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The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School ScienceVan Raden, Stephanie Justine 01 January 2011 (has links)
Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.
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Aural Mapping of STEM Concepts Using Literature MiningBharadwaj, Venkatesh 06 March 2013 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Recent technological applications have made the life of people too much dependent on Science, Technology, Engineering, and Mathematics (STEM) and its applications. Understanding basic level science is a must in order to use and contribute to this technological revolution. Science education in middle and high school levels however depends heavily on visual representations such as models, diagrams, figures, animations and presentations etc. This leaves visually impaired students with very few options to learn science and secure a career in STEM related areas. Recent experiments have shown that small aural clues called Audemes are helpful in understanding and memorization of science concepts among visually impaired students. Audemes are non-verbal sound translations of a science concept. In order to facilitate science concepts as Audemes, for visually impaired students, this thesis presents an automatic system for audeme generation from STEM textbooks. This thesis describes the systematic application of multiple Natural Language Processing tools and techniques, such as dependency parser, POS tagger, Information Retrieval algorithm, Semantic mapping of aural words, machine learning etc., to transform the science concept into a combination of atomic-sounds, thus forming an audeme. We present a rule based classification method for all STEM related concepts. This work also presents a novel way of mapping and extracting most related sounds for the words being used in textbook. Additionally, machine learning methods are used in the system to guarantee the customization of output according to a user's perception. The system being presented is robust, scalable, fully automatic and dynamically adaptable for audeme generation.
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Case study of comptencies of technology education e-tutors in construction of design process at an open and distance e-learning institution / Case study of competencies of technology education e-tutors in construction of design process at an open and distance e-learning institutionSedio, Mpipo Zipporah 29 March 2021 (has links)
Abstract in English, Sesotho and Zulu / The occurrence of Open Distance and e-Learning revolutionized Higher Education Institutions for students to access instruction at anytime and anywhere. Students benefitted instruction of anytime and anywhere in one of the Technology Education courses in ODeL from the e-tutors. As a result of the support from the e-tutors, the curriculum was designed to place a strong emphasis on the design process as the core around which the teaching of the curriculum should revolve. However, it is still not clear how effective is the content knowledge which relates to the design process from the e-tutors.
In acknowledgment from such a gap, this study aimed to determine the relationship between the e-tutors’ technological, pedagogical, content knowledge of teaching design process within Technology Education specialization. In order to achieve this purpose, two theories, namely Transactional distance and Connectivism were coined together with the Technological Pedagogical Content Knowledge (TPACK) framework to underpin the study. The philosophical worldview is pragmatism having employed mixed method. Participants in this study were 145 students who registered a year programme for two modules in the Bachelor of Education (B.Ed.) programme at a Higher Education institution were surveyed to collect the quantitative data. Data from the face-to-face semi-structured interviews were collected with five e-tutors from the research sites. Online observations data were collected from the e-tutor sites of the institution’s learning management system (LMS). The results suggest that e tutors still lack the technology knowledge in order to deliver the content aimed for the design process in an ODeL environment. Also, it was evidenced that the e-tutors have not acquired pedagogical strategies for driving the pedagogy for the design process in an ideal context of ODeL. It should also be borne in mind that findings for the content knowledge indicated that the e-tutors still lack the knowledge for exploiting content knowledge of the design process to suit an ODeL environment. These findings highlight a need for technology to support e tutors’ pedagogical strategies towards a meaningful understanding of the design process and its implications across ODeL contexts. / Ketsahalo ea Open Distance le e-Learning e ntlafalitse litsi tsa thuto e phahameng bakeng sa baithuti ho fihlella taeo nako efe kapa efe le kae kapa kae. Baithuti ba ile ba rua molemo taelong ea nako efe kapa efe le kae kapa kae ho e 'ngoe ea lithuto tsa Technology Technology ho ODeL ho tsoa ho li-tutors. Ka lebaka la ts'ehetso e tsoang ho li-tutors, kharikhulamo e ne e etselitsoe ho hatisa ka matla ts'ebetso ea moralo e le khubu eo thuto ea kharikhulamo e lokelang ho potoloha ho eona. Leha ho le joalo, ha ho sa hlaka hore na tsebo ea litaba e sebetsa hantle hakae e amanang le tšebetso ea moralo ho tsoa ho li-tutors.
