This investigation is concerned with the development and application of a test to detect certain habits of the scientific attitude among high school science students. Preliminary investigation relative to the problem centered around the two following procedures: (1) An attempt to determine and define the scientific attitude and its relation to scientific method. (2) A consideration of the results of previous studies related to the above problem.

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M.Ed. (Educational Psychology) / Please refer to full text to view abstract.

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Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: The final school examination is the gateway to higher education (HE) in most countries. Many students are however ill-prepared for HE because of a lack of quality education. Internationally, alternative access programmes are offered to address this problem. SciMathUS is the Science and Mathematics bridging programme at Stellenbosch University with the aim to allow educationally disadvantaged students whose Grade 12 results are below the standard entrance scores for admittance to HE, a second chance to improve their scores in Mathematics and Physical Sciences and then reapply for HE. SciMathUS follows a hybrid Problem-based Learning (PBL) philosophy, encouraging students to take responsibility for their own learning. While it is expected that performance in the final school examination correlates with performance in HE, this is questioned in the case of students who do not have access to good education and, as a result thereof, leave school with poor to low results. With the high demand for HE internationally, identifying students with the potential to succeed is however a huge challenge. Alternative measurements have been and are being considered and researched. The focus of this quantitative research is to determine whether Grade 12 results (Mathematics and Physical Sciences) and Stellenbosch University Access Test (AT) results could predict success in HE for students who first attended a bridging programme. Success was defined quantitatively and measured by the results obtained at the end of their first year in HE. Quantitative techniques were used to analyse the possible relationships between the different variables. The findings were that SciMathUS students managed to improve their Grade 12 Mathematics and Physical Sciences and AT significantly after attending the bridging programme. These results allowed them to participate in HE. No correlation could, however, be found between their NSC results or the AT results and their performance in HE. In spite of this, more than 40% of the students in this group passed their first year in HE with an average of more than 50%. Another almost 40% obtained between 30% and 50% and were therefore allowed to continue with their studies. In three faculties at Stellenbosch University, the former bridging programme students performed on par with their peers from the same schools who enrolled in HE directly after school. / AFRIKAANSE OPSOMMING: Die finale skooleksamen bied internasionaal toegang tot hoër onderwys. As gevolg van ʼn gebrek aan goeie skoolopleiding, is baie studente egter nie voldoende voorbereid vir hoër onderwysstudies nie. Om hierdie probleem aan te spreek, het alternatiewe toegangsprogramme ontstaan. SciMathUS is die Wiskunde- en Wetenskapoorbruggingsprogram by Stellenbosch Universiteit. Die program bied aan opvoedkundigbenadeelde studente, wie se Graad 12-punte nie voldoende is om toegang tot hoër onderwys te kry nie, ʼn tweede kans om hul punte in Wiskunde en Fisiese Wetenskappe te verbeter. Met hierdie nuwe uitslae kan hulle dan weer aansoek doen vir toelating. SciMathUS volg ʼn hibriede probleem-gebaseerde leerbenadering wat onder meer daarop gemik is om die studente aan te moedig om self verantwoordelikheid vir hul eie leer te aanvaar. Die verwagting is dat daar ʼn korrelasie sal bestaan tussen skooluitslae en prestasie in hoër onderwys. Dit word egter bevraagteken vir studente wat nie toegang tot goeie skoolopleiding gehad het nie en as gevolg daarvan swak presteer in die finale skooleksamen. Omdat meer studente tot hoër onderwys wil toetree, raak dit toenemend belangrik om die studente met potensiaal te kan identifiseer. Alternatiewe meetinstrumente word dus geruime tyd al oorweeg en nagevors. Dit is ook die fokus van hierdie kwantitatiewe studie: om te bepaal of Graad 12 uitslae (in Wiskunde en Fisiese Wetenskappe) en die uitslae van die toegangstoetse van die Universiteit van Stellenbosch gebruik kan word om sukses van studente wat eers die SciMathUS oorbruggingskursus bygewoon het, in hoër onderwys te kan voorspel. Vir hierdie studie word sukses kwantitatief gedefinieer en gemeet aan die student se gemiddelde persentasie wat aan die einde van hul eerstejaar in hoër onderwys behaal het. Statistiese analises is gebruik om die moontlike korrelasies tussen die verskillende veranderlikes te bepaal. Die bevindinge van hierdie studie is dat die SciMathUS-studente se Graad 12 Wiskunde en Fisiese Wetenskappe uitslae en toegangstoetsuitslae noemenswaardig verbeter het nadat hulle die program gevolg het. Hierdie uitslae het hulle toegelaat om toegang te kry tot hoër onderwys. Geen korrelasie is egter tussen die Nasionale Senior Sertifikaatuitslae of die toegangstoetsuitslae en prestasie in hoër onderwys gevind nie. Ten spyte daarvan het meer as 40% van die studente in die groep hul eerstejaar met ʼn gemiddelde persentasie van meer as 50% geslaag. Ongeveer nog 40% van die studente het tussen 30% en 50% behaal en is dus toegelaat om met hul studies te kon voortgaan. In drie fakulteite by Stellenbosch Universiteit het die voormalige brugprogramstudente net so goed gevaar soos die studente wat dieselfde skole as hulle bygewoon het maar direk na skool by Stellenbosch Universiteit ingeskryf het.

The current study set out to determine the relationship between student gradelevel, implicit views of science ability, science achievement and science interest.Differences by grade level were also explored. The study also considered the differences in male and female implicit theories of science ability, science interest, and science achievement. Participants in the current study consisted of a total of 1910 students from six elementary schools from one south-central Kentucky district that participate in Project GEMS (Gifted Education in Math and Science). Data were analyzed by means of analysis of variance and Pearson correlations. Younger students evidenced lower scores on the implicit theories measure. No gender differences were observed in implicit theories of science ability or science interest. Females did evidence lower achievement in science than males. Implicit theories of science ability were significantly and positively correlated with science achievement. Conversely, no such relationship existed between implicit theories of science ability and interest. Limitations of the current study are discussed and possible future directions are offered. Findings from the current study underscore the importance of considering domain-specific views of ability when addressing poor science performance and when considering gender gaps in science achievement.

The focus of this study is the competences expected of teachers in the senior phase to assess the Natural Sciences learning area. In order to be in line with the new developments, the South African science teacher will need relevant assessment training in order to utilise appropriate techniques that are in line with the new educational philosophy. The question arises: What competences do teachers need for assessing science in the senior phase? An ethnographic case study was implemented as research methodology in the descriptive research paradigm. The investigation comprised observing the classroom practices of a sample of three senior phase science teachers in two primary schools and in one secondary school in the Port Elizabeth region. The data obtained from the observations were triangulated with related artefacts produced by both the teachers and the learners in each case. In order to establish these expected competences a document analysis was done from a selection of South African documents. The descriptions of the real life assessment practices of the sample of science teachers were then compared with the competences expected by the South African education system. The comparison between the real-life assessment practices and the expected practices concurred with Shepard’s (2000, p.12) belief that the abilities needed to implement classroom assessment “are daunting”. The classroom-based assessment practices of the sample of teachers revealed a variety of assessment beliefs, practices and competence. The needs of these teachers are so diversified and intense that individualised professional development is needed if sustained implementation of the new curriculum and accompanying assessment competences is to be facilitated. The research established the need to develop an instrument that the science teachers can use to assess their own competence. There should be training modules drawn up in line with this instrument. Teachers should be able to choose the professional development modules that would address their own unique needs

The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science. / Educational Studies / M.Ed. (Educational Psychology)

The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science. / Educational Studies / M.Ed. (Educational Psychology)