The study reported in this dissertation compares the learning effectiveness of two experimental methods that can be used in the teaching of kinematics to Grade 11 learners in Physical Science. The first method is the conventional ticker-timer experiment, while the second utilises high-technology microcomputer-based equipment. The purpose is to make recommendations for improved teaching of basic kinematics concepts and graphs, which learners have difficulties with (Halloun & Hestenes, 1985; McDermott et al., 1987). A group of 48 Grade 11 learners from Thuto-Boswa Secondary School, Ventersdorp, were used in the empirical research. They were divided into two groups of comparable abilities. Group A used the conventional apparatus and group B the microcomputerbased apparatus. The results of the pre- and post-tests were analysed statistically to compare the learning effectiveness of the two methods in terms of the outcomes reached, the gains obtained as well as d-values. Three months after the experiments were conducted the learners were tested again to determine the long-term effect of the methods. Both groups obtained a gain of approximately 0,2 in the pre- versus post-test analysis. The literature (e.g. Thornton, 1998) reveals larger gains with microcomputer-based experiments. Three possible reasons that could contribute to this discrepancy were investigated, namely the learners' acquaintance with the microcomputer, the educator's experience with the apparatus as well as the learners' cultural background and language. All three these factors were found to have a detrimental effect on the learning effectiveness, especially with the microcomputer-based method. Recommendations are made in connection with the teaching of basic kinematics concepts and graphs to Grade 11 learners in South African secondary schools. In addition, it is emphasised that educators should be adequately computer literate before expensive high-technology equipment is purchased for classroom use. It is also pointed out that the implementation of the computer as teaching aid can be a first step to improve computer literacy of disadvantaged learners in our schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

The study reported in this dissertation compares the learning effectiveness of two experimental methods that can be used in the teaching of kinematics to Grade 11 learners in Physical Science. The first method is the conventional ticker-timer experiment, while the second utilises high-technology microcomputer-based equipment. The purpose is to make recommendations for improved teaching of basic kinematics concepts and graphs, which learners have difficulties with (Halloun & Hestenes, 1985; McDermott et al., 1987). A group of 48 Grade 11 learners from Thuto-Boswa Secondary School, Ventersdorp, were used in the empirical research. They were divided into two groups of comparable abilities. Group A used the conventional apparatus and group B the microcomputerbased apparatus. The results of the pre- and post-tests were analysed statistically to compare the learning effectiveness of the two methods in terms of the outcomes reached, the gains obtained as well as d-values. Three months after the experiments were conducted the learners were tested again to determine the long-term effect of the methods. Both groups obtained a gain of approximately 0,2 in the pre- versus post-test analysis. The literature (e.g. Thornton, 1998) reveals larger gains with microcomputer-based experiments. Three possible reasons that could contribute to this discrepancy were investigated, namely the learners' acquaintance with the microcomputer, the educator's experience with the apparatus as well as the learners' cultural background and language. All three these factors were found to have a detrimental effect on the learning effectiveness, especially with the microcomputer-based method. Recommendations are made in connection with the teaching of basic kinematics concepts and graphs to Grade 11 learners in South African secondary schools. In addition, it is emphasised that educators should be adequately computer literate before expensive high-technology equipment is purchased for classroom use. It is also pointed out that the implementation of the computer as teaching aid can be a first step to improve computer literacy of disadvantaged learners in our schools. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004.

