This dissertation surveyed the validities of teaching the chemistry of water purification in South African schools using locally available materials (LAM) through the scientific inquiry (SI) approach. The researcher randomly selected four secondary schools that provided a small and purposive study sample of thirty-two Grade 11 learners and four teachers. The research design applied a mixed-method approach, consisting of qualitative and quantitative methods of data collection. Within this approach, the outcome of SI instruction that integrated LAM was compared with that of conventional instruction through a quasi-experimental control groups design. The researcher identified in the analysis of interviews and questionnaires the most complex aspects of the chemistry of water purification for learners to understand as redox reactions, acid-base systems, precipitations, and chlorination. However, the use of LAM through the scientific inquiry approach made it easier for learners to understand the concepts. The high mean scores ( =80.88; SD=10.28) in Research-based Test 2 (RBT2), of the experimental groups taught through SI signified that those learners immensely benefited from an active and collaborative learning environment. The lowly scores ( =61.69; SD=4.21) of control groups could be attributed to a linear and passive participation of learners in the conventional classroom instruction. The marks of the two groups in post-test RBT2 were paired and contrasted using GraphPad software. The results showed that t =6.699, df =21 with a significant value of 0.0001, which is less than 0.05 (p<0.05), hence it can be inferred that the difference between the means of the two groups was not only statistically important but also worth an explanation. The higher performance scores in RBT2 and the Rubric Assessment Tool (RAT) in experimental groups represents that the intervention was successful in the implementation of instructional design in the the study. In addition, the learners had mastered the crucial aptitudes that included self-discipline in understanding, cooperative learning, searching relevant text on topic, hands-on or laboratory practice and logical thinking in problem solving by working through the SI activities that used LAM. / Mathematics, Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education with specialization in Chemistry Education)

This dissertation surveyed the validities of teaching the chemistry of water purification in South African schools using locally available materials (LAM) through the scientific inquiry (SI) approach. The researcher randomly selected four secondary schools that provided a small and purposive study sample of thirty-two Grade 11 learners and four teachers. The research design applied a mixed-method approach, consisting of qualitative and quantitative methods of data collection. Within this approach, the outcome of SI instruction that integrated LAM was compared with that of conventional instruction through a quasi-experimental control groups design. The researcher identified in the analysis of interviews and questionnaires the most complex aspects of the chemistry of water purification for learners to understand as redox reactions, acid-base systems, precipitations, and chlorination. However, the use of LAM through the scientific inquiry approach made it easier for learners to understand the concepts. The high mean scores ( =80.88; SD=10.28) in Research-based Test 2 (RBT2), of the experimental groups taught through SI signified that those learners immensely benefited from an active and collaborative learning environment. The lowly scores ( =61.69; SD=4.21) of control groups could be attributed to a linear and passive participation of learners in the conventional classroom instruction. The marks of the two groups in post-test RBT2 were paired and contrasted using GraphPad software. The results showed that t =6.699, df =21 with a significant value of 0.0001, which is less than 0.05 (p<0.05), hence it can be inferred that the difference between the means of the two