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The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle SchoolsBerhe, Senait Ghebru January 2014 (has links)
Philosophiae Doctor - PhD / This study is part of a larger school-based research project aimed at training science teachers to integrate argumentation into K-12 science instruction. The current study examined the effect of an argumentation-based training programme on pre-service science teachers’ ability to use an argumentation-based instructional model (ABIM) to implement a learner-centred curriculum in selected Eritrean middle school science classrooms. The study was situated within the social constructivist and argumentation theoretical frameworks. A predominately qualitative research approach was utilized to address the purpose and the research questions of this study. The research design was primarily a case study of a cohort of 25 undergraduate middle school pre-service science teachers, enrolled in a teaching practice course in January, 2013 under the auspices of the Department of Science, College of Education at Eritrea Institute of Technology (EIT). None of the pre-service teachers involved in the study had taken a formal course work, workshops or seminars on argumentation instruction. Six of the 25 pre-service teachers were selected for an in-depth qualitative analysis using purposive sampling technique (Groenewald, 2004; Flyvbjerg, 2006). This study utilized multiple data collection instruments including, questionnaire, argument-based tasks, classroom observation, interview, reflective questionnaire, video-tape class lessons and field notes. Argumentation framework as espoused in the work of Toulmin (1958) and Ogunniyi (2004) were utilized as the units of analysis for the data collected in the study. Furthermore, the study considered a variety of validity and ethical protocols to ensure the findings and interpretation generated from the data were valid.
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The influence of teacher beliefs on their assessment practicesKeetshabe, Isaac Keoagile Masole 28 July 2010 (has links)
After decades of implementing a teacher-centred curriculum in Botswana, a learner-centred curriculum was introduced into the education system in 1998. The course of this, teachers had to make a paradigm shift that radically affected the manner in which they were expected to assess learners. I utilised a qualitative case study as the basis for this research which sets out to investigate how the release of teachers influence their assessment practices. The following three findings emerged from this study: Firstly, although the curriculum recommended a learner-centred approach, teachers have been inadequately trained and prepared for learner-centred assessment. Secondly, despite their inadequate training, it seems that teachers had developed confidence in their ability to carry out these new assessment practices. Thirdly, despite this radical policy change, many teachers are still utilizing teacher-centred assessment practices. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Humanities Education / unrestricted
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The attitudes of secondary school learners towards Biology and implications for curricula developmentManganye, Hlengani Thomas 06 1900 (has links)
This study focused on curriculum development in biology education. It was based on the
present biology curricula from grade 10-12. The purpose of the study was to investigate the
attitudes of secondary school learners towards involvement in curriculum development and
specific biology content areas of all three grades. The assumption was that future curriculum
planning and development in science (biology) education should consider learners'
preferences, interests and needs. For the empirical investigation, a sample of 666 grades
10, 11 and 12 learners from three different school types (rural, ex-model C and private
schools) in the Northern Province completed an attitude questionnaire. Statistical analysis
of the results led to the following findings, amongst others.
• With regard to willingness to be involved in curriculum development, the results were
as follows:
(a) Significant differences were found between learners when age and school
type were used as moderator variables.
(b) No significant differences were found when grade and gender were used as
moderator variables.
Regarding the attitudes of learners towards involvement in curriculum development
and specific biology content, some low but significant relationships and a number of
significant differences were found between learners' attitudes towards involvement
in curriculum development and specific biology content for all the grades. In each
instance, age, gender and school type were also taken into consideration.
These findings suggest a complete and significant restructuring of the biology curriculum in
secondary schools. A learner-centred curriculum design that actively involves learners in
decision-making will consider the needs and interests of learners. This is seen as appropriate
in an outcomes-based approach and may lead to more motivated learners. / Psychology of Education / D. Ed. (Department of Psychology of Education)
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The attitudes of secondary school learners towards Biology and implications for curricula developmentManganye, Hlengani Thomas 06 1900 (has links)
This study focused on curriculum development in biology education. It was based on the
present biology curricula from grade 10-12. The purpose of the study was to investigate the
attitudes of secondary school learners towards involvement in curriculum development and
specific biology content areas of all three grades. The assumption was that future curriculum
planning and development in science (biology) education should consider learners'
preferences, interests and needs. For the empirical investigation, a sample of 666 grades
10, 11 and 12 learners from three different school types (rural, ex-model C and private
schools) in the Northern Province completed an attitude questionnaire. Statistical analysis
of the results led to the following findings, amongst others.
