This study describes first and second year university physics students' understanding and reasoning of the concepts, angular speed and angular acceleration. The analysis was based on student responses to various tasks presented to them during one hour long interviews. These responses were characterized from a phenomeno graphic research perspective developed by Marton (1981) and his colleagues at Gothenburg University in Sweden. The findings of the study are described by categories of description and by categories of reasoning. Categories of description characterize; students' conceptualizations of angular speed from different frames of reference, and the ways in which students make comparisons of the angular speeds of two objects. Categories of reasoning characterize the ways in which students were thought to reason about the concepts of angular speed and angular acceleration in several task settings. Interpretation of these findings are discussed with reference to the role a typical introductory physics textbook may have had in shaping the way in which students think about these angular kinematic concepts. Finally, instructional implications and directions for future research are given. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Learning difficulties resulting from students holding conceptions of scientific concepts which are at variance with those presented in curricular materials have been identified in the literature in a number of areas of science. In this study a number of student learning difficulties related to the concepts of growth and the cell were identified. More specifically, this study was designed to investigate whether alternative conceptions held by students prior to instruction were, in part, responsible for these learning difficulties. The study also investigated whether omissions in instruction contributed to these learning difficulties. Finally, the study examined changes in student conceptions after formal instruction. Through concept analyses of growth and the cell, two semi-structured interview protocols were developed. The Growth Protocol was used to interview students in Grades 3, 5, and 7 and the Cell Protocol was used to interview students in Grade 10. The students in Grades 3 and 10 were interviewed both before and after instruction. The conceptions of the students identified in the transcripts were classified into a number of categories specific to the constituent concepts of growth and the cell. Students at all grade levels were found to hold a wide variety of alternative conceptions regarding the concepts in question. The majority of these alternative conceptions were identified in more than one student and did not reflect current scientific or curricular understandings of growth or the cell. Rather, it seemed that these alternative conceptions reflected student attempts to make sense of concrete experiences with phenomena in their surroundings. After instruction at both the elementary and secondary level, the majority of students did not incorporate most of the scientific concepts as they were presented during instruction. The older students did not hold a conception of cell differentiation nor did the majority of students link the microscopic phenomena of cell division with the macroscopic phenomena of growth in organisms other than humans. The variability of alternative conceptions of mitosis and meiosis after instruction strongly suggested that the students experienced learning difficulties with respect to these concepts. The results of this study imply that in order to effectively move the learner from alternative conceptions to scientific conceptions both curricular and instructional strategies must shift their emphasis from one of presenting only disciplinary knowledge to one of considering also the prior knowledge that the learner brings to the instructional setting. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

For the last fifteen years, research on students' conceptions of physical phenomena has been directing our attention to the value of knowing and considering children's prior ideas in science teaching. Although many who are concerned with science education are aware of and see wisdom in this perspective of teaching, there are many realities, including the content of the discipline, that pose great challenges in translating it into practice in science classes. Currently, in collaboration with teachers, science educators are actively conducting classroom studies. In this process, teachers as researchers are making reflective inquiries into their own students' learning. This study followed a similar framework of research at a microcosmic level. It entailed elicitation of thirteen Grade 11 students' individual prior conceptions of solubility and a teacher-researcher collaboration to incorporate these conceptions in the instruction of a unit on solution chemistry. Consequently, the study presents a phenomenography of solubility, narrates a story about classroom instruction which took students' conceptions into consideration, reports four case studies on students' conceptual growth and changes, and outlines some of the factors that facilitate or constrain collaborative teaching that focuses on student understanding of subject matter. The students' prior conceptions of solubility were categorized into six categories of description: 1. physical transformation from solid to liquid 2. chemical transformation of solute 3. density of solute 4. amount of space available in solution 5. properties of solute 6. size of solute particles With regard to learning chemistry, these conceptualizations made clear four issues: (1) students' explanations were bounded by their perceptions, (2) students extended macroscopic explanations to a microscopic level, (3) students made inappropriate links to previous chemistry learning, and (4) students used the language of chemistry non-discriminately. After studying a unit on solution chemistry, two more categories of description were added to the pre-instructional categories: 1. chemical structure of components 2. solution equilibrium After instruction, the students attributing to the initial six categories of description' diminished in number. The newly acquired conceptions of solubility reflected insufficient explanatory power and were merely overlaid with the chemical language. Learning the language of solution chemistry and acquiring some theoretical understanding of it were reflected in the change between pre- and post-instructional conceptions. This conceptual change can be considered as evolutionary. It was inferred that the abstract and ambiguous nature of chemical theories and principles sets limits to conceptual change teaching. The influences that facilitated the collaborative efforts include: (1) the teacher's attempts to incorporate students' conceptions, (2) the teacher's openness and willingness to assess her own methods of teaching chemistry, (3) the teacher's reflections about the researcher's constructivist teaching, and (4) the researcher's active participation in the classroom interactions. The four most important influences that seriously constrained the collaborative efforts to link students' conceptions with formal chemistry were: (1) the lack of time to devote to the topic of solution chemistry, (2) the lack of teacher time to plan lessons together in order to incorporate students' conceptions, (3) the lack of practical experience on the part of both the researcher and the teacher in developing specific teaching strategies which acknowledged students' prior belief in this content area, and (4) the lack of time to develop common perspectives and a shared language. This study has implications for both teachers and researchers. Specifically, it implies that students' conceptions form an integral component of chemistry instruction—as points of origin for lesson planning and development of curricular materials It also implies that through science educators' modelling and practising in their "teaching and learning" courses, pre- and in-service teachers be challenged to seek answers for epistemological questions such as: What is chemical knowledge? and, How is it acquired? A general implication is that both teachers and researchers, rather than being fence-makers, must strive to be bridge-builders so that they can be learners of each other's theoretical and practical experiences. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

