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The impact of cooperative instructional strategy on the performance of grade 09 learners in scienceNwosu, Chidiebere Marcellinus 11 1900 (has links)
Several studies and reports have indicated that grade 09 learners are underperforming in science. The underperformance of learners in science is very concerning and has evoked research interests into teaching strategies that can be used to improve the performance of learners in science. This study investigated the impact of student teams achievement divisions (STAD) cooperative instructional strategy on the performance of grade 09 learners in science.
A mixed method approach specifically quasi-experimental design and interviews were used to collect data. The population for the study composed of grade 09 learners from Baltimore circuit in Limpopo. The sample consisted of sixty learners from two purposively selected secondary schools. The dependent samples t-test was used to analyze the data collected.
The results revealed that student teams achievement divisions (STAD) cooperative instructional strategy resulted in better performance of learners in science than traditional teaching method. In addition, learners expressed an increased interest, motivation and self-efficacy after exposure to cooperative learning. / Science and Technology Education / M. Ed. (Natural Science Education)
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Exploring factors related to learner performance in Natural Science : a case of a school in the Gauteng ProvinceAnthony, Jasmin Sophia Rani 10 1900 (has links)
This qualitative study explores the factors related to learner performance in Natural Science and to propose remedial measures to improve such performance. The purpose of this research is to deepen and widen understanding of scientific literacy, science concepts, practical work, graphic organisers and visual representations, incorporated into the classroom as instructional strategies to increase learners’ motivation and their learning of science concepts. The natural-science curriculum aims to provide learners with opportunities to make sense of ideas they have about nature. It also encourages learners to ask questions that could lead to further research and investigation. A case study method was used at the research site (school). The Natural science educators’ experiences in teaching science concepts, science literacy, science language and compliance with the requirements of Curriculum Assessment Policy Statements were identified by means of document analysis, focus group interviews and completion of a questionnaire. Results indicated several factors that could affect learners’ performance in Natural Science including inappropriate teaching strategies, overcrowded classrooms, lack of discipline, inadequate conceptual comprehension, lack of laboratory equipment and resources, non-compliance with Curriculum Assessment Policy Statements, and incomplete or unsatisfactory preparation of teachers’ lesson plans. Recommendations and suggestions for further research aimed at addressing the identified factors are indicated. The study concludes with recommendations to improve senior-phase learners’ Natural science performance. / Science and Technology Education / M. Ed. (Natural Science Education)
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Science teachers' experience of the transition process from general education and training to further education and training : a multiple case studyMettler, Edwina Michelle 04 1900 (has links)
Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers
during the transition process from Natural Sciences in the General Education and Training (GET)
band to Life Sciences in the Further Education and Training (FET) band. The study was guided by
one main research question and four sub-questions.
Data were collected using simple observation, an open-ended questionnaire, semi-structured
interviews and photographic evidence.
The study revealed that the experiences of the teachers are dependent upon their years of
teaching experience, the quality of in-service training and workshops, available resources, the
support the teacher receives from the school and the Department of Education and how each
school is individually managed. The findings in this study further revealed that teachers feel alone
and abandoned by the Department of Education, as there is very little to no support and
communication between the teachers and the Department.
The teachers reported that there is a misalignment between the content and assessment
requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10.
Teachers then resort to measures such as structuring the GET more like the FET and reorganising
and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare
learners for Grade 10 Life Sciences.
All the teachers who participated in the study revealed that they did not receive sufficient training to
assist them with the transition process from GET to FET. Reasons offered included that in-service
training and workshops focused more on administration instead of providing teachers with the
necessary context-specific training required to implement the National Curriculum Statement.
It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from
GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are
ultimately responsible for implementing new curriculum initiatives. / AFRIKAANSE OPSOMMING: In hierdie kwalitatiewe veelvuldige gevallestudie is die subjektiewe ervarings van vier
wetenskaponderwysers tydens die oorgangsproses van Natuurwetenskappe in die Algemene
Onderwys en Opleiding (AOO-)band na Lewenswetenskappe in die Verdere Onderwys en
Opleiding (VOO-)band ondersoek. Die studie is deur een hoofnavorsingsvraag en vier subvrae
gerig.
Data is deur eenvoudige waarneming, ’n oopeinde-vraelys, semigestruktureerde onderhoude en
fotografiese bewyse ingesamel.
