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Instructional strategies chosen for the classroom in a process-oriented curriculum : a grounded theory studyDavies, Shauna Leigh 14 August 2008
The trend in process-oriented curricula reform began in the mid-1980s and 1990s in response to a call for nursing education to graduate registered nurses that were responsive to a changing society. Many curricula were redesigned from a traditional approach to a process-oriented approach at this time. The purpose of this study is to explore, from a Grounded Theory approach, how instructional strategies are determined within the Canadian classroom setting in a process-oriented curriculum. Interviews were conducted with 17 nurse educators from the Nursing Education Program of Saskatchewan (NEPS). Nurse educators represented courses from all years of the four-year baccalaureate program and all three sites. All interviews were audiotaped and transcribed verbatim with data saturation reached after 13 interviews. Strauss and Corbins (1998) Grounded Theory analysis was utilized. Data analysis was assisted with the use of the qualitative data analysis software program Atlas.ti. The understanding of self was an integrating factor in the theory. The theory provides insights into the factors that have determined the types of instructional strategies utilized by full-time faculty within a generic process-oriented curriculum and identifies the support systems these nurse educators feel were or should be in place to assist in their roles. The research has implications for nurse educators, administrators, program planners, and students.
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Instructional strategies chosen for the classroom in a process-oriented curriculum : a grounded theory studyDavies, Shauna Leigh 14 August 2008 (has links)
The trend in process-oriented curricula reform began in the mid-1980s and 1990s in response to a call for nursing education to graduate registered nurses that were responsive to a changing society. Many curricula were redesigned from a traditional approach to a process-oriented approach at this time. The purpose of this study is to explore, from a Grounded Theory approach, how instructional strategies are determined within the Canadian classroom setting in a process-oriented curriculum. Interviews were conducted with 17 nurse educators from the Nursing Education Program of Saskatchewan (NEPS). Nurse educators represented courses from all years of the four-year baccalaureate program and all three sites. All interviews were audiotaped and transcribed verbatim with data saturation reached after 13 interviews. Strauss and Corbins (1998) Grounded Theory analysis was utilized. Data analysis was assisted with the use of the qualitative data analysis software program Atlas.ti. The understanding of self was an integrating factor in the theory. The theory provides insights into the factors that have determined the types of instructional strategies utilized by full-time faculty within a generic process-oriented curriculum and identifies the support systems these nurse educators feel were or should be in place to assist in their roles. The research has implications for nurse educators, administrators, program planners, and students.
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A curriculum for vocational business subjects in Botswana junior secondary schoolsSithole, Burman Musa 06 1900 (has links)
The aim of this research was to examine the extent to which the pedagogical practices of
Business Studies teachers in Botswana junior secondary schools conform to pedagogical
practices recommended for imparting practical business skills relevant to the world of work. It
also aimed to identify the strengths and weaknesses of teachers’ current practices with a view to
proffer a teaching model that would help to maximize learner acquisition of business skills and
competencies.
Literature related to the pedagogy of business education subjects was reviewed to give a general
conceptual and methodological foundation for the investigation. An overview of the
methodological approaches and the qualitative research design selected for application to the
study were provided including the data-gathering procedures and the conceptual framework that
supported and informed the research.
The major findings of the study were that Business Studies teachers subscribe mainly to the
transmission paradigm of teaching. Teachers’ failure to use constructivist pedagogies prescribed
in the syllabus were attributed to a multiplicity of challenges they face in their day-to-day
practices. The challenges that beset the pedagogy of business subjects emanate from a variety of sources such as the scarcity or non-availability of teaching materials and resources, a congested
syllabus and problems associated with striking a balance between the theoretical and practical
aspects of the subject. Teachers indicated that the Business Studies syllabus is too long and with
the little time allocated to teach it on schools timetables, it is impractical to expect them to
complete the syllabus using constructivist teaching approaches which they perceive as pedagogically burdensome and time-consuming. Despite the teachers’ constraints in creating
constructivist learning environments, the use of an entrepreneurial pedagogy in the form of the
mini enterprise whereby students are involved in setting and running a concrete enterprise is
prevalent.
