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Connecting science and literature for first gradeBraford, Patricia Irene 01 January 1993 (has links)
No description available.
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Integrating science through literaturePender, Debra J. 01 January 1992 (has links)
Whole language method--Integration of science and literature--Language centered orientation--Integrated curriculum.
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Teaching science to English only and limited English proficient students in the elementary classroomStapel, Darla Kay Cadman 01 January 1994 (has links)
No description available.
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Science education at an elementary school: Teaching the scientific processes to English language learnersLozano, Albert Steven 01 January 1996 (has links)
No description available.
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Using technology to reinforce the elementary science frameworkHolland, Earl Joseph 01 January 1996 (has links)
No description available.
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The relative merits of different methods of teaching experimental work in a township secondary school in the Republic of South AfricaMabuya, Mavis Buyisiwe January 1993 (has links)
RESEARCH REPORT SUBMITTED TO THE FACULTY OF SCIENCE, UNIVERSITY OF THE WITWATERSRAND, JOHANNESBURG, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF
SCIENCE. / The purpose of this study to determine which of the methods of teaching experimental work, namely; demonstrations filmed-experiments or illustrating experiments using the chalkboard, is the most effective method of teaching pupils at the secondary school level.
Forty-two Standard Eight Physical Science pupils from a township secondary school, registered under the Department of Education and Training and situated on the East Rand served as the subjects for this study. Pupils were divided in to three equivalent groups, each with similar marks in science and each group was exposed to three different teaching methods for three different topics. The pupils wrote a test for each topic after the exposure to one of the methods.
The research data were statistically analysed, using non
parametric statistics ( viz., the t-test). The analysis of the data indicates that none of the methods was consistently superior to the others. / Andrew Chakane 2020
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The Effects of Technology Education, Science, and Mathematics Integration Upon Eighth Grader's Technological Problem-Solving AbilityChildress, Vincent William 01 July 1994 (has links)
This study investigated the effects of technology education, science, and mathematics (TSM) curriculum integration on the technological problem-solving ability of eighth grade technology education students. The researcher used a quasi-experimental, nonequivalent control group design to compare the performance of students receiving correlated TSM integration to those not receiving integration in an adapted Technology, Science, Mathematics Integration Project Activity (LaPorte & Sanders, 1993).
The students were to design, construct, and evaluate wind collectors to generate electricity. The collectors were mounted on a generator for the pretest and posttest measurements. The measure for treatment effect was the output wattage of the generator for each student's wind collector.
The samples were drawn from middle schools that had two technology education teachers in the same school, each teaching eighth graders. The pilot study sample (N = 51) was selected from a middle school in rural south-central Virginia. The study sample (N = 33) was selected from a middle school in a suburb of Richmond, Virginia.
Treatment group technology education teachers employed echnological problem solving, and they correlated instruction of key concepts with science and mathematics teachers using the adapted TSM Integration Activity. The control group technology education teachers did not correlate instruction with science and mathematics teachers.
There was no significant difference between the treatment and control groups for technological problem solving. Evidence suggested that students were applying science and mathematics concepts. The researcher concluded that TSM curriculum integration may promote the application of science and mathematics concepts to technological problem solving and does not hinder the technological problem-solving ability of eighth technology education students. / Ph. D.
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Secondary school science pupils' rankings of science and technology related global problems : a comparison of the responses of rural-Northern Sotho, urban-Xhosa and urban-English speaking pupils in South Africa to meeting basic needs in the context of the 1994 Government White Paper on Reconstruction and DevelopmentLe Grange, Lesley Lionel Leonard January 1995 (has links)
Bibliography: pages 66-71. / In 1984 Bybee used 262 science educators from 41 countries to develop an instrument for measuring their ranked priorities of science and technology related global problems. In 1995 the original Bybee scale was updated and clarified, and a new 15-item version, the Le Grange Global Priorities Instrument (LGPI) was piloted, refined and administered in fifteen schools to 946 secondary school pupils speaking three different home languages in two provinces in South Africa. The study is an enlargement of the work of Bybee and Mau (1986); Bybee and 'Najafi (1986); Ndodana, Rochford and Fraser (1994); and Le Grange, Rochford and Sass (1995), and is carried out in the context of the new key programme of Meeting Basic Needs presented in Section 1.4.1 of the Government White Paper on the Reconstruction and Development Programme for the New South Africa which states:- The basic needs of people extend from job creation, land and agrarian reform to housing, water and sanitation, energy supplies, transport, nutrition, health care, the environment, social welfare and security (Government Gazette No. 16085, 23 November 1994:9). The 946 pupils surveyed in this study in 1995 comprised 414 rural-Northern Sotho pupils (sample 1) from the Northern Province; 189 urban-Xhosa speaking pupils (sample 2) and 343 urban-English speaking pupils (sample 3) from the Western Cape.
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Differences between student perceptions of the actual and the preferred science laboratory classroom learning environments at a South African college of educationAdams, William Edward January 1993 (has links)
This preliminary research study aimed to investigate, with the aid of the Science Laboratory Environment Inventory (SLEI), the actual and the preferred laboratory environments as perceived by 264 first, second and third year college Science and Biology students in Cape Town, South Africa. This investigation sought to answer the following main questions: * Are the English and the Afrikaans versions of the SLEI valid and reliable for use as perceptive instruments in a South African context? * What are the relationships between variables such as class membership, the year level of study, the type or level of the science subject studied, the particular lecturer concerned, home language and gender and the students' perceptions of their science laboratory classroom environments? * Do appreciable differences occur between the actual and the preferred environments as perceived by the students? * Are the findings of the present investigation consistent with the results of parallel investigations undertaken overseas? The data was collected by means of standard answer sheets, and analysed by comparison of the mean scores, standard deviations, discriminant validities and the alpha reliabilities of the various scales of SLEI.
Bibliography: p. 130-141.
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Mapping and audit of information and communication technologies in Library and Information Science education in Sub-Saharan AfricaMinishi-Majanja, Mabel Khayisia January 2004 (has links)
Thesis submitted in fulfilment of the requiremnets for the Degree of Doctor of Philosophy in Library and Information Science at the University of Zululand, 2004. / Technology is a key subject with in C2005-RNCS and is targeted as a learning area which will contribute towards preparing learners for their roles in society and in the world of work. School principals are tasked with the responsibility of ensuring that Technology as a learning area is successfully implemented at schools in line with national and provincial guidelines.
This research examined management of the curriculum with specific reference to Technology as a learning area. The management role of principals is central to implementation of this learning area, including provision of resources for teaching and learning and assignment of technology education to qualified educators.
A literature review was undertaken to establish the relevant technical knowledge and professional skills that the principal would be required to possess in order to bring about meaningful changes and to implement Technology education.
The study revealed that there are challengers regarding management of Technology curriculum and resources to implement the learning. The study also revealed that in spite of barriers to successful implementation school principals have devised measures to implement and manage the curriculum, including communicating with the interest groups.
The researcher has made recommendations regarding management and implementation for Technology education. / Moi University
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