A RESEARCH REPORT submitted in partial fulfilment of the requirements for the degree of MASTER OF SCIENCE in the SCHOOL OF SCIENCE EDUCATION of the UNIVERSITY OF THE WITWATERSRAND / This study was designed to investigate beliefs of Physics Teachers, in Lesotho, about Physics and Physics teaching and their awareness of students' alternative conceptions. The study used three questionnaires as its research tools. The first questionnaire investigated beliefs of teachers about Physics concepts, particularly electromagnetism, and the teaching of those concepts. An 'index of agreement' was calculated to determine the tendency of responses. The second queatlonnalre investigated teachers' awareness of students' alternative conceptions, while the third investigated Students' alternative conceptlons. Teachers' predictions are compared with the students' answers. The study shows some teachers having beliefs which can be grouped into two categories, namely constructlvlsts and empiricists. There is however no clear separation between the two categories. The study also shows that some teachers are not aware of students' alternative conceptlons, while some teachers had the same alternative conceptions as students, / Andrew Chakane 2019

Li She Chai. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves 60-64.

by Chung Chuen Ming. / Added t.p. in Chinese and English. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references (leaves 86-94). / ACKNOWLEDGMENTS --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES V --- p.ii / LIST OF FIGURES --- p.ix / Chapter 1 --- INTRODUCTION / Chapter 1.1 --- Statement of the problem --- p.1 / Chapter 1.2 --- Significance of the study --- p.5 / Chapter 2 --- REVIEW OF LITERATURE / Chapter 2.1 --- Literature related to students' misconceptions --- p.6 / Chapter 2.2 --- Literature related to problem solving --- p.9 / Chapter 2.3 --- Literature related to differences between experts and novices --- p.12 / Chapter 2.4 --- Literature related to teaching problem solving --- p.17 / Chapter 2.5 --- Literature related to qualitative reasoning --- p.23 / Chapter 2.6 --- Literature related to protocol analysis in problem solving --- p.25 / Chapter 3 --- METHODOLOGY / Chapter 3.1 --- Theoretical framework --- p.27 / Chapter 3.2 --- Definitions --- p.38 / Chapter 3.3 --- Hypotheses --- p.40 / Chapter 3.4 --- Design --- p.41 / Chapter 3.5 --- Subjects --- p.41 / Chapter 3.6 --- Instructional materials --- p.43 / Chapter 3.7 --- Instruments --- p.47 / Chapter 3.8 --- Procedure --- p.47 / Chapter 3.9 --- Data analysis --- p.48 / Chapter 4 --- RESULTS AND DISCUSSION / Chapter 4.1 --- Reliability of instruments --- p.50 / Chapter 4.2 --- Effects of qualitative instruction --- p.51 / Chapter 4.3 --- Analysis of problem solving protocols --- p.65 / Chapter 5 --- "SUMMARY, CONCLUSIONS AND RECOMMENDATIONS" / Chapter 5.1 --- Summary of findings --- p.76 / Chapter 5.2 --- Conclusions --- p.79 / Chapter 5.3 --- Limitations of the study --- p.82 / Chapter 5.4 --- Recommendations --- p.83 / BIBLIOGRAPHY --- p.86 / APPENDICES / Chapter Appendix A : --- Selected comments on students' performance in H. K. Certificate Examination Physics I --- p.95 / Chapter Appendix B : --- Statistics of problems and examples in selected textbooks --- p.96 / Chapter Appendix C : --- Instructional materials and steps of remedial lessons1-6 --- p.97 / Chapter Appendix D : --- Problem solving achievement test --- p.200 / Chapter Appendix E : --- Marking scheme of problem solving achievement test --- p.203 / Chapter Appendix F : --- Practice and test items in computer tool and answers --- p.205 / Chapter Appendix G : --- Problem solving protocols --- p.213

Chu Wing Shan Vikki. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 132-133). / Text in English; abstracts in English and Chinese. / Chu Wing Shan Vikki. / Abstract --- p.i / Abstract (Chinese version) --- p.ii / Acknowledgements --- p.iii / Table of Contents --- p.iv / List of figures --- p.vi / List of tables --- p.vii / Chapter 1. --- Introduction --- p.1 / Chapter 2. --- The method of evaluation --- p.14 / Chapter 2.1 --- Context-based Teaching materials --- p.14 / Chapter 2.2 --- Details of the evaluation --- p.21 / Chapter 2.3 --- Lesson plans of the sessions taught by the author --- p.32 / Chapter 3. --- Results of the tryouts I --- p.32 / Chapter 3.1 --- Students' opinions --- p.33 / Chapter 3.1.1 --- Data analysis --- p.33 / Chapter 3.1.2 --- Free comments --- p.40 / Chapter 3.2 --- Teachers' opinions --- p.48 / Chapter 3.3 --- Conclusion --- p.59 / Chapter 4. --- Results of the tryouts II --- p.61 / Chapter 4.1 --- Students' opinions --- p.62 / Chapter 4.1.1 --- Data analysis --- p.62 / Chapter 4.1.2 --- Free comments --- p.70 / Chapter 4.2 --- Comparison of response for students involved in both try-outs --- p.77 / Chapter 4.3 --- Teachers' opinions --- p.84 / Chapter 4.4 --- Conclusion --- p.91 / Chapter 5. --- Preparation of teaching materials --- p.93 / Chapter 5.1 --- Procedure of preparing teaching materials --- p.93 / Chapter 5.1.1 --- Example of lesson plan of teaching momentum --- p.97 / Chapter 5.2 --- Discussion --- p.104 / Chapter 6. --- Discussion and Conclusion --- p.106 / Appendix A Teaching materials (CD ROM) --- p.112 / Appendix B Questionnaire (Chinese version) --- p.113 / Appendix C Teaching notes on the topic of optics --- p.120 / Bibliography --- p.134