The study concluded by suggesting a pedagogical model, based on the findings, to improve
Business Studies curriculum delivery. It was also recommended that support structures aimed at
monitoring and ensuring that the delivery of business education is done according to the
stipulated business curriculum standards be put in place. / Curriculum and Instructional Studies / D. Ed. (Didactics)
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The impact of activity-based method on the performance of Science learners from selected junior secondary schools in NigeriaAgbenyeku, Elizabeth Umoh 15 July 2017 (has links)
The study investigated the Impact of Activity-Based Teaching Method (ABTM) on students’ academic performance in basic science at Junior Secondary Schools in Katsina Metropolis, Nigeria. Three research questions and three research hypotheses were formulated to guide the researcher in the conduct of the research. The study randomly sampled three hundred and thirty (330) out of nine thousand and six (9,006) Junior III Basic Science Students. Three of the randomly selected schools were placed as experimental control groups. A total of one hundred and sixty five (165) students were randomly sorted out, each way, to constitute the experimental and control groups. A quasi-experimental pre-test-post-test research design was used for the study. A pre-test was administered to ascertain the equivalence of the two groups. The study subjects in the experimental group were taught a number of concepts enshrined in environmental management for sustainability using the assets in activity-based teaching method; the control group was taught the same content using the lecture method for eight weeks. The students were subjected to “Basic Science Achievement Test” (BSAT); this instrument provided data for addressing the research questions and hypotheses raised in the study; the hypotheses were tested using SPSS version 20.0 packaged at 0.05 level of significance; t-test for independent samples was used to test the hypotheses. The study revealed that basic science students taught using activity-based teaching strategy performed significantly higher than their counterparts who were only taught using lecture method; similarly, there was significant difference in the academic performance of males, as compared to female students; similarly the students exposed to activity-based teaching strategy demonstrated a higher retention ability indices in the learning of basic science concepts, as compared to their colleagues who were exposed only to the lecture method.
The study recommended that teachers should employ activity-based teaching methodology (ABTM) in teaching concepts in basic science at Junior Secondary Schools in order to enhance academic performance and retention of the content that was taught. The study further recommended that there should be provisions in schools of facilities, provisions and equipment which are vital for effective implementation of activity-based teaching method (ABTM). / Curriculum and Instructional Studies / D. Ed. (Didactics)
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Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, IndiaRajcoomar, Ronesh 06 1900 (has links)
Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction in these countries. The aim of the study was to examine active learning strategies used by teachers in large unfunded Physics classrooms, in Kerala, India. This study used a qualitative approach utilising a case study method. The data collection process involved mainly unstructured interviews, lesson observations and the analysis of documents. The results of the study indicate that despite the difficulties faced in India, similar to those faced by other developing countries, the Indian state of Kerala implements and supports active learning rather than the more common teacher-centred approach. The research defines the common forms of active learning in the Physics lessons and critically examines the core elements of the learner-centred teaching approaches. Successes have been found in the implementation of active, collaborative, cooperative and problem-based learning in the large underfunded Physics classes. The results of the research suggest that teachers need to be highly trained, resourceful, creative, hardworking and sometimes go above and beyond the required duties to make active learning in large underfunded Physics classroom a success. / Science and Technology Education / M. Ed. (Natural Science Education)
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Strategies for promoting active learning in large underfunded Physics classrooms in Kerala, IndiaRajcoomar, Ronesh 06 1900 (has links)
Large underfunded classrooms are indicative of the situation found in many developing countries. These limitations often lead to the ineffective teacher-centred approach dominating classroom instruction in these countries. The aim of the study was to examine active learning strategies used by teachers in large unfunded Physics classrooms, in Kerala, India. This study used a qualitative approach utilising a case study method. The data collection process involved mainly unstructured interviews, lesson observations and the analysis of documents. The results of the study indicate that despite the difficulties faced in India, similar to those faced by other developing countries, the Indian state of Kerala implements and supports active learning rather than the more common teacher-centred approach. The research defines the common forms of active learning in the Physics lessons and critically examines the core elements of the learner-centred teaching approaches. Successes have been found in the implementation of active, collaborative, cooperative and problem-based learning in the large underfunded Physics classes. The results of the research suggest that teachers need to be highly trained, resourceful, creative, hardworking and sometimes go above and beyond the required duties to make active learning in large underfunded Physics classroom a success. / Science and Technology Education / M. Ed. (Natural Science Education)
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An exploratory analysis of pedagogical practices in science classrooms : a case studyNwosu, Chidiebere Marcellinus 05 1900 (has links)
This study sought to explore the pedagogical practices of teachers in science
classrooms. In this study, pedagogical practices are taken as interactions between
teachers, learners and learning tasks which aim to promote and facilitate learning of their
learners
The study adopted an exploratory sequential mixed-methods design to collect both
quantitative and qualitative data from the senior phase (i.e. grades 7-9) Science
teachers. The teachers were purposively selected; two from rural schools and two from
urban schools in the Limpopo Province of South Africa. Data on teachers’ pedagogical
practices were collected using survey questionnaire, focus group interview and lesson
observation.
