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Playful sciencing and the early childhood classroomKirby, Barbara Mary 01 January 2005 (has links)
The purpose of this project is to examine the power of play, guided discovery, and hands-on experiences in the early childhood classroom, specifically as it relates to early childhood science experience. This paper will also propose a science curriculum encompassing a hands-on, guided discovery, play-based approach.
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Teaching thinking skills in science to learners with special needs : an evaluation studyGalyam, Nilly 12 1900 (has links)
Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Effective use of thinking skills and processes affects every aspect of our lives. This study
investigates the nexus between an alternative approach to science teaching with an
emphasis on teaching thinking skills, and the special needs of learners in two South
African classrooms.
Two cycles of intervention programmes with an emphasis on thinking skills were
introduced to learners with special needs and evaluated. The aims of this study are to
critically explore whether and to what extent teaching science to learners with special
needs using selected Instrumental Enrichment instruments can:
• Contribute to the development of basic and science thinking skills and the transfer of
these thinking skills and processes to other disciplines;
• Provide learners with special needs with an interactive science programme that is
suitable for their special needs; and
• Increase student engagement in the science classroom as well as positively influence
the classroom learning environment.
The study was conducted using action research as a method for teachers-researchers to
investigate the teaching-learning situation in situ for the purpose of improvement and
change of practice as well as for the benefit of the learners who participate in the
intervention. Cross-referencing triangulation was used, in which different perspectives
obtained from different sources - the teacher's, the observer's and the learners' -were
combined as a way to increase the validity, credibility and dependability of the findings.
This research report offers insights into science instruction, the acquisition of science
content knowledge and the improvement of thinking skills in learners with special needs.
The research also deals with the transfer of thinking skills taught in one discipline into
another, and raises questions about the assumptions regarding this issue in Curriculum
2005. It also throws light on the inclusive approach, underpinning the South African
educational policy of inclusive education and its suitability for learners with special
needs. / AFRIKAANSE OPSOMMING: Die effektiewe gebruik van denkvaardighede en -prosesse het 'n invloed op elke aspek
van ons lewens. Hierdie studie ondersoek die verband tussen 'n alternatiewe benadering
tot wetenskaponderrig met 'n klem op die onderrig van denkvaardighede en die spesiale
behoeftes van leerders in twee Suid-Afrikaanse klaskamers.
Twee siklusse van intervensieprogramme, met 'n klem op denkvaardighede, is aan
leerders met spesiale behoeftes bekendgestel en geëvalueer. Die doel van die studie is
om krities ondersoek in te stelof, en tot watter mate die gebruik van geselekteerde
Instrumentele Verrykking in wetenskaponderrig aan leerders met spesiale behoeftes:
• 'n bydrae kan maak tot die ontwikkeling van basiese en wetenskaplike
denkvaardighede en die oordrag van hierdie denkvaardighede en prosesse na
ander dissiplines
• 'n interaktiewe wetenskapprogram, gepas vir hul behoeftes, kan voorsien
• leerderbetrokkenheid in die wetenskapklas kan verhoog en ook die klaskamerleeromgewing
positiefte beïnvloed.
Die studie is gedoen deur aksie-navorsing te gebruik as 'n metode vir die onderwysernavorsers
om ondersoek in te stel na die onderrig-leer situasie in situ met die doelom
praktyk te verbeter en te verander en om ook tot voordeel te wees van die leerders wat
aan die intervensie deelneem. Kruisverwysende triangulasie is gebruik waarin
verskillende perspektiewe wat verkry is uit verskillende bronne - van die onderwyser, die
waarnemer en die leerders - gekombineer is as 'n manier om geldigheid,
geloofwaardigheid en betroubaardheid van die bevindings te verhoog.
Die navorsingsverslag bied insig in wetenskaponderrig, die verwerwing van
wetenskapinhoudkennis en die verbetering van denkvaardighede by leerders met spesiale
behoeftes. Die navorsing handelook oor oordrag van denkvaardighede wat in een
dissipline onderrig is na 'n ander en bevraagteken die aannames rakende hierdie kwessie
in Kurrikulum 2005. Dit belig ook die inklusiewe benadering wat onderlê word deur die
Suid-Afrikaanse onderwysbeleid oor inklusiewe onderwys en die geskiktheid daarvan vir
leerders met spesiale behoeftes.
