This study examines science teachers' beliefs and ideas about science prior to and following a one and a half day workshop on Indigenous Knowledge and Traditional Witsuwit'en knowledge of science. It is part of a wider study initiated by the Aboriginal Enhancements Branch of the BC Ministry of Education to determine why Aboriginal students are not enrolling in the sciences. A broad range of qualitative methodologies were applied, including pre and post instructional questionnaires, an experiential field trip to traditional Witsuwit'en territories as well as an instructional workshop and a dialogue process. Aspects of Indigenous methodology were included that were central to the lived experience of the Witsuwit'en people whose territories we were on and with whom the research was being conducted. Post-workshop questionnaire responses indicated that teachers' developed a broader understanding of Witsuwit'en Traditional Knowledge systems and a deeper respect for the contributions of the local First Nations to the sciences.

This thesis presents the development, implementation and evaluation of a cross-cultural, experiential marine program that occurred in 2007 at a Senior High School in Sooke, British Columbia. The program consisted of a field-intensive, marine curriculum that acknowledged the contributions of Aboriginal science (Traditional Ecological Knowledge and Wisdom) as complementary to Western science, when understanding and monitoring the coastal environment. Students of both Aboriginal (N= 8) and non-Aboriginal (N= 11) heritage were surveyed before and after instruction of theirknowledge and beliefs about marine science and Aboriginal culture. Prior to instruction,students tended to have positive opinions about Aboriginal culture and marine science, although their knowledge in marine ecology and oceanography was not strong. However, students showed a good understanding of human impacts on the environment. An important finding was that after instruction all students, regardless of cultural heritage, gender or previous coursework, gained positively in all measures from the experience.

Two groups of students in introductory physics courses of an Access Program for engineering technologies were the subjects of this study. Students with a wide range of academic histories and abilities were enrolled in the program; many of the students were re-entry and academically unprepared for post-secondary education. Five years of historical data were evaluated to use as a benchmark for revised instruction. Data were gathered to describe the pre-course academic state of the students and their academic progress during two physics courses. Additional information was used to search for factors that might constrain academic success and as feedback for the instructional methods. The data were interpreted to regulate constructivist design features for the physics courses. The Engineering Technology Access Program was introduced to meet the demand from non-traditional students for admission to two-year engineering technology programs, but who did not meet normal academic requirements. The duration of the Access Program was two terms for electronic and computer engineering students and three terms for civil and mechanical engineering students. The sequence of mathematics and physics courses was different for the two groups. The Civil/Mechanical students enrolled in their first mathematics course before undertaking their first physics course. The first mathematics and physics courses for the Electronics students were concurrent. Academic success in the two groups was affected by this difference. Over a five-year period the success rate of students graduating with a technology diploma was approximately twenty-five percent. Results from this study indicate that it was possible to reduce the very high attrition in the combined Access/Technology Programs. While the success rate for the Electronics students increased to 38% the rate for the Civil/Mechanical students increased dramatically to 77%. It is likely that several factors, related to the extra term in the Access Program for the Civil/Mechanical students, contributed to this high retention rate. Additional time, with less academic pressure in the first term of the Access Program, provided the Civil/Mechanical students with the opportunity to develop academic skills and maturity resulting in improved self-concept and academic identity. These students may have been better equipped to take advantage of the alternate instructional setting of the revised physics courses. Results from a wide range of studies in Physics Education Research provide ideas and opportunities to improve instruction and students conceptual understanding in introductory physics courses. Most studies focus on traditional students and curriculum. The development and implementation of alternate curriculum and instruction may improve outcomes for different groups of students, particularly for students in disciplines indirectly related to the sciences.

The purpose of this research study was to explore why some Aboriginal students participate in senior secondary Biology, Chemistry, or Physics and achieve a high level of academic success (67% or higher) in these courses. The following key questions were addressed: 1. What are the experiences and perceptions of Aboriginal students with regard to senior secondary science? 2.What role, if any, does culture play for Aboriginal students who are successful in the senior secondary sciences? 3. What are the factors that either contribute to or hinder success by Aboriginal students in science-related courses? Ten Aboriginal participants were interviewed from the Greater Victoria School District. Metaphor Interviews, Literal Interviews and a Focus Group were used to collect data. The results indicated that Aboriginal ancestry was important to the identity of many of the participants, but it was not a significant contributing factor in their academic success in senior secondary science.

