El presente trabajo de investigación se realizó con el propósito de demostrar cómo un curso de dramatización mejora los niveles de autoestima en niños y niñas de entre cuatro y cinco años de edad. Además, a partir de esto, se buscó saber si es posible contar con la dramatización como herramienta pedagógica en otros espacios educativos. Para ello, se utilizó un enfoque cualitativo por medio de un estudio de caso con la participación de diecinueve estudiantes (diez niños y nueve niñas) de una clase de pre-kinder de un colegio privado de Lima, la tutora del grupo y la docente del curso de dramatización. Las técnicas empleadas fueron la observación, utilizando una lista de cotejo, para medir sus niveles de autoestima al inicio del proceso, y luego, al término del curso de dramatización. Al término del mismo se compararon los resultados para identificar los cambios generados en sus niveles de autoestima. Asimismo, se entrevistó a la maestra del curso y a la tutora del aula para recopilar información sobre el cambio en el comportamiento de los estudiantes. Los resultados demostraron que los estudiantes mejoraron en gran medida sus niveles de autoestima. Para que esta mejoría sea aún más significativa se ha sugerido que los estudiantes lleven el curso más de una vez por semana y si fuera posible que los demás docentes pongan en práctica la dramatización en sus cursos. / The present study identifies how a drama course improves four and five year old children’s self esteem. Furthermore, this research finds out if teachers could use drama techniques as a resource in their classrooms and in different educational scenarios. For this matter, a qualitative methodology was used in a case study where the study group (19 children) were observed and tested for their levels of self esteem at the beginning and at the end of the 8 months taking the drama course. Their homeroom teacher and drama teacher were both interviewed to capture more information on the matter. The end results showed a great increase in every child’s self esteem levels. / Trabajo de suficiencia Profesional

Several misconceptions show up when learners answer questions on Chemical Equilibrium during examinations. Literature from other researchers shows similar trend of misconceptions (Johnstone, 2000; Morais, Paiva and Barros, 2007; Adesoji and Babatunde, 2008) for example, ‘apply pressure to the reactants’ (Johnstone, 2000). This shows that Chemistry has no meaning to these learners and they end up with misconceptions as they try to memorise facts in order to pass examinations. Learners are taught before writing these examinations, but how are they taught the concepts of Chemical Equilibrium? A descriptive approach was used on an exploratory survey conducted in Thohoyandou Cluster among Physical Science (Chemistry) FET band Educators. Cluster sampling of 40 educators from 18 randomly sampled schools responded to questionnaires. Five ‘well experienced’ educators who have been producing ‘good’ results at Grade 12 NSC examinations and two Physical Sciences subject advisors were interviewed. Using Spearman Brown Split-Half statistical method a 0,891 reliability coefficient was obtained. Research results show lack or under utilisation of laboratory equipment, teaching strategies which promote rote learning. Lack of confidence of educators due to deficiency in topic content knowledge and pedagogical skills which promote conceptual understanding were identified. Problem of English language leading to communication breakdown between educator-learners and between learner-subject leading to emergency of knowledge gaps in learners. Educators consider professional development through re-training and workshops on subject content matter and teaching strategies as the way forward to improve the quality of teaching. Topic specific PCK focusing on problem-solving strategy was recommended as a means to increasing educators’ efficiency in teaching and enhance learners’ comprehension and achievement in Physical Science. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education (Chemistry Education))

