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Authors of some research studies and other concerned citizens have questioned the relevance and appropriateness of the teaching of science as it is currently done for the transescents in the middle schools. Some suggest that teachers merely attempt to teach scientific facts without regard for students' characteristics, needs, interests, and input. The premise that student input is desirable suggested the need for this investigation of the sixth grade science course. The purposes of this study were: 1. To determine the degree of interest expressed by students in ·topics and in specific items within topics, 2. To determine differences in the degrees of interest expressed by students of different teachers, 3. To determine differences in the degrees of interest expressed by male and female students in the topics taught, 4. To determine if student interest in science is related to achievement as indicated by final grade in science, and 5. To determine teachers' perceptions of their students' interests in topics and specific items within topics. A survey was conducted with an instrument that listed all of the science topics covered in the sixth grade course. Beginning seventh grade students were asked to express their interest in each concept and indicate whether they thought they were taught or not taught in sixth grade. They rated each concept as definitely interesting, of some interest, or not interesting. Appropriate statistical procedures were used to analyze the data and the following conclusions were drawn: 1. Students were generally interested in the sixth grade science program„ However, for most of the concepts students indicated "some" interest as opposed to "definite" interest. 2. There were significant differences among the levels of interest of students taught by different teachers on five topics: Classifying Animals with Backbones; Classifying Animals without Backbones; Elements and Compounds; Sources of Energy; and Atmosphere, Climates of the World, and Natural Cycles. 3. There were significant differences in the levels of interest between male and female students only on two topics: Life Cycles, Heredity, and Living Things; and Sources of Energy. 4. Student achievement and interest were significantly related only on the topics of Classifying Animals without Backbones; Properties of Light; Sources of Energy; and Electricity and Magnetism. 5. Teachers perceived all the science items to be of "definite" or greater than "some" interest to the students. / Ed. D. / incomplete_metadata

This dissertation examines the response of a group of educators to a state mandate to integrate computational thinking (CT) into all levels of the curriculum. It explores the historical development of CT and its significance within the broader context of Science, Technology, Engineering, and Mathematics education, emphasizing the rapid growth and evolving nature of this interdisciplinary field. By examining the challenges and potential strategies for incorporating CT into K-12 curricula, the research highlights the critical role of school leadership in navigating the complexities associated with this integration. Utilizing Everett Rogers’s Diffusion of Innovation theory, the dissertation explores how new knowledge is integrated into schools and examines the pivotal role of educational leaders in steering this endeavor. A mixed-methods research design was used to gather the attitudes and perceptions of school leaders toward CT, identifying key factors that influence the adoption and implementation of CT in schools. The study reveals that leadership awareness, involvement, and support are pivotal in overcoming obstacles to CT integration. It also underscores the importance of developing a shared understanding of CT among educators and administrators, aligning CT initiatives with school priorities, and providing adequate resources and professional development opportunities to ensure effective implementation. The findings of the dissertation offer valuable insights for policymakers, educators, and educational leaders, suggesting that a comprehensive approach to integrating CT into K-12 education requires strategic planning, collaboration, and sustained support. By addressing the gaps in current research and practice, this dissertation contributes to the discourse on effective strategies for embedding CT within the educational curriculum, with the goal of enhancing students’ preparedness for an increasingly computational world. This research sheds light on the challenges and opportunities of CT integration and contributes to the development of a roadmap for future efforts to integrate new bodies of knowledge into the K-12 curriculum.

It is the purpose of this thesis to determine the science interests of the pupils of the North Elementary School of Odessa, Texas, during the school year of 1940-1941.

Thesis (MEd)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This research study investigated the use of a practical activities-based approach to Physical Sciences teaching using TRAC equipment to address learner conceptual difficulties in Electricity and Magnetism (E&M). TRAC uses practical activities based on the school curriculum to complement the theory through the utilisation of data logging equipment linked to a computer. The participants in this study were a group of black Grade 11 learners (n=47) from a township school in the province of the Western Cape, South Africa. Their ages range from 16 to 21, with isiXhosa the home language of most of them. A mixed methods approach was utilized to gather the research data. Quantitative data was collected, using pre- and post-testing of learners to determine their conceptual difficulties in E&M, as well as to measure the effect of the practical activities-based approach in addressing learner conceptual difficulties in E&M. Null hypotheses were formulated for the six concepts and t-tests were used to find any statistically significant difference between the pre- and post-test. Qualitative data was obtained from the learner transcripts, as well as from the questionnaires and observation schedules. The results indicated significant improvements in learner understanding of the concepts in five out of the six tests as well as reducing commonly held misconceptions in E&M. It is recommended that careful scaffolding should be done during a practical activity in order for learners to make the connection between the domains of observables and ideas. / AFRIKAANSE OPSOMMING: Hierdie navorsingstudie het die gebruik van ‘n praktiese aktiwiteitsgebaseerde benadering tot Fisiese Wetenskappe onderrig met behulp van TRAC apparaat ondersoek. Die doel was om leerders se konseptuele haakplekke in Elektrisiteit en Magnitisme (E&M) aan te spreek. TRAC maak gebruik van ‘data logging’ apparaat om die teorie deur middel van praktiese aktiwiteite wat op die skoolkurriulum gebaseer is, te komplementeer. Die deelnemers in die studie was ‘n groep swart Graad-11 leerders (n=47) uit ‘n swart woongebied in die Westelike Provinsie, Suid Afrika. Hulle ouderdomme strek van 16 tot 21 met isiXhosa as die huistaal vir die meerderheid van hulle. ‘n Gemengde metode benadering was gebruik om die navorsingsdata te versamel. Kwantitatiewe data was deur ‘n voor- en natoets van die leerders versamel om hulle konseptuele haakplekke in E&M te bepaal. Die effek van die praktiese aktiwiteitsgebaseerde benadering om die leerders se konseptuele haakplekke in E&M aan te spreek was ook gemeet. Nul hipotese was vir die ses konsepte geformuleer en t-toetse was gebruik om statisties-beduidende verskille tussen die voor- en natoets te bepaal. Kwalitatiewe data was van die leerders se oorgeskryfde onderhoude sowel as vraelyste en observasieskedules verkry. Die resultate toon ‘n beduidende verbetering in leerders se begrip van die konsepte in vyf van die ses toetse sowel as ‘n afname in algemene wanbegrippe in E&M. Dit word aanbeveel dat versigtige opbouing gedurende die praktiese aktiwiteit gedoen moet word sodat die leerders ‘n verband tussen die domein van waarneembares en idees kan maak.

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.