Ho ananela lekhalo le joalo, phuputso ena e ne e ikemiselitse ho tseba kamano lipakeng tsa theknoloji ea "e-tutors", thuto ea thuto, tsebo ea litaba ea ts'ebetso ea moralo oa ho ruta ka har'a tsebo ea thuto ea Technology. Bakeng sa ho fihlela sepheo sena, ho ile ha qaptjoa likhopolo tse peli, e leng Transactional distance le Connectivism hammoho le sebopeho sa Technological Pedagogical Content Knowledge (TPACK) ho tšehetsa thuto. Pono ea lefatše ea filosofi ke pragmatism e sebelisang mokhoa o tsoakaneng. Barupeluoa thutong ena e ne e le baithuti ba 145 ba ngolisitseng lenaneo la selemo bakeng sa li-module tse peli lenaneong la Bachelor of Education (B.Ed.) setsing sa Thuto e Phahameng ba ile ba hlahlojoa ho bokella lintlha tse ngata. Lintlha tse tsoang lipuisanong tsa sebopeho sa sefahleho li ile tsa bokelloa le barupeli ba bahlano ba tsoang libakeng tsa lipatlisiso. Lintlha tsa tlhaiso-leseling ka inthanete li ile tsa bokelloa ho tsoa litsing tsa e-tutor tsa sistimi ea taolo ea ho ithuta ea setheo (LMS). Liphetho li fana ka maikutlo a hore barupeli ba ntse ba haelloa ke tsebo ea mahlale a morao-rao molemong oa ho fana ka litaba tse reretsoeng ts'ebetso ea boqapi tikolohong ea ODeL. Hape, ho ile ha pakoa hore li-e-tutors ha li e-so fumane maano a thuto ea ho khanna lithuto tsa thuto bakeng sa moetso oa moralo ka mokhoa o loketseng oa ODeL. Hape ho lokela ho hopoloa hore liphuputso tsa tsebo ea litaba li bontšitse hore li-e-tutors li ntse li haelloa ke tsebo ea ho sebelisa tsebo ea litaba tsa moralo oa moralo ho latela tikoloho ea ODeL. Liphuputso tsena li totobatsa tlhoko ea mahlale a morao-rao ho ts'ehetsa maano a thuto a barupeli ho fihlela kutloisiso e hlakileng ea ts'ebetso ea moralo le litlamorao tsa ona maemong a ODeL. / Ukutholakala kwe-Open Distance ne-e-Learning kuguqula izikhungo zemfundo ephakeme zabafundi ukuthi bathole imfundo nganoma yisiphi isikhathi noma kuphi. Abafundi bahlomule ngokufundiswa nganoma isiphi isikhathi noma kuphi kwesinye sezifundo zeTechnology Education ku-ODeL kubafundisi be-e. Njengomphumela wokwesekwa okwenziwa abafundisi be-e-tutors, ikharikhulamu yakhelwe ukugcizelela kakhulu inqubo yokwakhiwa njengongqikimba okumele kufundiswe ngayo ikharikhulamu. Kodwa-ke, akukacaci ukuthi lusebenza kangakanani ulwazi lokuqukethwe oluphathelene nenqubo yokwakha evela kubafundisi be-e.
Ngokwazisa ngaleligebe elinje, lolu cwaningo luhlose ukucacisa ubudlelwano phakathi kwezobuchwepheshe be-e-tutors, ubuchwepheshe bokufundisa, ulwazi lokuqukethwe lwenqubo yokwakhiwa kokufundisa ngaphakathi kobuchwepheshe be-Technology Education. Ukufeza le njongo, imibono emibili, okungukuthi iTransactional distance neConnectivism yahlanganiswa kanye nohlaka lweTechnological Pedagogical Content Knowledge (TPACK) ukusekela ucwaningo. Umbono wezwe wefilosofi yi-pragmatism esebenzisa indlela exubile. Ababambe iqhaza kulolu cwaningo bekungabafundi abayi-145 ababhalise uhlelo lonyaka lwamamojula amabili kuhlelo lweBachelor of Education (B.Ed.) esikhungweni seMfundo ePhakeme bahlolisiswa ukuqoqa imininingwane yobungako. Imininingwane evela ezingxoxweni ezihlelekile ezenziwe ubuso nobuso zaqoqwa nama-e-tutors amahlanu avela kumasayithi ocwaningo. Idatha yokubuka eku-inthanethi yaqoqwa kusuka kumasayithi e-e-tutor ohlelo lokuphatha lokufunda (LMS). Imiphumela iphakamisa ukuthi abafundisi be-e basenalo ulwazi lobuchwepheshe ukuze bakwazi ukuletha okuqukethwe okuhloselwe inqubo yokwakhiwa endaweni ye-ODeL. Futhi, kufakazelwe ukuthi abafundisi be-e abakawatholi amasu okufundisa okushayela inqubo yokuqamba ngendlela efanelekile ye-ODeL. Kumele futhi kukhunjulwe ukuthi okutholakele kolwazi lokuqukethwe kukhombisile ukuthi ama-e-tutors asenalo ulwazi lokusebenzisa ulwazi lokuqukethwe kwenqubo yokwakhiwa ukuze ivumelane nemvelo ye-ODeL. Lokhu okutholakele kugqamisa isidingo sobuchwepheshe ukuxhasa amasu e-tutors 'pedagogical maqondana nokuqonda okunenjongo kwenqubo yokwakhiwa nemithelela yayo kuzo zonke izingqikithi ze-ODeL. / Curriculum and Instructional Studies / Ph. D. (Science and Technology Education)
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Teacher attitudes towards the implementation of the learning area technologyPudi, Thabo Israel 30 June 2002 (has links)
Educational Studies / D. Ed.(Psychology of Education)Educational Studies
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Combating gender stereotyping in the science and technology classrooms of a primary schoolVan der Merwe-Muller, Lorna 11 1900 (has links)
Gender stereotyping is a phenomenon found in all spheres of life. School children often have to bear the brunt of these prescribed roles and stereotypes. This study includes a literature review of the characteristics of a professional educator as well as the theoretical background on gender issues. It employed Participatory Action Research as a strategy with the aim to empower teachers to improve their classroom practice, and ultimately, to improve the teaching-learning dynamics for learners in the science and technology classrooms. The participants, who are science and technology teachers, are vastly different people whose one common goal it was to empower themselves and to change their classroom practice on a continuous basis. The study looks at some of the beliefs these teachers now hold after the intervention for promoting gender equality in the classroom. Science and technology are the domains of historically male-dominated fields, and by means of this study I aim to equalise the learning opportunities for both boys and girls. / Comparative Education / M. Ed. (Comparative Education)
