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Learning basic electrical concepts with models and analogies using a multimedia packageKavogli, Zoe Zoni January 1998 (has links)
No description available.
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A qualitative study of pre-service teachers using co-teaching as a method to understand scientific process skills to teach inquiryMcCain, Jennifer Carter. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains ix, 122 p. Vita. Includes abstract. Includes bibliographical references (p. 102-108).
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The relative effectiveness of the use of static and dynamic mechanical models in teaching elementary school children the theoretical concept the particle nature of matter.Ziegler, Robert Edward, January 1967 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. Includes bibliographical references.
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Sobre a percepção do movimento da Terra em Galileu : o referencial de movimento e o ensino de ciências /Gução, Maria Fernanda Bianco. January 2012 (has links)
Orientador: Marcelo Carbone Carneiro / Banca: Carlos Arthur Ribeiro do Nascimento / Banca: João José Caluzi / Resumo: A inclusão da história da ciência no ensino é hoje alvo de intensa discussão no meio acadêmico, haja vista os inúmeros estudos realizados que apontam para a real contribuição que esta abordagem pode ter no entendimento do conhecimento científico. A ciência galileana é, para nós, um exemplo que pode ser explorado de maneira frutífera neste âmbito e dá subsídios para diferentes discussões. No presente trabalho analisamos o Diálogo sobre os dois máximos sistemas de mundo ptolomaico e copernicano, de Galileu Galilei, sob a perspectiva científica e filosófica com o objetivo de discutir as suas possíveis contribuições para o entendimento de ciência e de historiografia da ciência, mais especificamente, de movimento e de referencial de movimento por meio da discussão sobre os modelos de sistema de mundo proposto deste a antiguidade até o sec. XVII. Além disso, apresentamos parte da historiografia galileana com as leituras de Alexandre Koyré, Paul Feyerabend e Maurice Clavelin. Focamos nossa discussão no ensino superior, pensando em sua relevância para a formação do futuro professor de física / Abstract: The inclusion of history of science in teaching today is the subject of intense debate in the academy, given the numerous studies that point to the real contribution that this approach may have the understanding of scientific knowledge. The Galilean science is for us an example that can be fruitfully explored this area and given rants to various discussions. In this paper we analyze the Dialogue on the Two World Systems Ptolemaic and Copernican, Galileo Galilei, in the philosophical and scientifc perspective in order to discuss their possible contributions to the understanding of science and historiography of science, more specifically, movement referential through the discussion on standardized system propostos world from antiquy to the sec. XVII. In addition, we present part of historiography with the Galilean readings Alexandre Koyré, Maurice and Paul Feyerabend Clavelin. We focus our discussion on higher education, considering its relavance to the education of future teachers of physics / Mestre
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An investigation into the attainment of spatial concepts by university science studentsRochford, Kevin January 1984 (has links)
Bibliography : pages 209-222. / This investigation sought answers to three main questions 1. Irrespective of level of performance in undergraduate anatomy, descriptive astronomy or engineering drawing, do students with poor spatial visualization ability significantly under-achieve in university class examinations in these subjects relative to their spatially competent peers? If this is the case: 2. Can a battery of spatial exercises be employed to diagnose severe three-dimensional impairment amongst students failing in anatomy, descriptive astronomy and engineering drawing and, if so, what is the optimum composition of such a battery? 3. For the purposes of counselling and possible remedial teaching, at which stage during a course of university study should failing students be tested for suspected spatial ineptitude? The investigation from 1980 to 1983 involved four populations of anatomy students, three populations of astronomy students, one year of engineering students and one group of clinical remedial mathematics students. The academic performances of 1126 students were monitored during this period, and 621 of these students were singled out for special measurement of spatial achievement in their academic subjects.
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Incorporating technology into the Lesotho science curriculum: investigating the gap between the intended and the implemented curriculum.Ntoi, Litšabako January 2007 (has links)
<p>The inclusion of technology in the school curriculum has been a concern in many countries following the 1990 Jomtien World Conference on Education for ALL (Jenkins, 1996). However, there are different perspectives and views about technology education. As a result technology has been included in the school curriculum in varied ways.</p>
<p><br />
In recognition of the importance of technology in economic development, Lesotho has attempted to include technology in the school curriculum by incorporating science and technology. This study evaluated the Lesotho science curriculum which incorporates technology. The evaluation study is based on the framework first proposed by Stake (1967). Stake&rsquo / s model addresses the relationship between the intended curriculum and the implemented curriculum (Stenhouse, 1988). In this study the intended curriculum is defined as the curriculum plan as depicted in the curriculum materials such as the syllabus, the examinations questions papers and the textbook which was used as an exemplary material for teaching the science-technology curriculum. The implemented curriculum is viewed as what actually happened at school level as teachers tried to interpret the curriculum developer&rsquo / s plan. Although Stake&rsquo / s model served as a guide in the collection and analysis of empirical data, other theoretical areas supported it. These included Gardner&rsquo / s (1990) approaches to the incorporation of science and technology / the constant comparative approach (Merriam, 1998) / and some aspects of curriculum theory, particularly curriculum development and curriculum evaluation as espoused in the works of certain scholars (e.g. Ornstein and Hunkins, 2004 / Stenhouse, 1988). The study was designed as a multiple-site case study (Merriam, 1998). The sites where in-depth study of the implemented curriculum was done were four high schools in Lesotho. The intended curriculum was mainly examined by analysing the curriculum materials such as the syllabus, the examinations question paper and the textbook. The methods that were used for collecting the data were interviews, classroom observations, document analysis, and the achievement tests.</p>
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The teaching of science in a primary school : a case studyRooney, Barbara A., n/a January 1995 (has links)
The 'Discipline Review of Teacher Education in Mathematics and Science' (Department
of Employment, Education and Training, 1989, p 81) concludes that science in primary
schools is in a state of crisis. This finding is not new as there have been concerns about
primary school science for many years. It is likely that one of the reasons why the
problem remains could relate to the attitudes and beliefs that teachers hold about the
subject and its importance in the primary school curriculum.