groups was not only statistically important but also worth an explanation. The higher performance scores in RBT2 and the Rubric Assessment Tool (RAT) in experimental groups represents that the intervention was successful in the implementation of instructional design in the the study. In addition, the learners had mastered the crucial aptitudes that included self-discipline in understanding, cooperative learning, searching relevant text on topic, hands-on or laboratory practice and logical thinking in problem solving by working through the SI activities that used LAM. / Mathematics, Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education with specialization in Chemistry Education)

本研究主要目的在探究國小學生，在利用「知識論壇」 (Knowledge Forum)—一個以知識翻新(knowledge-building)教育思想為核心所建立的電腦輔助合作學習(CSCL)平台—進行教學之前與之後，在「科學學習歷程」與「科學合作概念」上的改變情形。研究對象為台北市某國小五年級學生。資料來源主要為課堂觀察、上課錄影資料、知識論壇平台上的活動記錄、以及集體訪談的前後測訪談稿。實驗共分二組：(1) 實驗組使用知識論壇平台進行知識翻新教學；(2) 控制組則以傳統講授與小組合作方式授課。 研究結果主要有以下四點：(1) 課堂觀察與錄影資料分析顯示，在傳統的課堂中(控制組)教師主導的活動佔據大部分上課時間，然而在進行知識翻新教學之課堂中(實驗組)，學生則使用更多的時間進行同儕間的互動與合作；(2) 知識論壇平台活動記錄分析結果發現，在論壇的輔助下進行知識翻新教學，有助於幫助學生跳脫分工合作的小組活動、進行更機遇式(opportunistic)的合作學習；(3) 平台中的發文內容分析顯示，經過18週的課程，學生有更多以合作為基礎的學習活動；(4) 訪談稿前測結果指出，學生對於科學知識本質的「暫時性」與「共構性」僅有初步瞭解。在合作方式上，多數學生認為科學家會合作，然而在合作的方式上則普遍強調以「分工」為基礎的科學合作，而非以「創新」知識為基礎的合作方式。訪談稿後測結果則指出，經過知識翻新課程後，受試國小學生已漸能形成以創新為基礎(而非任務為導向)的科學合作概念。 本研究主要的結論有四點：(1) 知識翻新教學有助於促進學生間的互動學習；(2) 在知識翻新教學後學生有更多以合作為基礎的探究活動；(3) 本研究中的小學生已普遍有合作的理念，但仍停留在分工合作的觀點；以及(4) 知識翻新教學可以有助於幫助學生形成以創新為主的合作觀。 / The purpose of this study was to explore the effects of knowledge building on fifth-grader’ science learning process and their views on collaboration. A software program called Knowledge Forum—which is designed based on knowledge-building theory—was employed to complement student learning. Participants were 53 fifth-graders from an urban school in Taipei. Data source mainly came from video-taping of classroom activities, class observation records, group interview, and the online activities automatically recorded in the Knowledge Forum platform. The students were divided into two groups for comparison: (1) the experiment group adopted knowledge building pedagogy; (2) the control group adopted traditional instruction that combined both teacher lectures and student collaboration in groups. The main findings are as follows: (1) as shown in the video and the classroom observation data, it was found that in the traditional (control) class, teacher-led activities took up the majority of class time; in contrast, in the knowledge building (experimental) class, students had more time for peer interaction and collaboration; (2) as the online activity data showed, it was found that engaging in knowledge building helped students to move away from division of labor and to engage in more opportunistic collaboration ; (3) based on content analysis on student online discussion, it was found that students progressively performed more collaborative activities towards the end of this class; and (4) as evidenced in the pre-post interview data, it was found that students initially had a more limited understanding of scientific knowledge as “tentative” and “co-constructive”. In addition, while they thought scientists work together, they tended to highlight the kind of teamwork based on division of labor, rather than the kind of teamwork aimed to create new knowledge. However, the post-interview data showed that after engaging in knowledge building for 18 weeks, students began to see scientific collaboration as more innovation-oriented, and less task-oriented. Based on the findings, the following conclusions were made: (1) engaging students in knowledge building was helpful for promoting more interaction among students; (2) knowledge building progressively fostered more scientific inquiry activities that is based on collaboration; (3) before attending this study, students had already the concept of cooperation, and such concept is highly based on division of labor, but after engaging in knowledge building, they were able to gradually develop a more creative view of collaboration.

