This thesis is a history of science education reform in Ontario, from 1880 to 1940. It examines successive eras of science education reform in secondary (pre-university) schools, including the rise of laboratory science; the spread of general science programs; and efforts to teach science “humanistically.” This research considers the rhetorical strategies employed by scientists and educators to persuade educational policymakers and the public about the value and purpose of science education. Their efforts hinged in large part on building a moral framework for school science, which they promoted an essential stimulus to students’ mental development and a check on the emotive influence of literature and the arts. These developments are placed in international context by examining how educational movements conceived in other places, especially the United States and Britain, were filtered and transformed in the distinct educational context of Ontario. Finally, the sometimes-blurry boundaries between “academic” science education and technical education are explored, most notably in Ontario in the late nineteenth century, when science education was undergoing a rapid, driven expansion in the province’s high schools. This research contributes to a relatively recent body of literature that promotes a greater appreciation of pre-college science education – an area that has often been overlooked in favour of higher education and the training of specialists – as an important window onto the public perception of science.

This thesis is a history of science education reform in Ontario, from 1880 to 1940. It examines successive eras of science education reform in secondary (pre-university) schools, including the rise of laboratory science; the spread of general science programs; and efforts to teach science “humanistically.” This research considers the rhetorical strategies employed by scientists and educators to persuade educational policymakers and the public about the value and purpose of science education. Their efforts hinged in large part on building a moral framework for school science, which they promoted an essential stimulus to students’ mental development and a check on the emotive influence of literature and the arts. These developments are placed in international context by examining how educational movements conceived in other places, especially the United States and Britain, were filtered and transformed in the distinct educational context of Ontario. Finally, the sometimes-blurry boundaries between “academic” science education and technical education are explored, most notably in Ontario in the late nineteenth century, when science education was undergoing a rapid, driven expansion in the province’s high schools. This research contributes to a relatively recent body of literature that promotes a greater appreciation of pre-college science education – an area that has often been overlooked in favour of higher education and the training of specialists – as an important window onto the public perception of science.

Aufbauend auf einer Darstellung des Forschungsstandes des Themas Fachsprache im Physikunterricht werden Lehrbuchtexte auf ihre Verwendung von Fachsprache und Alltagssprache analysiert. Neben dem sprachwissenschaftlichen Blick auf die Fachsprache als Varietät, die den besonderen Anforderungen der Wissenschaftskommunikation genügen muss, und ihren daraus resultierenden Eigenschaften und Merkmalen in Syntax und Lexik, wird der Wortschatz der Elektrizitätslehre etymologisch mit Blick auf mögliche Lernschwierigkeiten präsentiert und es wird der physikdidaktische Diskurs zur Stellung der Fachsprache im Unterricht wiedergegeben. Die Analyse beinhaltet quantitative Auswertungen der Texte hinsichtlich bestimmter fachsprachlicher Merkmale und eine Beurteilung der Verständlichkeit der Texte im Rahmen des Hamburger Verständlichkeitsmodells.

This study was designed to investigate the roles of gender and learning styles on tenth grade students&amp / #8217 / kinematics graphing skills. The study was conducted in 14 representative cities throughout seven different geographical regions over Turkey with a total of 989 tenth grade students in last four weeks of the spring semester of 2002-2003 school year. Findings of the kinematics graphing skills test indicated that general performances of the students were very low and many students have difficulties in interpreting kinematics graphs. When the data were analyzed using Analysis of Covariance (ANCOVA), while controlling the effects of students&amp / #8217 / age, previous physics course grades and previous mathematics course grades, the results indicate that there was no significant difference among the kinematics graphing skills test scores of students having different learning styles. Similarly, no significant difference was found between the kinematics graphing skills test scores of female and male students. However, a significant interaction was observed between gender and learning styles on students&amp / #8217 / kinematics graphing skills test scores. The most common learning style type was assimilator for the participants of this study. Accommodator female students&amp / #8217 / kinematics graphing skills test scores were higher than that of female students having other learning styles and converger male students&amp / #8217 / kinematics graphing skills test scores were higher than that of male students having other learning styles on kinematics graphing skills test. Bivariate correlations revealed significant positive correlations between students previous physics course grades, previous mathematics course grades, and age and their kinematics graphing skills test scores.

