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Difficulties encountered by the grade ten township learners with respect to the concept of electricityDolo, Gilbert January 2012 (has links)
Magister Educationis - MEd / The purpose of this study was to investigate the difficulties encountered by the grade ten township learners with respect to the concept of electricity. More specifically, the study attempted to explore the learners’ scientific knowledge by investigating their conceptions or alternative conceptions about electricity; the influence of learners’ age, career interests and gender issues on their conceptions of electricity and; the effectiveness of concept mapping (a pedagogic tool designed by Novak in the 1970s) in facilitating the learners’ understanding of electricity. The study was premised on socio-cultural constructivism as well as meaningful learning as espoused by Ausubel (1968).A Pre-Test-Post-Test Control Group Design was adopted in the study in which two comparable groups were used. The data was analyzed using both qualitative and quantitative research methods and the instruments that were used included a conception of electricity (COET) (originally adopted and administered in the Western Cape, Northern Cape provinces and in Norway in 1999 for the purpose of Science and Technology Literacy Project (STLP) with the hope that their reliability and validity was guaranteed); selected learner interviews and evaluation forms.The summary of findings has suggested that the Grade ten learners held misconceptions about the concept of electricity even after they were exposed to intervention that included concept mapping. In terms of the gender issues, there was no significant difference in performance between the boys and girls though the females outperformed their male counterparts at both groups. The underachievement of the older learners compared to the younger ones has also surfaced and that is against expectation since a number of studies carried out earlier (see Ogunniyi (1999)) have already corroborated such findings. With respect to career interests, what the learners indicated as their future dreams, i.e. what they intend to do and become, seems to have been influenced their performance at the pre- and post-test stages.
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Difficulties encountered by the grade ten township learners with respect to the concept of electricityDolo, Gilbert January 2012 (has links)
The purpose of this study was to investigate the difficulties encountered by the
grade ten township learners with respect to the concept of electricity. More
specifically, the study attempted to explore the learners’ scientific knowledge by
investigating their conceptions or alternative conceptions about electricity; the
influence of learners’ age, career interests and gender issues on their
conceptions of electricity and; the effectiveness of concept mapping (a pedagogic
tool designed by Novak in the 1970s) in facilitating the learners’ understanding of
electricity. The study was premised on socio-cultural constructivism as well as
meaningful learning as espoused by Ausubel (1968).
A Pre-Test-Post-Test Control Group Design was adopted in the study in which
two comparable groups were used. The data was analyzed using both qualitative
and quantitative research methods and the instruments that were used included
a conception of electricity (COET) (originally adopted and administered in the
Western Cape, Northern Cape provinces and in Norway in 1999 for the purpose
of Science and Technology Literacy Project (STLP) with the hope that their
reliability and validity was guaranteed); selected learner interviews and
evaluation forms.
The summary of findings has suggested that the Grade ten learners held
misconceptions about the concept of electricity even after they were exposed to
intervention that included concept mapping. In terms of the gender issues, there
was no significant difference in performance between the boys and girls though
the females outperformed their male counterparts at both groups. The
underachievement of the older learners compared to the younger ones has also
surfaced and that is against expectation since a number of studies carried out
earlier (see Ogunniyi (1999)) have already corroborated such findings. With
respect to career interests, what the learners indicated as their future dreams, i.e.
