D. Tech. Education / The study reports on a teaching strategy for active learning using clicker mobile technology with mathematics students. The study focuses on the large class groups, poor class attendance and lack of student participation. It also focuses on lack of immediate feedback on student learning throughout the lesson and the insufficient time for regular formative assessment.

Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In South Africa, an increased effort is being made to integrate the use of technology into the public education system, as technology has proved to be beneficial to both teachers and learners. Technologies introduced in schools are not always adopted equally by all educators. There are differences in both the rate at which the technology is adopted, as well as differences in the extent to which each teacher is willing to integrate the technology into the classroom. iSchoolAfrica has extensive experience in the successful roll out and implementation of technology at schools. The objective of the research was to study iSchoolAfrica’s implementation approach, with a focus on educator engagement, to enable the generation of a set of guidelines that can be used by service providers who implement similar projects in the future. A secondary objective was to understand the reasons for resistance towards technology. Primary data was obtained via interviews with iSchoolAfrica employees. In order to include the views of a set of end-users and possibly the primary stakeholders in such projects, this study offers input from teachers at a school where iSchoolAfrica implemented a technology program. The attributes of a school have a significant impact on the success or failure of a technology project. Implementers must have a deep understanding of the management of the school and the challenges that the school faces before they undertake any technology projects. Resistance from teachers towards a technology change initiative arises for a variety of intrinsic and extrinsic reasons. The main reason why teachers tend to be unwilling to adopt new technology is their lack of self-confidence in terms of their competency in using the technology. Teachers are also overwhelmed by their existing workload and may resist a technology change that they feel adds to their workload. There is also a high probability of resistance from teachers who integrate technology into lessons under duress, after exposure to inadequate training programs. Appropriate training is the primary measure used to counter potential resistance. This training should not only focus on device usage, but rather on pedagogical practices so that teachers understand how to integrate the technology into existing lessons. The role of a facilitator is also important. Although facilitators lead the training effort, they also assume a supportive role and guide the teachers through their adjustment to technology. Although resistance towards change is expected, an implementer can take proactive measures to minimise this resistance and thereby increase the probability of success of the project.

The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. / There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction. / by Tammy J. Gillette. / Thesis (Ed.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

My research centers upon designing transformative learning environments and supporting technologies. Kitchen Science Investigators (KSI) is an out-of-school transformative learning environment we designed to help young people learn science through cooking. My dissertation considers the question, 'How can we design a learning environment in which children discover the utility of science in their lives and their own scientific capabilities?' I have explored this question in the context of designing and enacting KSI. We designed the environment (i.e., activities, facilitation, and technology support) so that in the midst of cooking, participants generate personal goals that they need science to achieve. Our design integrates software to promote scientific practices in a real world context. In my thesis research I analyze how learners are developing identity as scientific reasoners in this environment. I also make recommendations about the design of learning environments and technologies to help with scientific development. My dissertation study is a longitudinal study of individuals in our most recent implementation of KSI. My current analysis of KSI shows significant development of disposition and identity development among focal learners, as well as a set of causal factors. I found that as learners connected cooking and science, and as they participated in science socially with their friends, they began to increase their scientific participation in and outside of KSI. My findings suggest guidelines for software support, facilitation, and activities for getting learners engaged in scientific inquiry in ways that promote the development of scientific identities.