This study aimed to explore the self-estimated intelligence dimensions of seventh and tenth grade students, and the effect of grade level, gender, age, socio economic status (SES), physics/science achievement, and branch in school (science-math/literature-math/social sciences-literature) on these dimensions. In this study a Multiple Intelligence Inventory was used as measuring instrument. The study was conducted in randomly selected 26 elementary and 7 high schools throughout &Ccedil / ankaya, Ke&ccedil / i&ouml / ren and Yenimahalle districts of Ankara with a total of 3721 seventh and tenth grade students in fall 2003-2004 semester. The data obtained from the administration of the measuring instrument were analyzed by using multivariate analysis of variance (MANOVA) and bivariate correlations. Results indicated that most dominant intelligence of seventh, tenth, and all students was the interpersonal intelligence according to their self-perceptions. Results of the statistical analyses indicated that grade level of students had a significant effect on their self-estimated intelligence dimensions. Strengths and weakness of the students vary according to their grade level. Also, significant differences found in female and male students&amp / #65533 / self-estimated intelligence dimensions for both two different grade levels, and tenth grade students coming from three different branches. Bivariate correlations revealed low positive correlations between science achievement and interpersonal intelligence of seventh graders.

This study aimed to explore the effectiveness one of the interactive engagement method which is peer instruction enriched by concept test on students&#039 / achievement and attitudes toward physics. In this study two types of teaching were used. These are / (1) Peer Instruction enriched by concept test, and (2) Traditional Instruction. For this study, Physics Attitude Test (PAT), Physics Achievement Test (PACT), Observation Checklist (OC), Teaching/Learning Materials were developed. Physics Attitude Test, Physics Achievement Test and Observation Checklist were used as measuring tools. The PACT and PAT were used to assess students&#039 / achievement and their attitudes toward Newton&#039 / s Laws of Motion respectively. The OC was used for treatment verification. The PACT was developed by the help of the findings from the literature. The OC was developed by the researcher. The PAT was adapted from TaSlidere&#039 / s thesis. This study was conducted with 3 teachers, 6 classes and total of 192 10th grade students in the public high schools at Yenimahalle district of Ankara in the fall semester of 2002-2003 academic years. For each teacher, 2 classes were used in the study. The teachers were trained for how to implement Peer Instruction in the classroom. Students from 3 classes participated in Traditional Instruction group and referred as control group, whereas the other 3 classes instructed by Peer Instruction referred as experimental group. The PAT and PACT were applied twice as pre-test and after a three-week treatment period as a post-test to both groups to assess and compare the effectiveness of two different types of teaching utilized in physics course. The data obtained from the administration of post-tests were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). The statistical results indicated that Peer Instruction was more effective than Traditional Instruction. Whereas the statistical analysis failed to show a significant differences between the experimental and control groups attitudes toward physics.

Science education should teach students to critically evaluate new information. Students have difficulties making connections among graphs of variables, physical concepts and the real world and often perceive graphs as a picture. Calculator Based Laboratories (CBL) provide immediately available calculator drawn graphics of objects in motion. Up to date effectiveness of microcomputers are evaluated but there are few studies on the use of CBL, which are feasible, easy to use, portable and cheap with respect to microcomputers. In this study we want to find out the effectiveness of CBL method on the graphical interpretation of kinematical concepts in physics at METU teacher candidates. Data will be analyzed with SPSS for Windows program. The study carried out 2002 &ndash / 2003 Spring Semester at Education Faculty in METU. 32 students from two classes were involved in the study. All students administered TUG-K (Test of Understanding Graphs &ndash / Kinematics) before and after the CBL activities. The data obtained from the administration of the pretests and the posttest were analyzed statistical technique of Paired Samples T Test. The statistical analysis failed to show any significant difference in the students&rsquo / understandings of kinematics graphs.

Title from first page of PDF document. Includes bibliographical references (p. 57-58).

