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Teaching of scientific investigations by life and natural science educators in BushbuckridgeDlamini, Amos Paspas 31 August 2008 (has links)
The study describes the teaching of scientific investigations by Life and Natural Sciences educators in the Bushbuckridge Region in Mpumalanga Province, South Africa. A quantitative survey method was exploited using a Cluster sampling method. The study was conducted a year after the introduction of the National Curriculum Statement in Grade 10, in South African schools. The study found that most educators use teacher-centred teaching methodologies rather than open inquiry in teaching scientific investigations. Schools still have a shortage of infrastructure, teaching resources and references, which make it difficult for the educators to shift towards the expected new system of teaching. Teachers are confronted with language barriers, heavy workload and insufficient retraining in the new curriculum. / Science and Technology Education / M.Ed.
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The role of eye contact in promoting effective learning in natural science in the secondary schoolVolmink, Leonora Patricia 11 1900 (has links)
The study explores the role of eye contact in promoting effective learning in natural science in the secondary school using eye-tracking technology. A theoretical framework constituting the theories of Vygotsky, Piaget and Bandura inform the study. In the empirical inquiry in this study a purposefully selected group of eleven Grade 9-learners of mixed ability were eye-tracked by means of the Tobii 60 X-2 eye-tracker during individual viewings of a video-recording of a natural science lesson taught by the educator using a PowerPoint presentation. The Tobii 60 X-2 eyetracker establishes how a learner pays attention to information presented through educator narration, visuals and texts during teaching and learning. The findings indicate that, as the learners’ areas of interest, their highest total fixation duration was firstly on the PowerPoint presentation, and secondly on the educator. Under-performing natural science learners showed shorter and less dense fixation in both areas of interest. / Science and Technology Education / M. Ed. (Natural Science Education)
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Studying science and engineering at UCT : students' background, experience of science an reasons for studying science or engineeringLaugksch, Diane 03 1900 (has links)
Thesis (MPhil)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: It is the contention of this study that competence in science and mathematics is a
necessary condition for access to higher education, but that it is a general interest in
science that will inspire learners to pursue careers in science and technology. The
objective of this study was to develop a profile of the individual who chooses to study
science and engineering. The three research questions were, firstly, what is the
background profile of a group of learners who have decided to study science and
engineering? Secondly, what are the characteristic features of the school-science
experience of these learners? Lastly, what are the factors that learners think most
influenced their decision to study science and engineering?
This study was formulated as having a descriptive purpose and hence a survey
research design was used. Self-reported retrospective data were collected using a
questionnaire which was designed with reference to a number of sources (e.g.,
Woolnough, 1994). After piloting the questionnaire, it was administered to all firstyear
students registered in the faculties of Science and Engineering at the University
of Cape Town. A total of 204 first-year science and 247 first-year engineering
students formed the final sample of this study.
Quantitative analysis of the students’ responses showed that 66% of respondents
were male. The majority of female students were registered in the science faculty.
English was the home language of 55% of the sample, with 32% of students reported
speaking one of the other nine official languages at home. Parents, career
counselors and teachers most influenced students’ decision to study science or
engineering. The vast majority of respondents took Physical Science at school.
Students’ experiences of school science were diverse. Students’ responses generally
reflected a poor commitment on the part of schools to expose students to noncurriculum
activities generally thought to promote an interest in science. Overall, the
majority of students reflected an enthusiasm for learning to do science through
scientific experiments, albeit with preference for a teacher-driven approach to
classroom activities. Personal motivation, receiving a bursary, and access to
information were the main factors that students said influenced their decision to study
science and engineering. While information received at a careers open day and
participating in a school science competition was crucial for science students, engineering students showed a general curiosity for science, for knowing how things
work, and for creating and designing things. For most African students information
received at a careers open day was important, while a curiosity for science and
receiving a bursary were equally important in influencing non-African students to
pursue further study in science or engineering.
