M.Ed. (Science Education) / The nature of science (NOS) remains a problematic construct, which many science teachers do not address in their science teaching. This is owing to an uninformed understanding of the NOS by teachers, who therefore do not include NOS aspects in their science teaching. It is, however, imperative to introduce learners in the Intermediate Phase to NOS elements because it is during this phase that they formally learn science Although there is no specific definition of the NOS, there are guidelines in the framework provided by Chiappetta, Fillman and Sethna on the NOS elements that should be included in science textbooks. The NOS framework for science textbook analysis comprises four themes: Science as a body of knowledge, Science as a way of investigating, Science as a way of thinking and the Interaction among Science, Technology and Society. My study focuses on the analysis of workbooks in the Intermediate Phase Natural Sciences and Technology that were distributed by the South African Department of Basic Education during 2013. These workbooks were distributed as part of the implementation of the Curriculum and Assessment Policy Statements (CAPS) in the Intermediate Phase. The workbooks are a combination of textbook and writing book. These workbooks contain ample information about science concept knowledge and colourful illustrations of real life science phenomena. The NOS units of analysis as stipulated in the NOS framework by Chiappetta et al., were identified for the content analysis of science textbooks, in this case science workbooks. As part of the process of content analysis, a qualified science teacher and I analysed the identified pages in each of the six workbooks from Grades 4 to 6. The overall agreement of codes indicated that the NOS themes are substantially covered in the Natural Sciences workbooks, especially the theme Science as a way of investigating and Science as a body of knowledge. The NOS theme Science as a way of thinking receives more coverage than the NOS theme Interaction among Science, Technology and Society. The latter theme was poorly covered in the identified pages of analysis from the six different workbooks. It is suggested that future writing of science textbooks, especially in the Intermediate Phase, should cover all four NOS themes equally. This could assist Intermediate Phase learners in gaining an informed understanding of the nature of science in order to make educated decisions in the scientific enterprise as adults.

The aim of the study was to investigate the quality of diagrams and explanations of moon phases in grade 6 to 8 Natural Science textbooks; to establish whether the textbooks provide scientifically correct content information for learners and teachers and to investigate whether the textbooks used for teaching are effective conceptual development tools for grade 8 learners, specifically when exploring moon phases. The research consisted of two phases, where the first phase investigated the quality of textbooks, and the second phase investigating learners’ ideas about moon phases.

A research report in partial fulfilment of the requirements for the degree of Master of Science in the School of Science Education of the Witwatersrand. Johannesburg, 1995. / This project is concerned with a multimedia package which incorporates comics, video and pupil workbooks. The intention as to determine the effectiveness of the package on the conceptual change of pre-service teachers, using an empirical research method and decriptive analysis of results. Logistical constraints experienced at colleges of education and schools led to an alternative evaluation of the packaqe with D.E.T. college lecturers at RADMASTE workshop. Results indicated that, if properly administered, the multimedia package can assist users in identifying and changing tneir interfering preconceptions and misconceptions while they are enjoying the story. / MT2017

The purpose of this study was to investigate whether learners from different primary schools would respond to cell phone SMS (short message service) questions related to their schoolwork after school hours. As young people use cell phone technology to socialise, it seemed appropriate to consider integrating this technology within the school-framework, as many schools do not allow the use of cell phones during school. Another aim was to find out whether socio-economic backgrounds or gender groups responded differently to the SMS interaction study. A concurrent triangulation design research method was applied. The study examined how often and what types of answers learners would submit via SMS after school hours. The principal conclusion was that the learners reacted positively to the SMS feedback response sent in reply to an SMS answer and then engaged to a greater degree with the further questions.

This study explored the effects of Problem-Based Leaning (PBL) with webanchored instruction in nanotechnology on the science conceptual understanding, the attitude towards science, and the perception of science in society of elementary students. A mixed-methods approach was used. Subjects (N=46) participated in the study for approximately two and a half weeks. A pretest was administered for science conceptual understanding and for attitude towards science. An intervention, web-based nanotechnology anchor, Catching the Rays, followed. Catching the Rays navigated subjects through a nano quest on sunscreen. After the intervention, a posttest was administered for each science conceptual understanding and attitude towards science. Following, a purposeful selection of interviewees (N=6) participated in a Nano Post- Interview. Pretest/posttest data were analyzed using a paired t test. Results of the paired t test for science conceptual understanding (post- being larger than pre-, p <. 01) and attitude towards science (post- being larger than pre-, p < .01) were significant at the p < .05 alpha level. Nano Post-Interview data were coded and analyzed independently by two raters for emerging themes. Two themes of "Risks and Benefits" and "Solves Problems" emerged from subjects' (N=6) responses to perception of science in society questions. The theme of "Risks and Benefits" strongly suggests that subjects have a positive perception that nanotechnology comes with risks and benefits to society. The theme of "Solves Problems" strongly suggests subjects have a positive perception that nanotechnology is governed by society's needs and is used to help solve society's problems. Findings from this study suggest that PBL with web-anchored instruction in nanotechnology had a positive effect on subjects' science conceptual understanding, attitude towards science, and perception of science in society. / by Karla Anne Yurick. / Vita. / Thesis (Ed.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