Marine aquariums are excellent venues for accomplishing the purposes of marine education, and school field trips conducted at non-formal settings continue to be an important part of K-12 education. The purpose of this study was to provide not only quantitative data regarding the extent and quality of marine aquarium field trips conducted by elementary schoolteachers in Seoul, South Korea, but also to provide a qualitative description of marine aquarium education conducted in the USA and Canada. A Web survey designed to examine Korean teachers' experiences and perspectives on aquarium field trips identified several concerns regarding Korean marine aquarium education, and a case study conducted at three aquariums in the USA and Canada described the characteristics and qualities of marine aquarium education at those aquaria. Recommendations for both Korean aquaria's educational roles and Korean elementary schools' successful field trips to aquaria are presented with the goal of improving the quality of Korean marine aquarium education.

This study examines science teachers' beliefs and ideas about science prior to and following a one and a half day workshop on Indigenous Knowledge and Traditional Witsuwit'en knowledge of science. It is part of a wider study initiated by the Aboriginal Enhancements Branch of the BC Ministry of Education to determine why Aboriginal students are not enrolling in the sciences. A broad range of qualitative methodologies were applied, including pre and post instructional questionnaires, an experiential field trip to traditional Witsuwit'en territories as well as an instructional workshop and a dialogue process. Aspects of Indigenous methodology were included that were central to the lived experience of the Witsuwit'en people whose territories we were on and with whom the research was being conducted. Post-workshop questionnaire responses indicated that teachers' developed a broader understanding of Witsuwit'en Traditional Knowledge systems and a deeper respect for the contributions of the local First Nations to the sciences.

Esta pesquisa tem como objetivo analisar os jogos educativos como proposta de prática investigativa, bem como avaliar a aprendizagem por meio desse instrumento no Ensino de Ciências, sobre o tema transversal Meio Ambiente, enfatizando a Educação Ambiental no Ensino Fundamental. Evidencia a Educação Ambiental, considerando a aprendizagem significativa, com destaque específico para a utilização de jogos educativos. Discute o Ensino de Ciências no Brasil, a Educação Ambiental, os Jogos Educativos, a Aprendizagem Significativa, com base na literatura pertinente ao tema. A pesquisa abrange uma população de 65 alunos. Para a coleta dos dados utilizou-se de questionários com questões abertas e fechadas para levantamento dos conhecimentos prévios dos alunos (pré-teste) e pós-teste. Apresenta resultados sobre a utilização de jogos didáticos no encaminhamento metodológico, de forma significativa no processo de ensino aprendizagem de Ciências e que facilitem a compreensão do conteúdo de forma motivadora e divertida. Demonstra que o jogo educativo constitui-se em um importante auxílio para o trabalho curricular por seu caráter motivacional, desafiador e construtivo; pode ser inserido no planejamento disciplinar e utilizado como proposta pedagógica, pois possibilitou um ambiente educativo e descontraído com evidências de aprendizagem significativa. A proposta da utilização dos jogos educativos no ensino de Ciências e Educação Ambiental se formaliza a partir da constatação das características lúdicas de ensino que o material produzido possui. Dessa maneira, podem proporcionar ao professor um recurso que possibilita chamar a atenção do aluno, aguçando a curiosidade em buscar novos conhecimentos sobre o ambiente em que vive. Como produto final desta pesquisa, estruturou-se uma Unidade Didática, com um conjunto ordenado de atividades, estruturadas e articuladas, visando auxiliar o professor de Ciências em sua ação pedagógica durante o ano letivo. / This research aims to analyze the educational games as a proposed research practice, and assess learning through this instrument in Science Teaching, on the cross-cutting theme Environment, emphasizing the Environmental Education in Elementary Education. Evidence Environmental Education, considering the significant learning, with specific emphasis on the use of educational games. Discusses the teaching of science in Brazil, Environmental Education, the Educational Games, Meaningful Learning, based on the literature relevant to the topic. The research covers a population of 65 students. To collect the data we used questionnaires with open and closed questions for survey of students' prior knowledge (pretest) and posttest. Presents results on the use of educational games in methodological routing significantly in the teaching and learning of Science to facilitate understanding of the content in a motivating and fun way. Demonstrates that the educational game constitutes an important aid for curriculum work for his motivational, challenging and constructive character; can be inserted in the disciplinary planning and used as a pedagogical proposal, it enabled a substantial and relaxed environment with evidence of significant learning. The proposed use of educational games in teaching Science and Environmental Education is formalized based on the findings of the entertaining features of teaching that has produced the material. Thus, the teacher can provide a resource that enables call the student's attention, sharpening the curiosity to seek new knowledge about the environment in which he lives. As a final product of this research, structured on a Didactic Unit, with an ordered set of activities, structured and articulated, aiming to help the science teacher in their pedagogical activities during the school year.

