The investigation aimed at identifying the factors that accounted for the teacher trainees’ low understanding of basic scientific concepts and the appropriate strategies needed to rectify these obstacles. In this investigation thirty open ended questions were administered to test three hundred teacher trainees’ understanding of science concepts. Also, observations were conducted during science lessons to monitor the participation of trainees. The teacher trainees’ poor background in science was identified. Inflexible teaching methods such as lecturing and provision of pointers to correct answers by teachers contributed. Teacher trainees lacked the necessary conceptual, logical and linguistic background, and the vocabulary to express themselves in English. Most science lessons did not consider media integration, but were conducted through verbal communication. Teacher trainees employed ineffective study techniques in learning science. Recommendations included reading assignments, laboratory work, media integration and the employment of effective study techniques in the teaching and learning of science. / Teacher Education / Thesis (M. Ed. (Didactics))

Orientador: Yara Kulaif / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias / Made available in DSpace on 2018-08-13T02:51:18Z (GMT). No. of bitstreams: 1 Gebara_MariaJoseFontana_D.pdf: 8077966 bytes, checksum: 8f8de00b77694cdb8c91cfd15b541720 (MD5) Previous issue date: 2009 / Resumo: Nesta tese analisamos questões ligadas à formação de professores de Ciências e, nessa perspectiva, o trabalho desenvolvido parte da premissa de que a melhoria do ensino de Ciências implica múltiplos fatores. Contudo, dentre todos os desafios, para nós é central a figura dos professores, pois estes como quaisquer outros profissionais, precisam contar com cursos de atualização profissional para acompanhar as inovações de sua área, mantendo-se atualizados e criticamente atuantes nas escolas onde trabalham, por isso mesmo nos preocupam os critérios de planejamento desses cursos. A investigação estruturou-se na tese segundo a qual a natureza interdisciplinar do conhecimento geocientífico pode contribuir para formação de professores de Ciências e Matemática do ensino fundamental, preparando-os para trabalhar segundo as orientações dos Parâmetros Curriculares Nacionais (PCN). Os resultados obtidos apontaram algumas dessas contribuições, bem como seus limites. Neste trabalho avaliamos o alcance de práticas de ensino-aprendizagem interdisciplinares, tendo como fio condutor conhecimentos de Geociências/Geologia, partindo do princípio que esses conhecimentos podem, apesar de complexos e abstratos, serem interessantes e estimulantes, além de serem fundamentais para a formação do pensamento científico dos estudantes. No estudo, em que a pesquisadora atuou também como professora, investigamos temas gerais de Geociências/Geologia, com atenção especial ao "Tempo Geológico" e "Modelo do Interior da Terra", que se revelaram foco de inúmeras concepções alternativas, identificadas como um dos limites à utilização pedagógica destes conhecimentos. Tendo como pano de fundo as questões acima os dados empíricos foram colhidos por ocasião das aulasoficina, ministradas no Projeto de Formação Continuada Teia do Saber-2007 da Secretaria de Educação do Estado de São Paulo. Os resultados da investigação, bem como o alicerce teórico presente na análise, foram desenvolvidos ao longo de cinco capítulos, sempre com a perspectiva de subsidiar reformulações em programas de formação continuada. Os resultados obtidos evidenciaram a importância da rediscussão dos cursos de formação de professores de Ciências, bem como a necessidade de adequar estes cursos às especificidades de grupos de professores e disciplinas. A pesquisa revelou também que a utilização de conhecimentos Geocientíficos contribui para o ensino e a formação do pensamento e da atitude científica de alunos e professores. / Abstract: In this thesis we analyze issues related to the training of science teachers from a perspective that contemplates the improvement of science teaching as a result of several factors. Nevertheless, among several challenges, we consider the figure of the teacher as central. Inasmuch as these, as any other professionals, must be exposed to professional development in their field in order to remain constantly up to date and operating in the schools where they work. Therefore, our main concern is the criteria in which these professional development courses are planned. This investigation was based on the thesis that the interdisciplinary nature of the geoscientific knowledge can contribute to the training of middle school teachers of Life Sciences and Mathematics, preparing them to work according to the guidance of the Parâmetros Curriculares Nacionais (PCN). The results indicate some of these contributions, as well as its limits. We assess the possibilities of interdisciplinary teaching and learning experiences, having as main background Geo Sciences/Geology, baring in mind that these areas of knowledge can, despite being complex and abstract, be interesting and stimulating, and also basic in the formation of the students scientific way of thinking. In this study, where the researcher also performed as teacher, we investigate general subjects of Geosciences/Geology. Special attention is given to the "Geological Time" and "Model of the Interior of the Earth", as they became focus of several alternative conceptions, identified as one of the barriers to the pedagogical use of this knowledge. Having as framework the questions above the empirical data were recorded in the lesson-workshop, given in the Project of Continued Formation "Teia do Saber-2007" of the Secretariat of Education of the State of São Paulo. The results of this investigation, as well as the present theoretical foundation in the analysis, is developed throughout five chapters, always with the perspective to supply information in order to reorganize the programs of continued professional development for teacher training. Results have shown the importance of the discussion of the Science teacher training programs, as well as the necessity to adjust these courses to the particularities of the groups of professors and areas of study. The research has also shed light on the fact that the use of geoscientific knowledge contributes to the education and formation of learners (students) and teachers. / Doutorado / Doutor em Ensino e História de Ciências da Terra