Another reason put forward relates to the limited background experiences in science of
many primary school teachers. In particular, their knowledge of content matter and
strategies for teaching the subject is limited. As a consequence, many primary teachers
do not feel confident to teach science so they avoid it or teach only units with which they
are familiar. This leads to inconsistent science teaching and an ineffective science
curriculum in many primary schools.
The research question, What factors influence the teaching of science in a primary
school?' is investigated through a case study of a primary school. Teachers' attitudes to,
and beliefs about, the subject are explored in relation to their background experiences,
teacher education and knowledge of science. How these factors influence their
classroom teaching is explored through the context of the physical environment and
culture of the school, the culture of teaching and the instructional leadership of the
principal.
The case study is based on information obtained from teacher surveys and interviews,
journal entries and school documents. A typology which helps clarify factors influencing
the teaching of science is developed. It provides insight into the problems of teaching
the subject and how they may be addressed. A case study of the principal adds to the
typology by providing the principal's perspective of science in the school.
It is likely that the school featured in the case study is representative of many primary
schools. The findings and recommendations may therefore have wider implications and
may contribute to more effective teaching of science in many primary schools.
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Young children's understanding of science in 4 domains and its development through a constructivist approach to teachingOsborne, Jonathan Francis January 1994 (has links)
No description available.
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Preservice Elementary Teachers' / Science Knowledge, Attitude Toward Science Teaching And Their Efficacy Beliefs Regarding Science TeachingSarikaya, Hilal 01 September 2004 (has links) (PDF)
This study intended to explore preservice elementary teachers&rsquo / science
knowledge level, attitude toward science teaching and their efficacy beliefs regarding
science teaching. In addition, the contribution of science knowledge level and
attitudes toward science teaching on Turkish preservice elementary teachers&rsquo / efficacy
beliefs was investigated.
The present study was conducted at the end of the spring semester of 2003-
2004 academic year with a total number of 750 (n=531 females / n=216 males / and
n=3 gender not provided) fourth-year preservice elementary teachers who enrolled at
elementary teacher education programs of nine different universities in Turkey. Data
were collected utilizing three questionnaires: the Science Teaching Efficacy Belief
Instrument (STEBI-B) developed by Riggs and Enochs (1990), Science Achievement
Test, and Science Teaching Attitude Scale developed by Thompson and Shrigley
(1986).
Data of the present study were analyzed utilizing descriptive and inferential
statistics. Analysis of the self-efficacy survey indicated that preservice elementary
teachers had moderate sense of self-efficacy beliefs regarding science teaching on
both Personal Science Teaching Efficacy and Outcome Expectancy dimensions of
the STEBI-B. Also, preservice elementary teachers indicated low level of science
knowledge and generally positive attitude toward science teaching. Furthermore,
science knowledge level and attitude towards science teaching made a statistically
significant contribution to the variation in preservice elementary teachers&rsquo / personal
science teaching efficacy beliefs and outcome expectancy.
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Incorporating technology into the Lesotho science curriculum: investigating the gap between the intended and the implemented curriculum.Ntoi, Litšabako January 2007 (has links)
<p>The inclusion of technology in the school curriculum has been a concern in many countries following the 1990 Jomtien World Conference on Education for ALL (Jenkins, 1996). However, there are different perspectives and views about technology education. As a result technology has been included in the school curriculum in varied ways.</p>
<p><br />
In recognition of the importance of technology in economic development, Lesotho has attempted to include technology in the school curriculum by incorporating science and technology. This study evaluated the Lesotho science curriculum which incorporates technology. The evaluation study is based on the framework first proposed by Stake (1967). Stake&rsquo / s model addresses the relationship between the intended curriculum and the implemented curriculum (Stenhouse, 1988). In this study the intended curriculum is defined as the curriculum plan as depicted in the curriculum materials such as the syllabus, the examinations questions papers and the textbook which was used as an exemplary material for teaching the science-technology curriculum. The implemented curriculum is viewed as what actually happened at school level as teachers tried to interpret the curriculum developer&rsquo / s plan. Although Stake&rsquo / s model served as a guide in the collection and analysis of empirical data, other theoretical areas supported it. These included Gardner&rsquo / s (1990) approaches to the incorporation of science and technology / the constant comparative approach (Merriam, 1998) / and some aspects of curriculum theory, particularly curriculum development and curriculum evaluation as espoused in the works of certain scholars (e.g. Ornstein and Hunkins, 2004 / Stenhouse, 1988). The study was designed as a multiple-site case study (Merriam, 1998). The sites where in-depth study of the implemented curriculum was done were four high schools in Lesotho. The intended curriculum was mainly examined by analysing the curriculum materials such as the syllabus, the examinations question paper and the textbook. The methods that were used for collecting the data were interviews, classroom observations, document analysis, and the achievement tests.</p>
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