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The Relationship Between Student Engagement, Recess and Instructional StrategiesAguiton, Rhonda Lisa 19 October 2012 (has links)
No description available.
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Self and Collective Efficacy Perceptions during Project-Based Learning ImplementationClark, Chad Jeremy 17 April 2014 (has links)
No description available.
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Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical ThinkingGoodsett, Mandi 01 June 2018 (has links)
No description available.
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Conceptual understanding of quantum mechanics : an investigation into physics students' depictions of the basic concepts of quantum mechanicsEjigu, Mengesha Ayene 07 1900 (has links)
Not only is Quantum Mechanics (QM) conceptually rich, it is also a theory that physics students have found abstract and technically formidable. Nevertheless, compared to other classical topics of physics, university students’ understanding of QM has received minimal attention in the physics education literature. The principal purpose of this study was to characterize the variation in the ways that undergraduate physics students depict the basic concepts of QM and to extrapolate the results to scaffold possible changes to instructional practices at the university that provided the context for the study. In so doing, an adaptation of a developmental phenomenographic perspective was chosen. Empirically, the study was approached through in-depth interviews with 35 physics students from two Ethiopian governmental universities after they had been exposed to the traditional QM course for one-third of a semester. Interview responses were analyzed using phenomenographic approach where a picture of students’ depictions was established for each quantum concept by expounding the given responses. For each basic quantum concept addressed, the structure of the description categories was separately constructed, and overall, it was found that naive, quasi-classical ontology and/or variants of classical ways of visualization are dominant in students’ responses. For example, it was found that students’ depictions of the photon concept could be described with three distinct categories of description, which are (a) classical intuitive description, (b) mixed model description and (c) quasi-quantum model description. Similarly, the findings revealed that it is possible to establish three qualitatively different categories of description to picture students’ depictions of matter waves, namely, (a) classical and trajectory-based description, (b) an intricate blend of classical and quantum description and (c) incipient quantum model description. Likewise, it was found that students’ depictions of uncertainty principle can be described as: (a) uncertainty as classical ignorance, (b) uncertainty as measurement disturbance and (c) uncertainty as a quasi-quantum principle.
With regard to learning QM, the categories of description made clear several issues: most students did not have enough knowledge to depict the basic concepts of QM properly; they were influenced by the perspective of classical physics and their perceptions in making explanations about QM; and they also applied mixed ideas, one based on their classical model and the other from newly introduced QM. These results are also supported by the findings of previous studies in similar domains. Findings from the study were used to guide the design of multiple representations-based instructions and interactive learning tutorials on the conceptual aspects of QM that has been shown to address specific difficulties identified in the study. Theoretical and practical implications of the study, as well as potential future considerations are drawn. / Mathematics, Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education)
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Conceptual understanding of quantum mechanics : an investigation into physics students' depictions of the basic concepts of quantum mechanicsEjigu, Mengesha Ayene 07 1900 (has links)
Not only is Quantum Mechanics (QM) conceptually rich, it is also a theory that physics students have found abstract and technically formidable. Nevertheless, compared to other classical topics of physics, university students’ understanding of QM has received minimal attention in the physics education literature. The principal purpose of this study was to characterize the variation in the ways that undergraduate physics students depict the basic concepts of QM and to extrapolate the results to scaffold possible changes to instructional practices at the university that provided the context for the study. In so doing, an adaptation of a developmental phenomenographic perspective was chosen. Empirically, the study was approached through in-depth interviews with 35 physics students from two Ethiopian governmental universities after they had been exposed to the traditional QM course for one-third of a semester. Interview responses were analyzed using phenomenographic approach where a picture of students’ depictions was established for each quantum concept by expounding the given responses. For each basic quantum concept addressed, the structure of the description categories was separately constructed, and overall, it was found that naive, quasi-classical ontology and/or variants of classical ways of visualization are dominant in students’ responses. For example, it was found that students’ depictions of the photon concept could be described with three distinct categories of description, which are (a) classical intuitive description, (b) mixed model description and (c) quasi-quantum model description. Similarly, the findings revealed that it is possible to establish three qualitatively different categories of description to picture students’ depictions of matter waves, namely, (a) classical and trajectory-based description, (b) an intricate blend of classical and quantum description and (c) incipient quantum model description. Likewise, it was found that students’ depictions of uncertainty principle can be described as: (a) uncertainty as classical ignorance, (b) uncertainty as measurement disturbance and (c) uncertainty as a quasi-quantum principle.