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The teaching practice of senior phase technology education teachers in selected schools of Limpopo Province : an action research studyMapotse, Tomé Awshar 08 1900 (has links)
This is an Action Research (AR) study with the senior phase Technology teachers at selected schools of Limpopo Province. The study was motivated by the fact that Technology Education is a foreign concept to many teachers and a new learning area in school curriculum both nationally and internationally. This was exacerbated by the many educational changes that took place in South Africa in the last 18 years. These changes include the overhauling of curriculum, which was the strategic and symbolic change since the first democratic election of 1994, but followed by its review. Thus, a new curriculum known as Curriculum 2005 (reviewed twice already) was developed in which Technology was introduced as a new subject. These changes drastically affected Technology Education and teachers’ coping demands on both the subject content and pedagogy escalated. In this study, AR, a strategy for a systematic, objective investigation with Technology teachers’ who are un- and under- qualified to teach Technology was considered. The study aimed at establishing intervention strategies to empower and emancipate senior phase Technology teachers in Mankweng Circuit from the said challenges above. Thus, the study sought to address the question: How could action research intervention be used to improve the teaching of senior phase Technology teachers who are un- and/or under-qualified? The intervention strategies were implemented through the AR cycles in spiral activities of planning, implementation and observation, action and reflection, whose principles were operationalized to develop participants from the situations that they face in their Technology teaching contexts.
The study was designed from both critical theory perspective and participatory paradigm. The following instruments were used as a means to gather data: observations, interviews, questionnaires, field notes, video recording of lesson plans and logs of meetings. The study managed to come up with guidelines to develop and kick start AR with teachers. From the
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findings an AR model was developed to emancipate the un- and under-qualified Technology teachers. Themes from the challenges and AR were used to draft a six weeks plan to empower incapacitated Technology teachers. This investigation was shaped by the initial reflection or preliminary study conducted with the participants called reconnaissance study which revealed specific challenges that Technology teachers encountered daily in their classes. These challenges were turned into the themes, which together with the findings from the preliminary study and interview reflection per cycle were used to design the intervention strategies for the next main cycle. The findings of the study from both the preliminary investigation (presented in Chapter Two) and main AR (presented in Chapter Five) reveal an improvement in the teachers’ understanding and implementation of Technology – they were emancipated to a greater extent from the challenges prior to the AR intervention and post the AR intervention. It is true that coming together as AR co-researchers was the beginning of Technology teaching practice problem identification; keeping together was progressive in Technology teaching; but working together remains our success in Technology teaching then, now and in the future – post doctoral studies. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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The technology learning area as a catalyst of creativity in foundation phase learnersThatcher, Colleen Barbara 11 1900 (has links)
This study on technology in the South African school curriculum investigates the nature and value of this subject as a catalyst in developing Foundation Phase learners’ creative thinking skills Technology as school subject is defined as the use of knowledge, skills and available resources to develop solutions to meet human needs and wants, taking social and environmental factors into account. Central to this subject, is the design process of investigating, designing, making, evaluating and communicating solutions to problems identified in the environment.
The notion and nature of creativity as researched by respected psychologists and researchers over the last few decades, with particular reference to Matlin’s theory of problem-solving and creativity, provides a theoretical underpinning with the aim of linking the problem-solving nature of technology with creative thinking. A qualitative case study research project, comprising a sample of six Foundation Phase learners at an independent school, has been conducted. Key characteristics of qualitative educational research such as sensitivity, precision, verification, empiricism, natural setting, inductive data analysis, validity and reliability and triangulation, have been taken into consideration.
