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Sustainability Education as a Framework for Enhancing Environmental Stewardship in Young Leaders: An Intervention at Tryon Creek Nature Day CampLawrence, Andrea Nicole 01 January 2012 (has links)
UNESCO established Sustainability Education as a top priority when it declared 2005 - 2014 to be the global decade for sustainability. Sustainability education can be implemented in outdoor programs such as nature summer camps in order to build environmental stewardship and ecological literacy in counselors and campers. This study sought to determine the extent to which an ecology and leadership training given to assistant counselors at Tryon Creek State Natural Area day camp achieved the goals of sustainability education--for the assistant counselors to learn about ecology, develop stewardship attitudes and behaviors toward the environment, and become positive role models for the campers in their care. Knowledge and environmental stewardship attitudes and behaviors of the counselors were assessed using surveys, interviews, and training journals. A statistically significant difference was found between pre and posttest scores on a survey measuring knowledge of Pacific Northwest ecology, but no significant difference was found between the pre and posttest scores on an environmental attitudes survey, possibly due to a ceiling effect. Interviews revealed that participants learned about invasive species, Oregon flora and fauna, and stream ecology over the summer. Despite the results on the attitudes survey, interviewees reported greater environmental awareness at the end of the summer as well as a greater sense of place in nature and a desire to continue working with children in an outdoor setting.
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Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science?Mockel, Lindsey Joan 27 August 2013 (has links)
This research study investigated the effect of using the think aloud protocol while reading informational text on students' ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when reading short articles related to scientific evidence for evolution. The researcher measured student's ability to read and understand science text by comparing scores from a reading skills pre-assessment and post-assessment from each student. Student surveys were conducted to gather feedback on the effectiveness of the strategy in teaching students to use a literacy strategy while reading science text. Data were analyzed using descriptive statistics.
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A study of high school biology students engaged in a Science-Technology-Society (STS) landfill restoration projectTaylor, Beatrice Dietering 26 February 2007 (has links)
The purpose of this study was to observe high school students as they progressed through a Science-Technology-Society (STS) project that involved the closing of a landfill. In this STS project, students investigated the best vegetation for reseeding a closed landfill. This project was initiated because a highway was to be built across the landfill to Explore Park. The director of Explore Park requested an experimental vegetation instead of the standard vegetation mixture. He wanted a vegetation that was aesthetically pleasing and environmentally acceptable.
The study investigated the involvement of students in the construction of knowledge of local environmental issues. Students shared their perceptions about the STS process through interviews, journal entries, a questionnaire, field notes, and written artifacts. All data were transcribed and coded for themes. Ethnographic methods were used to tell this story in twelve vignettes.
The results of this study are important because they show how educators can use local issues to build classroom curriculum. Students became actively involved in the learning process as they advanced through identified STS instructional goals. The first goal was the Foundations Level. Basic content associated with landfill management and revegetation issues were introduced. Facts about garbage and the need for reducing, reusing, and recycling were investigated. The second goal was the Issue Awareness Level. This goal included becoming involved, identifying the players, and investigating values and beliefs. The third goal was the Investigation and Evaluation Level. Students were exposed to concepts and strategies necessary to investigate and analyze the issues and evaluate alternative solutions. This level encompassed designing plant experiments. The fourth goal was the Citizenship Responsibility Level. Students were introduced to strategies necessary for making responsible decisions concerning solutions to the issues.
The conclusions of this study suggest that for many students, the teaching of science through local technological and societal issues allowed them to become actively engaged in the learning process. Students who took ownership of their investigations created opportunities to enhance self-esteem, made connections, and enhanced their knowledge of scientific investigations and scientific content in the context of real life issues. / Ph. D.
