Formal learning contexts often present information to learners in an inert and highly abstract form, making it unlikely that learners would ever use this information in their every-day lives. Learners do, however, show a greater propensity for retaining information that is seen as having relevance in their lives. Constructivism is an educational paradigm that has gained popularity amongst educationists. The core tenet of this paradigm is that learners learn through interaction with their environment and that all knowledge construction is based on previous life experience. Information that is presented to learners in a contextualised form not only has a better chance of being retained in long-term memory, but also has a greater likelihood of being applied in relevant life situations. This publication deals with the research, design and delivery of important information concerning diseases that have a major impact in Southern Africa. Firstly, learners at the University of Natal, Durban were polled for their existing knowledge concerning four widespread diseases, namely HIV/AIDS, tuberculosis, malaria and cancer. Aspects of these diseases where learners demonstrated a low level of awareness were defined as the primary learning objectives for an educational 3D- immersive microworld. Areas of knowledge concerning the transmission, symptomatic expression, biology and prevention of these diseases were generally not well represented in the learner sample. Hence, information regarding these aspects is presented to learners in a contextualised form within the microworld. Motivation for learners to play in this microworld is provided by a storyline that was researched and written for the portal. In addition, the model used in the storyline design was evaluated for its effectiveness as a tool to be used in the planning of future educational games. A model, the Puzzle Process model, was proposed to inform the design of puzzle interfaces for these types of interactive learning environments, and puzzle interfaces were designed for the virtual environment according to the model guidelines. The learning environment was tested as part of the formative evaluation with a small sample of learners. The testing process made use of both quantitative and qualitative methodologies to evaluate the effectiveness of the learning environment as a possible learning tool. Comparison of pre- and post-gameplay questionnaires showed that learners gained a more indepth and richer understanding of the topics being dealt with in the portal. In particular, the puzzle objects situated in the environment stimulated learners to negotiate meanings for the puzzle interfaces and, in the process, encouraged learners to discuss the topic being dealt with. Results from this study also show that the longer learners discussed and negotiated a certain knowledge domain, the greater their increase in richness of information was for that knowledge domain after gameplay. These results highlight the importance of social dialogue in the knowledge construction process and suggest that environments like these have great potential based on their ability to encourage learners to talk to one another and their facilitators while negotiating mutually acceptable knowledge. The original Puzzle Process model, as well as the Game Achievement model and the Game Object model were modified to account for the need for social dialogue and content. These more comprehensive models are instrumental for use in future virtual world environment design. / Thesis (Ph.D.)-University of KwaZulu- Natal, Durban, 2004.

This study examined the appropriateness of introducing computer programming to kindergarten children. Three issues were explored in the research: 1. the programming capabilities of kindergarten children using a single keystroke program 2. suitable teaching techniques and learning environments for introducing programming 3. the benefits of programming at the kindergarten level. The subjects for the study were 40 kindergarten students from a surburban community in British Columbia, Canada. All students used the single keystroke program, DELTA DRAWING. Two teaching techniques were used—a structured method and a guided discovery method. Quantitative data were collected by administering five skills tests (skills relating to programming) as pretests and postests to both groups. A programming posttest was also given. Qualitative data were obtained by recording detailed observation reports for each of the 22 lessons (11 for each group), conducting an interview with each child at the end of the study and distributing a parent questionnaire. It can be concluded that it is appropriate to introduce computer programming to kindergarten students. The children in this study showed they are capable of programming. All students mastered some programming commands to instruct the "turtle" to move on the screen. DELTA DRAWING was determined to be a suitable means to introduce programming to kindergarten children. A combination of a structured teaching method and a guided discovery method is recommended for introducing a single keystroke program. It was