Acompanha: Ensino e epistemologia de ciências: subsídios da epistemologia para a formação inicial de professores de ciências / A Formação Inicial de Professores de Ciências, situada sócio e historicamente em um contexto com fragmentação de saberes, contrapõe-se a efetividade da prática docente para um Ensino de Ciências que possibilite a formação do cidadão crítico. Nesse sentido, a Epistemologia de Ludwik Fleck (1896-1961), apresenta fundamentos para a Formação Inicial de Professores de Ciências, para uma reflexão epistêmica e contextualizada que possibilite ao docente uma atuação como mediador que sensibilize os sujeitos para o exercício crítico da cidadania. Desse modo, o objetivo deste estudo foi analisar as possibilidades que a epistemologia de Ludwik Fleck pode trazer para o enfrentamento das lacunas presentes na Formação Inicial de Professores de Ciências. Quanto ao percurso metodológico, optou-se por um estudo exploratório, com abordagem quali e quantitativa e a pesquisa foi desenvolvida em três etapas. A primeira etapa consistiu na Fundamentação Teórica que viabilizou a investigação empírica, e o desenvolvimento do produto que emergiu de lacunas da Epistemologia na Formação Inicial de Professores de Ciências. O produto elaborado é uma proposta de curso, disponibilizado em plataforma online, para a Formação Inicial de Professores a partir da Epistemologia. Este curso foi aplicado, na 2ª etapa da pesquisa, para acadêmicos do curso de Licenciatura em Ciências Biológicas em uma Universidade Pública do Estado do Paraná. Nesse momento, realizou-se a coleta de dados e a avaliação do produto pelos participantes. Na terceira e última etapa, deu-se a análise e discussão dos dados tendo por marco teórico a epistemologia de Fleck. Os resultados da pesquisa indicam para os seguintes aspectos: a circulação de conhecimentos e práticas entre os Coletivos de Pensamento nos quais os professores em formação inicial trafegam; as lacunas presentes nos Coletivos de Pensamento da Didática das Ciências e da Educação/Ensino de Ciências; e as implicações dos professores formadores como disseminadores de Estilos de Pensamento. Por fim, o produto desenvolvido nesta pesquisa oferece possibilidades para a inserção de discussões epistemológicas na perspectiva Fleckiana para a Formação Inicial e continuada de professores, tendo em vista a (re) configuração da Educação em Ciências. / The Initial Training Science Teachers socio and historically situated in a context with fragmentation of knowledge, often contrasts the effectiveness of teaching practice for a science education that enables the formation of the critical citizen. In this sense, the epistemology of Ludwik Fleck (1896-1961), has grounds for Initial Training science teachers so that, through the epistemic and contextual reflection, the training teacher receives subsidies that allow the defrag and contextualize knowledge so that in its role as mediator, sensitize the subjects for the critical citizenship practice. Thus, the aim of this study was analyze the possibilities that Fleck's epistemology brings to face the gaps present in the initial training of science teachers. Regarding the methodological approach, we chose an exploratory study with a qualitative and quantitative approach and the study developed in three stages. The first stage consisted of Theoretical Foundation that enabled the empirical research, and product development, which emerged gaps in the Epistemology in Initial Training Science Teachers. The final product is a course proposal for Initial Teacher Training Science Teaching Instrumentation from the Epistemology. This course was applied, in the 2nd stage of the research, for the academic Bachelor's Degree in Biological Sciences in a Public University of Paraná State. At this time, also happened data collection and evaluation of the product by the participants. And, in the third and final stage, there was the analysis and discussion of the data with theoretical framework for the epistemology of Fleck. The survey results indicate the following aspects: the flow of knowledge and practices among Thought Collective in which teachers in initial training go through; the gaps in Collective Thinking of Teaching Science and Education / Science Education; and the implications of teacher educators as disseminators of Thought Collective. Finally, the product developed in this research offers possibilities for the inclusion of epistemological discussions in Fleckiana outlook for Initial and continuing teachers formation, in view of the ongoing process of (re) configuration of Science Education.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-16T17:50:46Z No. of bitstreams: 1 FELIPPE_Mariana_2017.pdf: 61159853 bytes, checksum: 641fafb3902a18ffdb41f11b9927b2ec (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-16T17:50:55Z (GMT) No. of bitstreams: 1 FELIPPE_Mariana_2017.pdf: 61159853 bytes, checksum: 641fafb3902a18ffdb41f11b9927b2ec (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-16T17:51:00Z (GMT) No. of bitstreams: 1 FELIPPE_Mariana_2017.pdf: 61159853 bytes, checksum: 641fafb3902a18ffdb41f11b9927b2ec (MD5) / Made available in DSpace on 2017-08-16T17:51:07Z (GMT). No. of bitstreams: 1 FELIPPE_Mariana_2017.pdf: 61159853 bytes, checksum: 641fafb3902a18ffdb41f11b9927b2ec (MD5) Previous issue date: 2017-02-22 / Não recebi financiamento / This research analyses which perspective of theatre can be utilised as a method of teaching Science, serving as a dynamic for the construction of scientific knowledge through playful activities. That said, theatrical workshops were developed, at “Escola Estadual Julio Bierrenbach”, in the city of Sorocaba, utilising Paulo Freire and his moments proposed in the piece “Pedagogia do Oprimido” as well as chapter three and Augusto Boal and the Theatre of the Oppressed, as inspiration. The activities that were developed at the public school were analised through two categories chosen to find out the limites and overcomings of the students with the educational practices which are problematisation and dialogue. The research characterises itself as qualitative, in that the voice of the participants is fundamental to the analysis and development of the practice. In this way, we seek to make a critical analysis of the current scientific teachings in this text, with the basis of authors who discuss the theme as well as investigate the theatre in school education and the Science of nature, its limits and possibilities in the curricular practice. The developed practice, as the results show, had limites and advances which allows us to conclude that working on the problematisation of theatre in critical and dialogic perspective shows itself as fundamental to the development of independence and emancipation of individuals, where students show, during the practice, principles of a new outlook towards reality. / Esta pesquisa busca analisar em que perspectiva o teatro pode ser utilizado como método no ensino de ciências, servindo como dinâmica para a construção do conhecimento científico através de atividades lúdicas. Busca-se investigar as contradições presentes na realidade dos educandos que, posteriormente, com a construção do conhecimento científico, possibilite sua superação. Isso posto, foram desenvolvidas oficinas teatrais, na “Escola Estadual Júlio Bierrenbach”, na cidade de Sorocaba, utilizando como inspiração Paulo Freire e os momentos propostos em sua obra “Pedagogia do Oprimido”, capítulo três e Augusto Boal e o Teatro do Oprimido. As atividades foram realizadas com 8 alunos do 6º ano do ensino fundamental, com a faixa etária de 11 à 13 anos. As práticas desenvolvidas na escola estadual foram analisadas através de duas categorias escolhidas para averiguar os limites e superações dos educandos com a prática educativa, que são a problematização e o diálogo. A pesquisa caracteriza-se como qualitativa, em que a fala dos participantes é fundamental para a análise e desenvolvimento da prática. Dessa forma, buscamos nesse texto fazer uma análise crítica do ensino de ciências atual, com base em autores que discutem o tema, buscando compreender e superar defasagens, assim como investigar o teatro no ensino escolar e, especificamente, no ensino de ciências da natureza, seus limites e possibilidades na prática curricular. A prática desenvolvida, como apontam os resultados, teve limites e avanços, estes bastante perceptíveis na mudança de postura dos educandos diante de situações problemáticas, o que nos permite concluir que trabalhar o teatro problematizador, numa perspectiva dialógica e crítica, mostrou-se útil para o desenvolvimento da autonomia e emancipação dos educandos, que mostram, durante a prática, princípios de um novo olhar diante da realidade.

