M.Ed. / The purpose of this research was to examine misconceptions held by pupils about Ecology and make suggestions on how these misconceptions could be eliminated. Although there has been much published research identifying misconceptions in the understanding of biological concepts by pupils, relatively little has appeared locally to indicate how misconceptions in this field might best be eliminated, changed or minimized. As part of this research, Biology pupils were given a test to complete. The main aim of the test was to identify misconceptions that the pupils held after classroom instruction. The pupils were also given a questionnaire to complete. The questionnaire was designed to assess pupils' attitude towards Biology in general, Ecology and fieldwork in particular. The pupils' knowledge of Ecology following instruction was further assessed by interviews. Teachers were also given questionnaires to complete. The main aim of the teachers' questionnaire was to determine if fieldwork could play any significant role in the teaching of Biology. Furthermore, the teachers' questionnaires also explored some of the problems or limiting factors experienced by teachers when they undertake fieldwork. This study revealed that pupils held misconceptions about energy flow in the ecosystem, basic ecological terms/concepts, nutrient cycling, the food web, etc. The research also suggested that fieldwork helps pupils to understand certain other sections of the Biology syllabus better. It is recommended, amongst others, that experienced Biology teachers, authors of Biology textbooks, lecturers at in-service training centres, and subject advisors should do all they possibly can to assist their colleagues and pupils to avoid misconceptions about Ecology.

D.Ed. (Didactics) / Please refer to full text to view abstract

A study was conducted to investigate the relationship of students' concept integration and achievement with time spent within a topic and across related topics in a large first semester guided inquiry organic chemistry class. Achievement was based on evidence of algorithmic problem solving; and concept integration was based on demonstrated performance explaining, applying, and relating concepts to each other. Twelve individual assessments were made of both variables over three related topics - acid/base, nucleophilic substitution and electrophilic addition reactions. Measurements included written, free response and ordered multiple answer questions using a classroom response system. Results demonstrated that students can solve problems without conceptual understanding. A second study was conducted to compare the students' learning approach at the beginning and end of the course. Students were scored on their preferences for a deep, strategic, or surface approach to learning based on their responses to a pre and post survey. Results suggest that students significantly decreased their preference for a surface approach during the semester. Analysis of the data collected was performed to determine the relationship between students' learning approach and their concept integration and achievement in this class. Results show a correlation between a deep approach and concept integration and a strong negative correlation between a surface approach and concept integration.

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This study examined an innovative, project-based curriculum in a freshman biology laboratory by focusing on how students developed their conceptual understanding of a biological species. A model for learning was posed based on learners working in small groups. This model linked a sociocultural approach to teaching and learning to conceptual change theory. Qualitative research methods were employed to collect a variety of data. Documentation of this innovative curriculum is provided. This investigative curriculum incorporated the research practices that scientists use. A wide range of dynamic interactions with students actively investigating problems and sharing both their findings and thoughts during this time occurred. This essentially modeled the authentic practices of scientists. A direct comparison was made with this learning environment and the model for learning. Peer tutoring, cooperative learning, and most importantly, peer collaboration were observed when students grappled with difficult problems for which there was no single right answer. Teachers served as guides in learning, shifting responsibility to the students. Analysis of student writing revealed richer, more complex definitions of species after the experience of the laboratory project. Several of the students used knowledge gained directly from their experiences during the laboratory project to help elaborate their definitions. The electronic discussions showed a range of social interactions and interactivity. High quality discussions were found to be rich in scientific thought, engaging discussants by offering information, questioning, and actively hypothesizing. Mediating and facilitating discussions by the participants was found to be an important factor in their success. Groups exhibiting high quality discussions also had a lower response time than other groups, indicating that more substantive dialogues which are rich in thought proceed at a slower pace. Significantly, an important connection has been made between the socio-cultural approach to learning and conceptual change theory. A closer examination of how small groups of learners develop conceptual understanding is needed. This approach also needs to be extended into other settings where reform in science education is taking place. / Ph. D.