what they intend to do and become, seems to have been influenced their
performance at the pre- and post-test stages. / Magister Educationis - MEd
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Difficulties encountered by the grade ten township learners with respect to the concept of electricityDolo, Gilbert January 2012 (has links)
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<p>The purpose of this study was to investigate the difficulties encountered by the grade ten township learners with respect to the concept of electricity. More specifically, the study attempted to explore the learners&rsquo / scientific knowledge by investigating their conceptions or alternative conceptions about electricity / the influence of learners&rsquo / age, career interests and gender issues on their conceptions of electricity and / the effectiveness of concept mapping (a pedagogic tool designed by Novak in the 1970s) in facilitating the learners&rsquo / understanding of electricity. The study was premised on socio-cultural constructivism as well as meaningful learning as espoused by Ausubel (1968). A Pre-Test-Post-Test Control Group Design was adopted in the study in which two comparable groups were used. The data was analyzed using both qualitative and quantitative research methods and the instruments that were used included a conception of electricity (COET) (originally adopted and administered in the Western Cape, Northern Cape provinces and in Norway in 1999 for the purpose of Science and Technology Literacy Project (STLP) with the hope that their reliability and validity was guaranteed) / selected learner interviews and evaluation forms. The summary of findings has suggested that the Grade ten learners held misconceptions about the concept of electricity even after they were exposed to intervention that included concept mapping. In terms of the gender issues, there was no significant difference in performance between the boys and girls though the females outperformed their male counterparts at both groups. The underachievement of the older learners compared to the younger ones has also surfaced and that is against expectation since a number of studies carried out earlier (see Ogunniyi (1999)) have already corroborated such findings. With respect to career interests, what the learners indicated as their future dreams, i.e. what they intend to do and become, seems to have been influenced their performance at the pre- and post-test stages.</p>
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Difficulties encountered by the grade ten township learners with respect to the concept of electricityDolo, Gilbert January 2012 (has links)
<p><font size="3">
<p>The purpose of this study was to investigate the difficulties encountered by the grade ten township learners with respect to the concept of electricity. More specifically, the study attempted to explore the learners&rsquo / scientific knowledge by investigating their conceptions or alternative conceptions about electricity / the influence of learners&rsquo / age, career interests and gender issues on their conceptions of electricity and / the effectiveness of concept mapping (a pedagogic tool designed by Novak in the 1970s) in facilitating the learners&rsquo / understanding of electricity. The study was premised on socio-cultural constructivism as well as meaningful learning as espoused by Ausubel (1968). A Pre-Test-Post-Test Control Group Design was adopted in the study in which two comparable groups were used. The data was analyzed using both qualitative and quantitative research methods and the instruments that were used included a conception of electricity (COET) (originally adopted and administered in the Western Cape, Northern Cape provinces and in Norway in 1999 for the purpose of Science and Technology Literacy Project (STLP) with the hope that their reliability and validity was guaranteed) / selected learner interviews and evaluation forms. The summary of findings has suggested that the Grade ten learners held misconceptions about the concept of electricity even after they were exposed to intervention that included concept mapping. In terms of the gender issues, there was no significant difference in performance between the boys and girls though the females outperformed their male counterparts at both groups. The underachievement of the older learners compared to the younger ones has also surfaced and that is against expectation since a number of studies carried out earlier (see Ogunniyi (1999)) have already corroborated such findings. With respect to career interests, what the learners indicated as their future dreams, i.e. what they intend to do and become, seems to have been influenced their performance at the pre- and post-test stages.</p>
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Invertebrate Diversity: An Individualized Programme for Life Science / Invertebrate diversity: An individualized programme / Invertebrate diversityCurtis, Barry 01 1900 (has links)
Educational changes in Ontario, initiated by the Hall-Dennis Report, resulted in a public perception of declining educational standards in the 1970's. Ministry of Education Guidelines, which were implemented in an attempt to remedy this, created a major disruption in our grade nine and ten science programmes.
The grade ten Life Science course had become fragmented and the classes polarized between bright and slow students. Traditional teaching methods were no longer functioning well and, as a result, students were poorly motivated.
In this project, the Life Science curriculum is restructured to improve continuity of subject matter and student motivation. The major innovation is an individualized unit on invertebrate diversity. This modular unit is designed for self-paced mastery learning. The six modules of this unit are based on the Personalized System of Instruction (P.S.I.). Optional activities are incorporated into each module to challenge and motivate industrious students.
The means of evaluation of the new curriculum unit are outlined and various criteria for the success of the project are specified. / None / Master's of Science in Teaching (MST)
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