School garden programs have become increasingly popular for their diverse, positive benefits. School gardens are often promoted as a relatively low cost means to offer hands-on learning opportunities that may foster academic achievement, particularly in the sciences, however only six studies have been published on the impact of garden education programs on science achievement. Five out of six of these studies focused on elementary age students. One study has identified motivational engagement as the mechanism responsible for fostering academic success. School gardens are more common in elementary schools. However, they may be most beneficial in a secondary school setting, when students tend to lose interest in academics and often perform poorly on national assessments of science. Thus, in this study we evaluated adolescent students at three schools with well-established garden education programs. We used pre-test and post-test measures to see how students' levels of various predictors of engagement (e.g. autonomy, competence, relatedness, and intrinsic motivation), actual engagement (in the realms of academics, science, and the garden), garden learning, and academic achievement measures (e.g. overall grade point average and science grade point average) would change over the course of this study. We also assessed how the different realms of engagement correlated with predictors of engagement, with garden learning, and with academic achievement measures. In addition, we examined correlations among the different realms of engagement. At one of the schools, a non-gardening group participated in the study as a control group. Thus, we also compared the gain scores in predictors of engagement, engagement, and academic achievement between the control and garden group from that school. At all three schools, academic or garden engagement significantly increased for the garden groups. Garden engagement was significantly correlated with academic engagement, science engagement, or both, at each of the three schools for post-test measures. Predictors of garden-based engagement were significantly correlated with academic and/or science engagement at each school, at least for post-test measures. These results show that gardening may have the potential to be a contributor to positive motivational changes that in turn can be related across academic domains. The non-gardening group showed significant gains in predictors of- and engagement itself, while the gardening group either marginally declined or maintained its level. However, the non-gardening group had significantly lower pre-test scores in comparison to the gardening group, which in part accounts for their comparative significant gain. The garden group showed significant increases in predictors of garden engagement and garden engagement itself. These results show that the garden group, comprised of at-risk students, are experiencing positive motivational benefits, which can possibly prevent further decline in their general performance. The lack of improvement in academic achievement suggests that the full academic benefit of garden education programs has yet to be consistently reached. We recommend that researchers use a more refined evaluation test and survey, specific to the garden program at hand and include qualitative measures. / Graduation date: 2013

University of Macau / Faculty of Education

The study examined the literacy practices, general resources, and technological tools being used by parents to promote literacy at home. The primary purpose was to determine if differences existed in the literacy practices used by parents of preschool children with and without disabilities. The study also sought to determine if the age and education of parents had any effect upon the literacy practices utilized by parents.The population for the study consisted of 384 parents from six counties in Indiana. Each participant had a child between the ages of 3- to 6-years old who attended a preschool program. Over half of the participants had a child with disabilities. Preschool administrators who were selected for the study distributed the data-collection instrument, Parent's Views on Literacy Survey, which was developed by the researcher. The survey instrument consisted of demographic questions that addressed the study's independent variables and 20 questions that were designed to act as the study's dependent variables. The questions pertained to the types of literacy activities being provided in the home.A multivariate analysis of variance (MANOVA) was performed and a significant difference between parents of preschool children with disabilities and parents of preschool children without disabilities was determined. Parents of preschool children without disabilities used significantly more general literacy practices and literacy activities using technology. There was a significant difference in the types of activities and in the quantity of activities provided. It was also determined that the differences were not due to the factors of age or education of the parents. The second part of the questionnaire directed questions specifically to parents of preschool children with disabilities. The type of disability of the child, the types of assistive technology (AT), and the frequency in which AT was utilized to promote literacy activities were identified. A simple cross tabulation between the types of disabilities and the categories of AT revealed that there were also differences among the categories of AT used and disability types.Three open-ended questions were used to determine additional information about parents' literacy practices. The data collected was stratified and analyzed for emergent themes. Parents of typically developing children reported the need for more technological tools and resources while parents of preschool children with disabilities reported that more information on specific skill development was needed. Furthermore, parents of preschool children with disabilities expressed the belief that the greatest barrier for their child in developing literacy skills related to factors that were associated with the disability. It was also determined that parents of children with disabilities underutilized assistive technology devices for facilitating literacy skills.This research further supports the differences in the literacy practices among parents. Parents of preschool children without disabilities use general literacy practices and technological literacy practices with greater frequency than do the parents of preschool children with disabilities. / Department of Special Education