With regard to learning QM, the categories of description made clear several issues: most students did not have enough knowledge to depict the basic concepts of QM properly; they were influenced by the perspective of classical physics and their perceptions in making explanations about QM; and they also applied mixed ideas, one based on their classical model and the other from newly introduced QM. These results are also supported by the findings of previous studies in similar domains. Findings from the study were used to guide the design of multiple representations-based instructions and interactive learning tutorials on the conceptual aspects of QM that has been shown to address specific difficulties identified in the study. Theoretical and practical implications of the study, as well as potential future considerations are drawn. / Mathematics, Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education)
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An exploration into teachers' pedagogical content knowledge (PCK) for teaching quadratic function in grade 10Banjo, Balqis Olawumi 05 1900 (has links)
The study’s purpose was to explore the components of pedagogical content knowledge (PCK) for teaching quadratic function in Grade 10 mathematics classrooms in Mogalakwena district, Limpopo. The study was mainly guided by Shulman’s PCK and it was categorised as content knowledge, knowledge of the curriculum, knowledge of learners and knowledge of teaching strategies. The researcher employed a qualitative case study research design to explore the teaching of three purposefully selected Grade 10 mathematics teachers regarding their knowledge of quadratic function, strategies employed to teach quadratic function and knowledge of Grade 10 mathematics learners in quadratic function. In this study the researcher argued that PCK strands are interwoven, and in order to teach mathematical concepts, such as quadratic function, effectively teachers should employ components of PCK to complement one another. Data were gathered by lesson observation and interviews. Findings revealed that concepts of quadratic function are inefficiently addressed in Grade 10 due to teachers’ lack or inadequacy in some aspects of PCK. Therefore, there is need to develop mathematics teachers’ PCK in the Mogalakwena district to enhance their teaching of Grade 10 quadratic function. / Mathematics Education / M. Ed. (Mathematics Education)
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Exploring senior phase Natural Science teachers’ classroom practices : a focus on planet earth and beyond strandBango, Oyindiye Mosi 16 November 2020 (has links)
This research builds on and contributes to work in Natural Science teacher education and practice. The study places particular attention on the teacher’s role in the science classroom through gaining more understanding on their classroom practices. A qualitative approach was employed. Data was collected from three grade 7 Natural Science teachers using observation and interview schedules. Analysis of the data then followed using the Classroom Practice Diagnostic Framework. The findings thereafter included inadequate teachers’ teacher knowledge. The teachers’ instructional strategies where not varied enough and centred on teacher lecture and the demonstration method. Finally, authoritative discourse was very prominent as well as system accountability. Recommendations were then given ranging from use of teaching methods that encourage an active and critical approach to learning, to improving classroom discourse by avoiding authoritative discourse. The implications of the research include better understanding of how teachers link their science knowledge to how they teach it, and better science application by the teachers and learners in South Africa. / Science and Technology Education / M. Ed. (With specialisation in Natural Science Education)
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Classroom practices of some natural sciences teachers of the Vhembe District, Limpopo ProvinceNetshivhumbe, Ndivhuwo Prudence 07 1900 (has links)
Abstracts in English, Sotho and Afrikaans / The purpose of this study was to explore the classroom practices of Senior Phase
Natural Sciences teachers in some of the schools of the Vhembe District. Qualitative
case study approach was employed and three teachers participated. The following
research questions were explored: What is the level of the teacher’s subject-matter
knowledge in the teaching of Natural Sciences (NS)? What is the nature of the
teacher’s instructional strategies in the teaching of NS? How does the teacher’s
subject-matter knowledge and instructional strategies shape the teachers’
classroom interaction and discourse in the teaching of NS? Interviews, observations
and a questionnaire have been used for data collection. Teachers used their
teaching experiences to teach NS. Results indicated lack of teachers, facilities and
resources. It is recommended that the Department of Education as an arm of
government should see that schools have the facilities, resources and teachers they
need for proper teaching and learning as well as providing sufficient workshops to
improve teachers’ classroom practices. / Sepheo sa thuto ena e ne e le ho hlahloba mekhoa ea litlelase tsa matichere a
Phahameng ea Setsebi sa Tlhaho ea Setsebi tse ling tsa sekolo sa Vhembe. Ho ne
ho sebelisoa mokhoa o nepahetseng oa ho ithuta litsebo le matichere a mararo.
