This study examined the entry-level computing skills of undergraduate education majors at the University of North Carolina at Wilmington during the Spring 2005 semester. This study also compared groups based on demographic categories to investigate if certain demographics were predictors of specific skills competency. This study utilized a representative convenience sample of 186 participants. The participants were pre-tested for their ability to complete 60 computer skills in the Microsoft Office Suite using an online performance test called Skills Assessment Manager by Thomson Course Technology. The data was analyzed as a whole group performance using descriptive statistics and analyzed for analysis between demographic groups using a non-parametric statistic test (the Mann Whitney U Test). The results yielded data that informed the researcher of the skills of the participants prior to taking a mandatory computer skills course. As a result, it was found that a large portion of students were able to do many of the skills before taking the mandatory skills course. It was also found that demographics were not a reliable predictor of computer skills. This study provided data that helped to inform the faculty at UNC-W that the curriculum for the computer skills course needed to be changed based on entry skills of students to reflect the abilities of students in 2005.

The purpose of this case study has been to examine the use of realia, or real objects, in distance learning from the North Carolina Museum of Science. In this case study, videotapes of six distance learning classes were used to observe student behaviors and use of real objects during a program from the North Carolina Museum of Natural Sciences. Additionally the students and teachers from those classes completed surveys about their experiences. Before using the objects, the students appear uncertain about the program, and disinterested. After receiving the objects, the students appear to be engaged in learning. Later when presented with a live animal that is only seen remotely, the students continue to be active participants in the program. At the conclusion of class, the students frequently identify using the realia as a significant part of class, although in the surveys completed after class, the technology was listed as the most important part. The teachers rated the hands-on materials as significant on their surveys. The use of real objects changes the student behaviors in class. The objects generate multiple forms of interactions, support student dialogue with the instructor and each other, and decrease the sense of separation experienced by the students in distance learning.

Since the implementation of the latest reform in the education programs of Quebec, the adaptation of teaching has taken on an important place in the concerns of all actors in education. However, this adjustment towards the adoption of teaching practices that require more participation on the part of the pupil is not accomplished so easily, particularly in the field of science and technology (ST). In order to gain a better understanding of these processes of adaptation, it is opportune to question ourselves on the factors and dynamics of interest at stake, especially in disadvantaged environments. Such environments are faced with situations where other difficulties coexist: integration of pupils, lack of interest, problems in classroom management, multi-ethnicity, etc. As a result, such difficulties give rise. to particular limitations, expressed in the form of needs, by pupils and teachers, likely to have a restrictive effect on the adaptation of teaching practices. Accordingly, our research focuses on the needs perceived by teachers in high school ST classrooms in disadvantaged school environments, since they present a privileged means to better understand the processes involved in the adaptation of practices. The adoption of an ecosystemic perspective, centered on these needs and their contribution towards the dynamics of decision-making, enabled us to better apprehend the complexity of these processes in ST classrooms. We were able to identify the needs perceived by teachers by following the methodology of conceptanalysis of needs, and by combining focus groups with the DRAP software. The results account for the large variety of needs to be considered in the equation of adaptation of teaching practices. These needs generally belong to the classroom system (microsystem). For pupils, they are mainly cognitive needs, but for teachers, they pertain to organization and structure. The influence of these needs on the adaptation processes depends on the interpretation by teachers of teaching situations, so much so that a same need can at times be assumed as negative pressure, generating obstacles, or at other times as a positive impulse, facilitating adaptation.

