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Transitions in Texas: the development of secondary science curricula, 1886-1917Kelly, Larry Joe 28 August 2008 (has links)
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A case study in collaboration in science education: integrating informal learning experiences into the school curriculumRobertson, Amy Michelle 28 August 2008 (has links)
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Teachers' perspectives of why and how they use the resources of informal science education sitesYouker, Christian Rene 28 August 2008 (has links)
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In their words, through their eyes: novice teachers reflect on teaching and their preservice educationHeath, James Edward 28 August 2008 (has links)
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To find the determinants for effective science education throughcross-national studies at the junior secondary levelChow, Kwok-lim., 周國廉. January 1997 (has links)
published_or_final_version / Education / Master / Master of Education
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Cognitive preference style and student achievement in the physical sciences蕭愛玲, Siu, Oi-ling. January 1987 (has links)
published_or_final_version / Education / Master / Master of Philosophy
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ATTITUDES TOWARD PROCESS-BASED SCIENCE INSTRUCTION HELD BY STUDENTS AND TEACHERS IN GRADES FOUR THROUGH EIGHTBohardt, Paul Clifford, 1938- January 1974 (has links)
No description available.
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Statistical reasoning and scientific inquiry : statistics in the physical science classroomChiarella, Andrew. January 2001 (has links)
Teaching science using an inquiry approach is encouraged by several organisations responsible for defining teaching and learning guidelines in North America. However, using this approach can be difficult because of the complexity of inquiry. One source of difficulty is an inability to make sense of the data. Error variation, in particular, poses a significant barrier to the correct interpretation of data and therefore successful inquiry learning. A study was conducted to examine middle school students' ability to make sense of the data they collected in three related experiments. These data involved taking measurements of two continuous variables that were affected by error variation. The results indicated that students tended not to use abstract patterns to describe the data but rather used more local patterns that did not make use of the whole data set. However, many students also indicated an intuitive understanding that a greater amount of data could be used to generate results that are more accurate. This suggests a disparity between what the students understand about data and what they are capable of doing with data. Educational implications are that students may benefit from learning ideal patterns that can be compared to non-ideal data they collect.
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Voices from the classroom : beliefs of grade 11 learners about science and indigenous knowledge.Maharaj, J. S. K. January 2004 (has links)
The dismantling of apartheid in South Africa provides educational researchers with the opportunity to explore many issues in education one of which being knowledge and its epistemology. Since colonization Africa has been mainly a consumer of Western knowledge and hardly a producer of new knowledge. Generally indigenous knowledge is taken by Western scholars and then sold to its motherland dressed in Western garb. Because of colonization and subsequent apartheid rule the progress of indigenous ways of knowing was marginalized and only Western ways of knowing were promoted. Indigenous ways of knowing need to be debated not only by scholars in the main but also by the science learners in African schools. Hence this study firstly explores the beliefs of a large group of grade 11 Physical Science learners about school science and indigenous knowledge and secondly explores how these learners negotiate relationships between school science and indigenous knowledge. / Thesis (M.Ed.)-University of Durban-Westville, 2004.
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Exploring teacher's beliefs about the nature of science and their relationship to classroom practices : a case study with special reference to physical science teachers in the Empangeni / Richards Bay area.Singh, Suresh Kamar. January 1998 (has links)
This research explored the complex issue of the nature of science. The purpose of the study was to explore the relationship between teachers 's beliefs about the nature of science and their classroom practices. Limited literature exists on the nature of science in South Africa. However, findings from the study concurs with the abundant international literature on the nature of science. This research has shown that textbooks, the curriculum, and teacher training are three of the primary factors that shape teachers ' beliefs about the nature of science. The under-emphasis of the nature of science in textbooks, the curriculum and in teaching training contributes to the misrepresentation of the nature of science by teachers in their classroom practices. This research was conducted as a case study using quantitative and qualitative methods of data collection such as questionnaires, interviews, and classroom
observations. Findings from the study have shown that teachers' instructional strategies are consistent with their personal educational philosophies, that is, teachers' teach science according to a belief system. For teachers operating in the
analytical paradigm, the products of science such as the laws and theories were emphasized in their teaching and lessons were teacher dominated. Teachers operating in the hermeneutic and critical paradigms present science as dynamic and changing
and they emphasized the products and processes of science with the teacher acting as a facilitator. Recommendations from the research include the development of new textbooks, curricula, teaching techniques and approaches to science. The research also calls for the inclusion of history and philosophy of science in the science curriculum. / Thesis (M.Ed.)-University of Durban-Westville, 1998.
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