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Made available in DSpace on 2016-04-28T20:56:22Z (GMT). No. of bitstreams: 1 Silvia Maria Costa Barbosa.pdf: 1244524 bytes, checksum: c7c2bc2e1b288b6d695ffde815bfadc2 (MD5) Previous issue date: 2011-05-23 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This thesis has as main aim to identify and analyze senses and meanings produced by a public school teacher about her pedagogical activities with emphasis on teaching strategies during her classes. The research is based on theoretical and methodological assumptions in social historical psychology by Lev S. Vigostski and associated to Clinical Activity by Yves Clot. We have considered some essential categories to understand meaning constructions provided by the participant-teacher in this study such as: activity, mediation, sense, meaning and subjectivity. Data were produced by the following techniques: semi-structured interviews and video records. In order to discuss on video records, we have considered Simple Autoconfirmation Procedures. To analyze other information we have taken into account the methodological proposals by Aguiar e Ozella (2006) which resulted in pre-indicators data used further articulated to compose definitive indicators. The articulation of those meaning nucleus contributed for data interpretation. The research locus was Mossoró, a city in Rio Grande do Norte state. This city was chosen because it was the place where I was born and have lived until now. I also understand that as a State University of Rio Grande do Norte professor I have a responsibility in local education. By the beginning of data production, in 2008, the teacher, research subject, taught a third-term classroom in Fundamental Teaching (Ensino Fundamental) and I had the opportunity to follow her until her fifth-term experience. Based on Simple Autoconfrotation techinique, the teacher had the chance to reflect on her pedagogical activity and tried to resignify her teaching strategies, as she exposed: it was my fault because I have a lot of very good students in mathematics [$] now I pay more attention to them when they are doing their activities. Those and other sayings directed us to hypothesize changes appropriated by her, which contributed to qualify her practice. During ACS experience, the teacher-subject was provoked to answer questions about her previous activities, reflection, mobilization, conflicts, to create possibilities to cause changes. We identify, during the process, the existence of four resignification movements in her pedagogical practice. Those movements have revealed how productive can be ACS technique to generate reflections and resignifications on researched subjects. Perception, analysis and theorization achieved during those movements have provided theoretical reflection to pedagogical activity. We expect that the conclusion here presented can contribute to provide discussions in different contexts of teacher formation courses: graduation or post-graduation or any other related area / A presente tese tem como objetivo geral identificar e apreender os sentidos e significados produzidos pela professora de uma escola pública acerca da sua atividade pedagógica, tendo como foco as estratégias de ensino utilizadas durante as aulas. Fundamentamos esse trabalho nos pressupostos teórico-metodológicos da Psicologia Sócio-Histórica de Lev S.Vigotski e colaboradores e da Clínica da Atividade de Yves Clot. Destacamos algumas categorias essenciais para compreendermos os elementos de sentidos da professora pesquisada, tais como: atividade, mediação, sentido e significado e subjetividade. As informações foram produzidas por meio dos seguintes instrumentos: entrevistas semi-estruturadas e vídeogravações. Para discussão das vídeogravações, utilizamos o procedimento de Autoconfrontação Simples. No que se refere à análise da produção das informações, tomamos como base a proposta metodológica de Aguiar e Ozella (2006), a qual resultou em, primeiro lugar, no levantamento dos pré-indicadores que foram em grande número e, em seguida, articulamos e aglutinamos os pré-indicadores em indicadores. Por fim, a articulação desses nos núcleos de significação, para depois, efetuarmos a interpretação das informações. O lócus da pesquisa foi à cidade de Mossoró-RN. A escolha foi realizada por ser a cidade onde nascemos e residimos até hoje, além de entendermos que, como professora da Universidade do Estado do Rio Grande do Norte, temos um compromisso com a educação local. No início da produção das informações, no ano de 2008, a professora, sujeito desta pesquisa, lecionava uma turma do terceiro ano do Ensino Fundamental, acompanhando-a até o 5 ano. A partir das Autoconfrontações Simples, a professora foi refletindo sobre a sua atividade pedagógica e procurou ressignificar suas estratégias de ensino, conforme depoimento: falha minha porque tenho alunos ótimos em Matemática [...]. Agora estou prestando mais atenção quando os alunos estão fazendo as atividades. Essa e outras falas nos levaram a hipotetisar a ocorrência de mudanças fixadasapropriadas por ela, que contribuíram para qualificação da sua prática. Ficou evidente, durante as ACS, que o sujeito, quando é instigado a falar por meio de questionamentos sobre a sua atividade realizada, reflete, mobiliza-se, muitas vezes entra em conflito, gestando-se, assim, possibilidades de mudança. Identificamos, durante esse processo, quatro movimentos de ressignificação da atividade pedagógica da professora. Tais movimentos tornaram-se reveladores para compreendermos o quanto a técnica metodológica de ACS pode gerar reflexões e ressignificações do fazer do sujeito pesquisado. A percepção, a análise e a teorização que realizamos a respeito dos movimentos nos permitiram a produção de reflexões teóricas sobre a atividade pedagógica. Esperamos que a conclusão desta pesquisa venha contribuir e fortalecer com as discussões nos cursos de formação de professor, quer nos cursos de licenciaturas, onde atuamos, quer nos cursos de pós-graduação, voltados para está área