South Africa‟s recent participation in the national, regional and international studies revealed that the South African learners perform poorly in mathematics when compared with other same-level learners in other participating countries. In response to the results, the Department of Basic Education implemented intervention strategies such as Foundations for Learning and the Systemic Evaluation among others to enhance learner performance in mathematics. This study investigated the role of Grade R teachers in creating a conducive environment for learning numeracy using schools in the Vhuronga circuit of the Vhembe District in South Africa as case studies. The investigation encompassed: (a) the extent to which Grade R teachers create a conducive environment for learning numeracy; (b) how Grade R teachers are implementing the numeracy curriculum and (c) classroom factors that influence approaches teachers employ during numeracy teaching. A qualitative methodology using case study research design was adopted for collecting data in Grade R classrooms at Vhuronga. Interviews, observation, and document analyses ensured valid data. Qualitative data analysis involved coding and categorizing patterns from field notes in order to identify themes for discussion. The study established that inadequate resources which include limited classroom space, lack of appropriate learning materials, furniture, and in-service teacher training programmes, were impediments that restricted Grade R teachers from creating a conducive environment for learning numeracy. The study further established that whole-class teaching dominated numeracy lessons. A few teachers who taught small classes implemented a variety of play-based activities that encouraged interaction and exploration of adequate learning materials in small-groups in order to create a conducive environment for learning numeracy. In contrast, most teachers with large classes considered the classroom layout fixed. The teachers arranged the desks in rows and engaged the whole-class in similar learning activities. Additionally, the study established the need for ongoing training to refine and update teachers‟ skills in creating well organized classrooms that are conducive for numeracy learning. The study recommends that the Department of Basic Education should create opportunies for Grade R teachers to participate in regular in-service training that emphasize practical work, in order to strengthen their capacity in creating conducive classrooms for learning numeracy and ensure quality education. / Mathematics Education / D. Ed. (Didactics)

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is the product of a project developed within the research line LP1 - Training, Knowledge and Professional Development of the Postgraduation Program on Education, of the Federal University of Santa Maria. The main objective was to investigate the training of teachers who teach mathematics in the early years of Elementary School in the context of the organization of fractions teaching for the fifth grade. To achieve it, we followed a teacher who teaches mathematics in the early years, participant of the PPOE / OBEDUC / CAPES project, in the movement of organization of fractions teaching, according to the Teaching Guiding Activity perspective - AOE (MOURA, 1996a, 1996b, 2001 2010).The specific objectives were deployed in formative and investigative. The first were aimed at the appropriation of theoretical and methodological assumptions that guided the actions of the research such as the Historical-Cultural Theory (VYGOTSKY, 1989, 1994, 2010, 2012), Activity Theory (LEONTIEV, 1978, 1983, 2012) and Teaching Guiding Activity, and also regarding the training of teachers of basic education (Cunha, 1999; PEPPER, 2007, 2009; LOPES, 2009; MOURA, 2000). The investigative objectives were: to investigate to what extent the AOE can become a general mode of action of the organization for the education of the teacher for the early years of elementary school; and identify factors that determine the change in the work quality of the teacher involved in this movement. The data were collected in 2013 in meetings recorded in audio and video, daily records and a semi-structured questionnaire. These data constituted episodes (MOURA, 1992) whose analysis showed that AOE can become the teacher training general organizational mode in the early years since: it is understood by the teacher as a possible way of overcoming the way mathematics has been traditionally taught; the teacher uses the theoretical assumptions which guide this methodological-theoretical proposition; and he/she is in teaching activity. Likewise, the factors that might determine the change in the teacher work quality, identified in the context of this research, were: mathematical learning; teaching learning and the new senses attributed to the teaching practice. / Este trabalho é o produto de um projeto desenvolvido no âmbito da linha de pesquisa LP1 - Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação em Educação da Universidade Federal de Santa Maria. O objetivo principal consistiu em investigar a formação de professores que ensinam matemática nos anos iniciais do Ensino Fundamental no contexto da organização do ensino de frações para o quinto ano. Para atingi-lo, acompanhamos uma professora que ensina matemática nos anos iniciais, participante do projeto Educação matemática nos anos iniciais do Ensino Fundamental: Princípios e práticas da organização ensino (PPOE/OBEDUC/CAPES), no movimento de organização do ensino de frações, segundo a perspectiva da Atividade Orientadora de Ensino - AOE (MOURA, 1996a, 1996b, 2001, 2010b). Os objetivos específicos foram desdobrados em formativos e investigativos. Os primeiros estiveram voltados à apropriação dos pressupostos teóricos e metodológicos que pautaram as ações da pesquisa tais como a Teoria Histórico-Cultural (VIGOTSKI, 1989, 1994, 2010, 2012), a Teoria da Atividade (LEONTIEV, 1978, 1983, 2012) e a Atividade Orientadora de Ensino, e também com relação à formação de professores da Educação Básica (CUNHA, 1999; PIMENTA, 1997, 2009; LOPES, 2009; MOURA, 2000). Os objetivos investigativos foram: investigar em que medida a AOE pode se converter em um modo geral de ação de organização do ensino para o professor dos anos iniciais do Ensino Fundamental; e identificar fatores que determinam a mudança de qualidade do trabalho do professor envolvido neste movimento. Os dados utilizados foram coletados no ano de 2013 em encontros gravados em áudio e vídeo, diários de registros e um questionário semiestruturado. Estes dados constituíram episódios (MOURA, 1992) cuja análise revelou que a AOE pode se converter em um modo geral de organização do ensino do professor nos anos iniciais na medida em que: a proposta for entendida pelo professor como uma possível superação da forma como a matemática vem sendo ensinada tradicionalmente; o professor se apropriar dos pressupostos teóricos que norteiam essa proposta teórico-metodológica; e o professor estiver em atividade de ensino. Da mesma maneira, os fatores, identificados no contexto desta pesquisa, que podem determinar a mudança de qualidade do trabalho do professor foram: a aprendizagem matemática; a aprendizagem da docência e os novos sentidos atribuídos à prática docente.