Die studie het aan die lig gebring dat die ervarings van onderwysers afhang van hul
onderwyservaring, die gehalte van indiensopleiding en werkswinkels, beskikbare hulpbronne, die
ondersteuning wat die onderwyser van die skool en die Departement van Onderwys ontvang, en
hoe elke skool individueel bestuur word. Die bevindinge van hierdie studie toon voorts dat
onderwysers vervreem en afgesonder van die Departement van Onderwys voel, aangesien daar
baie min of geen ondersteuning en kommunikasie tussen die onderwysers en die Departement is
nie.
Die onderwysers voer aan dat daar nie ooreenstemming is tussen die inhoud en
assesseringsvereistes in graad 9 en 10 nie, wat meebring dat leerders sukkel om in graad 10 aan
te pas. Onderwysers wend hulle dan na maatreëls soos om die AOO meer soos die VOO te
struktureer en die inhoud van Natuurwetenskappe in graad 8 en 9 te herorganiseer en te wysig in
’n poging om leerders beter vir Lewenswetenskappe in graad 10 voor te berei.
Al die onderwysers wat aan hierdie studie deelgeneem het, het aangedui dat hulle nie
genoegsame opleiding ontvang het om hulle met die oorgangsproses van AOO na VOO te help
nie. Redes hiervoor het ingesluit dat indiensopleiding en werkswinkels meer op administrasie fokus
as wat dit onderwysers van die nodige konteksspesifieke opleiding voorsien om die Nasionale
Kurrikulumverklaring te implementeer. Dit is duidelik dat hoogs opgeleide onderwysers nodig is om ’n suksesvolle oorgang van AOO na
VOO te verseker. Onderwysers behoort toegelaat te word om insette tot kurrikuluminisiatiewe te
lewer, aangesien dit uiteindelik die onderwysers is wat verantwoordelik is vir die implementering
van nuwe kurrikuluminisiatiewe.
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Exploring the influence of middle school leaders on middle school girls' interest in high school science enrollmentUnknown Date (has links)
The purpose of this research was to explore middle school leaders' perceptions of the reasons girls' enrollment levels in science courses during high school declines and if the advice given to middle school girls may be perpetuating the diminished enrollment of girls in science courses as they move from middle school to high school. The study explored the contributions of expectancy and role theory using a qualitative method. Data analysis found that cultural influences on middle school girls' career goals emerged as a significant influence on school leaders' perceptions. Instructional methodology and cultural, gendered assumptions of women in science were found as themes in middle school leaders' perceptions that further shaped the advice to girls to enroll in high school science courses. The study provided information that clarified how middle school leaders can maintain the academic pathway for girls in science as well as recommendations for further study. / by Lori Kijanka. / Thesis (Ph.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.
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Project NANO: Will Allowing High School Students To Use Research Grade Scanning Electron Microscopes Increase Their Interest in Science?Smith, Leslie TenEyck 24 January 2014 (has links)
In this study, one AP Biology curriculum unit and one general Biology curriculum unit that included tabletop Scanning Electron Microscope (SEM) technology provided by Project NANO, a grant-funded, collaborative initiative designed to integrate cutting-edge nanotechnology into high school classrooms were implemented at a public high school in rural Oregon. Nine students participated in the AP unit and 52 students participated in the general Biology unit. Each student completed an opinion-based pre and post survey to determine if using the SEM as a part of the curriculum unit had an impact on his or her interest in science or in nanoscience. Interviews were conducted to add to the data. The results indicate that using the SEM can increase a student's interest in science. Recommendations for improving student experience were identified.
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Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?Wagner, Brandon Joel 24 September 2014 (has links)
Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.
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澳門中學理科教師的教學觀念與教學實踐之調查研究 / Investigation on secondary school science teachers' belief and practice in Macau胡維政 January 2009 (has links)
University of Macau / Faculty of Education
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澳門高中科學學習環境研究 / Study on Science learning environment in high school in Macau尹嫦春 January 2009 (has links)
University of Macau / Faculty of Education
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從PISA視角探討澳門中學生科學素養表現及其相關因素 / Study of scientific literacy performance of secondary students in Macao and its related factors from the PISA perspective梁耀華 January 2011 (has links)
University of Macau / Faculty of Education
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The difference between traditional learning environment and information enriched learning environment on the acquisition andtransfer of higher order thinking skills in a biological contextYip, Wing-shun., 葉榮信. January 1998 (has links)
published_or_final_version / Education / Master / Master of Education
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