The purpose of this study is to investigate the impact of computer technology on teaching Natural Science (NS) in grade 8 classes. Computer technology is the powerful and influential tool in teaching and learning situation. When it is used appropriately it will support the NS educators in their teaching of NS. Indeed computer technology could be used to redress the inequalities of the past, especially in the teaching of Natural Science as they offer the educators whether in rural or urban area a common base of knowledge and experience. The term computer technology is used interchangeable with the term Information and Communication Technology. The term computer technology has the different meanings from the different authors but in these meanings that they gave, there are similarities that computer technology is a tool used for developing, implementing and evaluating the teachings aids. There are different ideas about the impact of computer technology on teaching NS because other authors in their studies state that it has a positive impact yet others state the negative impact of computer technology. Those they state the positive impact look at a dimension of the developing the teaching skills, creative thinking and problem solving skills in education. The other authors state the negative impact of computer technology look on the dimension that it is too early to conclude that computer technology has a good impact because some of the educators in the teaching field are not well trained to teach using computers. They also state that computer technology will have negative impact on teaching because in the schools where these educators worked there is no follow up after they attended the workshops to look that are they do what they are trained to do. The findings show that computer technology has a positive impact because 75% educators have a full understanding of computer technology and they apply in their teaching and learning of NS. This means that these results are supporting ideas of these authors that they were stating that computer technology has positive impact. There were few educators that they have no understanding of teaching using computers so they have a negative attitude of computer uses in teaching. These educators are supporting the views of the authors that in their studies they shown the negative side of computer technology in teaching. This study concludes that the Dinaledi project and the department of education must make it sure that they do the follow up that computers are used purposeful to schools that they have them. The trainings workshops must be long so these educators will acquire these teaching skills thoroughly. / Thesis (M.Ed.)-University of Kwazulu-Natal, 2006.

Thesis (M.A.)--University of Wyoming, 2007. / Title from PDF title page (viewed on Feb. 6, 2009). Includes bibliographical references (p. 85-90).

Science students often bring naive models of the natural world to the classroom which can be resistant to traditional methods of teaching. If both the teacher and the student are unable to detect and change these conceptions, the student's ability to learn may be seriously impeded. A solution to this instructional dilemma would be to devise a method which a teacher could use to determine whether such naive models, or alternative conceptions, are held by a student and, if so, help the student to develop a plausible conception more in line with the current scientific viewpoint to replace each alternative conception. This is a report on the investigation of such a method: a microcomputer-based system for the diagnosis and remediation of three Aristotelian alternative conceptions of force and motion held by 8th-grade physical science students. The present investigation employed a microcomputer-displayed, graphics-based system to select students for possession of alternative conceptions and to posttest following remedial instruction. When alternative conceptions were detected, the system presented two simulations which were designed to facilitate the student's alteration of one or more of these naive conceptions. The instructional strategies incorporated into the computer simulations were consistent with a theory of instructionally-elicited conceptual change which: a) facilitated the student's recognition and discovery of a phenomenon which was anomalous to his or her conceptual framework and which epitomized the relevant scientific concept, and b) allowed the student to manipulate the objects and relationships of the phenomenon, experiencing the consequences of that action, so that the student would gradually adjust his or her conceptual categories until the phenomenon became anticipated. Students who had completed the study of force and motion (completed students) exhibited a very different pattern of non-scientific answers on the computer diagnostic test than did students currently studying that topic (in-process students). The completed students who were selected for possession of alternative conceptions were facilitated by the computer simulations in altering their naive conceptions to a significant degree. The computer posttest supplied evidence of the students' short-term conceptual change, and the Retention Test 1.5 months later supplied evidence of robustness of the change. / Ed. D.