Chung Ka Man = 情境教學法在香港中學物理的教學與學習 / 鍾嘉敏. / Thesis submitted in: July 2003. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 124-125). / Text in English; abstracts in English and Chinese. / Chung Ka Man = Qing jing jiao xue fa zai Xianggang zhong xue wu li de jiao xue yu xue xi / Zhong Jiamin. / Abstract --- p.i / Abstract (Chinese version) --- p.ii / Acknowledgements --- p.iii / Table of Contents --- p.iv / List of figures --- p.vi / List of tables --- p.vii / Chapter 1. --- Introduction --- p.1 / Chapter 1.1 --- Background of the study --- p.1 / Chapter 1.2 --- Purpose of the study --- p.2 / Chapter 1.3 --- Significance of the study --- p.3 / Chapter 2. --- Review of Related Literature --- p.7 / Chapter 2.1 --- Emergence of Contextual Teaching and Learning Approach --- p.7 / Chapter 2.2 --- Characteristics of Contextual Approach --- p.9 / Chapter 2.3 --- Pros and cons of contextual teaching approach --- p.10 / Chapter 2.4 --- Comparison between traditional and contextual teaching --- p.12 / Chapter 2.4.1 --- Contents --- p.12 / Chapter 2.4.2 --- Assessment --- p.13 / Chapter 2.5 --- Physics Curriculum in Foreign Countries --- p.15 / Chapter 2.5.1 --- Physics curriculum in The Netherlands --- p.15 / Chapter 2.5.2 --- Physics curriculum in United Kingdom --- p.16 / Chapter 2.5.3 --- Physics curriculum in other Asian countries --- p.18 / Chapter 3. --- The S4-5 Physics Curriculum in Hong Kong --- p.20 / Chapter 3.1 --- Background on the development of the physics syllabus --- p.20 / Chapter 3.2 --- Reasons for revising the current physics curriculum --- p.21 / Chapter 3.3 --- Development of the revised curriculum --- p.27 / Chapter 3.4 --- Reasons for encouraging the use of contextual learning and teaching approach --- p.28 / Chapter 3.5 --- An interview with an experienced curriculum developer --- p.29 / Chapter 3.6 --- Discussion on the use of contextual teaching approach in Hong Kong Physics Curriculum --- p.35 / Chapter 4. --- Collection of Resources --- p.37 / Chapter 4.1 --- Aims of developing the resource collection --- p.37 / Chapter 4.2 --- Sorting of information --- p.39 / Collection of Resource: Contextual learning and teaching of high-school physics --- p.44 / Chapter 5. --- Example of Teaching Materials --- p.81 / Activity 1. Thermometers and their calibration --- p.84 / Activity 2. French Fries --- p.92 / Activity 3. Mixing hot water with cold water --- p.95 / Activity 4 How does a vacuum flask work? --- p.101 / Activity 5 Change of State --- p.106 / Activity 6 Mixing drink with ice - getting at a target temperature --- p.108 / Activity 7 Cooling by evaporation --- p.112 / Chapter 6. --- Discussion and Conclusion --- p.114 / Appendix A Questionnaire on the Evaluation of the S4-5 Physics --- p.118 / SyllabusBibliography --- p.124

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Abstract not available

No description available.

The introduction of the new Physical Science curriculum in South Africa in 2006 has created challenges for physical science teachers and curriculum developers, including tertiary science educators. The curriculum recommends that the Nature of Science (NOS) has to be taught in an integrated manner in physical science lessons. In addition approximately one-third of all questions in class tests and examinations should be on NOS. Studies that were conducted nationally and internationally have shown that most science teachers‟ have inadequate views of NOS. This study, in particular, looks at post- graduate physical science teachers‟ knowledge and classroom practice of the Nature of Science in KwaZulu-Natal. Data was collected using a NOS questionnaire by a group of 38 FET physical science and life science teachers who had completed an honours module in NOS. Part of this module included the history and philosophy of science in classroom lessons, indigenous knowledge, and science and culture. Four physical science volunteers were then selected for in-depth classroom observations and interviews. This formed the main data for the study with fieldwork carried out in teachers‟ classrooms. Results indicated that postgraduate science teachers have an adequate understanding of NOS, mainly as a result of having completed modules covering NOS objectives, history of science and philosophy of science. Furthermore, evidence confirms that these teachers made positive attempts to plan and teach for the achievement of the NOS objectives during physical science class lessons and used materials and references from their post-graduate programmes. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.