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"The American public is being inundated by newspaper and magazine articles conveying the message that schools in the United States must develop and improve their science curricula if the nation is to compete successfully with ideologies inimical to that taught in this country. Some of these articles concern themselves with immediate remedies, such as more frequent testing of scientific aptitude and progress from the seventh grade on, and providing more teaching materials for all grade levels. Others analyze the present trend of awarding large numbers of college scholarships to high school students. A few of the articles are more philosophical in content: some of these, for example, decry the national habit of secrecy in scientific research. This study has grown out of this widespread concern. It seems reasonable to assume that one significant factor in determining the quality of instruction in science in a senior high school is the adequacy of the instructional materials accessible to the students and teachers of that school. It has seemed timely and pertinent, then, to examine such materials in the four white senior high schools of Broward County and to evaluate their strengths and weaknesses"--Introduction. / "August, 1958." / At head of title: Florida State University. / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Sara K. Srygley, Professor Directing Paper. / Includes bibliographical references (leaves 32-33).

A research project submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the Degree of Master of Science. November 1995. / Bacon’s ideas have been modified and improved by some and contested by others over the centuries. Logical positivism, which evolved from empiricism, has two important tenets, namely, observation and deductive logic in reasoning. As with empiricism, knowledge is considered as objective and reliable (Chalmers, 1983). [Abbreviated Abstract. Open document to view full version] / GR 2016

A research project submitted in partial fulfilment of the requirements for the degree of Master of Science Education in the Faculty of Science. The University of the Witwatersrand. February 2016 / In South Africa, the new Curriculum Statement and Policy Statement (CAPS) Grades 10- 12 for Physical Sciences emphasizes learners’ use of science process skills. The aim of this study was to evaluate the extent of the use of science process skills by Grade 11 Physical Science learners. It also sought to explore some of the factors associated with poor utilization of SPS by Grade 11 Physical Science learners. The participants were Grade 11 Physical Science learners (n=50) and teachers (n=4) from two schools in the Johannesburg area of the Gauteng Province, South Africa. Quantitative and qualitative data used to evaluate Grade 11 Physical Science learners’ use of science process skills was obtained through use of: a learner Likert questionnaire; teacher and learners’ interviews; and analysis of classroom lesson observations. Quantitative data was analyzed using both descriptive and inferential statistics. Qualitative data was analyzed using a combination of content and interpretive analysis. It was found that for both schools basic science process skills were relatively more frequently utilized compared to integrated skills; with the lower fee paying school showing a poorer utilization of both types of skills. The most utilized basic science process skills were found to be communication, observation, identification, classification, comparison, description and calculation. It was found that the following integrated process skills are poorly utilized by the Grade 11 Physical Science leaners- prediction, constructing hypothesis, relationship between variables, constructing diagrams, and experimentation. Some of the factors found to hamper utilization of science process skills were identified as teacher incompetency, lack of learner interest, poor availability of curriculum resources, and poor teaching practices and learning strategies. It was recommended that the South African CAPS curriculum needs to be revised to put greater emphasis on teaching and assessment of science process skill utilization. Furthermore, it was suggested that teachers need to be professional developed to enhance their capabilities of teaching science process skill utilization. Implications for further studies were fleshed out and discussed.

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published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

by Au Yeung Po See. / Title also in Chinese. / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1989. / Bibliography: p. 61-72.

published_or_final_version / Education / Master / Master of Education

The purpose of this study is to describe and evaluate selected characteristics of the National Science Foundation-sponsored science curricular programs developed in the United States for use at the secondary school level, and to determine some curricular and instructional implications for Kuwaiti secondary school science programs. The study is designed to include a description and an evaluation of selected characteristics of four NSF-sponsored science curricular programs, namely Biological Sciences Curriculum Study (BSCS), Chemical Education Materials Study (CHEM Study), Earth Science Curriculum Project (ESCP), and Harvard Project Physics (HPP) programs. The study also includes a description and evaluation of selected characteristics of all Kuwaiti secondary school science programs in biology, chemistry, geology (earth science), and physics. The characteristics of science programs of both countries are described and evaluated, individually and collectively, by using Zorn's Criteria. Based on the results obtained, certain implications for Kuwaiti secondary school science programs are drawn, both individually and collectively. Recommendations to be considered in future revision and improvement of Kuwaiti science programs are presented. The results of the study reveal that the NSF-sponsored science programs are superior to Kuwaiti science programs in a variety of characteristics, such as the emphasis on active student involvement in inquiry-oriented activities, the inclusion of related information sources (bibliographies) in student textbooks, and the provision of extensive supplementary reading materials.