Current trends indicate that the population explosion and invasion of information technology, particularly in developing nations, are likely to overwhelm education systems and policy makers, educators, researchers and therefore the community faces enormous challenges. Also, many graduates of various levels and disciplines appear unable to practically apply their knowledge in problem solving situations. In an attempt to achieve and maintain high educational standards, many nations are devoting substantial proportions of the gross domestic product toward educational endeavours. However, few systems are adopting modern education practices that intrinsically motivate and engage learners, and are at the same time flexible enough to consider students' aspirations and interests. It is argued that such systems would make learning more relevant, meaningful and enjoyable to the learners and are bound to improve exit performances. In such a system, the role of the teacher is that of a facilitator, and not instructor. Constructivism, a philosophy which holds that knowledge is actively constructed by learners through learning, is regarded as promising to provide a long-term solution to many educational problems since its underlying principles are argued to be holistic. It has become imperative that technology in general and the computer in particular should play a role as educational tools as these have capabilities that could be designed to make learning relevant and interesting to learners. It is argued that its use within constructivist approaches and curriculum considerations would increase learner abilities. An eclectic approach to curriculum design is advised for success in this endeavour. Since computers permeate most aspects of our lives (directly or indirectly) their inclusion in teaching and learning situations must become a reality. This project is focused on underscoring the fact that computer based education (CBE), under constructivist philosophy, can provide solutions to problems brought about by extreme interpretations of the deductive or traditional teaching approach. Particularly, it attempts to show that use of three-dimensional (3D) visualizations could significantly aid comprehension and perception of, among other units of discourse, cytoplasmic structure, geo-referenced graphical data, and the understanding of spatial relationships. This is a technique that has, in the recent past, received little attention and no extensive educational research has been carried out with the aim of perfecting it. Recent research carried out by members of the Biological Pedagogy (Bioped) research group identified conceptual problems in learners regarding biological processes such as photosynthesis and respiration. Having established that the misconceptions in learners were attributable to their lack of visualization ability, the first part of the project involved identifying some of the specific visual problems. A qualitative research approach was used to ascertain from university lecturers what convictions, beliefs and experiences they had had with their students that related to use of visualization skills. Skills most required included interpretation of 2D and 3D structures as well as their rotation in space. A survey was also carried out among Cell Biology first and second year students of the School of Life and Environmental Studies in order to precisely determine aspects of three-dimensionality and visual skills suspected to cause conceptual difficulties. Quantitative data analysis showed that the most deficient skills in the learners included pattern folding (projecting 2D material into 3D objects), orientation of form (identifying 3D objects that are oriented differently) and rotation (identifying 3D objects from top and front views). These findings corroborated qualitative analysis of lecturers opinions and convictions. An educational computer game was designed with the aim of ameliorating these problems. The game consisted of 3D scenes where puzzles related to the skills mentioned above needed to be solved. It was recommended that visualization skills should be incorporated into the biology curriculum for all undergraduate students within the first year of the course. / Thesis (M.Ed.)-University of Natal, 1999.

There has been much research on how people use instructional information to gain procedural knowledge. In the context of procedures involving physical objects, however, there has been little research on the role these objects play in conveying procedural information. This study investigated how people used instructions – presented as either images or text – to assemble various physical objects. Objects were selected that either comprised uniquely shaped or interchangeable parts. Participants assembled each object twice, randomly receiving either image or text instructions for each build. They then assembled each object without the instructions and made judgments about the order of the procedure from memory. Image instructions generally resulted in faster and more accurate assemblies as well as more accurate memory for procedural order. These results were found only for objects with uniquely shaped parts. An object comprising interchangeable parts was readily assembled with either instructional type. Although text alone failed to provide any advantages, the combination of images and then text resulted in more consistent mental workload, which might be beneficial in some operational contexts. These results provide insights about how physical objects influence the use of and knowledge gained from procedural instructions.

