• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 31
  • 22
  • 4
  • 2
  • 1
  • Tagged with
  • 70
  • 70
  • 31
  • 31
  • 28
  • 17
  • 17
  • 13
  • 13
  • 13
  • 11
  • 9
  • 9
  • 9
  • 8
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
11

Making science accessible through collaborative science teacher action research on feminist pedagogy

Capobianco, Brenda M 01 January 2002 (has links)
The underrepresentation of women and minorities in science is an extensively studied yet persistent concern of our society. Major reform movements in science education suggest that better teaching, higher standards, and sensitivity to student differences can overcome long-standing obstacles to participation among women and minorities. In response to these major reform movements, researchers have suggested teachers transform their goals, science content, and instructional practices to make science more attractive and inviting to all students, particularly young women and minorities (Barton, 1998; Brickhouse, 1994; Mayberry & Rees, 1999; Rodriguez, 1999; Roychoudhury, Tippins, & Nichols, 1995). One of the more dominant approaches currently heralded is the use of feminist pedagogy in science education. The purpose of this study was to examine the ways eleven middle and high school science teachers worked collaboratively to engage in systematic, self-critical inquiry of their own practice and join with other science teachers to engage in collaborative conversations in effort to transform their practice for a more equitable science education. Data were gathered via semi-structured interviews, whole group discussions, classroom observations, and review of supporting documents. Data analysis was based on grounded theory (Strauss & Corbin, 1990) and open coding (Miles and Huberman, 1994). This study described the collective processes the science teachers and university researcher employed to facilitate regular collaborative action research meetings over the course of six months. Findings indicated that engaging in collaborative action research allowed teachers to gain new knowledge about feminist science teaching, generate a cluster of pedagogical possibilities for inclusive pedagogy, and enhance their understanding for science teaching. Additional findings indicated dilemmas teachers experienced including resistance to a feminist agenda and concerns for validity in action research. This study revealed that there are no uniform solutions or standard methods to address issues of equity and accessibility in science education. This study recommends teachers be given time, support, and freedom to collaborate with other teacher-researchers, enact decisions for change, and reflect on and make public the results of their work. Additional implications suggest science teacher educators collaborate with practicing science teachers to devise practical applications and feasible resources for a wider audience.
12

Qualities of effective secondary science teachers perspectives of university biology students /

McCall, Madelon J. Conaway, Betty J. January 2008 (has links)
Thesis (Ed.D.)--Baylor University, 2008. / Includes bibliographical references (p. 126-132)
13

Expanding our perspective on learning in context : how students experience project-based learning /

Gibney, Terresa S. January 1997 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 152-158). Also available on the Internet.
14

Expanding our perspective on learning in context how students experience project-based learning /

Gibney, Terresa S. January 1997 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 152-158). Also available on the Internet.
15

KMEEP: Linking theory and practice in an effective science pedagogy

Flores-Cotte, Elizabeth 01 January 2002 (has links)
The purpose of this study was to identify, study and implement the characteristics of effective science pedagogy in the multicultural classroom. The ultimate goal was to identify the instructional strategies in the learning process. The scope of the work included the development of wisdom-in-practice by a skillful teacher. A model (KMEEP) was used for describing the processes of learning and teaching within the multicultural classroom. Case studies were written with the goal of using the classroom experiences of the teacher to bridge the gap between theory and praxis.
16

Vilka metoder kan NO-lärare använda i sin undervisning för att motivera elever i årskurs 4 – 6? : En litteraturstudie om NO-lärares metoder för att motivera elever i årskurs 4 – 6. / Vilka metoder kan NO-lärare använda i sin undervisning för att hålla elevers motivation och intresse uppe? : What methods can science teachers use in their teaching to keep students’ motivation and subject interest high? – A literature study about the methods a science teacher can use to motivate students and increase their interest for the science subjects in middle school classes.

NDURYA, RUDOLPH January 2018 (has links)
Denna studie har för syfte att genom litteraturstudie belysa vilka metoder NO-lärare använder för att motivera elever och öka intresse för ämnet i skolan. En viktig del av elevernas motivation och lust att delta i undervisningen är direkt kopplat till de undervisningsmetoder lärare använder. Lärares sätt att undervisa påverka elevernas motivation och kunskapsutveckling. Syftet med litteraturstudie är att utifrån ett naturvetenskapligt didaktiskt perspektiv undersöka hur NO-lärare kan motivera elever i sin undervisning samt öka vederbörandes intresse för ämnet. Resultatet visar att det är möjligt att genom sin undervisning som NO-lärare, motivera elever positivt. En framgångsrik undervisning inom naturvetenskapen som hjälper elever att nå uppsatta målen och som bidrar till ökad kunskap hos individen bör inte bara diskuteras i endimensionella termer. En kombination av lärarens kunskaper, dennes förmågor och framförhållning i sin dagliga undervisningssituation skapar förutsättningar för elevers lärande och kunskapsutveckling.
17