The main research question for the study is “what are teachers’ pedagogical practices
when teaching science?” This overriding research question was addressed by exploring
the specific research questions: 1) how do science teachers teach their lessons? And 2)
what informs teachers’ pedagogical practice when teaching science?
The null hypothesis for this study was “there is no significant difference between teachers’ qualification and their pedagogical practice when teaching science” while the
alternative hypothesis was “there is significant difference between teachers’ qualification
and their pedagogical practice when teaching science”.
The quantitative data collected by means of structured questionnaires was analysed
using a computer package (i.e. SPSS version 22) while the qualitative data collected by
means of focus group interviews and lesson observation was analysed using content
and thematic analysis.
The findings from the study revealed that teachers in the study incorporate in varying
degrees learner – centred; and teacher- centred pedagogies in their science lessons.
Whilst majority of the teachers in the study expressed a behaviouristic view of learning,
which indicates a predisposition to teacher – centred pedagogy in the classroom;
however, other pedagogical practices indicated by the teachers and observed in the
science lessons are consistent with constructivist or learner – centred pedagogy which suggests strategies that may be used to provide a meaningful learning experience in
science.
The study further found that there is a significant association between the educational
qualification and their pedagogical practice when teaching science in the visited
schools; therefore the alternative hypothesis is accepted and the null hypothesis is
rejected.
Based on the findings of the study, the following recommendations are made:
i. In service training on subject content knowledge for natural science teachers,
especially those without science qualifications so that they can grapple with the
subject content knowledge.
ii. Science workshops to be organized from time to time to train teachers on effective
teaching practices in the classroom.
iii. Outsourcing or involving more than one teacher in the teaching of natural science in
schools.
iv. Equipping of schools with science laboratories so that teachers can carry out
science experiments with learners.
v. The schools must ensure that only teachers with science qualifications are assigned
to teach natural sciences in the senior phase. / Curriculum and Instructional Studies / Ph. D. (Education (Curriculum Studies))
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Teachers’ perceptions on learner-centred approach : a case of selected secondary schools in NamibiaShatumbu, Ndapanda Loide 05 1900 (has links)
Namibia is one of the countries with distinct historical education systems that
shifted from the traditional teacher-centred approach to learner-centred
approach to improve learning outcomes. Despite for the call upon secondary
school teachers in Namibia to adopt the learner-centred approach, the pass
rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very
low with about 50% of the Grade 10 JSC learners failing to make it for senior
secondary level. Therefore, this study sought to explore science teachers’
knowledge, practice and perception of learner-centred approach. This study
employed a pragmatic approach using an explanatory sequential mixedmethods
design to collect quantitative data first and then explaining the
quantitative results with in-depth qualitative data. The structured questionnaire,
interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis
was used for the data collected by the questionnaire while qualitative data
analysis was used for the data collected by interview and the observation
protocols. The results showed an understanding of learner-centred approach
and most teachers use a mixed approach to teaching that incorporates both
learner-centred approach and teacher-centred approach. Furthermore, results
showed that teachers view learner-centred approach as effective but its
effectiveness is reduced by poor participation of learners, large class sizes and
inadequate instructional materials. Following the results, it was recommended
that the Ministry of Education and education policy makers must consider
strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance. / Science and Technology Education / M. Ed. (Natural Science Education)
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An exploration of the teaching practices of education officers at a science centre in Pretoria, Gauteng ProvinceBilankulu, Hasani Justice 16 November 2020 (has links)