The purpose of this study was to determine the effectiveness of concept mapping as an instructional technique for teaching advanced technology concepts to at-risk junior high school students. The students were from three Northern Illinois school districts, 174 students from three junior high schools. The study sought to assess the effects on achievement of students who used concept mapping as part of a carefully designed sequence of instructions. Method and Procedure: Eight intact junior high school technology classes, taught by three instructors, took part in this study. Of the 174 seventh and eighth grade students participating in this study, 87 students were in the treatment groups, and 87 students were in the control groups. The intact groups were formed from two schools with three classes and one school with two classes. Within each school, classes were randomly assigned to be the treatment groups or control groups. The criteria for student selection for the at-risk group were based on (a) students' attendance, (b) students' behavior, (c) personal history, (d) counselor's input, and (e) parent conferences. The at-risk students were identified by a code only known by classroom teachers. The quasiexperimental design used for this study was the pretest-posttest design. A two-way ANCOVA using the pretest scores as a covariate analyzed the posttest scores to determine what effect, if any, distinguished between the instructional methods. Results: There was one main finding of this study. The benefits of using concept mapping appeared for the at-risk students than for the not at-risk students. Conclusion: For this junior high school at-risk population, concept mapping during and after instruction led to greater achievement as measured by posttest. / Ed. D.

Students come to science class with intuitive theories and ideas how the natural world works. These theories may conflict with accepted scientific concepts and can make subsequent learning in science very difficult. Since people differ in cognitive functioning, the nature of the remedial approach to these alternative conceptions is very important. In this study, high-school students used computer simulations or hands-on experimentation as a remedial approach to their alternative conceptions. It explored the effects of the remediation in the context of the learning style of field-dependence-independence. Also, the use of the instrument (the embedded figures test) for defining field-dependence-independence was explored as a diagnostic tool for determining students who possess alternative conceptions. An Analysis of Covariance was used to determine the main effects and interactions between the treatments (mode of remediation) and field-dependence-independence. The results of this study indicated that computer simulations and hands-on experimentation were both effective means for the remediation of the alternative conceptions of force and gravity. Also, the hands-on experimentation was shown to be more effective than the computer simulations. However, the study failed to show any evidence of the differential effects of field-dependence-independence on remediation of the alternative conceptions. There was also no indication of interactions between the independent variables. Although a relationship was shown to exist between the test for alternative conceptions and the instrument for determining field-dependence-independence, due to the low correlation and the expense of administration, the Group Embedded Figures Test was not recommended for the diagnosis of alternative conceptions in high school students. / Ph. D.

The investigation aimed at identifying the factors that accounted for the teacher trainees’ low understanding of basic scientific concepts and the appropriate strategies needed to rectify these obstacles. In this investigation thirty open ended questions were administered to test three hundred teacher trainees’ understanding of science concepts. Also, observations were conducted during science lessons to monitor the participation of trainees. The teacher trainees’ poor background in science was identified. Inflexible teaching methods such as lecturing and provision of pointers to correct answers by teachers contributed. Teacher trainees lacked the necessary conceptual, logical and linguistic background, and the vocabulary to express themselves in English. Most science lessons did not consider media integration, but were conducted through verbal communication. Teacher trainees employed ineffective study techniques in learning science. Recommendations included reading assignments, laboratory work, media integration and the employment of effective study techniques in the teaching and learning of science. / Teacher Education / Thesis (M. Ed. (Didactics))

The investigation aimed at identifying the factors that accounted for the teacher trainees’ low understanding of basic scientific concepts and the appropriate strategies needed to rectify these obstacles. In this investigation thirty open ended questions were administered to test three hundred teacher trainees’ understanding of science concepts. Also, observations were conducted during science lessons to monitor the participation of trainees. The teacher trainees’ poor background in science was identified. Inflexible teaching methods such as lecturing and provision of pointers to correct answers by teachers contributed. Teacher trainees lacked the necessary conceptual, logical and linguistic background, and the vocabulary to express themselves in English. Most science lessons did not consider media integration, but were conducted through verbal communication. Teacher trainees employed ineffective study techniques in learning science. Recommendations included reading assignments, laboratory work, media integration and the employment of effective study techniques in the teaching and learning of science. / Teacher Education / Thesis (M. Ed. (Didactics))

This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students’ conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students’ conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2013.