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The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks. / Microsoft� Word 2010 / Adobe Acrobat 9.54 Paper Capture Plug-in

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.

An exploratory case study research design was followed to explore and categorize 23 pre-service physics teachers’ understanding in the fields of superconductivity and nanotechnology at the Sultan Qaboos University in Oman. To elicit their responses, a five-stage categorical framework analysis was used. The five stages included identification of the thematic framework, familiarization, coding, placing the categories on a chart and finally, interpretation. A conceptual survey test (Conceptual Survey of Superconductivity and Nanotechnology) was administered to the pre-service physics teachers to form four independently homogenous ability focus groups. This was followed by focus group discussions whose data were analyzed to group their conceptions in both the epistemological as well as ontological categories. From the focus group discussions, six categories were considered from previous studies, namely; lateral alternative conceptions, ontological conceptions, naïve physics, Ohm’s p-primes, mixed conceptions and loose ideas. Since this was a pre-instructional study, naïve physics ideas and lateral alternative conceptions were dominant. Naïve physics refers to the untrained student or human perception of various physical phenomena while lateral alternative conception refers the misconceptions individuals have on ideas that may be inconsistent with scientifically acceptable facts. Findings indicate that the pre-service teachers’ conceptions deviated from canonical scientific concepts, are diversified and inconsistent. The knowledge on pre-instructional conceptions will influence the development of evidence-based pedagogy, which is fundamental to the development of an effective physics education curriculum. / Institute for Science and Technology Education (ISTE) / M. Sc. (Physics Education)

