published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Science is curiosity about the natural world translated into knowledge; it serves to identify laws and validate hypotheses. The quest for knowledge is influenced by the paradigm of the scientist. The primary object of this study is to examine Quantum Mechanics and Sacred/Native science for similarities and differences. This will be accomplished through an extensive use of authorities from both Western and Native sciences in an in depth examination of the paradigms upon which their foundations are based. This study will explore language and how language used leads the scientist down a particular pathway. This study will conclude in a summary fashion, an exploration of a few select key concepts from both Native and Western sciences from a comparative perspective. / ix, 135 leaves ; 29 cm.

Scientific external representations (ERs), such as diagrams, images, pictures, graphs and animations are considered to be powerful teaching and learning tools, because they assist learners in constructing mental models of phenomena, which allows for the comprehension and integration of scientific concepts. Sometimes, however, students experience difficulties with the interpretation of ERs, which· has a negative effect on their learning of science, . . including biochemistry. Unfortunately, many educators are not aware of such student difficulties and make the wrong assumption that what they, as experts, consider to be an educationally sound ER will necessarily promote sound. learning and understanding among novices. On the contrary, research has shown that learners who engage in the molecular biosciences can experience considerable problems interpreting, visualising, reasoning and learning with ERs of biochemical structures and processes, which are both abstract and often represented by confusing computer-generated symbols and man-made markings. The aim of this study was three-fold. Firstly, to identify and classify students' conceptual and reasoning difficulties with a selection of textbook ERs representing· IgG structure and function. Secondly, to use these difficulties to identify sources of the difficulties and, therefore, factors influencing students' ability to interpret the ERs. Thirdly, to develop a model of these factors and investigate the practical applications of the model, including guidelines fOf improving ER design and the teaching and learning with ERs. The study was conducted at the University of KwaZulu-Natal, South Africa and involved a total of 166 second and third-year biochemistry students. The research aims were addressed using a p,ostpositivistic approach consisting of inductive and qualitative research methods. Data was collected from students by means of written probes, audio- and video-taped clinical interviews, and student-generated diagrams. Analysis of the data revealed three general categories of student difficulties, with the interpretation of three textbook ERs depicting antibody structure and interaction with antigen, termed the process-type (P), the. structural-type (S) and DNA-related (D) difficulties. Included in the three general categories of difficulty were seventeen sub-categories that were each classified on the four-level research framework of Grayson et al. (2001) according to v how much information we had about the nature ofeach difficulty and, therefore, whether they required further research. The incidences of the classified difficulties ranged from 3 to 70%, across the student populations and across all three ERs. Based on the evidence of the difficulties, potential sources of the classified difficulties were isolated. Consideration of the nature of the sources of the exposed difficulties indicated that at least three factors play a major role in students' ability to interpret ERs in biochemistry. The three factors are: students' ability to reason with an ER and with their own conceptual knowledge (R), students' understanding (or lack thereof) of the concepts of relevance to the ER (C), and the mode in which the desired phenomenon is represented by the ER (M). A novel three-phase single interview technique (3P-SIT) was designed to explicitly investigate the nature of the above three factors. Application of3P-SIT to a range of abstract to realistic ERs of antibody structure and interaction with antigen revealed that the. instrument was extremely useful for generating data corresponding to the three factors.. In addition; analysis of the 3P-SIT data showed evidence for the influence ofone factor on another during students' ER interpretation, leading to the identification of a further four interactive factors, namely the reasoning-mode (R-M), reasoning conceptual (R-C), conceptual-mode (C-M) and conceptual-reasoning-mode (C-R-M) factors. The Justi and Gilbert (2002) modelling process was employed to develop a model of the seven identified factors. Empirical data generated using 3P-SIT allowed the formulation and validation of operational definitions for the seven factors and the expression of the model as a Venn diagram, Consideration ofthe implications of the model, yielded at least seven practical applications of the model, including its use for: establishing whether sound or unsound interpretation, learning and visualisation of an ER has occurred; identifying the nature and source of any difficulties; determining which of the factors of the model are positively or negatively influencing interpretation; establishing what approaches to ER design and teaching and learning with ERs will optimise the interpretation and learning process; and, generally framing and guiding researchers', educators' and authors' thinking about the nature of students' difficulties with the interpretation of both static and animated ERs in any scientific context. In addition, the study demonstrated how each factor of the expressed model can be used to inform the design of strategies for remediating or preventing students' difficulties with the interpretation of scientific ERs, a target for future research. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education.