The results of this study suggest that what parents say, and the information that
learners have access to, is important to the decisions that learners make in regard to
future careers in science and engineering. It is suggested that future strategies for
promoting science in general must include parents, teachers and senior learners in
the dissemination of general information about science, about people in science,
about using science in everyday life, and about the possibilities for further study in
science and engineering. / AFRIKAANSE OPSOMMING: Dit is die uitgangspunt van hierdie ondersoek dat vaardigheid in die wetenskap en
wiskunde ‘n noodsaaklike voorwaarde is vir toegang to tersiêre onderwys, maar dat
‘n algemene belangstelling in die wetenskap leerders sal inspireer om loopbane in
die natuurwetenskappe en tegnologie te volg. Die doel van hierdie ondersoek was
om ‘n profiel te ontwikkel van die individu wat die natuurwetenskappe en
ingenieurswese kies as studierigting. Die drie navorsingsvrae was, eerstens, wat is
die agtergrondsprofiel van leerders wat besluit om in die natuurwetenskappe en
ingenieurswese te studeer? Tweedens, wat is die kenmerkende eienskappe van
hierdie leerders se skoolervaring? Laastens, watter faktore dink hierdie leerders het
hulle besluit om in die natuurwetenskappe en ingenieurswese te studeer, die meeste
beïnvloed?
Hierdie ondersoek is beskrywend van aard en dus is ‘n steekproef as
navorsingsontwerp gebruik. Selfgerapporteerde retrospektiewe data is ingesamel
deur middel van ‘n vraelys wat ontwerp is met verwysings na ‘n verskeidenheid
bronne (bv., Woolnough, 1994). Die vraelys is versprei aan alle eerste-jaar
geregistreerde studente in die Natuurwetenskappe en Ingenieurswese Fakulteite by
die Universiteit van Kaapstad, nadat ‘n voortoetsing van die vraelys uitgevoer is. ‘n
Totaal van 204 eerste-jaar natuurwetensakppe en 247 eerste-jaar ingenieurswese
studente was deel van die finale steekproef van hierdie ondersoek.
Die kwantitatiewe ontleding van die studenteterugvoer toon dat 66% van die
respondente manlik is. Die meerderheid vroulike studente was geregistreer in die
natuurwetenskappe fakulteit. Engels was die huistaal van 55% van die steekproef, en
32% van die studente het aangedui dat hulle een of meer van die ander nege
amptelike landstale praat. Ouers, beroepsvoorligters en onderwysers het die meeste
invloed gehad op die studente se besluit om in die natuurwetenskappe of
ingenieurswese te studeer. Die oorgrote meerderheid respondente het Natuur- en
Skeikunde op skool geneem. Studente se skoolervarings en ervaring van die
wetenskap op skool was uiteenlopend. Studente se terugvoer het in die algemeen
gedui op ‘n swak verbintenis van skole tot die blootstelling van studente aan niekurrikulêre
aktiwiteite wat oor die algemeen belangstelling in die wetenskap kweek.
Die meerderheid studente het in die geheel ‘n entoesiasme getoon om meer te leer van die wetenskap deur die uitvoer van wetenskaplike eksperimente, hoewel met ‘n
voorkeur vir ‘n onderwyser-gedrewe benadering tot klaskamer aktiwiteite.
Persoonlike motivering, om ‘n beurs te ontvang, en toegang tot inligting is deur
studente aangedui as van die vernaamste faktore wat ‘n invloed op hulle keuse van
die natuurwetenskappe en ingenieurswese as studierigting gehad het. Die inligting
wat die natuurwetenskappe studente ontvang het by beroepsgeoriënteerde opedae
en deelname in ‘n skool wetenskapskompetisie was beslissend in hulle besluit. Die
ingenieurswese studente daarteenoor het ‘n algemene nuurskierigheid vir die
wetenskap en hoe dinge werk, hoe om dinge te skep en te ontwerp, getoon. Die
inligting wat swart studente by beroepsgeoriënteerde opedae ontvang het, was
belangrik, terwyl ‘n wetenskaplike nuuskierigheid en die toekenning van ‘n beurs ‘n
ewe belangrike invloed gehad het op ander studente se keuse om verdere studie in
die natuurwetenskappe of ingenieurswese voort te sit.
Die resultate van hierdie ondersoek dui daarop dat wat ouers sê, en die inligting
waartoe leerders toegang het, belangrik is vir die besluite wat leerders neem met
betrekking tot toekomstige loopbane in die natuurwetenskappe en ingenieurswese.