Purpose of this study was to investigate environmental literacy of 6th grade students at a private school. In detail of study it is also investigated that how mothers&amp / #8217 / educational background on environmental literacy dimensions (knowledge, attitude, use and concern) and besides, relationship between environmental background characteristics and environmental literacy dimensions. The study was carried out during the fall semester of the 2007-2008 academic year. The sample of study was chosen from an accessible population and consisted of 681 sixth grades students from a private school in Ankara. Environmental Literacy Questionnaire (ELQ) is used to collect data. The relationship among environmental literacy dimensions i.e., knowledge, attitude, use and concern was investigated by Means of zero order correlation. Effect of mothers&amp / #8217 / educational level on the environmental literacy of the students is analyzed by Multivariate Analysis of Variance (MANOVA). Finally, canonical correlation is used in order to analyze relationship among environmental background of students, that is self-assessment about their interest in environmental problems (perception of interest), their views on the importance of environmental problems (perception of importance), their self evaluation of their environmental knowledge (perception of knowledge), their involvement in outdoor activities (activities), their perception of their parents&amp / #8217 / interest in environmental problems (parents&amp / #8217 / interest) and their perception of their parents&amp / #8217 / involvement in environmental activities (parents&amp / #8217 / involvement) / and environmental literacy dimensions. Results showed that majority of students (64%) received with mean of 8.2 questions out of 11 questions. Results also revealed that they have positive attitude, aware of importance between human and environment. Moreover, students have concerns about environmental problems. Results of means of zero order correlations indicated that between knowledge - use and attitude &amp / #8211 / concern are correlated positively, significantly but small. Moreover attitude-use and use &amp / #8211 / concern are correlated strong and medium in that order. Effect of mothers&amp / #8217 / educational level on EL, which is analyzed by Multivariate Analysis of Variance (MANOVA), indicated that dimensions of EL do not differentiate significantly by education level of mothers. By canonical correlation, it is found that parents&amp / #8217 / involvement in environmental activities positively related to environmental attitude, use and concern which stand for increase in parents&amp / #8217 / environmental involvement, increase in attitude, use and concern.

Um aktuelle naturwissenschaftliche Forschung und neue Technologien in den allgemeinbildenden Unterricht einzubringen, müssen Lehramtsstudierende der Physik und Chemie an der Technischen Universität Dresden Betriebspraktika in Forschungseinrichtungen und Wirtschaftsunternehmen absolvieren. Zu diesem Zweck wird das Betriebspraktikum fachdidaktisch vor- und nachbereitet werden. In dieser Arbeit wird die Nachbereitungsphase zur Verbindung des Betriebspraktikums mit dem Unterricht empirisch erforscht, da bisher fachdidaktische Erkenntnisse über genau diese Phase fehlen. Dazu verfassen die Lehramtsstudierenden einen Praktikumsbericht sowie einen populärwissenschaftlichen Zeitungsartikel und bewerten inwiefern die Arbeitsinhalte für den Unterricht geeignet sind. Das Ergebnis der Arbeit ist ein Katalog von Problemen und Einstellungen, welche die Lehramtsstudierenden in der Nachbereitungsphase bei der didaktischen Rekonstruktion der beobachteten Arbeitsinhalte haben. Die Probleme und Einstellungen sind Ausgangspunkt für die konzeptionelle Gestaltung der Nachbereitungsphase. Es zeigt sich, dass die Einstellungen der Studierenden die Durchführung des Betriebspraktikums und den späteren Unterricht maßgeblich beeinflussen. Die Ergebnisse werden vorgestellt und diskutiert sowie Empfehlungen für die Lehrerausbildung abgeleitet.

