Spelling suggestions: "subject:"batural bcience"" "subject:"batural escience""
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Structural and Magnetic Properties of the Glass-Forming Alloy Nd60Fe30Al10 / Mikrostrukturelle und magnetische Eigenschaften der glasbildenden Legierung Nd60Fe30Al10Bracchi, Alberto 18 November 2004 (has links)
No description available.
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Taxonomic revision of the genus <Sticherus> (Gleicheniaceae - Pteridophyta) in the Neotropics / Revisión Taxonómica del género <Sticherus> (Gleicheniaceae - Pteridophyta) en el NeotrópicoGonzales Rocabado, María Jasivia 02 July 2003 (has links)
No description available.
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Cyclopentadienyl Free Compounds of p, d, and f Elements / Cyclopentadienyl freie Komplexe von p, d und f ElementenNeculai, Dante 08 May 2003 (has links)
No description available.
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Transcriptional Regulation and Differentiation in Saccharomyces and Aspergillus: jlbA, RPS26, and ARO3/4 / Transkriptionelle Regulation und Differzierung in Saccharomyces und Aspergillus: jlbA, RPS26, and ARO3/4Strittmatter, Axel 06 May 2003 (has links)
No description available.
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Walddynamik in Mischwäldern des Nationalparks Hainich / Forest Dynamics and Species Interaction in a mixed broad-leaved Forest in the Nationalpark Hainich (Thuringia)Frech, Annika 03 May 2006 (has links)
No description available.
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Characteristic classes of vector bundles with extra structure / Charakteristische Klassen von Vektorbündeln mit ZusatzstrukturRahm, Alexander 27 February 2007 (has links)
No description available.
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The value, place and method of teaching natural science in the foundation phaseBosman, Linda 31 March 2006 (has links)
ABSTRACT
The study aims at establishing whether Foundation Phase schooling provides a proper
foundation for the promotion of scientific literacy. Natural Science in the Foundation
Phase is understood as scientific knowledge, process skills, and values and attitudes,
which together should foster scientific literacy. Influential perspectives on learning, and
teaching methods appropriate to Natural Science education in the Foundation Phase,
are reviewed, and the Natural Science Learning Area in the RNCS discussed in the
context of global trends in curriculum development. Finally the findings of an empirical
survey on the perceptions of Foundation Phase teachers with regard to Natural Science
teaching and learning, are presented.
Major findings include the following: (1) Scientific literacy is currently not a curriculum
priority in the Foundation Phase, due mainly to meagre time allocation and lack of
applicable Learning Outcomes. (2) Although teachers appear predominantly positive
towards the Learning Area, significant shortcomings need to be addressed before
Natural Science teaching in the Foundation Phase may claim to provide the required
basis for promoting scientific literacy.
OPSOMMING
Die studie poog om vas te stel of Grondslagfase-onderrig `n geskikte basis lê vir die
bevordering van wetenskaplike geletterdheid. Natuurwetenskappe in die Grondslagfase
word beskou as `n kombinasie van wetenskaplike kennis, prosesvaardighede, en waardes en ingesteldhede, wat gesamentlik wetenskaplike geletterdheid ten doel het. Invloedryke perspektiewe op leer, en gepaste onderrigmetodes vir die effektiewe fasilitering van Natuurwetenskappe-onderrig in die Grondslagfase word onder die loep geneem voordat die Natuurwetenskappe-leerarea in die Hersiene Nasionale Kurrikulumverklaring bespreek word binne die konteks van wêreldwye neigings in
kurrikulumontwikkeling. Laastens rapporterr die studie die bevindinge van `n empiriese
ondersoek na die persepsies van Grondslagfase-onderwysers rakende Natuurwetenskaponderrig
en -leer. Belangrike bevinding sluit in: (1) Die bevordering van wetenskaplike geletterdheid word
nie as kurrikulumprioriteit in die Grondslagfase beskou word nie, soos blyk uit die karige
toedeling van tyd en aantal leeruitkomste aan die Natuurwetenskappe-leerarea op hierdie vlak. (2) Alhoewel onderwysers se persepsies rakende Natuurwetenskaponderrig en -leer oorwegend positief blyk te wees, is daar ernstige tekortkominge wat aangespreek moet word voordat Natuurwetenskappe-onderrig in die Grondslagfase die vereiste grondslag sal kan lê vir die bevordering van wetenskaplike geletterdheid. / Educational Studies / M.Ed.
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Grade 12 life science: a factor in the academic achievement in biological and natural science in basic nursingNdwambi, Onica Mankebe 11 1900 (has links)
The funding regimens of Higher education institutions (HEIs) present a challenge to every institution. It is expected that students who are selected to register for degrees or diplomas must be successful and obtain their qualifications in the minimum time required to ensure optimum subsidy for the institution. The throughput rates in higher education institutions remains of serious concern and emphasis on the selection criteria or prerequisites to enter a specific programme might be a possible factor in the throughput rates of students.
The aim of this study was to identify and describe whether basic nursing students who passed Grade 12 Biology, currently referred to as Life Science, with at least 50% was a factor in the successful completion of the Biological and Natural Science module (BNS 100) in their first year.
A quantitative research study was conducted in one government nursing college, Gauteng province in Tshwane region in South Africa. A checklist was used to collect data from the 2014 first-year student records and a questionnaire was used to collect data from the 2015 second-year students. No sampling was done since all the 2014 first-year students’ admission records were accessed for data collection and all the available second-year students of 2015 were invited to participate.
The findings revealed that background knowledge of Grade 12 Life Science and English language proficiency could be associated with the academic performance in the BNS100 module of the basic nursing students. The findings might be used to make recommendations for possible prerequisites for entry into a nursing programme as well as to support students’ education and training to ensure a reduction in student attrition rates and improve the shortage of nurses.
The findings motivated the researcher to recommend that the college under study, and other HIEs with similar concerns and student profiles should revise the selection and recruitment criteria for students to enter the basic nursing programme. This might contribute to selecting the correct prospective candidates who would have a better chance of completing their basic training in the four-year time as the expected period to complete the programme. / Health Studies / M.A. (Health Studies)
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Curriculum 2005 assessment policy and its implementation in grade 9 in the Limpopo ProvinceThomas, Solly 08 1900 (has links)
The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made. / Educational Studies / M.Ed. (Education Management)
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The efficacy of co-teaching grade 9 science learners at an international school in Nairobi / Efficacy of co-teaching grade nine science learners at an international school in NairobiHenderson, Linda 11 1900 (has links)
A case study using a phenomenological approach was carried out to determine how effective and enduring learning is for two diverse groups of grade 9 natural science learners when delivered through a collaborative co-teaching approach involving a high school science teacher and a special needs teacher.
Even though the findings of this research indicate that the co-taught sessions did not significantly affect the learners’ test results, the majority of the learners reported very positive perceptions of co-teaching. From the findings the main benefits for the learners included an improvement in their understanding of learning styles and associated study skills, increased contact time with the teachers, and the benefit of another teacher’s expertise in the classroom. The researcher found the co-teaching approach yielded a clearer focus on the individual learning styles, new strategies for differentiation, and a positive teaching experience. / Science and Technology Education / M. Ed. (Natural Science Education)
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