Submitted by ANTONIO DA SILVA MENDONÇA null (tonymendoncinha@hotmail.com) on 2016-01-22T03:29:34Z No. of bitstreams: 1 Dissertação de Mestrado_Antonio da Silva Mendonça.pdf: 2601605 bytes, checksum: 562d719c1ce663f9c2b34cf6b05642aa (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-01-25T15:20:03Z (GMT) No. of bitstreams: 1 mendonça_as_me_prud_par.pdf: 1006886 bytes, checksum: d88f93543cb3408b57b645b74eb6920f (MD5) / Made available in DSpace on 2016-01-25T15:20:03Z (GMT). No. of bitstreams: 1 mendonça_as_me_prud_par.pdf: 1006886 bytes, checksum: d88f93543cb3408b57b645b74eb6920f (MD5) Previous issue date: 2015-12-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Cada vez mais professores do Ensino Médio se deparam com desafios em sua rotina de como de ensinar Física para pessoas com deficiência visual. O processo de inclusão vem crescendo, mas não tem sido acompanhado pela devida formação desses profissionais, que na maioria das vezes, não sabem como lidar e desenvolver atividades diversificadas que, de fato, incluam esse público no ambiente escolar. A inclusão é uma tarefa complexa que vai muito além de manter alunos cegos ou com baixa visão nas salas regulares convivendo com os demais alunos. Segundo alguns referenciais é possível ensinar Física a alunos deficientes visuais, desde que algumas precauções sejam tomadas, como o uso de adaptações em equipamentos que levem o aluno deficiente a construir significado daquilo que está sendo estudado através de outros sentidos como, por exemplo, o tato. O desenvolvimento de metodologias alternativas para o ensino de alunos cegos ou com baixa visão é muito importante para a melhoria da qualidade do ensino oferecido. Sendo assim, este estudo visa através de entrevistas intermediadas por questionários inicial e final, saber o que alunos com deficiência visual pensam e avaliam dos materiais (maquetes) construída com materiais de fácil acesso para trabalharem as Leis de Kepler. Nesse sentido, o objetivo desta Dissertação de Mestrado está relacionado à avaliação que os alunos com deficiência visual podem fazer dos materiais construídos, saber deles se os materiais são perceptivos, se são acessíveis tatilmente, se as dimensões são adequadas e se os conceitos podem ser construídos com auxílio da maquete. / More and more high school teachers are faced with challenges in their routine on physics teaching to people with visual impairment. The inclusion process is growing, but has not been accompanied by proper formation of these professionals who most often do not know how to handle and develop diversified activities that, in fact, include this public in the school environment. Inclusion is a complex task that goes far beyond keeping blind or low vision students in regular rooms in getting along with other students. According to some references it is possible to teach Physics to visually impaired students, as long as certain precautions are taken, such as using adaptations in equipment that take the visually impaired student to construct meaning of what is being studied by other senses, for example, the tact. In this sense, the development of alternative methodologies for teaching blind students and low vision is very important for improving the quality of education offered. Thus, this study aims through interviews carried out through initial and final questionnaires, know what students with visual impairment think and evaluate about the materials (models) built with easily and accessible materials to work Kepler's Laws. In this sense, the objective of this Master's Dissertation is related to the assessment that students with visual impairments can make about the materials built, know them if the materials are perceptive, if they are accessible tactually, if the dimensions are adequate and if the concepts can be constructed with model’s help.

Nesse trabalho foi produzido um minicurso de Cinemática com ênfase em interpretação de gráficos. Foram elaboradas seis Videoaulas que abrangeram conceitos básicos da Cinemática tais como referencial, posição, deslocamento, velocidade e aceleração. Utilizou-se testes iniciais e finais de interpretação de gráficos da cinemática para verificar se houve ganho de aprendizagem por parte dos alunos após cursarem o minicurso. A aplicação desse material ocorreu em um site particular, mas pode ser adaptado a outros ambientes de ensino como o Moodle, por exemplo. Nessa aplicação, no site do minicurso de Cinemática, houve um questionário inicial no qual traçou-se um perfil dos participantes, um teste inicial sobre interpretação de gráficos, as seis Videoaulas, um teste final sobre interpretação de gráficos e um questionário final. As Videoaulas foram elaboradas à luz da teoria da aprendizagem significativa de David Ausubel e dos pressupostos pedagógicos e técnicos de Jack Koumi para a produção de vídeos didáticos. Ambos referenciais orientaram o processo de construção dos vídeos no que tange aos cuidados pedagógicos e técnicos de uma produção audiovisual voltada para o ensino. O resultado da aplicação mostrou-se favorável ao uso do minicurso de Cinemática, pois houve um ganho de 36% entre os testes inicial e final com o uso das Videoaulas. Entretanto, apenas uma parcela menor do total de inscritos no minicurso concluiu todas as atividades propostas. Os comentários finais do feedback mostraram que a maioria aprovou o minicurso e recomendaria aos seus colegas, mas ainda preferem aulas presenciais, pois podem sanar suas dúvidas diretamente com o professor. / In this work was produced a kinematics mini course focused on graphics interpretation. It was created six video lessons covering basics such as framework, position, velocity and acceleration. A private website was used as an application platform for the mini course. Initial and Final tests of understanding graphs in kinematics were applied to assess the learning gain achieved by the students after the teaching activities. A questionnaire, to establish the profile of the students, and a feedback questionnaire at the end of the mini course, to gather the students impressions about the video lessons, were also applied. The video lessons were construct based on the principles of the Ausubel’s meaningful learning theory and the recommendations of Koumi about technicalities of filming instructional videos. The group composed of the students that watched all the videos, and answered the initial and final tests (29 of 212 enrolled), obtained an average normalized gain of 0.36. The results of the feedback questionnaire point out for a high appreciation of the mini course by the students, however, they still prefer to meet the teacher in class for the lessons.