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Acompanha: A abordagem temática “reciclagem” integrando o currículo de ciências do ensino fundamental: investigando a percepção dos professores / Este trabalho investigou a percepção dos professores de ciências com relação à temática ambiental reciclagem no ensino de ciências do Colégio Estadual Olavo Bilac situado no município de Cantagalo/Pr. Defende-se que a reciclagem deve ser abordada em sala de aula de forma local, a fim de proporcionar aos estudantes mudanças de atitude com relação ao meio ambiente ao qual estão inseridos. Essa investigação traz como ponto de partida reflexões teóricas acerca dos documentos oficiais PCN e DCE e a educação ambiental através do tempo. Realizamos uma pesquisa qualitativa na modalidade de estudo de caso aplicando um questionário aos professores que ministram aulas de ciências nesta escola. Os questionários foram analisados por modalidades envolvendo escola, currículo, professores e sociedade. Os professores consultados evidenciaram que a influência no comportamento dos estudantes é possível, desde que seja efetivado um trabalho pedagógico continuado, não se esgotando na sala de aula, mas envolvendo o desenvolvimento de ações educativas que possam mobilizar os estudantes e envolver a própria comunidade. Os professores percebem a necessidade de uma prática de ensino diferenciada, mas ainda encontram dificuldades, como a de conseguir abordar todo o conteúdo curricular definido. As respostas do questionário nos levaram a construir uma unidade didática chamada “Cartilha da Reciclagem” que aborda a reciclagem de maneira local com particularidades do município, destinada aos professores a fim de enriquecer as aulas de ciências. / This study investigated the perception of Science teachers regarding environmental recycling theme in the science education from the OlavoBilacState School, located in the city of Cantagalo/PR. Argues that the recycling should be addressed in the classroom locally, in other to provide to students changings in the attitude towards the environment, which they belong. This research brings as a starting point for theoretical reflections, the official documents PCN and DCE and environmental education beyond the time. We conducted a qualitative study in the form of case study applying a questionnaire to the teachers that teach science at this school. These questionnaires were analyzed in themes such as school, curriculum, teachers and society, which provides a perception that an influence in the students‟ behavior is possible, using a continued pedagogical work, not extinguishing the classroom, but involving the development of actions in education that can mobilize the students to be part of the community. Teachers perceive the need of a differentiate education practice, but still have difficulties in address all the curricular content. The answers to the questionnaire led us to build a teaching unit called “Primer on Recycling”, that covers the local city recycling for teachers to enrich the science classes.

Acompanha: A abordagem temática “reciclagem” integrando o currículo de ciências do ensino fundamental: investigando a percepção dos professores / Este trabalho investigou a percepção dos professores de ciências com relação à temática ambiental reciclagem no ensino de ciências do Colégio Estadual Olavo Bilac situado no município de Cantagalo/Pr. Defende-se que a reciclagem deve ser abordada em sala de aula de forma local, a fim de proporcionar aos estudantes mudanças de atitude com relação ao meio ambiente ao qual estão inseridos. Essa investigação traz como ponto de partida reflexões teóricas acerca dos documentos oficiais PCN e DCE e a educação ambiental através do tempo. Realizamos uma pesquisa qualitativa na modalidade de estudo de caso aplicando um questionário aos professores que ministram aulas de ciências nesta escola. Os questionários foram analisados por modalidades envolvendo escola, currículo, professores e sociedade. Os professores consultados evidenciaram que a influência no comportamento dos estudantes é possível, desde que seja efetivado um trabalho pedagógico continuado, não se esgotando na sala de aula, mas envolvendo o desenvolvimento de ações educativas que possam mobilizar os estudantes e envolver a própria comunidade. Os professores percebem a necessidade de uma prática de ensino diferenciada, mas ainda encontram dificuldades, como a de conseguir abordar todo o conteúdo curricular definido. As respostas do questionário nos levaram a construir uma unidade didática chamada “Cartilha da Reciclagem” que aborda a reciclagem de maneira local com particularidades do município, destinada aos professores a fim de enriquecer as aulas de ciências. / This study investigated the perception of Science teachers regarding environmental recycling theme in the science education from the OlavoBilacState School, located in the city of Cantagalo/PR. Argues that the recycling should be addressed in the classroom locally, in other to provide to students changings in the attitude towards the environment, which they belong. This research brings as a starting point for theoretical reflections, the official documents PCN and DCE and environmental education beyond the time. We conducted a qualitative study in the form of case study applying a questionnaire to the teachers that teach science at this school. These questionnaires were analyzed in themes such as school, curriculum, teachers and society, which provides a perception that an influence in the students‟ behavior is possible, using a continued pedagogical work, not extinguishing the classroom, but involving the development of actions in education that can mobilize the students to be part of the community. Teachers perceive the need of a differentiate education practice, but still have difficulties in address all the curricular content. The answers to the questionnaire led us to build a teaching unit called “Primer on Recycling”, that covers the local city recycling for teachers to enrich the science classes.