Lipotso tse latelang tsa lipatlisiso li ile tsa hlahlojoa: Mokhoa oa mosuoe oa mosuoe
ke oa mofuta ofe thutong ea Saense ea tlhaho? Mokhoa oa mekhoa ea koetliso ea
tichere ke efe tabeng ea thuto ea saense ea tlhaho? Mosuoe oa mosuoe o tseba
joang le mekhoa ea ho ruta e amanang le ho sebelisana ha tichere le ho bua ka
thutho ea saense ea tlhaho? Lipuisano, litlhaloso le lipotso. E sebeliselitsoe ho
bokella data. Barupeluao ba ile ba sebelisa liphihlelo tsa bona tsa thutho ho ruta
saense ea tlhaho. Liphello li bonst’a ho haelloa ke matichere a saense ea tlhaho,
mehaho le thepa. Ho khothalletsoa hore Muso le Lefapha la Thuto lo bone hore
likolo li na le mehaho, lisebelisoa le matichere bakeng sa thuto le thutho e
nepahetseng hammoho le ho fana ka lithupelo tse lekaneng bakeng sa ho ntlafatsa
mekhoa ea matichere ea tlelase. / Die doel van die studie was om die klaskamerpraktyke van senior Fase
Natuurwetenskappe-onderwysers in sommige skole van skole in die Vhembe-distrik
te ondersoek. Kwantitatiewe gevallestudie-benadering was in diens en drie
onderwysers het deelgeneem. Die volgende navorsingsvrae is ondersoek: Wat is
die aard van die onderwyser se onderwyser kennis in die onderrig van
Natuurwetenskappe? Wat is die aard van onderwyser se onderrigstrategiee in die
onderrig van Natuurwetenskappe? Hoe vorm die onderwyser se kennis en
onderrigstrategiee die onderwyser se klasinteraksie en-diskoers in die onderrig van
Natuurwetenskappe? Onderhoude, waarnemings en vraelys wat gebruik word vir
data-insameling. Deelnemers het hul onderrigervarings gebruik om
Natuurwetenskappe te onderrig. Resultate dui op gebrek aan Natuurwetenskappeonderwysers,
fasiliteite en-bronne. Dit word aanbeveel dat die regering en die
Departement van Onderwys moet sien dat skole fasiliteite, hulpbronne en
onderwysers het vir behoorlike onderrig en leer, asook voldoende werkwinkels om
onderwysers se klaskamerpraktyke te verbeter. / Science and Technology Education / M. Ed. (Natural Science Education)
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Exploring the classroom practices of natural sciences teachers when teaching matter and material in some of the schools in the Siyabuswa CircuitNtuli, Thuli Gladys 10 1900 (has links)
The study explored the classroom practices of Natural Sciences teachers when
teaching the Matter and Material strand in senior phase schools in the Siyabuswa
circuit. The following research questions were explored: What is the nature of the
teacher’s teacher knowledge when teaching Matter and Material strand in the senior
phase schools? What is the nature of the teacher’s instructional strategies when
teaching the Matter and Material strand in the senior phase schools? How does the
teacher’s teacher knowledge and instructional strategies shape the classroom
interactions and discourse? The qualitative case study approach was employed,
wherein three teachers participated. Interviews and observation were used for data
collection. The findings revealed that Natural Science teachers lack content
knowledge and inadequate Subject Matter Knowledge which influences their
instructional strategies, hence their classroom interactions and discourses.
Recommendations were made to the Department of Education and government to
look into the factors that influence the teaching of Natural Sciences as far as teacher’s
knowledge and contextual factors are concerned. / Irhubhululo leli liphathelene nomfundisi nakafundisa ngekumbeni isifundo se Natural
Sciences khulu khulu sitjheje amakghono kunye nobukgwari I Matter and Material
strand emabangeni aphakathi (Senior Phase) isiyingi sange Siyabuswa. Imibuzo
erhujululiweko netsengiweko ngelandelako: inzindzolwazi lomfundisi lingangani lokha
nakafundisa isifundo se Matter and Material strand emabangeni aphakathi (Senior
Phase)? Anjani amakgono womfundisi nakafundisa / nokwethula isifundo se Matter
and Material strand emabangeni aphakathi (Senior Phase)? Ingabe ilwazi neendlela
zokufundisa zomfundisi ziletha njani ukuzwisisa nokuragela phambili kwesifundo
ngekumbeni? Irhubhululo elingeneleleko mayelana nokufuna ilwazi ngesihloko
esingehla lisetjenzisiswe. Kusetjenziswe abafundisi abathathu kulelirhubhulo.