Investigación sobre los estilos de enseñanza. Aportes para mejorar la didáctica de Ciencias

Ventura, Ana Clara 20 August 2014 (has links)
El objetivo del presente artículo es precisar aspectos conceptuales y operacionales del constructo “estilos de enseñanza” marcando sus tres propiedades distintivas: relativa estabilidad, multidimensionalidad y neutralidad valorativa. Asimismo, se analizan distintas investigaciones empíricas sobre el tema sintetizando algunos de los puntos más compartidos: los docentes transmiten conocimientos así como formas típicas de aprendizaje; los estilos de enseñanza se diferencian de acuerdo con el tipo de disciplina enseñada; el ajuste entre los estilos de enseñanza de los docentes y los estilos de aprendizaje de los estudiantes facilita la adquisición de conocimientos. En síntesis, este trabajo pretende aportar conocimientos y estrategias que contribuyan a la formación en didáctica de ciencias y, por ende, al fortalecimiento de prácticas eficaces de enseñanza. / The aim of this paper is to clarify conceptual and operational aspects of the construct “teaching styles” with its three distinctive properties: relative stability, multidimensionality and value neutrality. Moreover, it analyzes the points of view that are shared for many empirical studies: teachers transmit knowledge and typical forms of learning; teaching styles differ according to the type of subject taught, the match between the teaching styles and learning styles improve knowledge acquisition. In summary, this paper provides knowledge and strategies that contribute to training in science teaching and, therefore, to strengthen effective teaching practices.
18

The context of science teaching : some case studies

Impey, Ronald January 1982 (has links)
The purpose of the research reported in this thesis was exploratory: to identify prominent features beyond, but related to the processes of science teaching; defined as the context of science teaching. A preliminary study indicated a lack of consensus among teachers in reporting aspects of their context. After further consideration of theoretical issue, case studies using participant observation were carries out on science teachers in three Scottish secondary schools. Nearly five hundred hours were spent observing and interviewing science personnel. General descriptions of the three schools and their proximal environments indicated salient issues for teachers resulting from actions of senior school staff, pupil grouping, limited contact with non-science teachers, and inputs from outside the schools. An analysis of ways that science teachers worked together and the activities of technicians and promoted science teachers provided insights into the nature of science departments. They were used as part of the communicative and administrative framework in the schools, but science teaching itself was sub-contracted. Although there was some mutual support there was little collaboration on teaching tasks except where this was imposed. An important function of departments was to provide a supportive framework for logistic purposes. A description of day-to-day activities of science teachers revealed contextual features that impinged on lessons and lesson preparation. Two themes were posited as a way of generalizing about contextual effects: 'control' and 'uncertainty'. It was proposed that these phenomena pervaded all facets of the context and that they provided useful concepts for understanding teachers' patterns of thinking and action. Three orientations of the teachers in the case study schools were described: 'doing-a-basic-job', 'individualism' and 'presentism' and relationships were suggested between these orientations and experienced controls and uncertainties.
19

Memorizar-imaginar-criar: investigações sobre memória e ensino de ciências nas séries iniciais / Memorize-Imagine-Create: Investigations about memory and teaching Science on the first grades

