No description available.

No description available.

No description available.

The definition of discipline-based art education presented in this thesis includes all domains of art learning and practice: art history, art criticism, art production, and aesthetics. The study develops a series of art history lessons for adolescents at the junior high and high school level. Activities are designed to present instructional strategies appropriate to the educational needs and concerns of these groups of students. These lessons primarily focus on art history, and art criticism as a means for approaching studio production concepts. One instructional unit includes a day-by-day description of art history learning activities covering a period of 10 days, or two regular school weeks. Also included is a description of the order in which the art history, art criticism and production activities occur for each lesson. Specifics regarding media, materials, artists to be studied, styles, reproductions and the vocabulary terms and images to be used for each day are also included. (Abstract shortened with permission of author.)

published_or_final_version / Education / Master / Master of Education

A key issue for the success of students entering a first year mathematics course at tertiary level is whether or not they have an integrated understanding and view of the mathematical concepts acquired at school. Various integrated applications from first year mathematics suggest that a compartmentalised view of mathematics would be detrimental to any student's chances of passing mathematics at this level. This study tried to assess whether learners do have an integrated understanding of mathematics at grade 12 level.

高國威. / 據手稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Includes bibliographical references (leaves [1-16] (3rd group)). / Gao Guowei. / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 引言 --- p.1-10 / Chapter 第一章 --- 緒論：背景資料 / Chapter 第一節 --- 生物學在中國之發展 --- p.11-20 / Chapter 第二節 --- 生物學在中國中學課程中的發展情況 --- p.21-32 / Chapter 第三節 --- 近期國外中學生物科課程介紹 --- p.33-48 / Chapter 第二章 --- 研究方法 / Chapter 第一節 --- 研究目的 --- p.54-55 / Chapter 第二節 --- 各時期的劃分 --- p.56-59 / Chapter 第三節 --- 比較的範圍 --- p.59-63 / Chapter 第四節 --- 資料搜集 --- p.64-69 / Chapter 第三章 --- 1949年至1966年中學生物課程開設情況的介紹和分析 / Chapter 第一節 --- 1952年 至 1958年 --- p.71-86 / Chapter 第二節 --- 1958年 至 1962年 --- p.86-98 / Chapter 第三節 --- 1963年 至 1966年 --- p.99-113 / Chapter 第四章 --- 1967年至1977年中學生物課程開設情況的介紹和分析 --- p.121-141 / Chapter 第五章 --- 1978年至現今中學生物課程開設情況的介紹和分析 / Chapter 第一節 --- 1978年 至 1981年 --- p.142-164 / Chapter 第二節 --- 1982年 至 現今 --- p.165-177 / Chapter 第六章 --- 1949年以來各時期中學生物科課程的比較 / Chapter 第一節 --- 各時期生物教學的目標和意義 --- p.183-193 / Chapter 第二節 --- 各時期的中學生物科課程內容 --- p.194-203 / Chapter 第三節 --- 各時期生物科教學實況及社會配合情況 --- p.203-210 / Chapter 第七章 --- 影響中國中學生物科課程的因素 --- p.215-235 / Chapter 第八章 --- 總結 / Chapter 第一節 --- 綜合結論 --- p.239-244 / Chapter 第二節 --- 建議─對中國中學生物科課程的展望 --- p.245-258 / 附錄一 --- p.259-260 / 參攷資料 --- p.261

No description available.

Abstract not available

The problematics of the teaching and learning of chemical bonding has been widely reported in the literature. Following this, Taber (2001) proposed a teaching sequence alternative to those available in existing curriculum documents and textbooks. He proposed that teaching be started from metallic structure to ionic structure, then giant covalent structure and finally simple molecular structure. During teaching, teachers should be cautioned about the use of language, the undue emphasis on the role of atoms (atomic ontology), the explication of the nature of bonding (based on electrostatic forces rather than electron transfer or sharing), and a better integration of the relationship between bonding and structure. In relation to the literature about scientific modelling, bonding should be taught as an ‘explanation’ of properties of chemicals, rather than a mere ‘description’ of structure. This paper reports an empirical study of a class of Year 10 students’ learning outcomes based on the proposed teaching sequence and emphases. Throughout the learning of the topic ‘chemical bonding’ which spanned two months, three students ranged from the highest to medium achieving students in the class were selected for interviews. Each student was interviewed on four separate occasions in the course of their learning of ‘chemical bonding’. Their understanding of concepts in relation to chemical bonding was probed through their verbal and visual representations. The effectiveness of the teaching sequence was evaluated in the light the alternative conceptions reported in the literature, strategy and suggestions for further improvements were discussed. / published_or_final_version / Education / Master / Master of Education