and teacher academic background in biology. Significant associations were revealed between teacher level of acceptance of evolutionary theory and both teacher completion of a course in evolution and teacher completion of a course in the nature of science.A significant amount of the variance in teacher acceptance of evolutionary theory was explained by the other variables delineated. The concept mapping activity revealed that teacher acceptance and understanding of evolutionary theory was reflected in teacher knowledge structure of evolution and that teachers' knowledge structures were characterized by an unsophisticated organizational framework. / Department of Biology

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.

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

Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need to understand how trainee science teachers engage with prior everyday knowledge and experiences, so as to enhance the conceptual development of biological concepts. The study was qualitative and it was underpinned by an interpretive paradigm with some elements of action research. Science trainee teachers at Katima Mulilo, Unam Campus were used as research participants. The techniques used to gather data included document analysis, brainstorming, observation, audio-visual, microteaching and semi-structured interviews. The results of this study showed that the changes that occurred during microteaching practices of the four trainee teachers involved in the study reflected their professional development in this approach. However, it emerged that prior everyday knowledge can be both a barrier and enabler to the construction of meaningful teaching and learning; hence its oversight may lead to instructional failures. The findings also indicated that selected platforms are essential to enable trainee teachers to incorporate prior everyday knowledge and experiences into the teaching of Western science. However, larger scale study should be conducted in order to deepen the understanding of the topic.

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)

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)