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Several misconceptions show up when learners answer questions on Chemical Equilibrium during examinations. Literature from other researchers shows similar trend of misconceptions (Johnstone, 2000; Morais, Paiva and Barros, 2007; Adesoji and Babatunde, 2008) for example, ‘apply pressure to the reactants’ (Johnstone, 2000). This shows that Chemistry has no meaning to these learners and they end up with misconceptions as they try to memorise facts in order to pass examinations. Learners are taught before writing these examinations, but how are they taught the concepts of Chemical Equilibrium? A descriptive approach was used on an exploratory survey conducted in Thohoyandou Cluster among Physical Science (Chemistry) FET band Educators. Cluster sampling of 40 educators from 18 randomly sampled schools responded to questionnaires. Five ‘well experienced’ educators who have been producing ‘good’ results at Grade 12 NSC examinations and two Physical Sciences subject advisors were interviewed. Using Spearman Brown Split-Half statistical method a 0,891 reliability coefficient was obtained. Research results show lack or under utilisation of laboratory equipment, teaching strategies which promote rote learning. Lack of confidence of educators due to deficiency in topic content knowledge and pedagogical skills which promote conceptual understanding were identified. Problem of English language leading to communication breakdown between educator-learners and between learner-subject leading to emergency of knowledge gaps in learners. Educators consider professional development through re-training and workshops on subject content matter and teaching strategies as the way forward to improve the quality of teaching. Topic specific PCK focusing on problem-solving strategy was recommended as a means to increasing educators’ efficiency in teaching and enhance learners’ comprehension and achievement in Physical Science. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education (Chemistry Education))

School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy. A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention. The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data. The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014

School science education prepares learners to study science at a higher level, prepares them to follow a career in science and to become scientific literate citizens. It is the responsibility of the educator to ensure the learners’ conceptual framework is developed to the extent that secures success at higher level studies. The purpose of this study was to test the effectiveness of conceptual change teaching strategies on the conceptual development of grade 11 learners on Newton’s second law of motion. The two strategies employed were the cognitive conflict strategy and the development of ideas strategy. A sequential explanatory mixed-method research design was used during this study. The qualitative data were used to elucidate the quantitative findings. The quantitative research consisted of a quasi-experimental design consisting of a single-group pre-test–post-test method. During the qualitative part of the research a phenomenological research approach was utilised to gain a better understanding of participants’ learning experiences during the intervention. The quantitative research made use of an adapted version of the Force Concept Inventory (FCI). The data collected from the pre-test were used to inform the intervention. The intervention was videotaped and the video analysis or qualitative data analysis was done. After the intervention the post-test was written by the learners. Hake’s average normalised learning gain <g> from pre- to post-scores was analysed to establish the effectiveness of the intervention. The two sets of results (quantitative and qualitative) were integrated. Information from the qualitative data analysis was used to support and explain the quantitative data. The quantitative results indicate that there was an improvement in the students’ force conception from their initial alternative conceptions, such as that of an internal force. Especially the learners’ understanding of contact forces and Newton’s first law of motion yielded significant improvement. The qualitative data revealed that the understanding of Newton’s second law of motion by the learners who partook in this study did improve, since the learners immediately recognised the mistakes made when confronted with the anchor concept. The cognitive conflict teaching strategy was effective in establishing the anchor concept of force which proved to be useful as bridging concept in the development of ideas teaching strategy. The data from both datasets revealed that the cognitive conflict teaching strategy for the initial part of the intervention was effective. It was evident that for development of the idea teaching strategy the two data sets revealed mixed results. Recommendations were made for future research and implementation of conceptual development teaching strategies. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014

Practical work forms an integral part of physical science. Most schools in Venda have no laboratories for practical work. Teachers use the telling method. Students learn by rote. They learn without understanding science concepts. They cannot apply their knowledge to real life situations. This research investigates the use of equipment from inexpensive material in teaching physical science. Teachers trained to improvise equipment use them in classroom teaching. These help teachers to understand many science concepts and use the process approach in their teaching. The research found that when science is taught through experiments with improvised apparatus, student learning occurs at various domains of science education. The bad effects of lack of facilities for practical work are mostly eliminated. Meaningful learning leads to the understanding of science concepts. Students construct their own knowledge, apply it to any situation and enjoy learning the subject. / Curriculum and Instructional Studies / M. Ed. (Didactics)

The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal. The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative learning and STAD in chapters two to four of this study. Empirical research, by way of a survey and focus group discussions were also conducted in four out of the twelve districts in the Kwazulu-Natal Province to help solidify the framework designed in this study. In striving to get in-depth insight into this study, the post-positivist-constructivist paradigm, which calls for the mixed methods research design was employed for the collection and analysis of data. Specifically, the Likert scale survey questionnaire and focus group discussions were used to collect data, through the sequential mixed methods design for the quantitative and qualitative phases of this study respectively, from a sample of 220 respondents and twelve participants. The findings of this research indicated that the time spent in training teachers towards the implementation of the STAD technique was not adequate. That notwithstanding, it was indicative that teachers make efforts to implement the strategy in their teaching and the results proved to be very positive as the technique continues to help improve upon learners’ performances and builds in them qualities such as critical thinking skills, good discussion skills and positive collaborative learning. In the nutshell, the literature study, the findings of the empirical research and the recommendation of this study forms the basis for designing the framework for the implementation of STAD as a teaching strategy for EFAL teachers. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)