Daar word voorgestel dat toekomstige strategieë vir die bevordering van die
wetenskap in die algemeen ouers, onderwysers en senior leerders moet insluit in die
verspreiding van algemene inligting oor die wetenskap, oor mense in die wetenskap,
oor die gebruik van die wetenskap in die alledaagse lewe, en die moontlikhede van
verdere studies in die natuurwetenskappe en ingenieurswese.
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Public understanding of science : (a case study of a coloured community)Maralack, Bernado Canon Theodore 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: While the importance of science and technology for society has long been
recognised, it has taken on ever increasing importance in the present century.
As a result this study, government (The year of Science and Technology -
1998), and other initiatives by concerned bodies efforts are directed to better
inform the public about the nature and role of science and technology. It
aimed to make citizens both better informed and better able to adapt to the
many changes that science and technology have brought, and will continue to
bring, to their lives.
Despite these efforts many citizens remain ill informed about the scientific
advances, and how technology affects their lives. As a result, most members
of the public are unable to form substantiated judgements about matters
involving science and technology. It is essential that ways are find to improve
the public understands of science and technology.
This study discusses the results of an empirical survey which was conducted
in a coloured community in Paarl. The thesis summarises the results of the
survey on these issues. It presents data on the public's understanding of
science and technology and lists efforts that have been made to improve the
understanding of science and technology. The study describes efforts to
make information on science and technology more readily available to the
public. Finally, it proposed measures that various actors might usefully take to
improve public understanding of science and technology. / AFRIKAANSE OPSOMMING: Die belangrikheid van wetenskap en tegnologie vir die samelewing word
reeds 'n geruime tyd erken, en het veraloor die laaste eeu toegeneem.
Hieruit spruit die poging van hierdie studie, die regering (die Jaar van
Wetenskap en Tegnologie 1998), en ander inisiatiewe deur
belanghebbende organisasies om die algemene publiek in te lig rakende die
rol van wetenskap en tegnologie. Dit poog om die algemene publiek in te lig
oor, en in staat te stelom aan te pas by die veranderinge wat wetenskap en
tegnologie reeds meegebring het, en nog sal meebring in hulle daaglikse
lewe.
Ten spyte van hierdie pogings is verskeie lede van die publiek steeds
oningelig rakende wetenskaplike veranderinge en die wyses waarop
tegnologie hulle lewens beïnvloed. Gevolglik is 'n groot gedeelte van die
algemene publiek nie in staat om ingeligte oordele te kan maak met
betrekking tot wetenskap- en tegnologieverwante aangeleenthede nie. Dit is
dus essensieel dat maniere gevind word om die algemene publiek se
persepsie van wetenskap en tegnologie te verbeter.
Hierdie studie bespreek die resultate van 'n empiriese opname wat onder 'n
bruin gemeenskap in Paarlonderneem is. Dit bevat resultate oor die
algemene publiek se persepsies van wetenskap en tegnologie, en gee 'n
aanduiding van die pogings wat aangewend is om hierdie persepsie te
verbeter. Die studie beskryf ook die pogings wat aangewend is om inligting
rakende wetenskap en tegnologie meer beskikbaar te maak vir die algemene
publiek. Ten slotte, word maniere voorgestel waarop die verskeie rolspelers
strategiee geimplementeer kan word vir die uitbouing van die algemene
publiek se persepsie van wetenskap en tegnologie.
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Integrating scholarship and continuing professional development (CPD) in the natural sciences at a South African universityFrick, Beatrice Liezel 12 1900 (has links)
Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / The worldwide emphasis on lifelong learning, the continuous and fast pace of change and the competitive nature of practice forces professionals in all sectors to remain abreast of the latest knowledge, skills and/or innovations. This has contributed to the evolution of the term continuing professional development (CPD). The university lecturer in the natural sciences functions within a unique area of professional practice, as the practice requires scholarship – which contains elements of both subject-specific and educational expertise. It remains unclear how CPD within this professional arena is defined in terms of need, purpose and provision. The current quality of learning and evaluation of learning also warrants investigation. This study aimed to investigate how CPD could play a role in scholarly development from the perspective of lecturers in the Faculty of Science at Stellenbosch University (South Africa). A qualitative approach was followed. Semi-structured interviews with a purposive sample, followed by an open-ended questionnaire with a stratified random sample, were used.