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Classroom practices of some natural sciences teachers of the Vhembe District, Limpopo ProvinceNetshivhumbe, Ndivhuwo Prudence 07 1900 (has links)
Abstracts in English, Sotho and Afrikaans / The purpose of this study was to explore the classroom practices of Senior Phase
Natural Sciences teachers in some of the schools of the Vhembe District. Qualitative
case study approach was employed and three teachers participated. The following
research questions were explored: What is the level of the teacher’s subject-matter
knowledge in the teaching of Natural Sciences (NS)? What is the nature of the
teacher’s instructional strategies in the teaching of NS? How does the teacher’s
subject-matter knowledge and instructional strategies shape the teachers’
classroom interaction and discourse in the teaching of NS? Interviews, observations
and a questionnaire have been used for data collection. Teachers used their
teaching experiences to teach NS. Results indicated lack of teachers, facilities and
resources. It is recommended that the Department of Education as an arm of
government should see that schools have the facilities, resources and teachers they
need for proper teaching and learning as well as providing sufficient workshops to
improve teachers’ classroom practices. / Sepheo sa thuto ena e ne e le ho hlahloba mekhoa ea litlelase tsa matichere a
Phahameng ea Setsebi sa Tlhaho ea Setsebi tse ling tsa sekolo sa Vhembe. Ho ne
ho sebelisoa mokhoa o nepahetseng oa ho ithuta litsebo le matichere a mararo.
Lipotso tse latelang tsa lipatlisiso li ile tsa hlahlojoa: Mokhoa oa mosuoe oa mosuoe
ke oa mofuta ofe thutong ea Saense ea tlhaho? Mokhoa oa mekhoa ea koetliso ea
tichere ke efe tabeng ea thuto ea saense ea tlhaho? Mosuoe oa mosuoe o tseba
joang le mekhoa ea ho ruta e amanang le ho sebelisana ha tichere le ho bua ka
thutho ea saense ea tlhaho? Lipuisano, litlhaloso le lipotso. E sebeliselitsoe ho
bokella data. Barupeluao ba ile ba sebelisa liphihlelo tsa bona tsa thutho ho ruta
saense ea tlhaho. Liphello li bonst’a ho haelloa ke matichere a saense ea tlhaho,
mehaho le thepa. Ho khothalletsoa hore Muso le Lefapha la Thuto lo bone hore
likolo li na le mehaho, lisebelisoa le matichere bakeng sa thuto le thutho e
nepahetseng hammoho le ho fana ka lithupelo tse lekaneng bakeng sa ho ntlafatsa
mekhoa ea matichere ea tlelase. / Die doel van die studie was om die klaskamerpraktyke van senior Fase
Natuurwetenskappe-onderwysers in sommige skole van skole in die Vhembe-distrik
te ondersoek. Kwantitatiewe gevallestudie-benadering was in diens en drie
onderwysers het deelgeneem. Die volgende navorsingsvrae is ondersoek: Wat is
die aard van die onderwyser se onderwyser kennis in die onderrig van
Natuurwetenskappe? Wat is die aard van onderwyser se onderrigstrategiee in die
onderrig van Natuurwetenskappe? Hoe vorm die onderwyser se kennis en
onderrigstrategiee die onderwyser se klasinteraksie en-diskoers in die onderrig van
Natuurwetenskappe? Onderhoude, waarnemings en vraelys wat gebruik word vir
data-insameling. Deelnemers het hul onderrigervarings gebruik om
Natuurwetenskappe te onderrig. Resultate dui op gebrek aan Natuurwetenskappeonderwysers,
fasiliteite en-bronne. Dit word aanbeveel dat die regering en die
Departement van Onderwys moet sien dat skole fasiliteite, hulpbronne en
onderwysers het vir behoorlike onderrig en leer, asook voldoende werkwinkels om
onderwysers se klaskamerpraktyke te verbeter. / Science and Technology Education / M. Ed. (Natural Science Education)
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Exploring the classroom practices of natural sciences teachers when teaching matter and material in some of the schools in the Siyabuswa CircuitNtuli, Thuli Gladys 10 1900 (has links)
The study explored the classroom practices of Natural Sciences teachers when
teaching the Matter and Material strand in senior phase schools in the Siyabuswa
circuit. The following research questions were explored: What is the nature of the
teacher’s teacher knowledge when teaching Matter and Material strand in the senior
phase schools? What is the nature of the teacher’s instructional strategies when
teaching the Matter and Material strand in the senior phase schools? How does the
teacher’s teacher knowledge and instructional strategies shape the classroom
interactions and discourse? The qualitative case study approach was employed,
wherein three teachers participated. Interviews and observation were used for data
collection. The findings revealed that Natural Science teachers lack content
knowledge and inadequate Subject Matter Knowledge which influences their
instructional strategies, hence their classroom interactions and discourses.
