Thesis (MA)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: The lack of scientific and technically schooled human resources has been a problem in the South African labour market for quite some time. In the present study the factors influencing learners' decisions to choose Physical Science or not, as a final subject choice, are examined. The Meyer Interest Questionnaire (MB-lO) and two selfdesigned questionnaires were completed by 140 grade 10 pupils of a brown and a black high school in Stellenbosch. Pearson rank order correlations, Chi-square analysis and the Mann-Whitney test were used to analyse the data. It appears that a significant number of learners choose Physical Science if they believe that they need it for their tertiary course or if they need it for university admission or if they think that it would better their bursary and/or study loan prospects. A significant number of learners do not choose Physical Science if they did not do well in General Science in grade nine or if they believe that Physical Science is not a subject for girls. Many learners also do not choose Physical Science because of a perception that Physical Science is too difficult. Significantly few learners made use of career counselling during their [mal subject choice. Significant differences were found between the interests of the group that chose Physical Science and the group that did not choose it. / AFRIKAANSE OPSOMMING: Die tekort aan wetenskaplik en tegnies geskoolde menslike hulpbronne is reeds vir 'n geruime tyd 'n probleem in die Suid-Afrikaanse arbeidsmark. In die huidige studie is daar in hoofsaak ondersoek ingestel na die faktore wat leerders se besluit om Natuuren Skeikunde as finale skoolvak te kies of nie, beïnvloed. Die Meyerbelangstellingsvraelys (MB-lO) en twee selfontwerpte vraelyste is op 140 graad 10 leerders van 'n bruin en 'n swart hoërskool in Stellenbosch afgeneem. Die data is met behulp van Pearson-rangordekorrelasies, Chi-kwadraatontledings en die Mann- Whitney toets ontleed. Dit blyk dat 'n beduidende getal leerders Natuur- en Skeikunde kies indien hulle glo dat hulle dit nodig het vir hulle naskoolse opleiding of vir universiteitstoelating of indien hulle dink dat hulle studiebeurs- en/of studieleningvooruitsigte daardeur verbeter sal word. 'n Beduidende getalleerders wat swak presteer het in graad nege of wat glo dat die vak nie by meisies pas nie, kies nie Natuur- en Skeikunde nie. Baie leerders kies ook nie Natuur- en Skeikunde nie vanweë 'n persepsie dat die vak te moeilik is. Beduidend min leerders het gebruik gemaak van beroepsvoorligting tydens hulle finale vakkeuses. Daar is beduidende belangstellingsverskille gevind tussen die groepe wat Natuur- en Skeikunde gekies het en die wat dit nie gekies het nie.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

The present study was a systematic investigation of developmental skill sequences in the early science domain. Three developmental sequences in the area of astronomy were investigated; knowledge about earth, light and motion. Test items were developed reflecting developmental sequences based on the cognitive processes that are necessary for understanding each task. Data were collected from 1595 kindergarten children from six geographically diverse areas. Latent trait models were constructed to reflect the hypothesized developmental sequences by allowing discrimination and difficulty parameters to vary or by constraining them to equal. Preferred models were obtained by statistical comparison with other models. The knowledge about light and motion were in the hypothesized developmental sequence. Astronomical events that contradicted personal experience, required causal explanations and consisted of extended causal chains were the most difficult for kindergarten children to understand. Investigations concerning the mechanism for conceptual change are necessary.