observed that students in a guided discovery learning environment are more enthusiastic and motivated than students in a structured environment. Students need time to explore and make discoveries, but some structure is necessary to teach specific commands and procedures which may otherwise not be discovered. Social interaction should be encouraged while children use the computer, however most kindergarten children prefer to work on their own computer. There was no significant difference between the two groups on all but one of the five skills tests for both the pretests and the posttests. On the Programming Test the two groups did not perform significantly different. It can also be concluded that learning to program promotes cognitive development in certain areas. On all but one of the five skills test both the Structured Group and the Guided Discovery Group scored significantly better on the posttest than on the pretest. Lesson observation reports, student interviews and responses on parent questionnaires suggested that the computer experience was positive and rewarding for the kindergarten students. / Education, Faculty of / Graduate

Finally, by basing its analysis on theories of institutional change, this study provides explanation for two phenomena that emerge from the process of curriculum implementation: formalism in the implementation strategies that attempt to cope with policy requirements and the lack of change in the curriculum deal to difficulties encountered. In light of the aforesaid phenomena, policy recommendations are given for the advancement of curriculum reform. / Secondly, the said pattern of behavior can be explained by institutional factors that have played a substantial role in the implementation process. Guided by a theoretical framework proposed by Scott (2001), this study uses its concepts and propositions to illustrate the institutional resources that are present in the practices of sampled schools and illuminates the institutional mechanisms that are at work. / Since 2001, a new round of curriculum reform was initiated in the Chinese Mainland. In the process of implementation, the reform endeavor has encountered a lot of difficulties. For those scholars who are interested in the reform of Chinese education, achieving an understanding of these difficulties has become their common pursuit. / Thirdly, the nature of the institution that influences the implementation of school curriculum is constituted by the interaction of stakeholders, namely, schools, government, higher institutions, parents, and the media. Through interaction, these stakeholders reach compromises in an "organization field" which in turn contribute to the formation of the institution. / This study approaches education reform from the perspective of policy implementation. It adopts the theoretical lens of neo-institutionalism and examines the implementation of "research based learning" in the schools of District A. As a new form of learning, "research based learning" is heralded as one of the major theme of the new school curriculum. Through the analysis of data collected through interviews and field observation, this study yields results that are presented in the paragraphs below. / To begin with, research has unearthed an obvious "isomorphism" in the reform practices in different schools. The study finds that there is a stable pattern of behavior that is discernible in the implementation process of curriculum reform. This pattern of behavior is commonly shared by different schools engaged in the reform process. / 柯政. / Advisers: Leslie Lo; Wing-kwong Tsang. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1903. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 243-261). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Ke Zheng.

The purpose of this project is to examine the power of play, guided discovery, and hands-on experiences in the early childhood classroom, specifically as it relates to early childhood science experience. This paper will also propose a science curriculum encompassing a hands-on, guided discovery, play-based approach.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Learners enter the classroom with different academic abilities, learning profiles and interests. Inclusive education is therefore seen as a possible answer to accommodate individual diversity in the classroom and to address the needs of every learner. During South Africa’s era of apartheid education, differences and disabilities were seen as learner-centred, and this led to labelling, marginalising and exclusion of specific learners. In the light of the aforementioned, the implementation of inclusion, which sees difference in learners (and between people in general) as a basic part of human life, is seen as challenging in South Africa. Differentiated instruction can be seen as a teaching strategy to promote inclusive education, as its focus is learner-centred and it is based on the philosophy that all learners can learn provided they are supported in the learning process. Although differentiated teaching is not unknown internationally and nationally and is most probably implemented