This thesis explores learning in and through the emergence of a network of communities who participated in the B.C. Coastal Eelgrass Stewardship Project (the Project). I draw on a two-year ethnographic investigation of 20 community groups who were trained to map and monitor eelgrass habitat and carry out education and stewardship-related activities. People from a multitude of backgrounds, including scientists and non-scientists, and a diversity of places, from small coastal communities to urban centers, worked towards the collective goal of mapping and conserving the extent of eelgrass habitat along the coast. Using cultural-historical activity theory, I develop an alternative framework for understanding learning and change in a network of communities. The collection of three main chapters, shows that learning, emergence, and stabilization of the network arose through the following dialectical relations: individual/collective, social/material, and agency/structure. This thesis shows that viewing and supporting the Project as a dynamic learning network makes it more stable.

In this dissertation I explore the nature of an internship for high school students in a university science laboratory and the issues that arise from it. The investigation of science internships is relatively new to science education; therefore, this exploration is urgently needed. Twenty-one participants were involved in the internship experience, including 13 students, one teacher, two research scientists, and five technicians. Data sources include observations, field notes, and videotapes. Drawing on four coherent and complementary research tools—cultural-historical activity theory, discourse analysis, conversation analysis, and phenomenography, I articulate a variety of phenomena from multiple perspectives. The phenomena identified in the dissertation include (a) the discursive resources deployed by a teacher for interesting and inviting students to participate in science; (b) the discursive resources high school students used for articulating their interests in science-related careers; (c) the natural pedagogical conversations for accomplishing the work of teaching and learning during the internship; (d) the theoretical concepts mobilized for describing the unfolding of science expertise in the internship; (e) participants’ ways of experiencing the science internship; and (f) students’ understandings of scientific practice after participating in the internship. The study identifies many useful resources for understanding the nature of the science internship and provides a foundation for future research. The findings reported here will also serve others as a springboard for establishing partnerships between high schools and science communities and improving teaching and learning in science education.

Acompanha: Guia didático para a elaboração de atividades envolvendo o ensino de ciências nos anos iniciais partindo do bloco temático Recursos Tecnológicos propostos pelos PCN dentro de uma abordagem CTS / O objetivo desse estudo foi proporcionar aos alunos do 2º ano do 2º ciclo da rede municipal de ensino da cidade de Ponta Grossa uma alfabetização científica e tecnológica, numa abordagem CTS (Ciência, Tecnologia e Sociedade), partindo do eixo temático Recursos Tecnológicos proposto pelos Parâmetros Curriculares Nacionais. Para esse estudo buscou-se contemplar reflexões sobre a ciência, o cientista, o lixo tecnológico, as sacolas plásticas, e as fontes de energia. Vários autores fundamentam esse estudo como Krasilchick (1987), Delizoicov (2002), Cerezo (2002), Chassot (2004), Cachapuz (2005), Bizzo (2008), Fracalanza (2008), Bazzo (2009) entre outros. A linha metodológica desse trabalho foi a qualitativa de natureza interpretativa com observação participante. As técnicas de coleta de dados foram a observação, anotações em diário de campo, gravações em áudio e vídeo transcritas na íntegra, questionários com perguntas abertas, fotografias e atividades escritas realizadas pelos alunos. Inicialmente foram verificadas as concepções prévias dos dezesseis (16) alunos em relação à temática apresentada, o que possibilitou o direcionamento das atividades que foram desenvolvidas. Dentre as atividades organizadas pode-se citar: a visita a uma cooperativa de reciclagem, entrevista com um cientista, apresentações de mini-aulas pelos alunos, confecção de folders, produções escritas, bem como uma Feira Tecnológica onde os alunos realizaram exposições para a comunidade escolar. Ao final do estudo, percebesse que embora os alunos já consigam fazer algumas reflexões sobre as questões sociais do desenvolvimento científico e tecnológico, é necessário que essas reflexões continuem ocorrendo durante a sua vida escolar, pois se acredita que só dessa forma a postura reflexiva acerca da Ciência e da Tecnologia será internalizada. Como produto final desse estudo foi elaborado um guia didático com o desenvolvimento das atividades realizadas na área de Ciências para os anos iniciais. / The aim of this study was to provide students of 2nd year 2nd cycle of the municipal school of Ponta Grossa a scientific literacy and technological approach STS (Science, Technology and Society), based on the thematic Technology Resources proposed by the Parameters National Curriculum. For this study we sought to include reflections on science, scientist, technological waste, plastic bags, and energy sources. Several authors have based this study as Krasilchick (1987), Delizoicov (2002), Cerezo (2002), Chassot (2004), Cachapuz (2005), Bizzo (2008), Fracalanza (2008), Bazzo (2009) among others. The methodological approach of this study was qualitative in nature interpretation with participant observation. The techniques of data collection were observation, notes in field diary, audio and video recordings transcribed verbatim, questionnaires with open questions, photos and writing activities undertaken by pupils. Initially, we checked the preconceptions of the sixteen (16) students in relation to the issue presented, which allowed the targeting of activities that have been developed. Among the organized activities can include: a visit to a recycling cooperative, interview with a scientist, mini-lesson, presentations by students, making folders, written production, as well as a technology fair where students made presentations to the community school. At the end of the study, it is noticed that although students already able to make some reflections on the social issues of scientific and technological development, it is necessary that these considerations continue to occur during their school life, it is believed that only this way the reflective stance on Science and Technology will be internalized. As a final product of this study was developed with a didatic guide the development of activities in the area of Sciences for the initial years.

