Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study set out to develop and test a Computer Aided Instructional Resource for Physical Science in Grades 11 and 12. The software was tested in the context of Newtonian Mechanics. This study differed from most other studies in that it did not develop or test tutoring-type software that the learner uses on a one to one basis in a computer laboratory. It did, however, test and develop software to be used by the teacher in the classroom while teaching. A theoretical framework is presented, built on experience-based as well as literature-based theory. In this framework, the effects of computer interventions on the teaching and learning situation as reported in the literature are viewed within the South African context. In the light of what is reported in the literature, the education authorities’ attempts to disseminate the curriculum with the use of technology, are questioned. Reasons for not doing a quantitative assessment of learner understanding of concepts are presented with reference to criticism in the literature against such assessments. The dissertation reports on the type of questions that need to be asked according to the literature. This discussion then leads to research questions that describe a process for the developing and testing of a resource that could assist teachers in teaching Physical Science. Developmental methods as well as ways of assessing had to be researched to determine the best way in which such a resource could be developed and tested. During this research it was found that the implementation of Information and Communication Technology (ICT) to deliver the curriculum had focused more on the development of tutoring type software and it seemed that the use of computers for actual classroom instruction did not receive as much attention. It was however possible to identify developmental and assessment principles that were common to research that had been done and the project that is reported in this dissertation. The Computer Aided Instructional Resource (CAIR) was developed by the researcher in the form of a presentations package that the teacher could use in the classroom while teaching. It was tested in a Prototyping Stage in the researcher’s classroom before being tested in eight project schools during the Piloting Stage. This was done by connecting personal computers up to 74cm televisions and then displaying the CAIR on the TV whileteaching. This was made possible by TRAC South Africa that funded the project. It also provided an opportunity to assess the use of the TRAC system in the same schools. After assessment criteria had been identified, assessment instruments were developed to assess the project in different ways. There were questionnaires for each stage to be completed by learners and teachers as well as an observation instrument that was used by the researcher during classroom visits. These assessment instruments made it possible to assess the CAIR with respect to didactical, visual and technical considerations. Results of the empirical study are presented under the assessment criteria that had been identified and are discussed with reference to the original research questions. The results of the assessment were very positive for both the CAIR and TRAC systems. The study has however tried to focus on the negative rather than positive outcomes to present as unbiased a picture as possible of the assessment results. It was also necessary to focus on the negative to determine how and where the CAIR could be improved and, to make recommendations regarding the implementation of the TRAC system. Recommendations are also made for immediate action and further investigations. / AFRIKAANSE OPSOMMING: Hierdie studie het gepoog om a rekenaar gesteunde onderrighulpmiddel te ontwikkel en te toets. Die sagteware is ontwikkel en getoets in die konteks van die onderrig van meganika. Die studie verskil van die meeste ander studies daarin dat die sagteware nie ontwikkel is vir die gebruik van leerders in ’n een-tot-een situasie in ’n rekenaar laboratorium nie. Die sagteware is eerder ontwikkel om deur die onderwyser gebruik te word terwyl onderrig in die klaskamer plaasvind. ‘n Teoretiese raamwerk wat op ondervinding en literatuurnavorsing gebou is, word aangebied. In hierdie raamwerk word die effek wat rekenaarintervensies op die onderrigleer situasie het, soos in die literatuur vermeld, binne die