In 2016 the Ministry of Education in British Columbia (BC), Canada introduced the topics of quantum mechanics (QM) into the Grade 8 science curriculum. Science teachers with or without QM background are expected to learn and teach QM. Stemming from a constructivist theoretical framework, this in-depth exploratory case study explores the processes of learning and teaching the topics of QM by asking: “How does a Grade 8 science teacher learn to teach QM?” The purpose was to understand the teacher’s QM learning process, the development of pedagogical content knowledge (PCK) in QM and teacher’s views of the nature of science (NOS). The data was collected through multiple sources and analyzed by using thematic analysis. The themes were identified under five main categories: 1) the development of PCK in QM is complex, 2) the student-centered approach mandated in the redesigned curriculum may be limiting, 3) the nature of learning QM is not different than learning other subjects, 4) middle school science education is inconsistent with the current level of scientific knowledge, and 5) the development of informed views of NOS requires an accumulation and synthesis of prior knowledge in history and philosophy of science (HPS). The study proposes two previously unexplored integral aspects of PCK framework, since: the ‘allotted time’ in learning and teaching a subject and ‘pre-PCK’ change the nature of PCK development. The term pre-PCK was coined referring to the specific content oriented and student-centered activities that take place before the class with the goal of establishing an effective basis for the PCK development. The insights emerging from the study would be of interest to other Grade 8 science teachers in BC, pre-service teacher program coordinators at the universities, and the Ministry of Education in BC to provide institutional support. This study would also contribute to closing the knowledge and communication gaps between the fields of science, science education practice and science education research. / Graduate

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-06-14T19:18:05Z No. of bitstreams: 1 Luciane da Silva Vicente.pdf: 2178567 bytes, checksum: 45a0a807aa08ef3ae8cf401aeae8d674 (MD5) / Made available in DSpace on 2017-06-14T19:18:05Z (GMT). No. of bitstreams: 1 Luciane da Silva Vicente.pdf: 2178567 bytes, checksum: 45a0a807aa08ef3ae8cf401aeae8d674 (MD5) Previous issue date: 2017-04-04 / The present paper aims to study the current Science Curriculum of São Paulo Education Department (SEESP). It was implemented in 2008 with the purpose to unify the school programmers taught and improve the quality of education of state public schools. The curriculum was developed by a group of experts chosen by SEE without teachers’ participation. In this regard, the goal of the survey is to figure out how teachers comprehend the official curriculum and how this comprehension has been impacting their work. In order to reach the goal, the survey was organized in two different moments. The first one has a bibliographical process, in which part of the literature about approaches and conceptions of the Science Curriculum over the past few years was mapped. During this process, national and state Science curricular purposes produced from the 1990s were analyzed. We see Science teachers’ statements as an important instrument therefore, for the second moment, they were interviewed about their experience, perception, and comprehension about the curriculum and how it has impacted their teaching practice. The interviews were analyzed through articulation between qualitative research and content analysis methodology. The results achieved indicate that the official curriculum of the State of São Paulo ignores the peculiarities of different school contexts and it doesn’t provide appropriate teaching resources and infrastructure. Moreover, the state official curriculum conception turns teachers into mere repeaters of a curriculum built without the participation of those directly involved in teaching process. / La presente investigación tiene como objeto de estudio el actual currículo de ciencias de la Secretaria de Educación del Estado de São Paulo (SEESP), que fue implementado en 2008 con el propósito de unificar los contenidos enseñados en toda la red y mejorar la calidad de la educación en las escuelas públicas estaduales. El currículo fue elaborado por un grupo de expertos seleccionados por la SEESP, pero, sin la participación de los profesores. En este contexto, el objetivo de la investigación es evaluar la comprensión que los profesores de ciencias tienen del currículo oficial y cómo esa comprensión se refleja en su trabajo. Para lograr hacerlo, inicialmente, mapeamos parte de la literatura que trata de los abordajes y de las concepciones del currículo de ciencias a lo largo de los últimos años. Luego analizamos las proposiciones curriculares para la disciplina de ciencias producidas en ámbito federal y por la SEESP a partir de la década de 1990. Entendemos que la declaración de los profesores es un instrumento importante de la investigación, así que, realizamos un conjunto de entrevistas semiestructuradas con profesores de ciencias que aborda la experiencia, la percepción y la comprensión que ellos tienen del currículo y de cómo estos factores impactan la práctica escolar. Las entrevistas fueron analizadas por medio de la articulación entre técnicas de investigación cualitativas y metodológicas de la analice del contenido. Los resultados de esta investigación indican que el currículo oficial para la red estadual de enseñanza del estado de São Paulo desconsidera las peculiaridades de cada contexto escolar: no oferta recursos didácticos ni siquiera una infraestructura correcta para que los profesores realicen su trabajo. Además, su concepción reduce los profesores a reproductores de un currículo construido sin la participación de los involucrados directamente en el proceso educativo de la red. / A presente investigação tem como objeto de estudo o atual currículo de ciências da Secretaria de Educação do Estado de São Paulo (SEESP). Ele é implementado em 2008 com o objetivo de unificar os conteúdos ensinados em toda a rede e para melhorar a qualidade da educação nas escolas públicas estaduais. O currículo foi elaborado por um grupo de especialistas definidos pela SEESP, sem a participação dos professores. Nesse contexto, o objetivo dessa pesquisa é compreender a compreensão que os professores de ciências possuem do currículo oficial e como esse entendimento tem impactado em seu trabalho. Para alcançar esse intento a pesquisa foi organizada em dois momentos. O primeiro, de caráter bibliográfico, mapeamos parte da literatura que trata das abordagens e concepções de currículo de Ciências ao longo dos últimos anos. Nesse mesmo processo, analisamos as proposições curriculares para a disciplina de Ciências produzidas em âmbito Federal e pela Secretaria de Educação do Estado de São Paulo a partir da década 1990. Entendemos que o depoimento dos professores se constitui em instrumento importante da pesquisa, assim, no segundo momento, realizamos um conjunto de entrevistas semiestruturadas com professores de Ciências, que tratou da experiência, percepção e compreensão que eles possuem do currículo e de como impactou a prática escolar. As entrevistas foram analisadas por meio da articulação entre técnicas de pesquisa qualitativa e metodologia da análise de conteúdo. Os resultados dessa investigação indicam que o Currículo Oficial para a Rede Estadual de Ensino do Estado de São Paulo desconsidera as peculiaridades dos contextos escolares, não disponibiliza recursos didáticos e infraestrutura adequada para que os professores realizem seu trabalho. Além disso, sua concepção, reduz os professores à meros reprodutores de um currículo construído sem a participação dos envolvidos diretamente no processo educativo da rede.