Laboratory work is considered important for student achievements in science education. This thesis will contribute with increased knowledge about lab work in science education in Swedish secondary school. The main purposes are to describe secondary school science teachers’ objectives for lab work and to describe how these objectives are implemented during laboratory exercises. The thesis shows and discusses, from a teacher perspective, the complexity involved in lab work.The thesis is comprised of four papers based on empirical analysis of teacher interviews, laboratory manuals and laboratory exercises. Two interview studies identified which objectives the teachers consider important and compared these to international studies. Two case studies identified how the teachers’ objectives are put forward during lab work and what factors are important for the implementation of objectives.The results from the interview studies show that Swedish secondary school science teachers express general objectives including the development of students’ understanding of concepts and phenomena, of their interest in science and ability to think and reflect upon labwork. This is to a large extent in accordance with objectives identified in international studies. However, when the teachers describe specific laboratory exercises they emphasize the activity and the laboratory skills. Some of the teachers describe lab work that includes scientific inquiry but not specifically, knowledge about the nature of science. Scientific inquiry was mostly used to develop interest in science and not to develop knowledge about how to systematically investigate phenomena in nature. The teachers express their objectives differently in different contexts. The laboratory manuals mostly put forward objectives to help students identify objects and phenomena and to learn facts, which is not always in accordance with the teachers objectives. Results from the case studies show that the teachers’ objectives do not always correspond to the students’ views of important things to learn. It is not obvious that lab work in itself make students understand a certain scientific content, they need help to “see what is intended to be seen”. Interactions between the teacher and the students are important to help students perceive the teacher’s objectives. Many interactions have a starting point in the laboratory manuals, and if the objectives in the manual correspond to the teacher’s objectives it makes it easier for both the students and the teacher to reach the intentions for the laboratory exercise. Implications for science teaching are discussed. / Att laborationer har en naturlig och central plats i naturvetenskaplig undervisning håller de flesta med om men hur stor vikt svenska grundskollärare lägger på det laborativa arbetet och dess betydelse för elevers lärande i naturvetenskap är inte klarlagt. Denna avhandling ska ge ytterligare kunskap om det laborativa arbetet i svensk grundskola. Avhandlingen har två huvudsyften. Det ena är att ge en beskrivning av de mål för laborativt arbete som lärare i den svenska grundskolans senare år anser viktiga. Det andra är att beskriva hur laborationer som genomförs i skolpraktiken förverkligar de uppsatta målen. Avhandlingen uppmärksammar och diskuterar det laborativa arbetets komplexitet utifrån ett lärarperspektiv.De fyra delstudierna bygger på empiriska undersökningar av intervjuer med lärare, deras laborationsinstruktioner och av det laborativa arbetets genomförande. I två intervjustudier analyseras vilka mål som anses viktiga och hur dessa förhåller sig till internationell forskning om mål med laborationer. I två fallstudier analyseras hur lärarens mål framträder under det laborativa arbetet och vilka faktorer som har betydelse för hur målen implementeras.Resultaten från intervjustudierna visar bland annat att lärare i den svenskagrundskolan uttrycker generella mål för laborativt arbete som att eleverna skautveckla sin förståelse av naturvetenskapliga begrepp och fenomen, sitt intresse för naturvetenskap, och sitt reflekterande över laborativt arbete. Detta överensstämmer i stor utsträckning med mål som framträder i internationella undersökningar. När lärarna talar om specifika laborationer betonar de istället själva aktiviteten och de laborativa färdigheterna. Lärarna uttrycker således sina mål olika i olika sammanhang. Lärarna erbjuder laborationer där undersökande arbete förekommer men de utnyttjar inte laborationerna till att skapa förståelse av naturvetenskapens karaktär. Det undersökande arbetet utnyttjas främst för att öka intresset för naturvetenskap och inte för att ge kunskap om metoder för naturvetenskapliga undersökningar. Laborationsinstruktionerna innehåller i stor utsträckning mål för att hjälpa elever att identifiera objekt och att lära sig fakta. Instruktionernas mål stämmer inte alltid överens med lärarnas mål med laborationerna. Resultaten från fallstudierna visar att lärarna ofta har fler mål med laborationerna än de som kommer fram under genomförandet och att lärarnas mål inte alltid överensstämmer med vad eleverna uppfattar som viktigt. Det är inte självklart att det laborativa arbetet i sig medför att eleverna förstår ett visst naturvetenskapligt innehåll, eleverna behöver hjälp att ”se vad som är avsett att se”. Interaktionerna mellan lärare och elever och mellan elever och elever är mycket viktiga för att eleverna ska uppfatta målen. Mycket av interaktionerna tar sin utgångspunkt i laborationsinstruktionen. Om målen i denna överensstämmer med de mål läraren vill eftersträva underlättar det både för läraren och för eleverna. I avhandlingen diskuteras konsekvenser för undervisningen.

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