This study highlights the potential of technology as a school subject that provides learners with the opportunity to solve problems in creative ways and use authentic contexts rooted in real life situations. In addition, learners are afforded the opportunity to work collaboratively with others and engage in meaningful activities in the indoor and outdoor environment. Technology as a school subject in the Foundation Phase catalyzes learners’ creative thinking and problem-solving skills and provides a solid foundation for preparing young citizens for the demands and challenges of the 21st century. / Curriculum and Instructional Studies / D. Ed. (Didactics)
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An Integrated approach to technology education as a means of enhancing achievement in mathematics and scienceSithole, Khulekani Elliot Stephen 01 1900 (has links)
The purpose of this study is to formulate guidelines upon which Technology
Education can be put into operation in the South African schools with
specific reference to standard eight students. The objective is to formulate
Technology Education guidelines suitable for and within the broad
framework of the South African curricula.
In attempting to translate Technology Education curriculum to South Africa,
the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and
theoretical assumptions of Technology Education are also explored. The
role of the teacher in the Technology Education programme is also
discussed. Guidelines for Technology Education, including Technology
Education teaching strategies, guidelines for Technology Education
assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South
Africa through a pilot study over a year. The subjects of this (pilot) empirical
study consisted of a total of 175 standard eight students, 77 of who were in
a control group, who had received no tuition in Technology Education. A
group of 98 received tuition in Technology Education for a year.
The normal end of the year examination in 1994 measured academic
performance of the two groups. Performance in 1993 is also used in the
statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied
in the analysis of data. Statistically significant differences are found between
the academic performance of these two groups in relation to the overall
Examination marks, English, Science and Mathematics marks.
Statistically significant differences are also found between the 1993 and
1994 performance of the experimental group after receiving Technology
Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in
Mathematics, English and Science when comparing marks in 1993 and in
1994. It is only applicable in the average Examination mark. These results
confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English. / Curriculum and Institutional Studies / D. Ed. (Didactics)
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Technology education and curriculum 2005 : staff development through INSETMaluleka, Jan Khazamula 08 1900 (has links)
Curriculum 2005 together with its learning areas has been introduced in South Africa in
1998. All learning areas, except Technology Learning Area, are not new. Technology is
growing so rapidly that it gives so many challenges to people. These challenges include
making technology part of our curriculum, formulating and adapting technological solutions
to problems people may experience. We have to ask ourselves what technology or
Technology Education means. Therefore, this study provides the meaning and the rationale
for Technology Education in our curriculum. This study also attempts to shed light on the
form of training educators should attend for Technology Education.
Although there are different methods of training, for example PRESET and INSET, this
study concentrates on various forms of INSET. INSET is chosen because it is a means
through which the present need for Technology Education educators can be solved. The
percentage of educators involved in part-time study will increase in relation to the number in
full-time education. The closing down of some of colleges of education in South Africa
reduces the use of PRESET and increases INSET as a means of educator training. The
advantages of using INSET instead of PRESET are provided in this study.
The National Teacher Audit of 1995 has shown that the quality of INSET in South Africa is
poor. In addition, it seems the present ad hoc way of running INSET will not cope with
challenges of training educators for Curriculum 2005 and Technology Education. Normally,
INSET is the prime strategy for addressing problems in PRESET. Unfortunately, INSET has
to train educators for Technology Education (Technology Learning Area) which was never
touched by PRESET before. For this reason, this study provides an INSET model, guidelines
and recommendations to make the suggested model of INSET work successfully. / Educational Studies / M. Ed. (Comparative Education)
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Understanding the influence of a second language on the academic performance of learners in information technology : a case study of isiZulu-speaking English second language learners in KwaZulu-NatalNjobe, Mandisa Purity January 2007 (has links)
Thesis (M.Tech.: Information Technology)-Dept. of Information Technology, Durban University of Technology, 2007 xv, 150 leaves, Annexures A-J / Over the years, computers have been introduced to many South African classrooms in an attempt to improve education, and this is true for Previously Technologically Disadvantaged (PTD) schools in Kwazulu-Natal with learners whose first language is isiZulu. However, frameworks of computer learning vary widely and there is a crucial need to understand how specific situational conditions either facilitate or constrain the implementation of computer-supported learning in these schools. This thesis discusses research undertaken to document the process of introducing localised OpenOffice.org.za software with an isiZulu interface into Information Technology education at PTD schools in the KwaZulu-Natal province. The thesis also documents the process of introducing a dual language medium in Information Technology at the Durban University of Technology. The study investigates the English language as one of the possible causes of the lack of understanding of computers by English second language learners.
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