Esta pesquisa tem por objetivo analisar e propor uma metodologia para o ensino de história. Tal metodologia considera duas características específicas das sociedades tecnológicas na inter-relação com as práticas escolares: a cultura midiática que o aluno e o professor carregam em seu interior para o interior da escola, e os processos de formação continuada do professor. Visa-se com tal metodologia colaborar com um ensino de história significativo para alunos e professores, e que a história seja instrumento de compreensão da vida cotidiana e processo contínuo de formação. A pesquisa possibilitou a elaboração de uma proposta teórico-metodológica denominada como atividade de ensino de história. Os referenciais teóricos que sustentam esta proposta são: a teoria da atividade de Aléxis Leontiev que se insere no conjunto da corrente histórico-cultural em psicologia; os pressupostos da pedagogia da comunicação que traz em seu interior o princípio didático do agir comunicacional; as pesquisas que analisam os conceitos de professor reflexivo-investigativo e o professor pesquisador; a historiografia que se identifica com a análise da cultura em diferentes temporalidades. Os referenciais teórico-metodológicos foram utilizados para analisar um conjunto de quatro atividades de ensino de história realizadas entre os anos de 1997-2000 em escolas da rede pública e particular de ensino da cidade de São Paulo. Os dados deste conjunto de aulas foram coletados pelo pesquisador que se serviu dos princípios metodológicos da pesquisa-ação. A análise dos dados à luz da fundamentação teórico-metodológica assumida possibilitou a explicitação de princípios orientadores da construção de atividades de ensino de história. Concluiu-se pela viabilidade de tal proposta e de sua inclusão nos debates sobre ensino de história. / The main goal of this research is to analyze and to propose a methodology for history teaching. Such methodology takes into account two specific characteristics of technological societies in the interrelationship with school practices: the media culture that both student and teacher bring along to school, and teachers continuing education process. Such methodology is intended to contribute towards a more meaningful teaching of History for both parties involved teachers and students in such a way that History becomes a more comprehensive tool in interpreting day-to-day events as well as a continuing education process. The research made it possible to elaborate a theoretical-methodological approach we called History teaching activity. The theoretical milestones upon which such approach is based are: Aléxis Leontiev´s theory of activity, which is part of the historic-cultural approach in psychology; the fundamentals of communication pedagogy and its didactic principle of a communication-oriented attitude; the research which analyzes the concepts of the investigative teacher and the researcher teacher; historiography which identifies itself with culture analysis in different periods in time. The theoretical-methodological references were used to analyze a set of four History teaching activities that took place along the years 1997 to 2000, in public and private schools in the city of São Paulo. The data of these classes were gathered by the researcher who then used the research-action methodological principles. The analysis of the data in the light of such theoretical-methodological principles made it possible for the researcher to show the principles that oriented the construction of History teaching activities. Such proposal was believed to be valid as well as its inclusion in the debate about history teaching.