The results are reported in seven chapters, of which the first provides an orientation to the conducted study. The second chapter focuses on placing CPD in the context of scholarly practice in the natural sciences at Stellenbosch University. The third chapter investigates the provision of CPD in the natural sciences that could enhance integrated scholarship. The fourth chapter investigates the quality of learning within CPD as a measure of scholarly development. The fifth chapter reports on the evaluation of scholars’ learning in CPD in the natural sciences at Stellenbosch University, while the sixth chapter focuses on current issues and future trends in CPD for natural science lecturers at Stellenbosch University that will motivate an integrated and holistic approach to scholarly development – based on their own insights into their professional practice. The final chapter concludes the study with recommendations for the future practice of CPD within this sphere.
The main findings indicate a difficulty in defining CPD, as these lecturers see themselves as a diverse group not easily confined to the traditional boundaries of a professional sphere. This difficulty in defining CPD has a direct influence on the lecturers’ need for CPD and the purpose of CPD within this sector of higher education. The provision of CPD for lecturers in the natural sciences does not conform to an integrated and coherent system of provision between the different stakeholders. Many initiatives are informal and are initiated according to individual needs. There is evidence of collaborative efforts within the different disciplines, although they are limited in terms of transdisciplinarity and true integration of scholarly roles. As a result of the complexities of academic practice, the quality of learning within the existing CPD initiatives is not easily determined. The progression from novice to expert is a continuous process, which is mostly self-directed and reflective in nature. Formalised government interventions, Total Quality Management systems, leadership development, mentorship and situated learning are presented as possible means of enhancing the quality of learning in CPD. The present study indicates the lack of appropriate evaluation of learning in CPD as the main shortcoming in the total process of CPD conceptualisation, provision, quality assurance and evaluation within the study population. Accountability for the monetary investment and energy spent on any CPD initiative is therefore limited. Portfolios, peer review, open-ended problems and simulations, auditing and observation of practice are presented as viable options for effective evaluation of learning in CPD that could enhance integrated scholarship. The future trends in CPD are discussed in terms of the future context of practice; the role of and need for experts; how experts will be educated and how they will maintain their competence. This provides a holistic view of scholarly development through CPD within the context of lecturers in the natural sciences in the Stellenbosch University.
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Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die AardwetenskappeDe Beer (nee Jordaan), Maria C. 12 1900 (has links)
Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008. / The numerous changes to the South African education system since January 1998
have had far reaching effects on schools and the training of educators (Government
Gazette, 31 May 2002:13). Changes in subject content have occurred in various
subjects, and the General Science (now Natural Science) syllabus is no exception.
The General Science syllabus previously catered mainly for Chemistry, Physics and
Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject
matter on Physical Geography (Climatology, Astronomy, and Geomorphology)
(Department of Education, 2002b:6). The problem with this is that educators that
previously taught General Science are not necessarily qualified to present the Physical
Geography component of the new syllabus. This study investigates the impact of the
changes in the new curriculum.
The review of existing literature on curriculum development in Natural Science
education in South Africa emphasises key changes made in the development and
implementation of C2005 and the Revised National Curriculum Statement (RNCS). It
also explores the characteristic features of misconceptions, before considering specific
misconceptions in Natural Sciences.
The first part of the two-tiered empirical investigation is based on the results of
questionnaires and interviews completed by different groups of Natural Sciences
educators. The questionnaires, which drew in part on existing questionnaires used in
similar studies, were based on information used for the literature review.
The second part of the empirical investigation consisted of interviews conducted with
Natural Sciences Departmental Heads at randomly selected schools. An attempt was
made to determine how these senior educators experienced the implementation of
C2005 and RNCS and what their attitude to the new curriculum were. The data
obtained from the questionnaires and the subsequent interviews were categorised,
interpreted and coded for statistical processing.
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Managing the professional development of primary school teachers by means of action researchBadasie, Razia Banoo Ghanchi 01 1900 (has links)
In the climate of poor student achievement and a lack of skilled teachers in natural science and mathematics, the main research question of this study was: How can the professional development of primary school teachers be managed by means of action research? The aim of the study was to develop, implement and evaluate a site-based collaboration programme to promote the professional development of the teachers in these subjects within a home-based or semi home-based teaching context. The theory of situated learning within a community of practice (CoP) was used as conceptual framework.