Recommendations were made to the Department of Education and government to
look into the factors that influence the teaching of Natural Sciences as far as teacher’s
knowledge and contextual factors are concerned. / Irhubhululo leli liphathelene nomfundisi nakafundisa ngekumbeni isifundo se Natural
Sciences khulu khulu sitjheje amakghono kunye nobukgwari I Matter and Material
strand emabangeni aphakathi (Senior Phase) isiyingi sange Siyabuswa. Imibuzo
erhujululiweko netsengiweko ngelandelako: inzindzolwazi lomfundisi lingangani lokha
nakafundisa isifundo se Matter and Material strand emabangeni aphakathi (Senior
Phase)? Anjani amakgono womfundisi nakafundisa / nokwethula isifundo se Matter
and Material strand emabangeni aphakathi (Senior Phase)? Ingabe ilwazi neendlela
zokufundisa zomfundisi ziletha njani ukuzwisisa nokuragela phambili kwesifundo
ngekumbeni? Irhubhululo elingeneleleko mayelana nokufuna ilwazi ngesihloko
esingehla lisetjenzisiswe. Kusetjenziswe abafundisi abathathu kulelirhubhulo.
Ukuhlolwa kwelwazi babuzwe imibuzo begodu baphoswa ilihlo elibukhali ukubuthelela
inzinzolwazi. Imiphumela iveze pepeneneni bona abafundisi be Natural Sciences
bayatlhayela ngelwazi kunye nelwazi elingeneleleko mayelana nesifundo, lokho
kunomthelela omumbi ngendlela abathula ngayo ilwazi kunye nendlela yokuzwisisa
kwabafundi. UMnyango wezeFundo kunye norhulumende bayelelisiwe bona batjheje
amaphuzu anemithelela emimbi lokha nakufundiswa isifundo se Natural Sciences
khulu khulu inzinzo lwazi lomfundisi kunye neenqabo zokufunda. / Die studie is die ondersoek na klaskamer praktyke van Natuurwetenskaponderwysers
wanneer onderrig gegee word in Materie-en Materiale vesel in senior fase skole, in
die Siyabuswa omgewing. Die volgende navorsingsvrae was ondersoek: Wat is die
aard van die onderwyser se onderrigkennis wanneer Materie-en Materiale vesel in
senior fase skole onderrig word? Wat is die aard van die onderwyser se
onderrigstrategie wanneer Materie-en Materiale vesel in senior fase skole onderrig
word? Hoe vorm die onderwyser se kennis-en onderrigstrategieë die klas se
interaksies en diskoers? Die kwalititatiewe gevallestudie benadering was toegepas
waartydens drie onderwysers deelgeneem het en die versamelde data gebruik was.
Die bevindinge het die Natuurwetenskaponderwysers se gebrek aan inhoudskennis
en onvoldoende Vakkennis, wat hul onderrigstrategieë nadelig beïnvloed uitgewys,
vandaar hul klaskamer en interaksie diskoerse. Aanbevelings is gemaak aan die
Departement van Opvoeding en die Regering om ondersoek in te stel na wat die
onderrig van Natuurwetenskappe benadeel in so verre dit die kennis van die
onderwysers betref. / Science and Technology Education / M. Ed. (Specialisation in Natural Science Education)
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科技人力資本投資的市場及財政機制: 理工科碩士的升博意願研究. / Market and financial mechanism on human capital investment in science and technology: an investigation of science and engineering graduate student's aspiration for doctoral degree / 理工科碩士的升博意願研究 / CUHK electronic theses & dissertations collection / Ke ji ren li zi ben tou zi de shi chang ji cai zheng ji zhi: li gong ke shuo shi de sheng bo yi yuan yan jiu. / Li gong ke shuo shi de sheng bo yi yuan yan jiuJanuary 2013 (has links)
楊希. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 155-169). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Yang xi.
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The value, place and method of teaching natural science in the foundation phaseBosman, Linda 31 March 2006 (has links)
ABSTRACT
The study aims at establishing whether Foundation Phase schooling provides a proper
foundation for the promotion of scientific literacy. Natural Science in the Foundation
Phase is understood as scientific knowledge, process skills, and values and attitudes,
which together should foster scientific literacy. Influential perspectives on learning, and
teaching methods appropriate to Natural Science education in the Foundation Phase,
are reviewed, and the Natural Science Learning Area in the RNCS discussed in the
context of global trends in curriculum development. Finally the findings of an empirical
survey on the perceptions of Foundation Phase teachers with regard to Natural Science
teaching and learning, are presented.