Ukuhlolwa kwelwazi babuzwe imibuzo begodu baphoswa ilihlo elibukhali ukubuthelela
inzinzolwazi. Imiphumela iveze pepeneneni bona abafundisi be Natural Sciences
bayatlhayela ngelwazi kunye nelwazi elingeneleleko mayelana nesifundo, lokho
kunomthelela omumbi ngendlela abathula ngayo ilwazi kunye nendlela yokuzwisisa
kwabafundi. UMnyango wezeFundo kunye norhulumende bayelelisiwe bona batjheje
amaphuzu anemithelela emimbi lokha nakufundiswa isifundo se Natural Sciences
khulu khulu inzinzo lwazi lomfundisi kunye neenqabo zokufunda. / Die studie is die ondersoek na klaskamer praktyke van Natuurwetenskaponderwysers
wanneer onderrig gegee word in Materie-en Materiale vesel in senior fase skole, in
die Siyabuswa omgewing. Die volgende navorsingsvrae was ondersoek: Wat is die
aard van die onderwyser se onderrigkennis wanneer Materie-en Materiale vesel in
senior fase skole onderrig word? Wat is die aard van die onderwyser se
onderrigstrategie wanneer Materie-en Materiale vesel in senior fase skole onderrig
word? Hoe vorm die onderwyser se kennis-en onderrigstrategieë die klas se
interaksies en diskoers? Die kwalititatiewe gevallestudie benadering was toegepas
waartydens drie onderwysers deelgeneem het en die versamelde data gebruik was.
Die bevindinge het die Natuurwetenskaponderwysers se gebrek aan inhoudskennis
en onvoldoende Vakkennis, wat hul onderrigstrategieë nadelig beïnvloed uitgewys,
vandaar hul klaskamer en interaksie diskoerse. Aanbevelings is gemaak aan die
Departement van Opvoeding en die Regering om ondersoek in te stel na wat die
onderrig van Natuurwetenskappe benadeel in so verre dit die kennis van die
onderwysers betref. / Science and Technology Education / M. Ed. (Specialisation in Natural Science Education)
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Exploring the nature of teacher’s classroom practices when teaching electric circuits in a grade 12 classroom : a case in the Tshwane West DistrictRamashia, Vonani Japhta 11 1900 (has links)
The purpose of the study is to explore teacher’s classroom practices when teaching
electric circuits in a grade 12 classroom. This qualitative interpretive study involves
three participants who perceive electric circuits to be a difficult topic to teach in the
Tshwane west district, Gauteng Province. The study uses the Classroom Practice
Diagnostic framework to present and analyse results. Pseudonyms are used to protect
the identities of the participants. The study reveals that teachers’ classroom practices
differ from one participant to the other, despite the same perception that electric
circuits is a difficult topic to teach. / Ndivho khulwane ya ngundo/Tsedzusulo iyi ndi u bveledza na u tandavhudza
mugudisi kha ngudo dza kilaŝini musi a tshi gudisa sekhethe dza mudagasi kha gireidi
ya 12(ya vhufumbili) kilasini. Nyangaredzo ya thaluso ya ngudo I katela
vhashelamulenzhe vhararu vhane vha vhona sekhete dza mudagasi dzi tshi konda
kha Tshitiriki tsha Tswane Vhubhaduvha; na kha vunda la Gauteng. Ngudo iyi I shuma
u ita tsedzuluso u itela u netshedza na u ita tsedzuluso yo dzhenelelaho ya mvelelo.
Madzina o dzumbamiswaho o shumisa u nwala muvhigo u tsereledza
vhashelamuledhe vha ngudo iyi. Tsedzuluso yo dzumbulula uri zwine vhagudisi vha
ita kilasini zwi fhambana u bva kha munwe mudededzi uya kha munwe; nga nnda ha
ndavhelelo ya uri ngudo ya sekethe ya mudagasi I a konda u funza. / Maikaelelo a serutwa se ke go katisa morutabana gore a nne le bokgone jwa go ruta
sekete ya motlakase ka mo phaposing ya gagwe ya materiki.
Ka kakaretso tlhaloso ya serutwa se sa sekete ya motlakase se akaretsa batsaya
karolo ba ba raro ba ba reng serutwa se se thata, mme ba tswa kwa Tshwane West
le kwa Porofenseng ya Gauteng. Serutwa se se dirisiwa go dira dipatlisiso le go neela
dipatlisiso tse di tseneletseng tsa dipholo tsa batsaya karolo. Mo dipatlisisong tse go
dirisitswe maina a a bofitlha go sireletsa batsaya karolo ba patlisiso e.
Serutwa se kgotsa patliso e,e re lemosa gore se barutabana ba se dirang mo
phaposing se a farologana go tswa go morutabana mongwe le mongwe, ka ntlha ya
gore serutwa sa sekete ya motlase se thata. / Science and Technology Education / M. Ed. (Specialisation in Natural Science Education)
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