in the classroom, the effective implementation thereof is not understood fully. This research study made use of the participatory action research design, and the main aim was therefore to effectively implement differentiated teaching in the Foundation Phase through collaborative teacher learning. A qualitative methodology was used, with six teachers as the participants in the natural setting of the school where they teach (in the Foundation Phase). The school is located in a less affluent urban community in the Western Cape province, one of the nine provinces in South Africa. During the first action research cycle it was found that not all aspects of differentiated teaching were internalised for effective implementation in the classroom. The evolving nature of the participatory action research design allowed an additional phase for problem definition and therefore the initiation of another action research cycle. The results will be shared with the participants as well as the relevant district’s office and the learning support educator, who will be employed during 2014, in an effort to ensure the sustainability of the process. Individual interviews were conducted with the participating teachers to formulate a problem definition for the next cycle in the participatory action research process. Although it was found after the first cycle that not all aspects of differentiated teaching were internalised for effective implementation, the teachers acknowledged the approach and initiated differences in their classroom. It is hoped that a longer intervention period may result in valuable outcomes. When the next cycle of the teacher learning process commences, whole-school development should be used as a starting point, where collaborative relationships exist in an inclusive school community and in which all role players are involved. / AFRIKAANSE OPSOMMING: Leerders betree die klaskamer met verskillende akademiese vermoëns, leerprofiele en belangstellings. Inklusiewe onderwys word tans as ’n moontlike antwoord gesien om individuele diversiteit in die klaskamer tegemoet te kom en in elke leerder se behoeftes te voorsien. Tydens Suid-Afrika se era van apartheidsonderwys is verskille en ook gestremdhede as probleme ervaar wat in die leerder gesentreer is, en dit het tot die etikettering, marginalisering en uitsluiting van sodanige leerders gelei. In die lig van voorafgaande word die implementering van inklusiewe onderwys, wat die bestaan van verskille tussen leerders (en tussen mense in die algemeen) as ’n basiese deel van die menslike lewe aanvaar, in Suid-Afrika as uitdagend beleef. Gedifferensieerde onderrig kan as onderrigstrategie gebruik word om inklusiewe onderwys te bevorder, aangesien die fokus van inklusiewe onderwys leerdergesentreerd is en op die filosofie gegrond is dat alle leerders kan leer mits hulle in die leerproses ondersteun word. Alhoewel gedifferensieerde onderrig internasionaal en nasionaal nie onbekend is nie en waarskynlik wel in klaskamers geïmplementeer word, word die effektiewe toepassing daarvan nie altyd ten volle verstaan nie. In hierdie navorsingstudie is van deelnemende aksienavorsing as ontwerp gebruik gemaak met die hoofdoel om deur middel van kollaboratiewe onderwyserleer die effektiewe implementering van gedifferensieerde onderrig in die Grondslagfase te bevorder. Daar is van ’n kwalitatiewe metodologie gebruik gemaak, met ses onderwysers as die deelnemers en die skool waarin hulle onderrig (in die Grondslagfase) die natuurlike omgewing. Die skool is in ’n minder welvarende stedelike gemeenskap in die Wes-Kaap-provinsie, een van die nege provinsies in Suid-Afrika, geleë. Ná afloop van die eerste aksienavorsingsiklus is bevind dat nie alle aspekte van gedifferensieerde onderrig genoegsaam geïnternaliseer is om effektiewe toepassing in die klaskamer te verseker nie. Die ontwikkelende aard van deelnemende aksienavorsing as navorsingsontwerp het egter ruimte gelaat vir ’n addisionele fase van probleemafbakening om ’n verdere aksienavorsingsiklus in die navorsingskool te inisieer. Die resultate van hierdie fase sal met die deelnemers gedeel word en ook aan die betrokke distrikskantoor en die leerondersteuner, wat die posisie gedurende 2014 sal beklee, bekend gemaak word in ’n poging om die volhoubaarheid van die proses te verseker. Individuele onderhoude is met elke deelnemende onderwyser gevoer ten einde ’n probleemstelling vir die volgende siklus in die deelnemende aksienavorsingproses te formuleer. Alhoewel daar ná afloop van die eerste siklus bevind is dat nie alle aspekte van gedifferensieerde onderrig genoegsaam geïnternaliseer is om effektiewe toepassing te verseker nie, het die onderwysers wel van die benadering tot onderrig kennis geneem en reeds veranderinge in hul klaskamers begin inisieer. Die hoop bestaan dus dat ’n langer intervensieperiode waardevolle uitkomste kan meebring Wanneer hierdie studie se volgende siklus van die onderwyserleerproses in aanvang neem, moet geheelskoolontwikkeling, waar daar ’n kollaboratiewe verhouding in die skool as ’n inklusiewe gemeenskap bestaan en waarby alle rolspelers betrek word, as vertrekpunt dien.