Purposeful and convenient sampling was implemented to select participants. Five grade 4 teachers, five grade 5 teachers, four grade 6 teachers and eight members of the school management team participated in the three year study. During the planning phase a needs analysis was done. During the action phase, lead teachers were responsible for the planning in one or two subjects. The teachers met once every six school days (about 30 meetings per year), for up to two hours to discuss content and methodological issues, plan assessment strategies, analyse and reflect on results and decide on intervention strategies. The grade 4, 5 and 6 groups completed six, four and two action research cycles respectively, and the school management team six action research cycles of about six months each.
To evaluate the professional development that resulted, data collection was by means of observation, field notes, typed minutes, four focus groups, 12 individual interviews, teachers’ files, a questionnaire and students’ books and achievements. The results indicate that the professional development of primary school teachers could be managed and constantly improved by means of action research. When school managers organise teachers into communities of practice and implement action research cycles, the teachers learn in a context-sensitive way. This learning is characterised by two social stages involving participation in the subject and grade CoP, and an independent stage of personal involvement when teachers internalise knowledge and practices of other teachers. The professional development of the teachers was in the areas of content knowledge, pedagogic content knowledge, assessment literacy and professional attitudes. Student achievement improved. / Educational Leadership and Management / D. Ed. (Education Management)
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The Integration of Reading and Science to Aid Problem ReadersMinge, Genevieve J 01 January 1978 (has links)
The purpose of this paper is to explain a curriculum package which was designed for science students at Orange Park IX, ninth grade center, Clay County, Florida. The target population consists of those students who read below the sixth-grade level according to the Stanford Achievement Test (SAT) scores and who are enrolled in a general science class. These students are also enrolled in a Reading Skills class and some are in the SLD and ED programs as well. Although there will be interaction with the reading, SLD, and ED teachers, the classes will not be team taught. Therefore, the science curriculum is intended to be contained within the fifty-minute sessions allowed for science classes.
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Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College LevelDeTurk, Patricia Marie 08 August 2013 (has links)
In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students prior to and after the treatment were used to assess STEM attitudes. Additionally, the CLA peer mentors were given self-assessments regarding their level of self-efficacy. The most marked difference in the pre- and post-treatment data was with the male GED students. Initially, only 2 of the 7 had definite career goals, 5 with undefined career goals, with 4 showing no interest in STEM. After the treatment, 6 exhibited interest in pursuing STEM education or employment. The female GED students' interest remained unchanged, resulting in the male and female students showing equivalent interest in STEM post-treatment. The CLA peer mentors showed an increase in self-efficacy using Bandura's four sources of self-efficacy in social cognition (1997). The preliminary results of this study suggest that interest in STEM education and STEM careers can be generated with peer mentored learning. (Contains 1 figure and 8 tables.)
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Investigating the problem-solving proficiency of second-year Quantitative Techniques students : the case of Walter Sisulu UniversityBester, Lynette 07 1900 (has links)
Quantitative Techniques is traditionally a subject with a poor pass rate at Walter Sisulu
University. In search of a turnaround strategy, the purpose of this study was to determine the
level of problem-solving proficiency of Quantitative Techniques students, which is suspected
to influence achievement in this subject. A descriptive survey design was used in this
research. Second-year ND (Marketing) students (128) took part in the study. A questionnaire
and a written test were used to collect data. A profile of participants’ problem-solving was
determined. Their weaknesses and strengths in problem-solving were investigated. The
problem-solving proficiency of participants with regards to the biographical variables of
Gender, Age, Mathematics background and whether they took Data Handling training at
school or not were explored.
A model, based on Polya’s four stages of problem-solving, was used to measure the students’
level of problem-solving proficiency, which was 59,16%. Findings suggest that the students
achieved highest in understanding a problem (72,29%) and making a plan to solve the
problem (73,77%). They are weakest at interpreting their results (29,38%). MANOVA results
showed no statistical significance for the biographical variables. The univariate results
suggest that age, Data Handling training at school and Gender could affect problem-solving
proficiency. Since the findings of this study indicate a strong relationship between participants’ problem-solving proficiency and their actual achievement, some intervention is
recommended. An intervention could be in the form of a section on problem-solving in the
course, supplemental instruction or an introductory course. Course and curriculum content should be revised to address students’ proficiency in problem-solving. / Mathematical Sciences / M. A. (Statistics Education)
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