The purpose of this study was to determine what effects, if any, the Elementary Science Study has on selected science skills of Educable Mentally Retarded students.The science skills chosen were observing, inferring, and communicating across four educational levels -- primary, intermediate, junior high, and senior high EM students -- of the Northwest Indiana Special Education Cooperative. This Cooperative consists of ten school corporations: Highland, Griffith, hake Ridge, Fast Gary, Hobart Township, Hobart, Ross Township, Hanover Community, Crown Points, and Tri-Creek. These corporations have joined together to provide comprehensive programming in special education.The data were collected from 307 EM students (chronological ages 6-19 years) taught by twenty-six teachers who participated in the study.Two experimental groups were used. One, labeled the Perceptual Group, consisted of nine teachers and their students using six FBS units comprised of Tangrams, Mirror Cards, Pattern Blocks, Attribute Games, Geo-Blocks, and Tracks. A second experimental group, labeled the Psychomotor Group, consisted of nine teachers and their students using six FSS units comprised of Sink or Float, Mystery Powders, Ice Cubes, Clay Boats, Primary Balancing, and Batteries and Bulbs. A third group, which served as the control, consisted of eight teachers and their students.The Illinois Test of Psycholinguistic Abilities Verbal Expression Sub-Test was modified by this researcher and used as the evaluation instrument. The science skill of communicating was determined by the regular ITPA score while the science skills of observing and inferring were determined by the modified ITPA. Eight school psychologists administered and scored the instrument.Multivariate and Univariate Analyses of Covariance were used for the statistical analyses. General and specific findings were noted for each educational level. There were statistically significant differences between the experimentals and controls in both multivariate and univariate analyses of the data. Both perceptual ESS units and psychomotor ES S units were found to improve at least one of the three science skills in some educational levels.There was an increase in the frequency of mean verbal expression scores and the frequency of mean observations made by students. There was a corresponding decrease in the mean frequency of inferences made by students from primary through senior high.In combining all educational levels (primary, intermediate, junior high, and senior high) the Experimental Group displayed a significantly higher frequency in mean verbal expression and mean observation scores. There was no significant difference between the Experimental and Control Groups in the mean frequency of inferences.In general, MM students exposed to ESS units demonstrated a higher level of verbal ability.

The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.

Using a mixed method research design in which qualitative techniques were embedded in a quasi-experimental approach, I investigated the use of refutation text as a strategy for correcting science misconceptions. Forty Grades 3 and 4 students at an elementary school situated in an economically and ethnically diverse Victoria neighborhood participated in this study. A true or false pretest identified which of eight target misconceptions were held by individual participants and indicated that all but three participants held four or more misconceptions. During the intervention phase, participants read text passages about four of the misconceptions they held: two refutation text passages and two expository text passages. A posttest was administered immediately after the intervention, and a delayed posttest was administered six weeks later. I followed an open coding procedure to analyze qualitative data, and, where appropriate, I used Chi-square (x') to determine the statistical significance of the results. The readability levels of the 16 text passages used in the study were determined by the Dale-Chall readability formulit- And Fry's Readability Gaph. Data collection instruments consisted of a researcherdeveloped pretest, posttest, and delayed posttest; the Reading Comprehension subtest of the Canadian Tests of Basic Skills (CTBS); and a semi-structured interview guide. Results indicated that refutation text passages were significantly more likely than traditional expository text passages to result in the immediate correction of a target misconception. The corrections of misconceptions were more often maintained after six weeks i f they resulted from reading a refutation text passage rather than from reading a traditional expository text passage, regardless of grade level, although the differences were not significant. While text passage effectiveness could not be correlated with textual characteristics, it was influenced by the reader characteristics of gender, grade level, and reading comprehension ability.

M.Ed. / The contents of curricula are necessarily exposed to dynamic changes. Development of curricula should be carried out at base level, that is, in the school and in the classroom. If all levels of education and the community are involved, each pupil as well as the community will reap the benefits of curricula and syllabi that keep abreast of the demands of our time. To be able to control reality implies greater control of the computer. Knowledge of the fast growing science of the computer could open many doors for those who are eager to learn, while the same doors will remain closed for those who do not adapt fast enough to the changing demands of the community. The high number of pupils that discontinue Computer Studies (as a 7th subject) and the proposals to combine Computer Studies with other subjects have necessitated an in-depth evaluation of the curricula. The evaluation models of Kruger, Stufflebeam, Pratt and Stake are focalised on the community's contribution to curriculum renewal. The contribution of the school, where the curriculum starts functioning, must not be underestimated. The curriculum becomes especially relevant and of interest to the community at school and classroom level. Contents of curricula must be revised regularly and scientifically on all levels. The revision and updating of contents must be preceded by periodic situation analyses in which all possible changes are monitored...

The problem of this study was to determine the emphasis placed on various science teaching practices by a random sample of high school biology, chemistry, and physics teachers in selected Texas high schools. The subproblem was to compare the emphasis placed on the practices as reported by the high school teachers with the emphasis as recommended by national science education specialists, teachers of biology, chemistry, and physics in selected Texas colleges and universities, and teachers of professional education courses in selected Texas colleges and universities.

The purpose of the study was to determine the agreement between reported levels of emphasis of course content topics suitable for the junior high school and the optimum level of emphasis as it was recommended by Texas science supervisors and national science education specialists.

M.Ed. / In the light of the increasing need for tertiary education, recent technological developments, and the vast and logarithmic developments in the natural sciences, this investigation endeavors to provide guidelines for the development, implementation, and evaluation of a multimedia learning package for use in the natural sciences ...