Narrative inquiry was the qualitative method utilized to collect stories related to former migrant African American females who transformed their lives from migrant workers and found alternative career paths. Sustained poverty among migratory workers created a disenfranchised culture of uneducated citizens. A large part of this labor force was women. It was expected that this culture of poverty would perpetuate itself through generations. The universal stereotypes associated with impoverished migrants were so ingrained that overwhelmingly the majority of migrants accepted a life of poverty as prophesy. However, some former migrant African American women defied odds and rose above the cumulative effects of poverty. The major findings of this study revealed factors that significantly contributed to their success in a variety of professional careers: consistent family support, adaptive coping skills, catalyst for change, transformative learning, and meaningful relationships with non-family members, and commitment to community service. Sub-findings emerged that revealed that these additional factors also contributed to their success: value placed on education, strong belief in God, and leadership skills. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

Acompanha: Guia prático de programação de simulações PhET para o ensino de ciência e matemática: básico e avançado / Esta pesquisa teve como objetivo investigar os efeitos da aplicação de game design em uma simulação interativa do projeto PhET no processo de ensino e aprendizagem, e quanto ao interesse dos estudantes em acessarem, espontaneamente, as simulações. A metodologia envolveu 75 estudantes do Ensino Médio em um design experimental com grupo de controle (S) e grupo experimental (G). A análise dos dados apontou que a aplicação de game design não afeta (p = 0,16) a aquisição de conhecimento e a atitude dos alunos ao final da aula. Porém, uma diferença com significância (p < 0,01 e r = 0,34) foi observada para o teste de retenção, sendo maior para o grupo G. A diferença entre o teste de retenção e o pós-teste (p <0,001 e r = 0,38) foi favorável para o grupo G. As curvas de regressão para a retenção apresentaram-se inclinadas e com um gap positivo para o grupo G, quando comparado com o grupo S, utilizando o conhecimento prévio como covariante. O experimento foi replicado em um design quase-experimental com 64 participantes, a comparação com o teste de retenção, manteve-se favorável para o grupo G, reforçando a validade externa do experimento. O efeito positivo na retenção de conhecimento, proporcionado pela seção de jogo é discutido com referência na Teoria da Carga Cognitiva. A seção de jogo presente na simulação potencializa a sua função como material instrucional, facilitando a construção e automatização de esquemas cognitivos na memória de trabalho dos estudantes. Um maior interesse dos estudantes, em acessarem as simulações PhET, foi observado após a aplicação de elemento de game design sociointerativo, no caso, com um placar de pontuações. Esse resultado foi discutido com referência no conceito de Homo ludens. Tendo como referência o escopo teórico de Richard E. Mayer, é possível compreender as observações obtidas nesta pesquisa, o qual destaca que: métodos de aprendizagem por descoberta, sem orientação, geralmente, são ineficientes e ineficazes para promoverem a aprendizagem conceitual. A aplicação de game design permite que a simulação seja utilizada tanto em espaços formais de ensino, com foco na aprendizagem pela descoberta guiada, como em situações adversas, em uma aprendizagem baseada em jogos digitais. Como contribuição para a área de Design Instrucional no ensino de Ciência, conclui-se nesta tese: a presença de uma seção de jogo em uma simulação interativa de Física possui efeitos positivos na retenção de conhecimento (d = 0,81), na motivação dos estudantes em acessarem, espontaneamente, as simulações, e não há evidências de aumento de carga cognitiva na memória de trabalho dos aprendizes. / This research aimed to investigate the effects of applying game design to a PhET interactive simulation on the teaching and learning process, and on student interest in spontaneously accessing the simulation. The methodology involved 75 high school students in an experimental design with a control group (S) and an experimental group (G). Data analysis highlighted that applying game design did not affect the acquisition of knowledge and student attitudes at the end of the class (p = 0.16). However, a significant difference (p <0.01 and r = 0.34) was observed for the retention test, being greater for the G group. The difference between the retention test and the post-test (p <0.001 and r = 0.38) was favorable for the G group. The regression curves for retention were inclined with a positive gap for the G group when compared with the S group, using previous knowledge as a covariate. The experiment was replicated in a quasiexperimental design with 64 participants, and the retention test comparison remained favorable for the G group, reinforcing the external validity of the experiment. The positive effect on knowledge retention provided by the game section is discussed with reference to cognitive load theory. The game section present in the simulation enhances its function as instructional material, facilitating the construction and automation of cognitive schemes in students' working memory. Greater student interest in accessing the PhET simulation was observed after adding a sociointeractive game design element, in this case, a high score board. This result was discussed with reference to the concept of Homo ludens. With reference to the theoretical scope of Richard E. Mayer, it is possible to understand the results obtained: learning methods by discovery, without guidance, are generally inefficient and ineffective in promoting conceptual learning. Applying game design allows the simulation to be used in both formal teaching spaces focused on learning by guided discovery and in adverse situations with digital game-based learning. As a contribution to the area of instructional design in science teaching, this thesis concludes that the game section present in a physics interactive simulation positively affects the retention of knowledge (d = 0.81) and student motivation to spontaneously access the simulation, with no evidence of cognitive load increases in students’ working memory.