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

published_or_final_version / Education / Master / Master of Education

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

Students come to science class with intuitive theories and ideas how the natural world works. These theories may conflict with accepted scientific concepts and can make subsequent learning in science very difficult. Since people differ in cognitive functioning, the nature of the remedial approach to these alternative conceptions is very important. In this study, high-school students used computer simulations or hands-on experimentation as a remedial approach to their alternative conceptions. It explored the effects of the remediation in the context of the learning style of field-dependence-independence. Also, the use of the instrument (the embedded figures test) for defining field-dependence-independence was explored as a diagnostic tool for determining students who possess alternative conceptions. An Analysis of Covariance was used to determine the main effects and interactions between the treatments (mode of remediation) and field-dependence-independence. The results of this study indicated that computer simulations and hands-on experimentation were both effective means for the remediation of the alternative conceptions of force and gravity. Also, the hands-on experimentation was shown to be more effective than the computer simulations. However, the study failed to show any evidence of the differential effects of field-dependence-independence on remediation of the alternative conceptions. There was also no indication of interactions between the independent variables. Although a relationship was shown to exist between the test for alternative conceptions and the instrument for determining field-dependence-independence, due to the low correlation and the expense of administration, the Group Embedded Figures Test was not recommended for the diagnosis of alternative conceptions in high school students. / Ph. D.

Innovative educators seek technologies to facilitate or enhance the learning experience while taking nothing away from the message of instruction. Simulations have been shown to meet this requirement. While simulations cannot replace the teacher or the message of instruction, they can provide a deeper and more cognitively engaging learning experience. Classroom use of simulations has been ongoing since the 1960's. However, substantive research on their efficacy remains limited. What research has been conducted indicates that simulations possess great potential as aids to instruction. The author of this dissertation pursued this question focusing on whether simulations contribute to instruction by facilitating transfer, improved motivation and increased engagement. This dissertation documents a study in which instructional simulations were used in undergraduate science courses to promote engagement, transfer and knowledge-seeking behavior. The study took place at Midwestern State University (MSU), a public university located in north-central Texas with a student population of approximately 5,500. The study ran during the fall 2006 and spring 2007 terms. Samples consisted of students enrolled in GNSC 1104 Life / Earth Science during the fall term and GNSC 1204 Physical Science during the spring term. Both courses were offered through the Department of Science and Mathematics at MSU. Both courses were taught by the same professor and are part of the core curriculum for undergraduates in the West College of Education at MSU. GNSC 1104 and GNSC 1204 yielded samples of n = 68 and n = 78 respectively. A simulation focusing on earthquakes was incorporated into the curriculum in GNSC 1104 while a simulation which presented concepts from wave propagation was included in GNSC 1204. Statistical results from this study were mixed. Nevertheless, studies of this type are warranted to gain a more complete understanding of how students are impacted by their interactions with simulations as well as the role simulations can play in the curriculum.

This study examined how a multimedia-based cognitive tool (MCT) facilitates novices' conceptual understanding of object-oriented programming (OOP). The tool used in this study was CSNüb, a game template created in Adobe Flash. The MCT design framework guided CSNüb's design. The MCT design framework was synthesized from literature on constructivist, multimedia, and motivation learning theories and computer-based cognitive tool design principles. Students worked with CSNüb to develop a simple role-playing game (RPG). Through clinical interviews and process tracing methods, it was found that CSNüb affected novice computer science students' conceptual understanding of OOP through five cognitive processes and factors: cognitive disequilibrium evoked through multimedia-based feedback, exploring for resources that scaffold understanding, changing the level of awareness of the "bigger picture" and ability for higher-level thinking, and consistent refinement of solutions and mental models within the problem space. The five cognitive processes and factors were found to be the result of three levels of interaction with CSNüb. At the Tool Level, students received conflicting information, generally through multimedia-based feedback from the CSNüb, which placed students in states of disequilibrium. At the Interaction Level, students interacted with the CSNüb to resolve their disequilibrium through exploring resources within the tool and refining their solution. They were able to experiment and test out their understanding on OOP. At the Cognitive Level, students used the resources as cognitive scaffolds found through exploration, which in turn, increased the degree of awareness and influenced the level at which they understood the object-oriented system. The five cognitive processes and factors through the three levels of interaction were formed into one model--the MCT Interaction Model (MCTIM)--as a general explanation for how MCTs, such as CSNüb, affects novice students' conceptual understanding. / text

This project involves the development of a unit in science that integrates the use of technology in the problem-solving approach and the development of information literacy skills.