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Effects of cooperative learning in the at-risk science classroomMahony, Diane Symes 01 April 2001 (has links)
No description available.
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The effects of performance based tasks on student understanding of science concepts and science process skillsGill, Clara Joanne Schneberger 01 July 2003 (has links)
No description available.
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The effects of cooperative learning on language acquisition in the mathematics and science classroomKells, Christine 01 April 2001 (has links)
No description available.
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A Study of the Elementary Science Programs in Leading Schools of Texas and Other Southern States as Compared with the Course of Study from the Thirty-First Yearbook of the National Society for the Study of EducationKindred, Josie V. 08 1900 (has links)
The problem, to make a study of the elementary science programs in leading schools of Texas and other Southern states as compared with the course of study from the Thirty-first Yearbook of the National Society for the Study of Education, was chosen as a result of the realization that elementary science has not been given the place in the curriculum that it should have.
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Socio-cultural factors influencing the progress of girls in the field of science and mathematics in NamibiaTuaundu, Colen 03 1900 (has links)
The fewer numbers of girls that take part in Mathematics and Science programmes than those of boys in Namibia prompted this study. Few Namibian students pass Grade 12 Mathematics and Science with symbols required by the University of Namibia and other higher educational institutions in Africa and abroad. When the numbers of male students and female students who graduate both at secondary school and university levels are compared, it becomes clear that very few female students graduate.
The study investigated how socio-cultural factors influence girls’ participation in Mathematics and Science. Information used in this study was collected from 1442 girls from 14 schools in Hardap and Khomas regions. Literature has demonstrated the importance of self-concept, motivation and influence from parents and teachers as imperative factors for a change in girls’ perceptions of Mathematics and Science. The analysis showed that both beliefs and attitudes of girls are negatively influenced by some cultural and traditional norms. Additional barriers include lack of support from parents, teachers and peers as well as the masculine face that is given to Mathematics and Science. The investigation also revealed the need to motivate girls from an early age. This can be done by empowering and preparing them socially, physically and mentally in these fields. Motivating female students can also be achieved with the help and support from parents, teachers and the entire education sector. / Further Teacher Education / M. Ed. (Natural Science Education)
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The assessment of the quality of science education textbooks : conceptual framework and instruments for analysisSwanepoel, Sarita 04 1900 (has links)
Science and technology are constantly transforming our day-to-day living. Science
education has become of vital importance to prepare learners for this everchanging
world. Unfortunately, science education in South Africa is hampered
by under-qualified and inexperienced teachers. Textbooks of good quality can assist
teachers and learners and facilitate the development of science teachers. For
this reason thorough assessment of textbooks is needed to inform the selection of
good textbooks.
An investigation revealed that the available textbook evaluation instruments are
not suitable for the evaluation of the physical science textbooks in the South
African context. An instrument is needed that focusses on science education textbooks
and which prescribes the criteria, weights, evaluation procedure and rating
scheme that can ensure justifiable, transparent, reliable and valid evaluation results.
This study utilised elements from the Analytic Hierarchy Process (AHP) to
develop such an instrument and verified the reliability and validity of the instrument’s
evaluation results.
Development of the Instrument for the Evaluation of Science Education Textbooks
started with the formulation of criteria. Characteristics that influence the
quality of textbooks were identified from literature, existing evaluation instruments
and stakeholders’ concerns. In accordance with the AHP, these characteristics
or criteria were divided into categories or branches to give a hierarchical
structure. Subject experts verified the content validity of the hierarchy.
Expert science teachers compared the importance of different criteria. The data
were used to derive weights for the different criteria with the Expert Choice computer
application. A rubric was formulated to act as rating-scheme and score
sheet. During the textbook evaluation process the ratings were transferred to a
spreadsheet that computed the scores for the quality of a textbook as a whole as
well as for the different categories.
The instrument was tested on small scale, adjusted and then applied on a larger
scale. The results of different analysts were compared to verify the reliability of
the instrument. Triangulation with the opinions of teachers who have used the
textbooks confirmed the validity of the evaluation results obtained with the instrument.