• With regard to willingness to be involved in curriculum development, the results were
as follows:
(a) Significant differences were found between learners when age and school
type were used as moderator variables.
(b) No significant differences were found when grade and gender were used as
moderator variables.
Regarding the attitudes of learners towards involvement in curriculum development
and specific biology content, some low but significant relationships and a number of
significant differences were found between learners' attitudes towards involvement
in curriculum development and specific biology content for all the grades. In each
instance, age, gender and school type were also taken into consideration.
These findings suggest a complete and significant restructuring of the biology curriculum in
secondary schools. A learner-centred curriculum design that actively involves learners in
decision-making will consider the needs and interests of learners. This is seen as appropriate
in an outcomes-based approach and may lead to more motivated learners. / Psychology of Education / D. Ed. (Department of Psychology of Education)
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Implications of continuous assessment for effective teaching and learning in a learner-centred curriculumRamakhanya, Ephraim Takalani Happy 07 December 2012 (has links)
Department of Curriculum Studies and Educational Management / PhD (CS)
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Towards relevance in language teaching : an outcomes-based approachLombard, Ilse 06 1900 (has links)
Chapter one of this study outlines some of the problems encountered in education today, with
particular reference to the 'relevance gap'. This is taken to mean that the education which learners
receive does not adequately prepare them for life, i.e. academic life, social life and their later
career. The South African scenario is described briefly, with the focus on English language
teaching and learning. The importance of English language skills is underlined. This chapter also
includes a discussion on the writer's awareness of the problem, the research proposal, aims and
method of the study plus a definition of terms.
The next chapter argues that the curriculum is at the centre of the education endeavour and
indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c)
considers the context within which and for which the learning takes place and (d) includes all the
relevant role-players and stakeholders in its design and development. A set of guidelines for
developing and implementing a relevant curriculum, are then suggested based on this assumption.
This is followed by a description of the traditional curriculum model, as proposed by Robert Zais
(1976), and the outcomes-based approach to curriculum design, development and implementation
proposed by William Spady (1993). The latter formed the basis for the development of
Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the
differences between these two approaches with regard to the principles underlying the approaches
and the elements which determine the structure of the curriculum.
In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased
approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum
outlined previously, i.e. to what degree do these two models satisfy the need for:
* a dynamic curriculum which is true to life and responsive to changes within society;
* a focus on learner needs and aptitudes;
* a careful consideration of the context within which and for which the learning is taking place;
and
* the inclusion of the relevant stakeholders and role-players in its design, development and
implementation. / Curriculum and Instructional Studies / M. Ed. (Didactics).
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Towards relevance in language teaching : an outcomes-based approachLombard, Ilse 06 1900 (has links)
Chapter one of this study outlines some of the problems encountered in education today, with
particular reference to the 'relevance gap'. This is taken to mean that the education which learners
receive does not adequately prepare them for life, i.e. academic life, social life and their later
career. The South African scenario is described briefly, with the focus on English language
teaching and learning. The importance of English language skills is underlined. This chapter also
includes a discussion on the writer's awareness of the problem, the research proposal, aims and
method of the study plus a definition of terms.
The next chapter argues that the curriculum is at the centre of the education endeavour and
indicates that a relevant curriculum is one that (a) is dynamic, (b) focuses on the learner, (c)
considers the context within which and for which the learning takes place and (d) includes all the
relevant role-players and stakeholders in its design and development. A set of guidelines for
developing and implementing a relevant curriculum, are then suggested based on this assumption.
This is followed by a description of the traditional curriculum model, as proposed by Robert Zais
(1976), and the outcomes-based approach to curriculum design, development and implementation
proposed by William Spady (1993). The latter formed the basis for the development of
Curriculum 2005 currently being implemented in South Africa. This section serves to illustrate the
differences between these two approaches with regard to the principles underlying the approaches
and the elements which determine the structure of the curriculum.
In chapter four the researcher attempts to evaluate the traditional curriculum and the outcomesbased
approach descn"bed in Chapter 3 on the basis of the guidelines for a relevant curriculum
outlined previously, i.e. to what degree do these two models satisfy the need for:
* a dynamic curriculum which is true to life and responsive to changes within society;
* a focus on learner needs and aptitudes;
* a careful consideration of the context within which and for which the learning is taking place;
and
* the inclusion of the relevant stakeholders and role-players in its design, development and
implementation. / Curriculum and Instructional Studies / M. Ed. (Didactics).
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