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published_or_final_version / Curriculum Studies / Doctoral / Doctor of Philosophy

<p>This study explored the problem of poor performance in science among students who are provided secondary school places on merit in Malawi. Existing studies of the problem are inconsistent suggesting that these studies may have shed light on some parts of a complex problem. Questionnaires, interviews and analysis of documents were used to obtain information concerning students&rsquo / conceptions of science, science learning and events that eventuated into the problem in the past. The population for this study was 89 government and governmentassisted secondary schools. From that population eighteen schools were randomly selected from each of the six education divisions in the country. One thousand five hundred secondary class 3 students drawn from randomly selected schools participated. The participating students completed a 31item learning beliefs and practices&nbsp / questionnaire with items drawn from the science education literature and adapted to the local situation and a selfefficacy and attribution of failure questionnaire. Forty students were interviewed about their concepts of science and science learning. Relevant documents found in the Malawi National Archives were analyzed to determine the origin of the problem.</p>

M.Ed. / The goal of this research study was to provide psycho-educational guidelines that will facilitate a positive experience of physical science for grade 10 learners. The stakeholders in this research study were grade 10 physical science learners and grade 10 physical science educators. A positive experience of physical science is important for various reasons. One reason is that there is a declining interest in learners pursuing scientific careers (Lepkowska, 1996:33). The main reason for this is that learners do not feel they are able to master the subject. They often do not understand what they are being taught in class and how it is applicable to their lives. Learners therefore experience a “love/hate” relationship with the subject – when they do well in the subject they like it and when they achieve poorly, they hate it. This complex relationship is often misunderstood by physical science educators. Educators often do not realise how they can change learners’ experience of the subject. It was one of the main aims of this research study to provide educators with practical guidelines on how to facilitate a positive experience of physical science. Three main themes were identified during the research: 1. Grade 10 learners’ experience of physical science is related to the psychosocial characteristics of the learner and his/her interaction with the environment. 2. Grade 10 learners’ experience of physical science is related to the method of instruction or the teaching method thereof in the classroom. 3. Grade 10 learners’ experience of physical science is related to the educators’ attitude, words and actions towards learners during the teaching of physical science.These three themes can be further substantiated by the following categories: • The feedback loop between the learners’ ability to understand physical science and their self-image in the presence of other learners. • Learners experience a love-hate relationship with physical science influenced by their ability to understand the subject. • Implementing practical activities such as experiments, practical assignments and attending science outings makes the subject more interesting, fun and able to understand. • Group activities in learning about physical science adds to the experience of it being fun and enable learners to learn more about others. • Physical science taught by relating its meaning in the learners "real life" is more interesting and easier to understand. • A context created where learners feel "comfortable with the teacher" promotes the approachability of the educator. • Disrespectful practices demonstrated by educators, lead to a negative experience of physical science. • Educators verbalising work pressure and showing stress related to the teaching of physical science increase the pressure and stress learners experience about the subject. Recommendations that could assist learners’ achievement in physical science should focus on facilitating a positive experience of the subject. It should takethe themes and categories of this study into consideration. Some important recommendations are: • Further research is required to find appropriate ways to enable educators and curriculum designers to successfully build systematic understanding of science through everyday knowledge and interests of learners. • The current physical science curriculum is national or universal but it should be locally defined. The curriculum should respond to local interests and needs. Science education will then be of immediate use to the learners and promote concept development that is more effective. It will also result in greater achievement of “critical outcomes” like problem solving, critical thinking, application of knowledge and teamwork. • Further research is needed to explain the negative correlation between learners’ attitude and perceptions towards physical science and their achievement in the subject. • The context of the physical science classroom has to be investigated to identify what the nature and style of teaching and activities are that engage learners in physical science. • More research is needed to examine instructional strategies in the classroom for improving all learners’ experience of physical science and achievement in science. The researcher experienced the research as very fulfilling and challenging. She realised that there are numerous possibilities within the physical science classroom where educators can influence their learners’ achievement.

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

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Life drawing presents some of the most difficult problems in the school art program: the difficulty of securing models, the necessity of using only the clothed model, and the resistance of many students to this particular discipline. The students’ confidence in their own drawing abilities is at its nadir during early adolescence, and they become easily discouraged when faced with a live model as a subject. This thesis represents an effort to deal with these problems in a manner suited to the age and maturity level of the students. In order to build their self confidence, basic drawing skills and techniques are emphasized and the work is designed to afford them maximum success. Based on the premise that the quality of student art work will show greater improvement if they enjoy what they are doing, much effort is made to present interesting and challenging projects. Emphasis is shifted away from the figure itself at first, and placed upon the clothing instead. The more difficult aspects of figure drawing are approached gradually as the need arises. The work was designed for secondary and junior high school elective art classes. It was tested on a group of eight grade students on the assumption that most of the problems involved are somewhat magnified at that level. The entire unit involved nine weeks of class work. In some areas the results were successful. The more visually minded students exhibited much improvement in perception and drawing skills. Those less visually minded displayed enthusiasm for several of the projects which had been planned specifically for them, but they generally showed less improvement. Nine weeks proved to be rather a long period of time for such a unit, and enthusiasm lessened somewhat during the last two weeks. It was concluded that although the project generally accomplished its goals, perhaps the goals themselves should be re-evaluated. Few students seemed to sense much relevance in learning to draw the human figure as an end in itself. This experience seemed to suggest that the use of life drawing as a vehicle for the expression of ideas and feelings might provide a wider base of motivation.