This research studied the impact of technology integration during science lessons to help prepare fourth graders in a suburban elementary school for the Kansas State Science Assessment. The three instructional methods considered were inquiry-based learning and direct instruction without technology use; inquiry-based learning and direct instruction using laptops; inquirybased learning and direct instruction using an interactive whiteboard. Sixty-one fourth-grade students participated in this study and were divided into three experimental conditions: science classes A, B, and C. Each class received six, 50-minute science test review sessions over a twoweek period. The review sessions alternated each day between direct instruction and inquirybased learning. During the direct instruction sessions, Class A received direct instruction while using an interactive whiteboard; Class B received direct instruction while using laptops; Class C was the control group, and direct instruction was similar to a lecture format. No technology was used with Class C. The inquiry-based learning sessions were the same for all three classes. Science-based pre- and post-tests were administered during the study along with a technology use survey. Data from the Kansas State Reading, Math, and Science assessments were also considered. To determine if performances on the researcher-generated science tests were related to each other, partial correlations controlling for reading and math skills were computed for each group of students. Statistically significant relations between pre- and post-test science knowledge emerged only for the students in the no technology group. Gain scores were also calculated using the Kruskal Wallis test to determine the amount of change between pre- and post-intervention scores. Results indicated that significant group differences between pre- and post-test scores in science content knowledge did not emerge. Next, Kruskal Wallis statistical test was used to determine if there were group differences in use of computers for homework and for non-school work. No statistically significant differences emerged. Lastly, to determine if the gains from preto post-test made by the entire sample (not subgroups) were statistically significant, a onesample Kolmogorov-Smirnov test was used. Results indicated that gains made by the entire sample between pre- and post-tests were statistically significant. / Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction. / Includes bibliographic references (leaves 36-39).

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Qualitative and quantitative methods were used to document the three-year journey of 16 effective teachers in an elementary science, inservice project in order to gain understanding of factors which influence the development of investigative science teaching skills and commitment. The need for this study arises from the paucity of elementary teachers able to teach science in a fashion advocated by national science groups, and from the difficulty of bringing about lasting, widespread changes in science teaching. A triangulation was accomplished by examining Stages of Concern statements, teacher portfolios, and Levels of Use of the Innovation interviews.The findings underline the length of time and the intensity of involvement associated with full acceptance of investigative science teaching by this sample of teachers. There was a progression in Stages of Concern from self, to management of the science setting, to student effects, to helping other teachers.Analysis of "best selection" portfolios by trained raters, using analytic/holistic rubrics, showed that by the end of the second year the teachers were proficient in their ability to: guide students in the use of process skills to investigate concepts; conduct student assessments; design age-appropriate lessons; allow time for concept understanding; and, uncover, rather than "cover," topics. In spite of this proficiency, the teachers continued to have concerns about management and student achievement with each new unit.By the end of year two, teachers were still teaching some units exactly as presented in the workshop, but many teachers were also starting to make modifications which, for some, led to integration across disciplines. It was not until the end of the second year that 56 percent of the teachers expressed the need to share their expertise. And, it was not until the end of the third year that 43 percent of the teachers were most concerned about sharing with other teachers. Coincidentally, the Levels of Use of the Innovation interview at this time revealed that teachers were involved in a variety of strategies for helping colleagues improve their science teaching. The interviews also identified the solidification of social/professional relationships that evolved during the project. / Department of Biology

Assessment of science process skills in the elementary school is essential to a hands-on science program. Concern arises with the realization that there are few performance assessment instruments of science process skills, and most of the available instruments do not have documented reliability and validity standards. This study examines the reliability and validity of a set of science performance assessment instruments through the application of currently available statistical methods. The Performance Assessment of Science Skills (PASS) tests, which were formulated by S. M. Johnson as an alternative assessment of science process skills in the elementary school grades, are the subject of investigation.Third-grade students completed PASS instruments which measured the process skills of observation, binary classification, and measurement, and fifth-grade students completed PASS instruments which measured the science process skills of prediction, designing a controlled experiment, and hierarchicalclassification.Reliability and validity for the PASS instruments focused on alternate form reliability, internal reliability, inter-rater reliability and construct validity. This study revealed that statistical reliability and validity can be documented for some alternative assessments of science process skills. / Department of Biology

The problem of this study was to determine the effect of a micro-teaching laboratory experience on the attitudes of pre-service elementary school teachers toward the teaching of elementary school science and to determine the effect of a micro-teaching laboratory experience on the indirect verbal behavior of pre-service elementary school teachers.