This qualitative research study examined developmental reading instructors' reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

‘Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand.’ (Chinese proverb) Why is it that children in Year 6 have the ability to construct stories independently, yet at the start of Year 7 the same children have difficulties recalling this knowledge and understanding? Transfer from primary to secondary education has been widely debated for a number of decades. Despite this, Evans et al.’s (2010) evaluation of transition concluded that for over 20% of transferring children, the process remains problematic, leading to inconsistent progress, both academically and socially. Transition research has focused significantly on process and procedures, accumulating data from a wealth of stakeholders, but largely neglecting the voice of the child experiencing this process. My research centres on the child, documenting their learning journey through their transition from primary to secondary school. Galton et al (1999b) identify three elements supporting a child’s continuation of learning post- transfer: enthusiasm for learning; confidence in themselves as learners; and a sense of achievement and purpose. A significant contribution to these qualities is the socio- constructivist view that ‘talk drives learning.’ Clear differences in progress, learning and teaching are contained within the microsystems of classroom life. Therefore, to deepen understanding of contexts of transition it is essential to focus research on language and relationships within such systems. Bronfenbrenner’s bio-ecological framework (1979) provides a basis for an analysis of the contribution of microsystem relationships and sub- cultures to the social matrix of different and progressive classroom environments. My research used an exploratory multi-case study approach (Merriam, 1988a; Yin, 2009). Three distinct models of transfer were identified and examined in depth. Within each of these cases, the learning of a group of children was observed and key points discussed with them throughout the transition process. Therefore, my research explored transition in the broadest sense, through the child’s experiences. The research moved beyond myth and procedures in order to understand the tools a child needs to transfer into secondary school to ensure sustainable progress and enjoyment of learning. Each of the cases had their own model of transfer. The first, Case1, considered children transferring from the more ‘traditional’ primary school into a ‘secondary’ school. In the second, Case 2, children transferred within an ‘all-through’ school within the same building. The third, Case 3, operated within the experience of Case 2, but transferred from their primary setting into the all-through school (the same school as Case 2). The study expected Case 2 as being the best model of transfer and provider of seamless progression of learning for children in Years 6 and 7. However, each model had case-dependent issues that affect a child’s progress within the wider contexts of transition. As a result, the study acknowledged the impact of previous research and further considered this study’s impact on learning in meso and microsystems. Three main, associated arose across the case studies. The first considered teacher provision during the transition period identifying: • the importance of learning roles and relationships between the child and their teacher, and the child and their peers. • structures of accountability generated by Statutory Assessment Tests (SATs). Within a culture of test-based curriculum structures, the study discusses the impact on children’s learning within continual testing and reporting frameworks. It does not discourage the importance of developing basic skills, but considers the purpose of continually tracking and monitoring children throughout their transition period. The importance of standardised test scores is questioned, as these routines are not followed through post-SATs. • children encouraged to participate in new learning routines and contexts. However, the study identifies an absence of sufficient communication between schools that diminishes consistency of learning opportunities during transfer. In addition, the study highlights differing definitions of independent learning between individual school and classroom contexts. The second considered barriers to the continuous development of independent learning. It further identified the distorting influence of SATs, firstly on a child’s development of independent learning, and secondly, on differences of definition between primary and secondary contexts. It suggested that skills recognised in independent learning are situated within almost singular contexts of primary school. When transferring to secondary school, there is an increased challenge for children to transfer these skills into multifarious contexts. Finally, the study identified the differing challenges of language demands on a child’s continuous learning, specifically • inconsistencies of curriculum terminology between primary and destination schools. • differing language clusters that children develop during group work. I observed that these clusters were transferred within each independent learning activity, but were not recognised in the analysis of my secondary classroom observations. This raised the issue of teacher expectations, questioning whether on transfer teachers expect all children to be classified as ‘workers’, rather than consultant, leader, engineer or technician within group and learning activities. • the role of ‘strong’ and ‘weak’ learning relationships between effective partnerships of ‘novice’ and ‘expert’, concluding that weak novice-to-novice relationships affected the continuity of learning. Findings common across all three cases exposed wider implications for transition. These were compared to the ORACLE studies (Galton et al, 1999b; Hargreaves and Galton, 2002). Recommendations offered were to: • ensure the continuity of learning progression, • promote active participation in learning, • improve the quality of children’s work during the transition period.