Acompanha: Um kit didático para o ensino de eletrostática / CAPES / Neste trabalho descrevemos a aplicação de uma Sequência Didática para o ensino dos conceitos de Carga Elétrica, Força Elétrica e Campo Elétrico em uma Escola da Rede Pública de Ensino, da cidade de Pato Branco, Paraná. Esta Sequência Didática foi elaborada com base nos pressupostos da Teoria da Aprendizagem Significativa de David Ausubel e aplicada em duas turmas da terceira série no primeiro bimestre de 2016. Os instrumentos utilizados para a coleta de dados foram: as atividades realizadas pelos estudantes, os questionários de identificação de conhecimentos prévios e de avaliação da aprendizagem e o questionário de avaliação dos recursos instrucionais. Os resultados foram analisados qualitativamente. Tais análises mostraram que os alunos se apropriaram, gradualmente, dos conceitos trabalhados na Sequência Didática e foram capazes de aplicá-los de forma adequada para solucionarem as situações-problema propostas. Os resultados obtidos no questionário de avaliação dos recursos instrucionais indicaram que o uso do Experimento, das Histórias em Quadrinhos e dos Jogos Didáticos contribuiu para despertar o interesse dos alunos para o conteúdo abordado na Sequência Didática, tornando-os mais participativos e receptivos. Dessa forma, os resultados indicaram que a Sequência Didática elaborada com base nos pressupostos da Teoria da Aprendizagem Significativa para introduzir os conceitos de Carga Elétrica, Força Elétrica e Campo Elétrico teve um resultado positivo. / In this work, we describe the application of a Teaching Sequence of the concepts of Electric Charge, Electrical Power and Electric Field in a Public Teaching School, in Pato Branco, Paraná. This Teaching Sequence was elaborated based in the assumptions of the Significant Learning Theory from David Ausubel and applied in two classes of 3rd grade in the first two months of 2016. The instruments used to the data collection were: the activities realized by the students, the questionnaires of previous knowledge identification and knowledge evaluation and the instructional resources evaluation questionnaire. The results were analyzed in a qualitative way. These analysis showed that the students appropriated, gradually, the concepts worked in the Teaching Sequence and they were able to apply them in the right way to solve the proposed problem situations. The obtained results in the instructional resources evaluation questionnaire indicate that the practice of the Experiment, the Comic books and the Didactic games contributed to awaken the interest of the students to the contents of the Teaching Sequence. In this way, the results indicated that a Teaching Sequence elaborated based in the assumptions of the Significant Learning Theory to introduce the concepts of Electric Charge, Electrical Power and Electric Field had a positive result.

This study seeks to explore mathematical concepts embedded in traditional Xhosa dance and how these concepts can be incorporated into a learning programme for the teaching and learning of mathematics. The study seeks to gain insight into whether learners could benefit from the implementation of such a learning programme. Learners from a Grade 7 class in a rural school performed traditional Xhosa dances and their performances were captured through video recording. The video recordings were then observed and analysed to determine the mathematical concepts embedded in the dances. These concepts were then linked to those found in the Grade 7 mathematics curriculum. A learning programme integrating mathematical concepts from the dance activities with mathematical concepts from the Grade 7 curriculum was then designed. The learning programme contained mathematical problem solving activities that required learners to re-enact the dance performances in order to find the required solutions. The learning programme was then implemented with the learners over a period of three weeks. During the implementation, learners’ behaviour towards the learning experience was observed, their engagement with the problem solving activities as well as their strategies for solving the problems, were carefully observed. Also, their interactions with each other were noted. After the implementation of the learning programme, focus group interviews were held with learners to determine their opinions, attitudes and feelings about their experience of learning mathematics through traditional Xhosa dance. Key findings indicated that traditional Xhosa dance can be used as a medium for learning many concepts in the mathematics curriculum; the use of the dance gave learners an opportunity to learn mathematics from a familiar context and to participate actively and collaboratively in their learning. Also, it emerged that the use of dance to teach mathematics had potential to help improve learners’ attitudes towards mathematics. Conclusions were reached that the dance had potential for use as a means for the meaningful learning of mathematics. However, limitations and challenges with the study were identified, such as its limited replicability in other mathematics classrooms.

