1 |
Report of the individualization of the teaching of selected science skills and knowledge in an elementary school classroom with materials prepared by the teacher.Baum, Ernest Abraham. January 1965 (has links)
Thesis (Ed.D.)--Teachers College, Columbia University, 1965. / Typescript; issued also on microfilm. Includes tables. Sponsor: Paul W. F. Witt. Dissertation Committee: Dwayne E. Huebner, Willard J. Jacobson. Includes bibliographical references.
|
2 |
The effect of activity-based instructional approaches in ameliorating alternative conceptions about electric circuits held by students from the national curriculum statement and the old school curriculumRankhumise, Mmushetji Petrus January 2012 (has links)
Thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, South Africa, 2012. / Science students come to class with pre-instructional ideas that may influence the
acquisition of science concepts. A basic assumption of the constructivist learning theory
is that these pre-instructional ideas should be taken into account in constructing students'
learning experiences in science classes. A number of conceptual change strategies have
been studied in order to alter unscientific (also called alternative) conceptions towards the
scientifically accepted conceptions. The challenging task of the science educator is to
select appropriate teaching strategies and techniques that will enhance learning.
This study investigated students’ alternative conceptions about electric circuits and the
effect of activity-based instructional approaches in ameliorating these alternative
conceptions. The approach took into account the prior beliefs of the students. A learning
sequence was developed, presenting a variety of learning experiences in such a way and
order that learners' alternative conceptions could progressively be changed into
scientifically accepted ones. The sequence progressed from contextual to conceptual to
formal activities. Co-operative learning, scientific enquiry, verbalisation and analogous
reasoning techniques were used to guide learners in the acquisition of scientific concepts.
The approach was based on the assertion that learners' scientific knowledge and
understanding are socially constructed through talk, activity and interaction around
meaningful problems and tools.
vi
The research population consisted of hundred (100) first-year science students enrolled
at a South African university both from the NCS and the OSC (Nated 550). The test
that served as pre- and post-test probed into learners' alternative conceptions about
electric circuits. A theoretical framework, based on activity-theory as it is applied in a
constructivist view of learning, was developed. A pre-post-test comparison group
design was followed. In particular, the pre-test helped to identify alternative
conceptions held by the students in the research sample. This was then followed by
activity-based interventions within the pedagogical aegis of OBE with a view to
alleviate the identified alternatives conceptions. These interventions were followed by a
post-test in order to ascertain the effectiveness of the interventions in alleviating the
identified alternative conceptions. Both quantitative and qualitative data were
collected. From the quantitative data, using McNemar and “t” test, the findings showed
highly statistically significant gains between the pre- and post-test scores of both the
OBE and OSC groups (p < 0, 05), thus indicating the effectiveness of the intervention.
The qualitative data showed that most of the alternative conceptions appeared to have
been alleviated, No statistically significant difference was found between the
normalised gains of OBE and OSC groups.
Keywords: alternative conceptions, conceptual change, electric circuits, activity-based
instructional approaches, teaching strategies, activity-theory
|
3 |
An evaluation of the Nigerian Integrated Science Project (NISP)Jegede, Olugbemiro Johnson January 1981 (has links)
No description available.
|
4 |
A study of students' ideas about magnetismLoftus, Martin John January 1995 (has links)
No description available.
|
5 |
Strategies and tactics of Nigerian science teachersBuseri, J. C. January 1985 (has links)
No description available.
|
6 |
The nature and teaching of science process skillsBrotherton, Peter Nigel January 1993 (has links)
No description available.
|
7 |
School and college science provision for 16-19 year old students with regard to their preparation for the world of workPhillips, C. A. January 1988 (has links)
No description available.
|
8 |
An examination of physics classroom discourse practices and the construction of gendered identities in a Kenyan secondary schoolKitetu, Catherine Betty Wawasi January 1998 (has links)
No description available.
|
9 |
From Tri-Cultural Conflict to Tri-Cultural Connection: How Successful Urban Science Educators Become Culturally ConnectedDuncan, Marlina Nicole 01 February 2010 (has links)
Urban districts suffer from a severe shortage of qualified science teachers. Therefore, many new science teachers will need to take positions in urban districts with little or no exposure to urban communities. As a result, prospective teachers find it difficult to learn how to negotiate the cultural contexts of urban teaching. Consequently, it is essential for teacher preparation programs to begin to examine the cultural contexts of urban science teaching to understand how to support the personal and professional well being of novice urban science educators. Through in-depth phenomenological interviews this research documents the experiences, perceptions, and beliefs of veteran urban science teachers and how they navigated pathways to successful teaching careers. Results focus on how the cultural levels of teacher socialization (personal, institutional, and societal) shaped their induction into the teaching profession. In addition, the analysis of the data suggests that teacher preparation programs need to be reconceptualized to include a specific focus on culturally relevant and responsive pedagogy, teacher identity development, and how to develop community networks and connections. This restructuring is key for novice urban teachers to either increase their cultural sensitivity, or align their own cultural belief systems in-order to develop the necessary skill set to become successful urban science teachers.
|
10 |
Cameroon's Anglophone and Francophone second cycle physics courses : towards a common approachNji Tima, Richard Anthony January 1995 (has links)
No description available.
|
Page generated in 0.0318 seconds