The exploratory study presented in this thesis is a case study, interpretive in nature and located in the qualitative paradigm. The conceptual focus is on differentiation, recognizing that learners vary from one another and so will need educators to consider a wide range of factors to enable learners to learn. The objectives of the study are: • To identify what Whole School Evaluation (WSE) supervisors understand by the term differentiation (conceptual) • To identify how WSE supervisors expect differentiation to be achieved by educators (conceptual). [n order to contextualise this research, a further objective was considered necessary: • To identify the roles of WSE supervisors (contextual) This was set in the context of mathematics, science and technology education. The study was carried out with a group of ten WSE supervisors who were involved in evaluating Mathematics, Science and or Technology education in the GET (General Education and Training) Band. Analysis of questionnaires and documents led to the identification of supervisory roles, while analysis of semi-structured interviews revealed a range of dimensions related to differentiation understandings and expectations. These dimensions have been developed into a typology which is then drawn upon in the development of a new conceptual model of differentiation, particularly relevant to the South African context. Findings presented in the study represent an attempt to understand and make recommendations related to policy, practice, research, curriculum and learning support material (LSM) development, training and evaluation. Textual layering in the form of reflective footnotes and issue boxes. plus specific reflective sections in the main text e.g. limitations and assumptions, help the text to achieve this goal. While the study was focused on the context of mathematics, science and technology education, it became apparent that the findings could be applied across all the learning areas.

The research study was conducted at Ixopo High School, an English medium, former model-C, co-educational school in Kwazulu-Natal. The research is located within an interpretive paradigm and is informed by the constructivism theoretical framework. The learners and educators who participated in this research study did so voluntarily. The principal objective of this case study was to investigate the challenges faced by 30 Grade 10 Science learners in understanding the problems posed in the mechanics section of the Physics syllabus. This investigation was carried out using two learning strategies: problem solving and practical work. Various authors have noted some sections in the Physics syllabus are often misunderstood by the learners, for different reasons. From the literature and from the author’s personal experience it was found that mechanics is a topic that the learners of different races and age groups find difficult to conceptualise. In general, learners have misconceptions and make errors in Physical Sciences. Often educators view children’s errors and misconceptions in terms of low intelligence, low mathematical aptitude, perceptual difficulties or learning disabilities instead of attempting to discover the real causes of the errors. Educators need to find out why the learners make these mistakes, in order to help them. In most cases Mathematics forms a basic common element in scientific study. Hence, science learners need to be able to deal with numbers, operations, symbols and mathematical formulae. The term “science” embraces a very wide area of subject matter. Different learners will have widely differing interests within the many subdivisions of this field. This presents a problem when preparing learners for the scientific language they will need to study different branches of science. This implies that failure to understand the meaning of words or symbols inevitably impairs communication. The data analysed was collected using a variety of data collection tools. The main data generation tools were science tasks, structured interviews and group interviews and questionnaires. The analysis revealed that learners were lacking in mathematical skills and science register (terminology). Both first and second language English speakers encountered problems in science register but the study found that the problem was more pronounced in the latter. The findings of this study also highlighted that learners understand how to think mathematically when they are resourceful, flexible, and efficient in their dealing with new mathematical problems in mechanics. However, mathematical problem solving performance is built on the foundation of basic mathematical knowledge. The study suggested that even when the challenges of a general understanding of English as the medium of instruction and scientific language (register) are overcome, learners are still challenged by mathematical problem solving strategies; reading and writing of science; making meanings of symbols and signs; graphs and scientific mathematical equations in sense making of mechanics problems.