This study evaluated whether picture exchange communication system (PECS) training would result in the development of conditional relations among corresponding pictures, objects (reinforcers) and spoken words used in PECS training with learners with developmental disabilities. Three participants with autism and mental retardation were trained to use PECS. Match-to-sample procedures were used to assess all possible conditional relations among stimuli before, during, and after PECS training. None of the three participants in this study acquired conditional discriminations involving the pictures, reinforcers, and spoken words used in their PECS training.

Thesis was developed as a model specification for a design of historical simulation applied in formal education. The text is divided into two main parts: The theoretical part summarizes findings about the role of new media in e-learning and its potential enrichment for gamification elements. Also mentions computer game as a research subject and points to the game mechanics that can be used in formal education to a successful application DGBL - Digital Game-Based Learning in this process. Practical part presents case study of a model specification that is based on the real project: 'Stories from the History of Czechoslovakia: Research and experimental development of software simulations to teach the history of the Czech lands in the 20th Century", solved by Faculty of Arts and Facility of Mathematics and Physics of Charles University and Institute of Contemporary History of Academy of Sciences of Czech Republic in Prague in 2011- 2014. In this section are addressed by specific examples of model applications of gamification elements with a view to achieving the educational goals of teaching simulation.

Thesis (MEd (Education))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Hierdie verhandeling het ontstaan uit die behoefte om navorsingsgeleenthede binne die kreatiewe dissipline van skryfkuns te ondersoek. Dit bied aan die hand van outo-etnografiese en narratiewe skrywes die ervaringe en gevolgtrekkinge van twee spesifieke navorsingsgeleenthede. Die geleenthede bied insig in die voorgestelde wyses waarop kreatiewe skryf onderrig kan word, deur die stimulering van verbeelding en die integrasie van ervaringsgerigte aktiwiteite in die pre-skryffase. Die eerste geleentheid doen verslag oor „n skryfwerkswinkel in die Paarl op uitnodiging van die Taalmuseum en -monument, terwyl die tweede geleentheid in samewerking met LAPA Uitgewers „n boekproses vir Graad 7-leerders tot gevolg het. Die verhandeling bestaan uit vier interafhanklike afdelings in stede van hoofstukke. Dit behels „n metodologiese afdeling (A), wat die studie akademies verwoord en daarstel; twee praktiese afdelings (B en C) met „n vervlegde literatuurstudie in afdeling B; en „n samevattende afdeling (D) wat die gevolgtrekkinge en implikasies bespreek. Verder meer bied die studie „n oorsig van vier belangrike fases in die lewe van die navorser met betrekking tot „n persoonlike kreatiewe skryfreis. / ENGLISH ABSTRACT: This study originated out of the need to explore and study research opportunities from within die creative discipline of the writing art. Through autoethnographic and narrative writing, it explores the experience and conclusions of two very specific research opportunities. These opportunities provide insight with regards to the suggested ways in which creative writing can be taught, through the stimulation of imagination and the integration of experience based activities in the pre-writing phase. The first opportunity reports on a creative writing workshop in Paarl on invite of the Taalmuseum and monument, while the second opportunity in cooperation with LAPA Publishers entails a book process for Grade 7 learners. The study consists out of four interdependent divisions rather than chapters. It entails a methodological division (A) that gives academic structure and support to the study, two practice based divisions (B and C) with weaved literature in division B and a summary division (D) with conclusions and implications. Further more, the study integratively provides an oversight of four important phases in the life of the researcher with regards to a personal creative writing journey.