Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xvii, 339 p.; also includes graphics. Includes bibliographical references (p. 305-315). Available online via OhioLINK's ETD Center

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 269-289). Also available on the Internet.

Indiana University-Purdue University Indianapolis (IUPUI) / In the United States, over 30 percent of children are categorized as overweight or obese. Comorbid conditions, such as cardiovascular disease and other health complications related to obesity, are also on the rise. This public health issue is often related to disproportionate dietary intake and lack of physical activity. Efforts that promote fruits and vegetables (F/V) as preferred food choices over high fat and high sugar foods may help combat the increasing incidence of overweight and obesity. Other benefits from F/V include prebiotics or fiber that helps to create and maintain a healthy microbiota, which is now recognized as essential for long-term positive health outcomes. Many children, however, fall short in consuming the recommended daily amounts of F/V servings, and therefore, lack key nutrients such as vitamins, minerals, phytonutrients and fiber. This study is a pilot, quasi-experimental design that provides information related to the importance of eating F/V to children, ages 11-12 years, who attend a parochial school in Indianapolis, Indiana. The data from this study describe the amounts of F/V servings in home-prepared school lunches. The primary aim of this study is to determine if eight interactive multimedia lessons and activities delivered to one group of students (intervention) and a single lesson delivered to a different group of students in the same school and grade (control), affects the amount of lunch F/V servings, student knowledge, attitude, and self-efficacy/perception. This baseline data will contribute to the design and implementation of a health curriculum for middle school age students. Focus groups, adapted validated assessment tools as well as the on-site observation of F/V servings brought in lunches and consumed at lunch are compared between both groups to document any effects of the instruction. The results show that a statistically significant change in knowledge occurred within the intervention group following the implementation of this F/V education series. Favorable findings, with a positive upward trend in relative amounts of F/V, were identified and more research in this area is warranted.

This study emerged from a desire to put to an end the crisis mentality surrounding the status of History as a subject in the secondary school. There appears to be consensus amongst didactitions and practitioners of the subject that the present malaise from which History teaching suffers derives from a number of complex sources. The study, however, takes as its point of departure the problem of the content orientated (product) syllabus which over-emphasises the acquisition of factual information and neglects the conceptual understanding (process) of the subject. Experience is providing the futility of teaching only content (information) to the modern adolescent. Therefore in order to resolve the problem the study focuses, inter alia, on concepts, structures and syllabuses. It is concluded that all subjects are based on conceptual structures which, in turn, have a direct bearing on the authentic education of pupils in general and conceptualization in particular. It is suggested, therefore, that historical content (product) can only have formative value if it is harnessed to facilitate conceptualization (process). Towards this end a History syllabus which embraces both the product and process approaches is advocated for implementation. In essence this means that the content of History is organised around concepts, that is, relevant concepts are chosen as themes around which the syllabus content is structured. Such an approach, it is believed, would not only help to develop universally valid generalizations but also facilitate the conceptualization process necessary for obtaining historical insight. A model, with examples, is presented as a suggestion for implementation in the classroom. Altenative proposals are also mentioned. If historical conceptualization is to be effevively realised in the classroom, then it becomes necessary to obtain a perspective on the learning-psychological processes involved in conceptualization. In this regard, specific theoris are highlighted to guide the History teacher in the classroom. Ti is finally hoped that the new approach suggested would assist teachers, at least to some extent, to resolve the problem of conceptualization in History teaching and thereby help to store the subject to its original position of respect in the school curriculum / Curriculum and Instructional Studies / D.Ed. (Didactics)

Thesis (Ph. D. in Religion)--Vanderbilt University, May 2007. / Title from title screen. Includes bibliographical references.