Abstract in English, Tswana and Xitsonga / Education officers based at science centres and museums play a significant role in teaching the visiting learners science. However, little is known about their teaching practices at these centres. The purpose of this study was to investigate the teaching practices of education officers when teaching science in a science centre environment. The focus of this study was on the education officers’ knowledge and instructional strategies used in teaching science at a science centre in Pretoria, Gauteng province. A qualitative case study approach was used. Data was collected from the three participating education officers using semi-structured interviews and observations. Data was analysed separately from each case using education officers’ knowledge framework guidance. The findings from this study indicate that although education officers have shown an adequate content knowledge in teaching science at the science centre their teaching method was teacher-centred and non-interactive and show-and-tell strategies were more common amongst the education officers. The study also revealed that education officers did not use their resources/exhibits effectively in teaching science. It is recommended in this study that intensive training of education officers is required before they can interact with the visiting learners. / Baokamedi ba thuto ba kwa mafelong a maranyane le dimusiamo ba tshameka karolo e e botlhokwa mo go ruteng barutwana ba ba etileng dithuto tsa maranyane. Mme goitsiwe go le gonnye ka mekgwa e ba e dirisang kwa mafelong a. Morero wa thuto e ne e le go tlhatlhoba mekgwa ya baokamedi ba thuto fa ba ruta dithuto tsa maranyane mo tikologong ya lefelo la maranyane. Ntlhakgolo ya thuto e e ne e lebile kitso le mekgwa e e dirisiwang mo go ruteng maranyane mo lefelong la maranyane kwa Pretoria, porofensing ya Gauteng. Mokgwa wa boleng ba kgetsi thuta o dirisitswe. Tshedimosetso e tserwe mo baokameding ba thuto ba bararo ba ba neng ba tsere karolo ka mokgwa wa dipotsolotso tsa seka-kago le tebelelo. Tshedimosetso e tlhatlhobilwe kgetsi le kgetsi go dirisiwa kgakololo ya lenaneo la kitso ya baokamedi ba thuto. Dipitlhelelo tsa thuto e di supa gore le ga baokamedi ba thuto ba bontsha kitso e e lekaneng mo go ruteng maranyane kwa lefelong la dithuto tsa maranyane mekgwa ya bone ya go ruta e ne e lebagane bone gape e sena kamano mo go dimo ga moo mekgwa ya go buwa le go bontsha e ne e le tlwaelo gareng ga baokamedi ba thuto. Thuto e bontshitse gape gore baokamedi ba thuto ba ne ba sa dirisi didiriswa ka natlafalo mo go ruteng maranyane. Kgakololo go tswa mo thutong eno ke gore baokamedi ba thuto ba tlhoka katiso e e utlwalang pele ba ka kopana le baithuti ba ba etang. / Vadyondzisi lava kumekaka eka ndhawu ya science na museum va tlanga xiphemu xa nkoka swinene eku dyondziseni ka vadyondzi lava va endzelaka ndhawu leyi. Hambi swiri tano, i swi ntsongo leswi tivekaka hi madyondziselo ya science eka ndhawu leyi. Xikongomelo nkulu xa dyondzo leyi akuri ku lavisisa tindlela ta madyondziselo ya vadyondzisi loko va dyondzisa tidyondzo ta science endhawini leyi ya tidyondzo science. Dyondzo leyi ayi kongomisiwile eka vutivi na tindlela leti vadyondzisi va letelaka ha kona vadyondzi edhawini leyi ya science ePitori, eka Xifundzha nkulu xa Gauteng. Maendlelo ya qualitative case study ya tirhisiwile eka vulavisisi lebyi. Vuxokoxoko byi hlengeletiwile ku sukela eka vadyodzisi vanharhu va science hi ndlela ya mbulavurisano na vulangutisisi bya vukheta swinene. Vuxokoxoko lebyi byi hleriwile hi ku hambana hambana hi kuya hi vutivi bya vadyondzisi lava vanharhu. Hambi leswi vadyondzisi lava va nga kombisa vutivi byo ringanela no twisisa tidyondzo ta science eka ndhawu leyi, swi kumekile leswaku madyodziselo ya vona aya pfumeleli vadyondzi ku va teka xiphemu eku tirhiseni ka swikombiso na switirhisiwa swo pfuneta ku twisisa tidyondyo ta science. Vadyondzisi a va tirhisa ndlela yo vulavula no komba switithisiwa na swikombiso swo pfuneta tidyondzo leti ehandle ko pfumelela vana ku tirhisa swilo leswi swa science. Ku yisa emahlweni, swi kumekile leswaku vadyondzisi a va tirhisi switirhisiwa kumbe swikombiso swo va pfuneta eka dyondzo ya science hi ku hetiseka. Hi ku landzelela dyondzo leyi, ku tsundzuxiwa leswaku vadyondzisi va kuma dyondzo yo enta no enela ku suka eka va vutivi byo antswa va nga si nyikiwa mpfumelelo wo dyondzisa vana tidyondzo ta science. / Science and Technology Education / M. Ed. (Specialisation in Natural Science Education)
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