Suid Afrikaanse konteks geplaas. Die opvoedkundige owerhede se pogings om die kurrikulum te versprei met behulp van tegnologie, word bevraagteken na aanleiding van inligting wat in die literatuur verkry is. Redes waarom ‘n kwantitatiewe evaluering van leerderbegrip van konsepte nie gedoen is nie, word aangebied met verwysing na kritiek teen sulke evaluerings vanuit die literatuur. Vrae wat volgens die literatuur wel gevra moet word, word gerapporteer. Hierdie bespreking lei na die navorsingsvrae wat ‘n proses beskryf vir die ontwikkeling en toetsing van ‘n hulpmiddel wat onderwysers van nut kan wees in die onderrig van Natuur en Skeikunde. Ontwikkelingsmetodes sowel as kwalitatiewe evaluering is nagevors om die beste metodes vir ontwikkeling en toetsing te bepaal. Daar is gevind dat die implementering van Inligting en Kommunikasie Tegnologie om die kurrikulum oor te dra, meer op tutorial-tipe sagteware gefokus het. Die gebruik van rekenaars vir klaskamerinstruksie het nie soveel aandag in die literatuur geniet nie. Dit was egter moontlik om beginsels vir ontwikkeling en toetsing te identifiseer wat in ander studies gebruik is en wat hier ook toegepas kon word. Die hulpmiddel is ontwikkel in die form van ’n aanbiedingspaket wat die onderwyser in die klaskamer kan gebruik terwyl hy of sy onderrig gee. Die prototype is in die navorser se klaskamer getoets voordat dit in agt projekskole in ’n loodsprogram getoets is. Dit is gedoen deur ‘n persoonlike rekenaar in elke klaskamer aan ’n 74cm televisie te koppel.Dit is moontlik gemaak deur TRAC Suid-Afrika wat befondsing vir die projek verskaf het. Dit het ook ’n geleentheid verskaf om ’n kwalitatiewe evaluering van die TRAC stelsel in dieselfde skole te doen. Nadat evalueringskriteria geïdentifiseer is, is meetinstrumente ontwikkel om die projek op verskillende maniere te toets. Vraelyste moes in elke fase deur leerders en onderwysers voltooi word. Daar was ook ’n instrument vir gebruik deur die navorser tydens klasbesoek. Die hulpmiddel kon sodoende getoets word in terme van didaktiese, visuele en tegniese aspekte. Die resultate van die empiriese studie word aangebied onder die evalueringskriteria en word bespreek met verwysing na die oorspronklike navorsingsvrae. Die resultate was baie positief vir beide die onderrighulpmiddel en die TRAC stelsel. In die studie is gepoog om resultate so neutral moontlik aan te bied deur eerder op die negatiewe te konsentreer. Dit was egter ook nodig om op die negatiewe te konsentreer om te bepaal hoe die hulpmiddel verbeter kon word en om aanbevelings ten opsigte van die implementering van die TRAC stelsel te maak. Aanbevelings is ook gemaak oor onmiddellike aksie wat geneem kan word, sowel as vir moontlike verdere ondersoek.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Doctoral / Doctor of Philosophy

published_or_final_version / Education / Master / Master of Education

Using a case study approach, this investigation focused on the deliberations and decision-making processes involved in the development of a physical science curriculum to be delivered by interactive videodiscs. The mediating factors that influenced the developmental processes included the participants and their perceptions, their decisions and factors influencing their decisions. The Curriculum and Instruction Advisory Committee of the Texas Learning Technology Group was selected as the subject of this study which used qualitative data collection methods. Data collection included participant observation of curriculum meetings followed by structured interviews of the participants. Document analyses were triangulated with the observations and interviews to ascertain influences on decision-making processes. Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state Developmental processes indicated the emergence of staff and committee procedures. Procedures were influenced by school district and personal philosophies, teacher and student needs, and constraining factors such as state mandates. Other influencing factors included research, tradition, and politics. Core curriculum was to be delivered by interactive videodiscs and include remediation and enrichment loops along with laboratory simulations. Participants stressed that students perform traditional laboratory experiments in addition to simulations. This curriculum also addressed the possibility of the course being taught by teachers not certified in physical science.