Il s’agit de déterminer de quelles manières les difficultés langagières des élèves migrants modifient l’activité de la classe durant un cours de mathématiques. Pour cela, nous nous appuyons sur la théorie de l’Action Conjointe. Nous analysons tout d’abord des séances d’évaluation en classe ordinaire et en classe d’accueil. Nous montrons ainsi la profondeur du procès de négociation du contrat didactique. Grâce à des questionnaires, nous avons décelé certaines lacunes dans les compétences langagières des élèves migrants, susceptibles de nuire à leur activité mathématique et nous avons montré l’indépendance relative de ces difficultés avec le temps de résidence dans le pays d’accueil. La comparaison des classes ordinaires et des classes d’accueil nous a aussi permis de mettre en évidence des spécificités de la classe d’accueil, notamment des phénomènes de refoulement didactique du professeur (l’enseignant ne présente pas certains termes ou notions mathématiques utilisés dans les autres classes) et de jeux alternatifs conjoints (enseignant et élèves tendent à simplifier le travail mathématique attendu chez les élèves). Ces adaptations altèrent les possibilités d’action des élèves migrants et fragilisent leurs apprentissages disciplinaires mais la négociation du contrat sur l’évaluation rend ce phénomène invisible. Nous avons alors conçu un module d’enseignement destiné à accélérer l’entrée dans les mathématiques pour les élèves migrants, en organisant des activités du type enseignement en situation (activités ayant un réel intérêt sur le plan mathématique mais dont l’enjeu tacite réside dans l’apprentissage de compétences langagières indispensables à la discipline). / Our thesis seeks to understand the influences of language difficulties in immigrant students on the Class’ (both teacher and students) activity during mathematic lessons. To study this problem, we have used the framework of the Joint Action Theory in Didactics. To do so, students of both ordinary and reception classes were asked to take an evaluation test. The analyse and the comparison of those tests stressed the importance of the negotiations in the Class. Through questionnaires we have also identified that there were discrepancies between the immigrant students’ language competencies that could interfere in their mathematic activity. We have also shown that these difficulties were not really linked to the time spent in the host country. Besides, we have compared both ordinary and reception classes in order to determine the specificities of teacher and students’ behavior in reception class during a mathematic lesson. We have highlighted some particular phenomena which could partially explain immigrant students’ difficulties: - Teacher’s repression: the teacher doesn’t present all the words and notions used in ordinary class.- Display of alternative joint game: both the teacher and the students tend to simplify the work the students are expected to do.On the basis of these results, we conceived special courses for immigrant students that we named teaching in activity and which aimed to improve their mathematic achievements. Those lessons which took the shape of mathematic exercises actually aimed at improving language competencies necessary for mathematic activity.

The purpose of this project was to develop a handbook of inquiry activities that can be used in high school Earth sciences.