This research is an interpretive case study, which investigated the relationship between the development and use of the teaching and learning support material, “A Year of Special Days”. An in depth investigation was conducted in South Africa and Zimbabwe where developers and users of the booklet were asked to contribute their experiences with the booklet through questionnaires, semi-structured interviews and workshops. Developers contributed on the purpose for which the booklet was produced while the users explained how the booklet was being used in different contexts. The research also tracked the development and use of booklet in the Southern African Development Community (SADC) region through a workshop held at the Environmental Education Association of Southern Africa (EEASA) Conference in Lusaka, Zambia, in May 2005. Some personal interviews and informal encounters with people who have used it in the past and those using it now were also conducted at EEASA. This case study explored the axes of tension between the development and use of the resource material, “A Year of Special Days”, with the view to informing development and use of materials at the SADC Centre. A long-term intention is to use the framework developed, for similar work in the wider SADC region. The research recommended on how the SADC Centre can track the relationship between the materials developed at the Centre and their use in different contexts. The study established that the booklet “A Year of Special Days” was initially developed for informal education by faith communities mainly in the Anglican Church but turned out to be a resource more applicable for formal education mainly in the national school system of South Africa for environmental learning. That the resource material lacked effective monitoring support from the developers for the initial intended users where there was no formal education structure was an important link in materials development. It is important for resource materials developers to facilitate the participatory monitoring and evaluation of resource materials when they are in use. The study also established that SADC resources materials are easily adaptable and that the process of resource materials development offers important networking opportunities, which allow the adaptation and adoption of similar resource materials for local contexts. The booklet was adapted and adopted by at least eight countries in the form of a booklet, a calendar or a poster. This study provides some recommendations that may be used to guide the Southern African Development Community Regional Environmental Education Programme (REEP) to enhance processes in the development and adaptation of teaching and learning support materials by environmental educators in southern Africa.

Acompanha: Produto educacional: sequência didática para o ensino de efeito fotoelétrico / SBF; CAPES / Os documentos oficiais que regem o ensino de Física no país e em especial no estado do Paraná indicam a necessidade da inserção da Física Moderna e Contemporânea no Ensino Médio. Nesse sentido, esse trabalho objetivou elaborar e implementar uma sequência didática para o ensino do efeito fotoelétrico em uma turma da terceira série do Ensino Médio de uma instituição privada da cidade de Maringá, Paraná. As estratégias de ensino e aprendizagem norteadoras da proposta de sequência didática estão fundamentadas, pedagogicamente, na teoria sociocultural de Vigotski. O presente estudo seguiu os pressupostos da pesquisa qualitativa. A implementação da proposta se deu em dois encontros que ocorreram em contra turno e todos os materiais coletados para análise foram interpretados segundo os princípios e procedimentos da análise de conteúdo de Bardin (1977). Um resultado relevante nesse trabalho, foi a construção de um ambiente de ensino e aprendizagem com momentos que estimularam a participação dos alunos de maneira democrática, promovendo interações sociais extremamente proveitosas, o que de acordo com Gaspar (2014) é fundamental para que ocorra a aprendizagem. Ressaltamos ainda que a sequência didática implementada se mostrou satisfatória com relação aos objetivos da pesquisa pois, os alunos foram levados a levantar e testar hipóteses, discutir suas hipóteses em pequenos grupos tendo a chance de defender seu ponto de vista e principalmente respeitar o ponto de vista do outro, atendendo assim o que Zabala (1998) chama de conteúdo atitudinal. / The official documents that govern the teaching of Physics in the country and especially in the state of Paraná indicate the need for the insertion of Modern and Contemporary Physics in High School. In this sense, this work aimed to elaborate and implement a didactic sequence for the teaching of the photoelectric effect in a group of the third grade of High School of a private institution in the city of Maringá, Paraná. The teaching and learning strategies that guide the teaching sequence are pedagogically grounded in Vygotsky's sociocultural theory. The present study followed the assumptions of the qualitative research. The implementation of the proposal occurred in two meetings that took place in counter shift and all materials collected for analysis were interpreted according to the principles and procedures of the content analysis of Bardin (1977). A relevant result in this work was the construction of an environment of teaching and learning with moments that stimulated the participation of students in a democratic way, promoting extremely useful social interactions, which according to Gaspar (2014) is fundamental for learning to occur . We also emphasize that the didactic sequence implemented was satisfactory in relation to the objectives of the research, because the students were led to raise and test hypotheses, to discuss their hypotheses in small groups having the chance to defend their point of view and mainly respect the point of view On the other, in accordance with what Zabala (1998) calls attitudinal content.