Future investigations on the evaluation instrument can include the use
of different rating scales and limiting of criteria. / Thesis (M. Ed. (Didactics))
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The impact of the curriculum change in the teaching and learning of science : a case study in under-resourced schools in Vhembe DistrictTshiredo, Litshani Lizer 06 1900 (has links)
The aim of the study was to investigate the impact of curriculum change in teaching and learning of science subjects at schools in Vhembe District. The research also meant to answer the following research objectives on the impact of new changes in curriculum. The first research objective was based on the effects of curriculum changes in the teaching and learning of science. The second research objective was based on the constraints or factors that might be affecting the effectiveness of new changes in teaching and learning of science. The third research objective was based on the monitoring and support on the new changes in science curriculum. Research objective four was addressed as a recommendation. It was about the suggestion for future planning of changes in curriculum. In this era of on-going new developments in curriculum, it was imperative to find out how new changes are affecting teaching and learning of science curriculum even in the most remote parts of the country. The continuous changes that are taking place in science curriculum demand the need for this research. Questionnaires, interviews and observation were used as data collection methods using the qualitative method. Schools which participated in the study were selected using purposive sampling. It is revealed in the findings that teachers feel that it is not necessary for them to change the way they teach, especially those who did not receive training on the new curriculum changes during their tertiary education. The findings also indicate that lack of resources impact negatively on the implementation of curriculum reform in teaching and learning of science in many under-resourced schools in rural areas. The findings also reveal that, it is not easy for subject advisors to give relevant support because of inadequate resources and lack of human capacity. According to the research findings, inadequate resources, skills and knowledge and lack of pre-planning on new curriculum development adversely affect the teaching and learning of science in schools. It is therefore recommended that the proposed curriculum development and reform be piloted before it is implemented as proposed in the model for the preparation of effective curriculum changes and development in science. Also, it is important to have functional curriculum support forums at school, circuit and district levels. The provisioning of science centres with well-equipped laboratories in each and every circuit will play a greater role in effective teaching and learning of science in schools. / Science and Technology Education / M. Ed. (Natural Science Education)
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A study of research in the Faculty of Military Science, Stellenbosch University 1990-2009Van Der Waag-Cowling, Noelle Milto 03 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The changing higher education environment in South Africa has led to a greater emphasis being
placed on research production at universities. Currently Stellenbosch University is one of only a
handful of strongly research intensive universities in South Africa. The Faculty of Military Science
at the South African Military Academy functions (operates) within a partnership agreement
between the Department of Defence and Stellenbosch University. The aim of officer education at
SAMA is to imbue young officers with a knowledge framework and the attributes of a broad liberal
education.
As a full Faculty of the University it is incumbent upon personnel in the Faculty to engage in
knowledge production and associated scholarly pursuits. This is critical for several reasons:
Firstly, for the required intellectual development of each scholar, secondly so as to ensure high
quality teaching, and thirdly for funding purposes which are essential for the effective functioning of
all faculties. Research is furthermore absolutely indispensable with regards to its contribution to
the international and national scientific reach and reputation of the Faculty.
To date the Faculty of Military Science has been the lowest performing faculty of Stellenbosch
University every year by some considerable margin. The main research question of this study
seeks to identify and interpret the reasons for this. In so doing both a bibliometric study and a
more qualitative study of the environmental factors between 1990 and 2009 have been conducted.
In closing the predominant factors which either drive or inhibit research are identified and possible
interventions are suggested. / AFRIKAANSE OPSOMMING: Die veranderende hoër onderwys omgewing in Suid-Afrika het tot 'n groter klem op navorsing
produksie by universiteite gelei. Die Universiteit van Stellenbosch is tans een van slegs 'n handvol
sterk navorsingsgeoriënteerde universiteite in Suid-Afrika. Die Fakulteit van Krygskunde by die
Suid-Afrikaanse Militêre Akademie funksioneer binne die raamwerk van 'n
vennootskapsooreenkoms tussen die Departement van Verdediging en die Universiteit van
Stellenbosch. Die doel van offisiersopvoeding by die SAMA is om jong offisiere met 'n kennis
raamwerk en die eienskappe van 'n breë liberale opvoeding toe te rus.
As 'n volle Fakulteit van die Universiteit is dit die plig van die fakulteitspersoneel om betrokke te
raak in kennisproduksie en verwante wetenskaplike aktiwiteite. Dit is vir 'n paar redes van kritieke
belang. Eerstens, is dit nodig vir die intellektuele ontwikkeling van elke akademikus, tweedens
verseker dit hoë gehalte-onderrig, en derdens word dit vereis vir befondsingsdoeleindes vir die
effektiewe funksionering van alle fakulteite. Navorsing is ook absoluut onontbeerlik vir die
nasionale en internasionale wetenskaplike omvang en reputasie van die Fakulteit.