Abstracts in English, Xhosa and Zulu / The rationale behind this study was, to explore how unqualified natural science teachers in grade seven conduct practical work. Furthermore, the study explored an understanding of some of the experiences, beliefs and views of unqualified NS teachers. This was a qualitative study. Data was collected through classroom observations and semi-structured interviews. The three cases were interviewed and observed separately. This study was guided by main research question: How do unqualified grade seven natural science teachers facilitate practical work in the senior phase? Which was further unpacked into three sub-questions: How do unqualified NS teachers define practical work? What are the views, aims and objectives of unqualified NS teachers about practical work? How do unqualified NS teacher conduct practical work? The study revealed that in all three cases, practical work was conducted consecutively as poorly, outstandingly, and excellently. Moreover, an intensive professional pedagogical development is recommended for natural science teachers. / Isizathu emva kwesi sifundo sasiyihlolisise indlela abafundisi bezesayensi bezendalo abangafanelekanga ngayo kwiibakala ezisixhenxe ezenza umsebenzi osebenzayo. Ngaphezulu, uphando luhlolisise ukuqonda kwamanye amava, iinkolelo kunye neembono zabafundisi be-NS abangafanelekanga. Oku kwakufundwe ukufaneleka. Idatha yaqokelelwa kumagumbi okufundela kunye noonononongo olulungelelanisiweyo. Amatyala amathathu axoxwa ngumbutho kwaye athathwa ngokwahlukileyo. Olu pho nonongo lukhokelwa ngumbuzo ophambili wokuphanda: Ootitshala abangabalulekanga bakala be-sayensi bendalo abasixhenxe banceda njani umsebenzi osebenzayo kwisigaba esiphakamileyo? Yiyiphi enye eyayixhaswa kwimibandela engaphantsi kwemibuzo emithathu: Ootitshala abangenasigxina be-NS bachaza njani umsebenzi osebenzayo? Ziziphi iimbono, iinjongo kunye neenjongo zabafundisi be-NS abangafanelekanga malunga nomsebenzi osebenzayo? Umfundisi ongenagunyaziwe we-NS uqhuba njani umsebenzi osebenzayo? Uphononongo lubonakalise ukuba kuzo zonke iimeko ezintathu, umsebenzi osebenzayo wenziwa ngokulandelelanayo, ngokugqithiseleyo, nangokugqwesileyo. Ngaphezu koko, uphuhliso olunzulu lwezobugcisa lunconywa kubafundisi bezesayensi zendalo. / Isizathu esilandelayo kulolu cwaningo kwakuwukuhlolisisa ukuthi othisha bezesayensi engokwemvelo abangafaneleki yini ebangeni lesi-7 ukuqhuba umsebenzi osebenzayo. Ngaphezu kwalokho, lolu cwaningo luhlolisise ukuqonda okunye okuhlangenwe nakho, izinkolelo nokubukwa kwabafundisi be-NS abangafaneleki. Lokhu kwakuyi-study qualitative. Idatha yaqoqwa ngokusebenzisa ukuhlolwa kwamakilasi kanye nezingxoxo ezihleliwe. Amacala amathathu axoxwa futhi ahlonishwa ngokwehlukana. Lesi sifundo sasiqondiswa umbuzo oyinhloko wocwaningo: Abafundisi abangayifaneleki bangabafundi abayisikhombisa besayensi yemvelo benza kanjani umsebenzi osebenzayo esigabeni esiphakeme? Yikuphi okwakungeniswa phakathi kwemibuzo emithathu engaphansi: Abafundisi abangaqiniseki NS bachaza kanjani umsebenzi osebenzayo? Yiziphi imibono, izinhloso kanye nezinhloso ze-NS abangaqeqeshiwe mayelana nomsebenzi osebenzayo? Ngabe uthisha we-NS ongagunyaziwe uqhuba kanjani umsebenzi osebenzayo? Ucwaningo luveze ukuthi kuzo zonke izimo ezintathu, umsebenzi osebenzayo wenziwa ngokulandelana, ngokungafani, nangokugqamile. Ngaphezu kwalokho, ukuthuthukiswa okujulile kwezobuchwepheshe kunconywa othisha bezesayensi yemvelo. / Science and Technology Education / M. Ed. (Natural Sciences)

Grade 12 learners in one Namibian secondary school participated in a study of science process skills implied in their International General Certificate of Secondary Education (IGCSE) physical science syllabus. The study aimed at finding out learners’ ability to identify science process skills in their physical science syllabus, criteria used to identify skills and whether any relationship existed between learners’ achievement in performing skills and learners’ ability in identifying the skills. Four physical science syllabus topics were taught. Learners performed and identified science process skills in learning and assessment tasks. A One Group Pretest-Posttest research design was used in a combined qualitative and quantitative research method. Data revealed that learners identified science process skills. Science processes performed during learning experiences were used as criteria to confirm presence of the skills. Learners’ achievement increased in performing and identifying science process skills after intervention activities. There seemed no relationship between learners’ achievement in performing and learners’ ability in identifying science process skills. / Science and Technology Education / M. Ed. (Natural Science Education)