The nature of this study was to explore changes in beliefs and lay a foundation for focusing on more specific features of reasoning related to personal epistemological and NOS beliefs in light of specific science laboratory instructional pedagogical practices (e.g., pre- and post- laboratory activities, laboratory work) for future research. This research employed a mixed methodology, foregrounding qualitative data. The total population consisted of 56 students enrolled in several sections of a general chemistry laboratory course, with the qualitative analysis focusing on the in-depth interviews. A quantitative NOS and epistemological beliefs measure was administered pre- and post-instruction. These measures were triangulated with pre-post interviews to assure the rigor of the descriptions generated. Although little quantitative change in NOS was observed from the pre-post NSKS assessment a more noticeable qualitative change was reflected by the participants during their final interviews. The NSKS results: the mean gain scores for the overall score and all dimensions, except for amoral were found to be significant at p < [or] = .05. However there was a more moderate change in the populations' broader epistemological beliefs (EBAPS) which was supported during the final interviews. The EBAPS results: the mean gain scores for the overall score and all dimensions, except for the source of ability to learn were found to be significant at p < [or] = .05. The participants' identified the laboratory work as the most effective instructional feature followed by the post-laboratory activities. The pre-laboratory was identified as being the least effective feature. The participants suggested the laboratory work offered real-life experiences, group discussions, and teamwork which added understanding and meaning to their learning. The post-laboratory was viewed as necessary in tying all the information together and being able to see the bigger picture. What one cannot infer at this point is whether these belief changes and beliefs about laboratory instruction are enduring or whether some participants are simply more adaptable than others are to the learning environment. More research studies are needed to investigate the effects of laboratory instruction on student beliefs and understanding.

Many of the experiments available for working with probeware are aimed at the grammar school level. However, with the proliferation of more sophisticated sensors, there is an opportunity to develop experiments for chemistry-oriented vocational schools (specialization Applied Chemistry). These experiments would benefit from the advantages of the vocational school - more time available in the laboratory, better instrumentation, and a wider range of learning topics allowing for more challenging experiments. However, these would also work as advanced experiments for grammar school level chemistry education. The theoretical part discusses probeware, its use for teaching chemistry, the range of different available sensors and their advantages and disadvantages, as well as sources of available experiments, their categorization and comparison with the Framework Education Programme education topics. This thesis introduces a set of 5 different, fully developed and laboratory-validated experiments selected in accordance with the requirements of the Framework Education Programme and School Education Programme for chemistry-oriented vocational schools. In addition to the write-up of the process of their design and validation in this thesis, the annex provides developed materials for direct use in school labs,...

Thesis (MEd (Curriculum sStudies))--University of Stellenbosch, 2007. / The TRAC PAC is a micro computer-based laboratory that allows learners to collect real-time data about a particular event and then displays the information graphically. It was brought to South Africa from the United States of America in an attempt to increase the low number of learners from previously disadvantaged communities entering the Science, Engineering and Technology fields. Anecdotal evidence has shown that the TRAC PAC has not been optimally utilised in classrooms. Subsequently a TRAC laboratory was established at Stellenbosch University and hence this study, which focused on identifying factors that would contribute towards the optimal use of the TRAC PAC. A qualitative case study research method was used, which relied on different techniques to gather data on how the TRAC PAC is used in classrooms and at the TRAC laboratory. The analysis of this data was largely an intuitive process; it relied on the development of categories which provided insights on the advantages and disadvantages of using the TRAC PAC. The thesis concludes with a number of recommendations that can lead to the optimal use of the TRAC PAC. One of the findings of this study was that even grade 12 Physical Science learners lacked certain basic skills such as the ability to take accurate measurements. Addressing this lack amongst South African learners is also a priority of the National Education Department, following its adoption of an outcomes-based education approach. The design of a detailed, well structured series of activities that addresses the required educational outcomes should result in the optimal use of the TRAC PAC.

Eva Stratilová Urválková; Dissertation Thesis Title: Microcomputer-Based Laboratory in Secondary School Chemistry Education Abstract School experimental practice should reflect the real laboratory practice so that school science keeps in touch with reality. Todays laboratories are fully equipped with instrumental devices that are often presented in media, so it is necessary that students have experience also with this way of experiments. For school purposes seem suitable probeware (school experimental systems), that combine modern technology with concept of student-centered learning (eg inquiry based science education) that should successfully prepare students for lifelong learning. During recent years probeware has become one of discussed topics in Czech science education, but there has been a lack of research examining whether both teachers and pupils are prepared to accept and implement probeware into school chemistry curriculum. Almost none research has been done in field search describing the way of using the probeware and microcomputer-based laboratory in Czech school curriculum. Presented mixed method research focuses on attitudes of chemistry teachers (N = 65), pre-service chemistry teachers (N = 38) and students (N = 50) regarding attitudes to general devices and measuring devices (or probeware) to...