There are three fundamentally different ideas about the nature of learning and the properties/nature of knowledge. These ideas include both a view of how learning occurs and also a view of what knowledge actually is. These three basic approaches are referred to as behaviorism, cognitivism and constructivism. A basic understanding of the three theories is required to complete this tutorial. Refer to the references section in this tutorial for an overview of the differences between these theoretical approaches to learning and knowledge. In this interactive tutorial you will be presented with 25 characteristics of these three learning theories. Your goal will be to determine which of these characteristics refer to behaviourism, cognitivism and constructivism.

Among student modelling researches, domain-independent student models have usually been a rarity. They are valued because of reusability and economy. The demand on domain-independent student models is further increased by the need to stay competitive in the so-called knowledge economy nowadays and the widespread practice of lifelong learning. On the other hand, the popularity of student-oriented pedagogy triggers the need to provide cognitive support in virtual learning environments which in turn requires student models that create cognitive profiles of students. This study offers an innovative student modelling approach called cognitive trait model (CTM) to address both the needs mentioned above. CTM is a domain-independent and persistent student model that goes beyond traditional concept of student model. It is capable of taking the role of a learning companion who knows about the cognitive traits of the student and can supply this information when the student first starts using a new learning system. The behaviour of the students in the learning systems can then be used to update CTM. Three cognitive traits are included in the CTM in this study, they are working memory capacity, inductive reasoning ability and divergent associative learning. For the three cognitive traits, their domain-independence and persistence are studied and defined, their characteristics are examined, and behaviour patterns that can be used to indicate them are extracted. In this study, a learning system is developed to gather behaviour data of students. Several web-based psychometric tools are also developed to gather the psychometric data about the three cognitive traits of students. In the evaluations, Cognitive trait modelling is then applied on the behaviour data and the results are compared with the psychometric data. The findings prove the effectiveness of CTM and reveal important insights about the three cognitive traits.

Thesis (M.A.)--University of Melbourne, Dept. of History, 2007. / Typescript. Includes bibliographical references (leaves 62-68).

This study emerged from a desire to put to an end the crisis mentality surrounding the status of History as a subject in the secondary school. There appears to be consensus amongst didactitions and practitioners of the subject that the present malaise from which History teaching suffers derives from a number of complex sources. The study, however, takes as its point of departure the problem of the content orientated (product) syllabus which over-emphasises the acquisition of factual information and neglects the conceptual understanding (process) of the subject. Experience is providing the futility of teaching only content (information) to the modern adolescent. Therefore in order to resolve the problem the study focuses, inter alia, on concepts, structures and syllabuses. It is concluded that all subjects are based on conceptual structures which, in turn, have a direct bearing on the authentic education of pupils in general and conceptualization in particular. It is suggested, therefore, that historical content (product) can only have formative value if it is harnessed to facilitate conceptualization (process). Towards this end a History syllabus which embraces both the product and process approaches is advocated for implementation. In essence this means that the content of History is organised around concepts, that is, relevant concepts are chosen as themes around which the syllabus content is structured. Such an approach, it is believed, would not only help to develop universally valid generalizations but also facilitate the conceptualization process necessary for obtaining historical insight. A model, with examples, is presented as a suggestion for implementation in the classroom. Altenative proposals are also mentioned. If historical conceptualization is to be effevively realised in the classroom, then it becomes necessary to obtain a perspective on the learning-psychological processes involved in conceptualization. In this regard, specific theoris are highlighted to guide the History teacher in the classroom. Ti is finally hoped that the new approach suggested would assist teachers, at least to some extent, to resolve the problem of conceptualization in History teaching and thereby help to store the subject to its original position of respect in the school curriculum / Curriculum and Instructional Studies / D.Ed. (Didactics)

M.Ed. / Die leerder met Wiskunde sukkel omdat hy nie 'n metode het om Wiskunde te leer nie. Groot druk word op die onderwyser geplaas, want hy moet nou vir die leerder leer hoe om Wiskunde te leer. Die vraag ontstaan of daar 'n strategie of benadering van Wiskunde-onderrig bestaan wat die onderwyser kan help om die leerders te help om die nodige konsepte vir insigleer te verkry.