Die Fakulteit Krygskunde was tot op hede die laagspresterende fakulteit van die Universiteit
Stellenbosch en die agterstand vergroot elke jaar met 'n aansienlike marge. Die sleutel
navorsingsvraag van hierdie studie poog om te redes hiervoor vas te stel en te verduidelik.
Gevolglik is beide ‘n bibliometriese en ’n kwalitatiewe studie van die faktore wat kennisproduksie in
die Fakulteit tussen 1990 en 2009 beinvloed het, gedoen.
Ter afsluiting is die oorheersende faktore wat navorsingsbestuur inhibeer geïdentifiseer en
moontlike intervensies is voorgestel.
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Gender differences in the publication productivity of South African scientistsProzesky, H. E. (Heidi Eileen) 12 1900 (has links)
Dissertation (PhD)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: This dissertation is aimed at describing gender difference in publication productivity among South African academic authors, and to develop an understanding of possible reasons for these differences. It is argued that the lack of empirical knowledge of publication productivity of academics in South Africa needs to be addressed, as scientific communication through publication is one of the most central social processes in science. Moreover, one form of scientific publication, the peer-reviewed article, has become the single most important aspect according to which academics in South Africa and abroad are rewarded. The focus on gender differences is motivated by the fact that women have been strengthening their representation in South African HEIs, but not their proportional contribution to our country’s output of accredited research articles.
A review of the past four decades of empirical and theoretical work on the gender gap in publication productivity leads the author to identify three sets of factors that may account for its existence: gender-socialised differences between women and men, women’s greater family responsibilities, and gender-related deficits in the academic workplace. However, none of these sets of variables by themselves satisfactorily account for gender differences in publication productivity, and they should not be considered independent from each other. The literature review is followed by a review of methodological considerations that need to be taken into account when studying gender differences in publication productivity. Against this background, the advantages and limitations associated with the first empirical project of the dissertation - a secondary analysis of SA Knowledgebase, an existing bibliometric database - are identified.
This analysis is aimed at quantifying gender differences in the publication productivity of South African academic authors; at controlling for relevant variables (race, age, highest qualification, rank, institutional affiliation and scientific domain); and at investigating gender differences in the tendency towards joint authorship. The results show that South African male authors publish almost twice as many articles in accredited journals than women authors do, but that the latter’s contribution to the total scientific publication output of South Africa has increased from 16 percent in 1990 to 24 percent in 2001. Part of the gender gap in publication productivity can be explained by women’s younger age, lower qualification level and lower rank as a gender group, but not by any tendency among women to co-author less than men do.
This project was complemented by the analysis of primary data collected from the CVs of and qualitative interviews with sixteen highly productive South African academics. This second project contributes to the development of a more in-depth understanding of the way in which men and women’s publication productivity is differentially affected, in a predominantly male milieu and across the span of their careers, by their family responsibilities, non-research academic roles, and gender-socialisation. The dissertation concludes with an integration of the literature review with the main findings of the two projects, on the basis of which recommendations are made for future research, and proposals are made towards rendering the measurement of publication productivity more sensitive to the gender differences highlighted by the dissertation. / AFRIKAANSE OPSOMMING: Hierdie proefskrif het ten doel om genderverskille in publikasieproduktiwiteit van Suid-Afrikaanse akademiese outeurs te beskryf, en om ʼn begrip te ontwikkel van moontlike redes vir dié verskille. Daar word aangevoer dat ʼn gebrek aan empiriese kennis oor die publikasieproduktiwiteit van akademici in Suid-Afrika aangespreek behoort te word, aangesien wetenskaplike kommunikasie deur middel van publikasie een van die mees sentrale proses in die wetenskap is. Daarbenewens het een vorm van wetenskaplike publikasie, die eweknie-beoordeelde artikel, die enkele belangrikste aspek geword waarvolgens akademici in Suid-Afrika en oorsee beloon word. Die fokus op genderverskille word gemotiveer deur die feit dat vroue hul verteenwoordiging in Suid-Afrikaanse hoër-onderwysinstellings versterk het, maar nie hul proporsionele bydrae tot ons land se uitset van geakkrediteerde navorsings-artikels nie.