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Societies are becoming more diverse and multicultural. Therefore both in South Africa and internationally, the education system must constantly be restructured to accommodate a diversity of learners; focusing on each learner’s unique learning abilities and needs. Given the benefits of differentiated teaching for effective learning, this study aimed to explore the use of differentiated teaching strategies and procedures to improve my teaching practice. Consequently, it also aimed to explore the influence that this may have on supporting the learners’ learning by focusing on their interests, readiness levels and learning preferences. This research study was based on a social constructivist perspective that views cognition, learning and instruction as intertwined. The study was embedded within a paradigm of praxis, with an action research as research design while a qualitative research methodology was employed. Purposeful sampling was used to select nine of my grade 4 learners to act as participants for the grade 4 class. Data was collected in the form of reflective drawings, a focus-group interview and accompanied activities, and a research journal. Furthermore, the data was analysed, using a thematic analysis coding scheme, to identify and interpret significant themes. The research findings indicated that the differentiated teaching strategies and procedures enhanced my grade 4 learners’ learning as they realised their own strong points and learning potential. The teaching strategies also demonstrated the potential to facilitate the development of my learners’ knowledge of their own interests and learning preferences and allowed them the incentive to develop a sense of self efficacy. In addition to this, the research process demonstrated the ability to support me in fulfilling my role as primary supporter in the learning support network and enhance my teaching practice. The information gained from this study will be used to inform my future teaching practice. I now realise the value of employing differentiated teaching strategies and procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes may benefit from the information gained from this research study, for improving teaching practice. Findings attained from this study also have the potential to inform future cycles of action research or alternatively to be used for other research within the field. / AFRIKAANSE OPSOMMING: Die samelewing raak gaandeweg meer divers en multikultureel. Die onderwysstelsel, beide in Suid-Afrika en internasionaal, moet daarom voortdurend geherstruktureer word om te verseker dat die diversiteit van leerders geakkomodeer word deur te fokus op elke leerders se unieke leervermoëns en -behoeftes. Gegewe die bewese voordele van gedifferernsieërde onderrig, het hierdie navorsingstudie gepoog om die gebruik van gedifferensieerde onderrigprosedures en strategieë vir die verbetering van my onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed wat gedifferensieerde onderrigprosedures op die ondersteuning van my leerders se leerproses het, na te vors deur te fokus op hulle belangstellings, gereedheidsvlakke en leervoorkeure. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat kognisie, leer en onderrig as geïntegreerd beskou. Die studie het van ʼn kwalitatiewe navorsingsmetodologie gebruik gemaak en is binne 'n paradigma van praksis (‘praxis’) ingebed, met aksienavorsing as navorsingsontwerp. Doelgerigte steekproefneming is gebruik om nege van my graad 4 leerders te kies om as deelnemers namens die graad 4-klas op te tree. Data is in die vorm van leerders se reflektiewe tekeninge, 'n fokusgroep-onderhoud met bygaande aktiwiteite, en 'n navorsingsjoernaal ingesamel. Verder is die data met behulp van 'n tematiese koderingskema geanaliseer om belangrike temas te identifiseer en te interpreteer. Die navorsing het aangedui dat die gedifferensieerde onderrigprosedures en strategieë wat gebruik is, my graad 4-leerders se leerproses versterk het, aangesien hulle bewus geraak het van hulle eie sterkpunte en leerpotensiaal. Die onderrigstrategieë het ook die potensiaal getoon om die leerders se bewustheid van hulle eie belangstellings en leervoorkeure te ontwikkel, en hulle is ook toegelaat om ʼn sin van bekwaamheid te ontwikkel. Benewens hierdie aspekte, het die navorsing ook getoon hoe gedifferensieerde onderrigprosedures my kan ondersteun om my rol as primêre hulpverlener in die leerondersteuningsnetwerk te vervul en my onderrigpraktyk te verbeter. Die inligting wat met die navorsing verkry is, sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om gedifferensieerde onderrigprosedures in my lesse te gebruik, asook die belangrikheid van refleksie op my onderrigproses en die inagneming van die uniekheid van elke leerder in my klas. Onderwysopleidingsinstellings kan die inligting deur hierdie navorsing verkry gebruik vir die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, kan die inligting ook toekomstige siklusse van aksienavorsing toelig en met vrug vir verdere navorsing in die veld gebruik word.