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The National Senior Certificate Examination results for Physical Sciences have recently declined, particularly in the province of KwaZulu-Natal. This study identified the causes of poor learner performance in Physical Sciences in grade 12 in the Further Education and Training (FET) phase in public schools in the Pinetown District, KwaZulu-Natal. The study employed a quantitative as well as a qualitative approach. Two public schools in the Pinetown District participated in this study. The identities of all respondents were protected. Upon analysis of the results, several contributory factors for poor performance were identified; no single factor was accountable for poor performance in Physical Sciences. Recommendations for improvement in the areas identified were provided and topics for future research on the curriculum of grade 8 and 9 Natural Science were suggested. / Education / M.ED (Curriculum Studies)

Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008. / The numerous changes to the South African education system since January 1998 have had far reaching effects on schools and the training of educators (Government Gazette, 31 May 2002:13). Changes in subject content have occurred in various subjects, and the General Science (now Natural Science) syllabus is no exception. The General Science syllabus previously catered mainly for Chemistry, Physics and Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject matter on Physical Geography (Climatology, Astronomy, and Geomorphology) (Department of Education, 2002b:6). The problem with this is that educators that previously taught General Science are not necessarily qualified to present the Physical Geography component of the new syllabus. This study investigates the impact of the changes in the new curriculum. The review of existing literature on curriculum development in Natural Science education in South Africa emphasises key changes made in the development and implementation of C2005 and the Revised National Curriculum Statement (RNCS). It also explores the characteristic features of misconceptions, before considering specific misconceptions in Natural Sciences. The first part of the two-tiered empirical investigation is based on the results of questionnaires and interviews completed by different groups of Natural Sciences educators. The questionnaires, which drew in part on existing questionnaires used in similar studies, were based on information used for the literature review. The second part of the empirical investigation consisted of interviews conducted with Natural Sciences Departmental Heads at randomly selected schools. An attempt was made to determine how these senior educators experienced the implementation of C2005 and RNCS and what their attitude to the new curriculum were. The data obtained from the questionnaires and the subsequent interviews were categorised, interpreted and coded for statistical processing.

The National Senior Certificate Examination results for Physical Sciences have recently declined, particularly in the province of KwaZulu-Natal. This study identified the causes of poor learner performance in Physical Sciences in grade 12 in the Further Education and Training (FET) phase in public schools in the Pinetown District, KwaZulu-Natal. The study employed a quantitative as well as a qualitative approach. Two public schools in the Pinetown District participated in this study. The identities of all respondents were protected. Upon analysis of the results, several contributory factors for poor performance were identified; no single factor was accountable for poor performance in Physical Sciences. Recommendations for improvement in the areas identified were provided and topics for future research on the curriculum of grade 8 and 9 Natural Science were suggested. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

This study investigates variables that influence choice of Physical Science as a secondary school subject. The variables are pupil, home environment, teacher and school environment. A questionnaire was administered to 849 grade 9 pupils. The following findings are recorded: The better pupils achieve in Science the more likely that they will further their studies in Science. If pupils have positive self-concepts, beliefs about, attitudes and interest in Science and enjoyed Science at primary school they are inclined to choose Science as a subject. Pupils who choose Science view it as a valuable subject for daily life, have parents who evaluate Science favourably and come from better socio-economic backgrounds than those who do not choose Science. These pupils also view the attitudes, personalities, competencies and methods of assessment of their Science teachers positively. Finally, they perceive the Science curricula and textbooks as beneficial. / Psychology of Education / M. Ed. (Psychology of Education)

This study investigates variables that influence choice of Physical Science as a secondary school subject. The variables are pupil, home environment, teacher and school environment. A questionnaire was administered to 849 grade 9 pupils. The following findings are recorded: The better pupils achieve in Science the more likely that they will further their studies in Science. If pupils have positive self-concepts, beliefs about, attitudes and interest in Science and enjoyed Science at primary school they are inclined to choose Science as a subject. Pupils who choose Science view it as a valuable subject for daily life, have parents who evaluate Science favourably and come from better socio-economic backgrounds than those who do not choose Science. These pupils also view the attitudes, personalities, competencies and methods of assessment of their Science teachers positively. Finally, they perceive the Science curricula and textbooks as beneficial. / Psychology of Education / M. Ed. (Psychology of Education)