Major findings include the following: (1) Scientific literacy is currently not a curriculum
priority in the Foundation Phase, due mainly to meagre time allocation and lack of
applicable Learning Outcomes. (2) Although teachers appear predominantly positive
towards the Learning Area, significant shortcomings need to be addressed before
Natural Science teaching in the Foundation Phase may claim to provide the required
basis for promoting scientific literacy.
OPSOMMING
Die studie poog om vas te stel of Grondslagfase-onderrig `n geskikte basis lê vir die
bevordering van wetenskaplike geletterdheid. Natuurwetenskappe in die Grondslagfase
word beskou as `n kombinasie van wetenskaplike kennis, prosesvaardighede, en waardes en ingesteldhede, wat gesamentlik wetenskaplike geletterdheid ten doel het. Invloedryke perspektiewe op leer, en gepaste onderrigmetodes vir die effektiewe fasilitering van Natuurwetenskappe-onderrig in die Grondslagfase word onder die loep geneem voordat die Natuurwetenskappe-leerarea in die Hersiene Nasionale Kurrikulumverklaring bespreek word binne die konteks van wêreldwye neigings in
kurrikulumontwikkeling. Laastens rapporterr die studie die bevindinge van `n empiriese
ondersoek na die persepsies van Grondslagfase-onderwysers rakende Natuurwetenskaponderrig
en -leer. Belangrike bevinding sluit in: (1) Die bevordering van wetenskaplike geletterdheid word
nie as kurrikulumprioriteit in die Grondslagfase beskou word nie, soos blyk uit die karige
toedeling van tyd en aantal leeruitkomste aan die Natuurwetenskappe-leerarea op hierdie vlak. (2) Alhoewel onderwysers se persepsies rakende Natuurwetenskaponderrig en -leer oorwegend positief blyk te wees, is daar ernstige tekortkominge wat aangespreek moet word voordat Natuurwetenskappe-onderrig in die Grondslagfase die vereiste grondslag sal kan lê vir die bevordering van wetenskaplike geletterdheid. / Educational Studies / M.Ed.
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Combating gender stereotyping in the science and technology classrooms of a primary schoolVan der Merwe-Muller, Lorna 11 1900 (has links)
Gender stereotyping is a phenomenon found in all spheres of life. School children often have to bear the brunt of these prescribed roles and stereotypes. This study includes a literature review of the characteristics of a professional educator as well as the theoretical background on gender issues. It employed Participatory Action Research as a strategy with the aim to empower teachers to improve their classroom practice, and ultimately, to improve the teaching-learning dynamics for learners in the science and technology classrooms. The participants, who are science and technology teachers, are vastly different people whose one common goal it was to empower themselves and to change their classroom practice on a continuous basis. The study looks at some of the beliefs these teachers now hold after the intervention for promoting gender equality in the classroom. Science and technology are the domains of historically male-dominated fields, and by means of this study I aim to equalise the learning opportunities for both boys and girls. / Comparative Education / M. Ed. (Comparative Education)
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An exploration into the school related factors that causes high matriculation failure rates in Physical Science in public high schools of Alexandra TownshipMuzah, Patson 21 November 2011 (has links)
The exploratory study investigated school related factors responsible for high matriculaion failure rates in physical science in public high schools of
Alexandra Township in South Africa. The target population included all Further Education and Training (FET) science educators and learners in Alexandra
Township. An extreme-case sampling method was used to select a sample of two schools. Data was collected through two different closed questionnaires, one for educators (n=10) and the other for learners (n=250). The results were analyzed using mainly descriptive tatistics.
The results, according to the views and opinions of educators and learners showed that the main causes of high failure rates are poor educator qualifications, outdated teaching methods, massive workloads, high levels of
absenteeism and acute deficiencies in aspects related to: resources, subject content, classroom management skills, proficiency in language of instruction and assessment, motivation and perseverance.
Recommendations for practice and policy are suggested. / Further Teacher Education / M. Ed. (Natural Science Education)
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English as a language of learning and teaching science in rural secondry schools : a study of the Vlakfontein circuit in LimpopoSetati, Matlou Caiphus 09 1900 (has links)
The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can.
Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language.
The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner.
The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available.
The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology).
This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge.
The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests.
However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)
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