This study was conducted at a school designated as a higher primary school comprised of grade 0-9 learners (GET band) in Grahamstown in the Eastern Cape, South Africa. With the advent of the new curriculum in South Africa, we are also grappling with the implementation of the new curriculum at this school. This motivated me to investigate the benefits of eliciting and integrating learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases. Essentially, the study sought to gain insight into whether engaging learners during practical activities using easily accessible materials from their homes facilitated meaning-making of acids and bases. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was conducted with the researcher’s Grade 7 class. To gather data, document analysis, semi-structured interviews, questionnaires, lesson observations, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with learners were used. An inductive analysis to discover patterns and themes was applied during the data analysis process. The validation process was done through watching the videotaped lessons with the teachers who observed the lessons. Also, transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed in relation to the research questions which were: How do Natural Sciences teachers elicit and integrate learners’ prioreveryday knowledge and experiences to facilitate learning of scientific concepts of acids and bases in their classrooms? Does engaging learners in practical activities using everyday substances enhance their conceptual development and understanding of acids and bases? The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases facilitated meaningful learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. It is thus recommended that teachers should be supported in their endeavours to incorporate learners’ real life experiences during their teaching and learning repertoires. Notwithstanding, as much as there were benefits in this study there were, however, also some challenges that were encountered, such as language, which warrants further research.