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A longitudinal investigation of Hong Kong primary school teachers' thinking about science teaching and learningSo, Wing-mui, Winnie., 蘇詠梅. January 2001 (has links)
published_or_final_version / Education / Doctoral / Doctor of Philosophy
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Effective teaching of science through English in Hong Kong secondary schoolsHoare, Philip. January 2003 (has links)
published_or_final_version / abstract / toc / Education / Doctoral / Doctor of Philosophy
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The place of technical studies in the ordinary secondary school with special reference to the science curriculumSun, Kai-wing., 辛啓榮. January 1981 (has links)
published_or_final_version / Education / Master / Master of Education
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Language and school children's misconceptions in energy and forceYeung, Kim-wai, Thomas., 楊劍威. January 1988 (has links)
published_or_final_version / Education / Master / Master of Education
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Growing STEM Education on the Playground: A Case Study of the Factors That Influence Teachers’ Use of School GardensPoole, Megan 11 March 2016 (has links)
School gardens can have a profound, positive influence on a student's academic achievement, social skills, and attitudinal orientation. Despite these clear benefits, the use of school gardens as an instructional medium is not as prevalent as would be expected. There are several types of obstacles that can prevent teachers from using school gardens, including facets of time, support, and knowledge-based challenges. This multiple case study employs a mixed methods design to uncover factors that influence primary school teachers' decisions to utilize a school garden in their STEM curriculum. The goals of this study were to determine the types of benefits and barriers primary school teachers encountered in the study school district. All of the teacher participants worked within the same school district, had access to established school gardens on their campus, and were supported in their instruction and use of materials by the district's Science and Technology Center (STC). Quantitative data was collected from garden resource and teacher self-efficacy surveys; qualitative data about teacher rationales was extracted from in-depth teacher interviews. Overall analyses determined that aspects of instruction and logistics were the most important factors for a teacher to have in her decision to utilize her school garden. These data are presented and discussed in the context of identifying trends in teachers' use of school gardens as instructional tools so that actions might be taken to remove barriers and increase curriculum opportunities.
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The Effects of Computer Performance Assessment on Student Scores in a Computer Applications CourseCasey, Sue Hartness 07 1900 (has links)
The goal of this study was to determine if performance-based tests should be routinely administered to students in computer application courses. The purpose was to determine the most appropriate mode of testing for individuals taking a computer applications course. The study is divided into areas of assessment, personality traits, and computer attitudes.
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The Influence of an Interdisciplinary Course on Critical Thinking SkillsElliott, Brett M. 08 1900 (has links)
The effect of an interdisciplinary algebra/science course on students' critical thinking skills was examined. A traditional college algebra course was used as a comparison group. The students in the sample enrolled in college algebra and then half were randomly placed into the interdisciplinary course. A quasi-experimental pretest-posttest comparison group design was used. The Watson-Glaser Critical Thinking Appraisal was used to measure the students' critical thinking skills. This instrument consists of an overall critical thinking score as well as five subscores in the areas of Inference, Recognition of Assumptions, Deduction, Interpretation and Evaluation of Arguments. It was found that the students in the interdisciplinary course made greater gains in the overall critical thinking score as well as in four of the five subscores. However, the differences in the gains made in the two courses were not statistically significant. Disregarding course, other factors that were found to be closely related to critical thinking were Composite ACT, grade received in the course, Math ACT and grade point average. It was also found that students whose majors were in the Schools of Arts and Letters or Science and Technology scored higher on critical thinking than students whose majors were in the Schools of Business or Education. Factors found to have no relationship to critical thinking were ethnicity, gender and classification.
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Cognitive Level Demands of Test Items in State-Adopted Computer Science TextbooksAman, James R. 08 1900 (has links)
Test items supplied with seven textbooks approved for use in Computer Science I and II curricula in Texas public schools were categorized by Bloom's taxonomy of educational objectives. Eating was done by a panel of ten judges selected from a group of participants at a taxonomy workshop. The selection criterion was demonstration of at least 80 percent competency in item classification. Judges received a small stipend for completing the rating task.
Of 2020 possible items, 998 were randomly selected for analysis. Equal percentages of items from each text were then randomly assigned to each rater. All statistical analyses were computed using SPSS/PC+ (version 2.1).
In both courses, CLD frequencies decreased through the three lower levels. The percentage of questions falling in these levels was approximately 83 percent for both courses. However, the higher-level course contained almost 10 percent more Knowledge level questions than did the lower course. At the higher taxonomic levels, the decline was roughly five percent per level in CS I but erratic in CS II. Analysis by book also revealed wide differences within each course.
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