ʼn Oorsig van die afgelope vier dekades se empiriese en teoretiese werk oor die gender-gaping in publikasieproduktiwiteit lei tot die identifisering van drie stelle faktore wat die bestaan daarvan sou kon verklaar: gender-gesosialiseerde verskille tussen vroue en mans, vroue se swaarder gesinsverantwoordelikheidslas, en gender-verbandhoudende tekortkominge in die akademiese werkplek. Opsigself verklaar geen enkele van hierdie stelle veranderlikes egter gender-verskille in publikasieproduktiwiteit op ʼn bevredigende wyse nie, en hulle behoort nie onafhanklik van mekaar beskou te word nie. Die literatuur-oorsig word gevolg deur ’n oorsig van metodologiese oorwegings wat in ag geneem behoort te word ter bestudering van gender-verskille in publikasieproduktiwiteit. Teen hierdie agtergrond word die voordele en beperkinge verbonde aan die eerste empiriese projek van die proefskrif – ʼn sekondêre ontleding van SA Knowledgebase, ’n bestaande bibliometriese databasis - geïdentifiseer.
Hierdie ontleding van is daarop gemik om gender-verskille in die publikasieproduktiwiteit van Suid-Afrikaanse akademiese outeurs te kwantifiseer; om vir relevante veranderlikes te kontroleer (ras, ouderdom, hoogste kwalifikasie, rang, institusionele affiliasie en wetenskaplike domein); en om gender-verskille in mede-outeurskap te ondersoek. Die resultate toon dat Suid-Afrikaanse man-outeurs bykans twee maal soveel artikels in geakkrediteerde vaktydskrifte as vroue-outeurs publiseer, maar dat laasgenoemde se bydrae tot die totale wetenskaplike publikasie-uitset van Suid-Afrika vanaf 16 persent in 1990 tot 24 persent in 2001 toegeneem het. Deel van die gender-gaping in publikasieproduktiwiteit kan verklaar word aan die hand van vroue se jonger ouderdom, laer kwalifikasievlak, en laer rang as ʼn gender-groep, maar nie aan die hand van enige neiging by vroue om minder as mans met andere te publiseer nie.
Hierdie projek is aangevul deur die ontleding van primêre data wat ingesamel is vanuit die CV’s van, en kwalitatiewe onderhoude met sestien hoogs-produktiewe Suid-Afrikaanse akademici. Hierdie tweede projek dra by tot die ontwikkeling van ’n meer in-diepte begrip van die wyse waarop mans en vroue se gesinsverantwoordelikhede, hul nie-navorsingsverbandhoudende akademiese rolle, en hul gendersosialisering in ’n oorwegend manlike milieu en oor die bestek van hul loopbane heen differensieel op hul publikasieproduktiwiteit inwerk. Die proefskrif sluit af met ’n integrasie van die literatuur-oorsig met die hoofbevindinge van die twee projekte, op grond waarvan aanbevelings vir toekomstige navorsing gemaak word, en voorstelle aan die hand gedoen word vir die meting van publikasieproduktiwiteit wat sensitief sou wees vir die genderverskille wat in hierdie proefskrif uitgelig is.
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The achievement gap between learners who are assessed in a primary language and those assessed in a non-primary language in the natural sciences learning areaSedibe, Godwin Konotia Bully 03 1900 (has links)
Thesis (MPhil (Sociology and Social Anthropology))--University of Stellenbosch, 2009. / In the TIMMS-R report, which compared the performance of a South African cohort of
learners with international peers in Science (and Mathematics), Howie (1999) highlighted
that:
• The biographical information of the South African cohort who performed below
par in comparison with international peers indicated that they wrote the TIMMS
literacy test in a second or third language.
• Non-primary language learners spend considerably more time on homework
compared to primary language learners.
• There is no linear relationship between the amount of time spent on homework in
Science and the average literacy level in the learning area amongst South African
learners.
Leveraging on the TIMMS report cited above, this study sought to establish the interrelationship
between learning and being assessed in a non-primary language on one the
hand and related performance on the other. Specifically, this study sought to establish the
performance of non-primary language learners compared to primary language learners in
the Natural Sciences Common Task for Assessment (CTA). There is a groundswell of
evidence mounting that tends to suggest that primary language learners outperform their
non-primary language counterparts in batteries of assessment instruments. This, however,
is always clouded by other extraneous factors, chief amongst which, in the South African
context at least, is the strong correlation between studying in a non-primary language and
family socio-economic status (SES). SES has been identified elsewhere as a determinant
of scholastic achievements(Blignaut, 1981; HCDS –WC, 2006).
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