Um aktuelle naturwissenschaftliche Forschung und neue Technologien in den allgemeinbildenden Unterricht einzubringen, müssen Lehramtsstudierende der Physik und Chemie an der Technischen Universität Dresden Betriebspraktika in Forschungseinrichtungen und Wirtschaftsunternehmen absolvieren. Zu diesem Zweck wird das Betriebspraktikum fachdidaktisch vor- und nachbereitet werden. In dieser Arbeit wird die Nachbereitungsphase zur Verbindung des Betriebspraktikums mit dem Unterricht empirisch erforscht, da bisher fachdidaktische Erkenntnisse über genau diese Phase fehlen. Dazu verfassen die Lehramtsstudierenden einen Praktikumsbericht sowie einen populärwissenschaftlichen Zeitungsartikel und bewerten inwiefern die Arbeitsinhalte für den Unterricht geeignet sind. Das Ergebnis der Arbeit ist ein Katalog von Problemen und Einstellungen, welche die Lehramtsstudierenden in der Nachbereitungsphase bei der didaktischen Rekonstruktion der beobachteten Arbeitsinhalte haben. Die Probleme und Einstellungen sind Ausgangspunkt für die konzeptionelle Gestaltung der Nachbereitungsphase. Es zeigt sich, dass die Einstellungen der Studierenden die Durchführung des Betriebspraktikums und den späteren Unterricht maßgeblich beeinflussen. Die Ergebnisse werden vorgestellt und diskutiert sowie Empfehlungen für die Lehrerausbildung abgeleitet.:1 Einleitung 2 Aktuelle Forschung und neue Technologien im Unterricht 3 Das Betriebspraktikum in der Lehrerbildung – Olle Kamelle oder neue Idee? 4 Ableitung eines Modells zur Analyse des Transfers 5 Empirischer Zugang zur Untersuchung des Transfers 6 Auswertung der Praktikumsberichte 7 Auswertung der Zeitungsartikel 8 Auswertung der Interviews 9 Das Muster hinter den Daten – Eine zusammenfassende Längsanalyse 10 Zu zweit durch das Betriebspraktikum – Chance oder Wagnis? 11 Ein zweites Betriebspraktikum – Gewinn oder Verschwendung? 12 Zusammenfassung und Diskussion 13 Vorschläge für zukünftige Arbeiten Anhang

L’enseignement des sciences et de la technologie (ST) est dans une condition précaire dans les écoles primaires du Québec. Plusieurs recherches ont démontré que les technologies de l’information et de la communication (TIC) peuvent aider les enseignants à favoriser les apprentissages des élèves dans certaines matières dont en ST (Baron, 2001; Becta, 2005; Tardif, 1998). D’ailleurs, Linard (2001) maintient que les TIC, dans le domaine des apprentissages, peuvent faciliter l’exécution de plusieurs tâches cognitives telles qu’agir, interagir, s’informer, explorer, échanger, expérimenter, créer, etc. Cette recherche décrit les pratiques d’enseignement en ST d’enseignants Maîtres-TIC (MTIC) lors de l’intégration des TIC. Nous avons opté pour une recherche heuristique à méthodologie mixte. Des enseignants MTIC et des étudiants de quatrième année MTIC ont répondu à un questionnaire en ligne. Ensuite, une enseignante a été interviewée pour dresser un portrait plus détaillé des pratiques d’enseignement. À l’aide des données obtenues, nous avons réussi à créer une liste d’avantages de l’intégration des TIC en enseignement des ST ainsi qu’une liste des difficultés liées à cette intégration. Une liste des différentes applications TIC réalisées en enseignement des ST par les enseignants et les étudiants questionnés a aussi été ressortie des données de la recherche. De plus, une liste des avantages de la formation Maître-TIC de l’Université de Montréal a été créée en fonction des données recueillies. Puis, nous précisons quelques apports de cette recherche relatifs aux objectifs de départ et à l’évolution de la formation MTIC. / The teaching of science and technology is in precarious condition in Quebec’s elementary schools. The information and communication technologies (ICT) can help teachers to promote students’ learning in their science education. This research first describes « Maître- TIC» teacher’s practice in science and technology then concerns itself with the ICT integration in the teaching of sciences in elementary schools. Our work includes an heuristic research with a mixed methodology. Some « Maître-TIC » teachers and fourth-year « Maître- TIC » students respond to an online survey. Then, a teacher was interviewed in order to provide a more detailed picture of her teaching practices. Using the data obtained, we created a list of the advantages and difficulties inherent to ICT integration in the teaching of science. We also made a list of various applications of ICT realised in science education by the teachers of this study. A final list has been set up with all the advantages of the University of Montreal’s « Maître-TIC » formation as cited by the teachers and the students. Finally, we specify some contributions of this research to the original objectives and to the evolution of the « Maître-TIC » formation.

Mathematics Education / M. Ed. (Mathematics Education)