鄭秀萍 = A study of the relationship between home and classroom environments and the attitude of form 3 students towards science / Cheng Sau Ping. / 據手稿本複印. / 論文(碩士)--香港中文大學硏究院敎育學部. / 參考文獻: leaves 250-267. / Ju shou gao ben fu yin. / Zheng Xiuping = A study of the relationship between home and classroom environments and the attitude of form 3 students towards science / Zheng Sau Bing. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Includes bibliographical references (leaves 250-267). / 圖表目次 --- p.viii / 論文提要 --- p.xix / Chapter 第一章 --- 導言 --- p.1 / 問題背景 --- p.5 / 研究動機與目的 --- p.14 / 研究的意義 --- p.17 / Chapter 第二章 --- 文獻評述 --- p.21 / 測量態度的意義 --- p.21 / 學生所感受到的課室社會群性環境與態度 --- p.27 / 學生所感受到的家庭群性環境與科學學習 --- p.41 / 學生所感受到的家庭群性環境與態度 --- p.46 / 學生性別與其對科學所持態度的差異 --- p.58 / 初中學生升讀高中後所持科學態度的轉變 --- p.69 / 修讀「綜合科學」課程的目的 --- p.73 / Chapter 第三章 --- 研究方法 --- p.77 / 重要名詞闡釋 --- p.77 / 假設 --- p.98 / 研究工具 --- p.100 / 預試程序 --- p.112 / 研究對樣與取樣 --- p.122 / 研究程序 --- p.126 / 資料分析 --- p.127 / Chapter 第四章 --- 結果與討論 --- p.130 / 三類量表的信度 --- p.130 / 科學態度量表的因子結構 --- p.136 / 課室群性環境量表的因子結構 --- p.146 / 家庭群性環境量表的因子結構 --- p.158 / 相關矩陣 --- p.167 / 科學態度與課室群性環境的單項相關 --- p.167 / 科學態度與家庭群性環境的單項相關 --- p.173 / 男生與女生所持的科學態度比較 --- p.179 / 多項迴歸分析 --- p.188 / 課室群性環境與科學態度的關係 --- p.210 / 研究限制 --- p.230 / 建議 --- p.233 / Chapter 第五章 --- 摘要 --- p.236 / 文獻參考 --- p.250 / 附錄 / Chapter 一 --- 科學態度量表 --- p.268 / Chapter 二 --- 課室群性環境量表 --- p.272 / Chapter 三 --- 家庭群性環境量表 --- p.274 / Chapter 四 --- 教育研究問卷 --- p.278 / Chapter 五 --- 教育研究問卷答案 --- p.286

by Fung Chi Lun. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 100-106). / Acknowledgements --- p.i / Abstract --- p.ii / List of Tables --- p.iv / List of Figures --- p.vi / Chapter Chapter One: --- Introduction --- p.1 / Chapter 1.1 --- Background of the Study --- p.1 / Chapter 1.2 --- Purpose of the Study --- p.3 / Chapter 1.3 --- Significance of the Study --- p.4 / Chapter 1.4 --- Definition of Terms --- p.6 / Chapter Chapter Two: --- Review of Related Literature --- p.9 / Chapter 2.1 --- Curriculum Development of Chemical Education --- p.9 / Chapter 2.1.1 --- Trend of the Curriculum Development of Chemical Education in Foreign Countries --- p.9 / Chapter 2.1.2 --- Situation of Chemical Education in Hong Kong --- p.13 / Chapter 2.2 --- The Nature of Science-Technology-Society (STS) --- p.14 / Chapter 2.2.1 --- Emergence of STS --- p.14 / Chapter 2.2.2 --- The Characteristics of STS --- p.15 / Chapter 2.2.3 --- Importance of STS --- p.17 / Chapter 2.2.4 --- Comparison between Traditional courses and STS courses --- p.18 / Chapter 2.2.5 --- Introduction of STS courses in Foreign Countries --- p.19 / Chapter 2.2.6 --- Classification of STS Topics --- p.21 / Chapter 2.3 --- Relevant Researches of Curriculum Materials --- p.22 / Chapter 2.3.1 --- Researches of Syllabuses --- p.22 / Chapter 2.3.2 --- Researches of Science Textbooks --- p.24 / Chapter 2.4 --- Content Analysis --- p.29 / Chapter Chapter Three: --- The Nature of the New S4-5 Chemistry Syllabus --- p.32 / Chapter 3.1 --- Background of the Development of the New S4-5 Chemistry Syllabus --- p.32 / Chapter 3.2 --- Teachers' Comments to the New S4-5 Chemistry Syllabus --- p.32 / Chapter 3.3 --- Characteristics of the New S4-5 Chemistry Syllabus --- p.33 / Chapter Chapter Four: --- Research Design --- p.39 / Chapter 4.1 --- Research Questions --- p.39 / Chapter 4.2 --- Hypotheses --- p.40 / Chapter 4.3 --- Analytical Framework of The Study --- p.42 / Chapter 4.4 --- Methodology --- p.44 / Chapter 4.5 --- Curriculum Materials analyzed in the Study --- p.48 / Chapter 4.6 --- Procedures of Data Collection --- p.51 / Chapter 4.7 --- Procedures of Data Analysis --- p.52 / Chapter 4.8 --- Statistical Methods --- p.56 / Chapter 4.9 --- Methodological Issues --- p.57 / Chapter 4.9.1 --- Validity --- p.57 / Chapter 4.9.2 --- Reliability --- p.58 / Chapter Chapter Five: --- Results and Discussion --- p.61 / Chapter 5.1 --- Reliability of Rating --- p.61 / Chapter 5.2 --- Interpretation of Results --- p.63 / Comparison of the New and the Old S4-5 Chemistry Syllabuses by Overall Inclusion of all STS Topics and Non-STS Content --- p.63 / Comparison of the New and the Old S4-5 Chemistry Syllabuses by Inclusion of Each STS Topic --- p.65 / Comparison of Textbooks for the New S4-5 Chemistry Syllabus by Overall Inclusion of all STS Topics and Non-STS Content --- p.67 / Comparison of Textbooks for the Old S4-5 Chemistry Syllabus by Overall Inclusion of all STS Topics and Non-STS Content --- p.69 / Comparison of Textbooks for the New S4-5 Chemistry Syllabus and Textbooks for the Old Chemistry Syllabus by Mean Overall Inclusion of all STS Topics and Non-STS Content --- p.70 / Comparison of Textbooks for the New S4-5 Chemistry Syllabus by Inclusion of Each STS Topic --- p.72 / Comparison of Textbooks for the Old S4-5 Chemistry Syllabus by Inclusion of Each STS Topic --- p.75 / Comparison of Textbooks for the New S4-5 Chemistry Syllabus and Textbooks for the Old S4-5 Chemistry Syllabus by Inclusion of Each STS Topic --- p.77 / Comparison of the S4-5 Chemistry Syllabuses and Textbooks by Overall Inclusion of all STS Topics and Non-STS Content --- p.81 / Comparison of the S4-5 Chemistry Syllabuses and Textbooks by Inclusion of Each STS Topic --- p.82 / Chapter 5.3 --- Discussion --- p.82 / Chapter 5.4 --- Limitations --- p.90 / Chapter Chapter Six: --- Summary and Recommendations --- p.92 / Chapter 6.1 --- Summary --- p.92 / Chapter 6.2 --- Recommendations for Adoption of the STS Approach --- p.94 / Chapter 6.3 --- Recommendations for Improvement of Chemistry Syllabuses --- p.95 / Chapter 6.4 --- Recommendations for Improvement of Chemistry Textbooks --- p.98 / Chapter 6.5 --- Recommendations for Further Study --- p.98 / BIBLIOGRAPHY --- p.100 / APPENDICES --- p.107 / Appendix A: Comparison between Traditional and STS courses --- p.107 / Appendix B: Detailed Descriptions and Representative Tasks of the STS Topics developed by the Project Synthesis --- p.109 / "Appendix C: Scientific methods and problem solving skills, and Decision making skills in the new S4-5 Chemistry Syllabus" --- p.115 / Appendix D: Questionnaire of S4-5 Chemistry Textbooks used by Schools --- p.116

葉賜添. / 稿本(電腦打印本) / Thesis (M.A.)--香港中文大學敎育學部. / Gao ben (dian nao da yin ben) / Includes bibliographical references (leaves 60-64). / Ye Cidian. / Thesis (M.A.)--Xianggang Zhong wen da xue jiao yu xue bu. / 論文摘要 --- p.i / 誌謝 --- p.ii / 圖表目次 --- p.iii / Chapter 第一章 --- 引言 --- p.1 / 硏究動機 --- p.1 / 硏究目的 --- p.4 / 研究意義 --- p.4 / Chapter 第二章 --- 文献省覽及理論架構 / Chapter (一) --- 人力需求理論 --- p.5 / 人力需要假設 --- p.6 / 人力替代假設 --- p.10 / 雨種假設的論爭 --- p.12 / Chapter (二) --- 教育生產函數理論 --- p.15 / 教育產出變項 --- p.17 / 教育輸入變項 --- p.18 / 教師學歷與產出 --- p.19 / Chapter 第三章 --- 硏究方法 --- p.21 / Chapter (一) --- 硏究概念架構 --- p.22 / 硏究單位 --- p.30 / 硏究假設 --- p.31 / Chapter (二) --- 硏究設計 --- p.32 / 様本選取 --- p.32 / 硏究工具 --- p.33 / Chapter (三) --- 數據收集和分析 --- p.34 / Chapter (四) --- 硏究限制 --- p.35 / Chapter 第四章 --- 結果分析 / Chapter (一) --- 香港中學電腦教師人力狀況 --- p.37 / Chapter (二) --- 不同資歴教師之教學效果 --- p.41 / Chapter 第五章 --- 討論、建議及總結 --- p.52 / 註釋 --- p.59 / 參考文献 --- p.60 / 附錄：香港電腦教師人力資源調查問卷 --- p.65