Global ETD Search

31	The use of children's theatre as a tool for teaching environmental education Soderbery, Celeste Koren 01 January 2003 (has links) The play, Madagascar Mayhem, was devised as a means of developing ecological understanding about rain forest preservation and educating and expanding upon the use of drama as it relates to environmental education. By being involved in and learning about issues addressed in the play's content, students learned about how their actions may have a positive impact on rain forest preservation, the biodiversity of Madagascar, its agricultural loss and the movement to protect it. Environmental EXPO Rain forest ecology -- Madagascar Arts and children Nature conservation Biodiversity -- Madagascar Madagascar
32	A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning Wilson, Sarah Beth 03 December 2015 (has links) Indiana University-Purdue University Indianapolis (IUPUI) / The cyber Peer-Led Team Learning (cPLTL) workshops are a synchronous online adaptation of the educational intervention PLTL, in which students, under the guidance of undergraduate peer facilitators, collaboratively solve problems in small groups. The purpose of this parallel convergent mixed methods study was to assess the impact of implementing cPLTL in an organic chemistry course on students’ workshop experiences, performance, and development of curved-arrow formalism skills. Statistical analyses revealed comparable attendance rates, distribution of course grades, and achievement on American Chemical Society First-semester Organic Chemistry Exams. However, plotting workshop grades by AB, C, and DFW grade groupings revealed that PLTL students earned more successful grades than their cPLTL counterparts (91% vs 77% ABC grades). Utilization of a new curved-arrow formalism analytic framework for coding student interview artifacts revealed that cPLTL students were statistically less likely to successfully draw the product suggested by the curved-arrows than their PLTL classmates. Both PLTL and cPLTL students exhibited a comparable incidence of relational to instrumental learning approaches. Similarly, both PLTL and cPLTL students were more likely to exhibit a common Scheme for Problem-Solving in Organic Chemistry (SPOC) than having dialogue that could be characterized by Toulmin’s Argumentation scheme. Lastly, implications for faculty are suggested, including: developing more explicit connections concept, mode, and reasoning components of understanding curved-arrow formalism for organic chemistry students; optimizing graphical collaborative learning activities for online learners; and developing online students’ sense of community. Organic Chemistry Peer-Led Team Learning Cyber Peer-Led Team Learning Online learning Collaborative learning
33	Constructing and transforming the curriculum for higher education : a South African case study Dirk, Wayne Peter 07 1900 (has links) This study explores the various processes that constructed and transformed the undergraduate curriculum in a Faculty of Education at a South African university. It attempts to delve beneath the representation of post-apartheid curriculum change as a linear process. The thesis argues that scholars should attempt to unravel how the curriculum performs the task of social transformation at the site of the university by empirically investigating how the relationship between structure and action links with the ideals of post-apartheid higher education policy. Theoretically, this study posits that the deficit in the local literature on the use of the structure/agency relationship as a heuristic device for examining institutional change should be addressed with the relational sociology of Pierre Bourdieu. / Sociology / D. Phil. (Sociology) Pierre Bourdieu Genetic structuralism Structure/agency Relational sociology Post-apartheid Field-analytical approach Field Habitus Capital Socio-analysis Position-taking Classification struggle Higher education curriculum Institutional analysis Institutional power Participant objectification Epistemic reflexivity Hysteresis Culture History Fundamental pedagogics 378.1990968
34	Constructing and transforming the curriculum for higher education : a South African case study Dirk, Wayne Peter 07 1900 (has links) This study explores the various processes that constructed and transformed the undergraduate curriculum in a Faculty of Education at a South African university. It attempts to delve beneath the representation of post-apartheid curriculum change as a linear process. The thesis argues that scholars should attempt to unravel how the curriculum performs the task of social transformation at the site of the university by empirically investigating how the relationship between structure and action links with the ideals of post-apartheid higher education policy. Theoretically, this study posits that the deficit in the local literature on the use of the structure/agency relationship as a heuristic device for examining institutional change should be addressed with the relational sociology of Pierre Bourdieu. / Sociology / D. Phil. (Sociology) Pierre Bourdieu Genetic structuralism Structure/agency Relational sociology Post-apartheid Field-analytical approach Field Habitus Capital Socio-analysis Position-taking Classification struggle Higher education curriculum Institutional analysis Institutional power Participant objectification Epistemic reflexivity Hysteresis Culture History Fundamental pedagogics 378.1990968

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