Nunes, Míriam Navarro de Castro 09 August 2016 (has links)
O presente trabalho visa investigar os processos mnemônicos em atividades de ensino de Ciências nas séries iniciais do Ensino Fundamental, a partir dos contributos da abordagem histórico-cultural, tendo como objetivos específicos: a) Investigar os processos mnemônicos em atividades de ensino de Ciências; b) Compreender os impactos da mediação pedagógica no processo de apropriação e elaboração do conhecimento científico; c) Identificar as contribuições do ensino de Ciências nas séries iniciais do Ensino Fundamental. A pesquisa foi realizada com a participação de aproximadamente 30 crianças, com idade entre 9 e 10 anos, pertencentes a uma escola pública de Ribeirão Preto-SP. O trabalho empírico consistiu na realização de um projeto sobre o corpo humano, em termos metodológicos optou-se pela abordagem qualitativa-participante, utilizando videogravações como instrumento de coleta de dados e a microgenética como método de análise; as atividades foram videogravadas, transcritas e organizadas em episódios. Os resultados mostraram que: a) os processos mnemônicos em sala de aula vão muito além do ato de decorar/reproduzir, estando relacionados a muitas outras funções psicológicas tais como percepção, comparação, abstração, imaginação, sendo fundamentais para a construção de relações e significados, a elaboração conceitual, a formação do pensamento teórico e sistematizado e a criação humana; b) a mediação pedagógica ocorre por meio do gesto, da demonstração, do diálogo, dos recursos e estratégias utilizadas pelo professor em sala de aula, também na interação entre crianças em diferentes fases de desenvolvimento, por meio do apoio mútuo, do confronto de ideias, da imitação, da criação de estratégias e auxiliares mnemônicos próprios, contribuindo significativamente no processo de apropriação e elaboração do conhecimento científico; c) o ensino de Ciências nas séries iniciais do Ensino Fundamental amplia a leitura do universo e a compreensão da realidade com vistas à transformação social, propicia a formação do pensamento teórico e sistematizado, a elaboração conceitual, o desenvolvimento de funções psicológicas superiores e o desenvolvimento humano como um todo, além de favorecer a realização de atividades que estimulam a memória, a imaginação e a criação humana. / This research aim to investigate mnemonic processes on Science teaching activities in first grades from Elementary School with the contribution from a historical and cultural approach having as specific goals: a) investigate mnemonic processes on Science teaching activities; b) understand the pedagogical intervention impacts on the process of scientific knowledge construction and appropriation; c) identify the contributions from teaching Science on Elementary School first grades. The data was collected from a group with around 30 children between 9 and 10 years old from a public school in Ribeirão Preto SP. This empiric study consisted in having a project about the human body. A qualitative and attendant approach was used as methodology; videotapes were used as data collecting instrument and microgenetic as analysis method; the activities were videotaped, transcripted and organized in episodes. The results showed that: a) the mnemonic processes inside the class go beyond the actions of memorizing and repeating what was said, its actually related to many other psychological functions as perception, comparison, abstraction, imagination, being fundamental on the constructions of relations and meanings, on the conceptual elaboration, on the theoretical and systematized thought construction and on the human kind creation; b) the pedagogical intervention happens through gestures, demonstration, dialog, sources and strategies used by the teacher inside the class, also on the relation between children in different stages of development through mutual support, from confronting ideas, copying, creating their own strategies and mnemonic auxiliaries, contributing heavily on the process of scientific knowledge construction and appropriation; c) teaching Science on Elementary School first grades amplifies the universe reading and the reality comprehension focusing on social changes, it helps on constructing theoretical and systematized thoughts, on conceptual elaboration, on developing the superior psychological functions and on all human development besides favoring doing activities which stimulate memory, imagination and human creation.
20

Identificação e descrição de elementos de ensino de ciências por investigação em aulas de professores em formação inicial / Identification and description of inquiry-based science teaching elements in pre-service teachers\' classes

Cardoso, Milena Jansen Cutrim 01 February 2018 (has links)
Este estudo de caso buscou identificar e descrever os elementos do ensino de ciências por investigação (EnCI) utilizados por um grupo de sete licenciandos participantes de um programa de formação que possibilitava a aproximação ao EnCI, a vivência de práticas semelhantes às realizadas por docentes em serviço e a inserção em comunidades de professores. Para isso, nove aulas planejadas e ministradas pelos licenciandos em uma turma de 9º ano do ensino fundamental foram gravadas, transcritas e analisadas através da ferramenta Diagnóstica de Elementos do Ensino de Ciências por Investigação (DEEnCI). A análise revelou que os elementos relacionados ao estímulo ao interesse dos alunos na investigação e ao seu engajamento na coleta, registro e análise dos dados; na emissão, justificação e comunicação de conclusões; e no trabalho em grupo estiveram presentes na maioria dos blocos de aulas. Por outro lado, esteve pouco presente ou completamente ausente o envolvimento direto dos alunos com a elaboração de problemas e/ou questões, de hipóteses e/ou previsões e de procedimentos de investigação, bem como com o processo de reflexão a cerca da investigação como um todo ou de etapas específicas. A maioria das investigações foi realizada sem que uma questão fosse a sua norteadora e sem que houvesse uma continuidade do processo investigativo. Na prática da maioria dos elementos presentes, os licenciandos ofereceram espaço para a participação ativa dos estudantes, embora, por vezes, poucos estudantes tenham participado da elaboração de conclusões e explicações e os licenciandos tenham desenvolvido o raciocínio no lugar dos estudantes. A identificação e descrição de elementos do EnCI ajuda revelar possíveis facilidades e problemas que os licenciandos encontram durante a implantação do EnCI. Isso pode auxiliar no desenvolvimento de estratégias de formação de professores mais efetivas na aproximação dos professores em formação inicial ao EnCI. / This case study sought to identify and describe elements of inquiry-based science education (IBSE) used by a group of seven pre-service teachers participating in a training program that enabled approaching to IBSE, experiencing practices similar to those carried out by in-service teachers and inserting into teacher communities. In order to this, nine classes planned and taught by pre-service teachers in elementary school 9th year were recorded, transcribed and analyzed through Inquiry-based Science Education Elements\' Diagnostic (DEEnCI)1 tool. Analysis revealed that the elements related to students\' interest in inquiry and their engagement in data collection, recording and analysis; conclusion utterance, justification and communication; and group work were present in most of classes\' blocks. On the other hand, the direct involvement of students in the elaboration of problems and/or questions, hypotheses and/or predictions and investigation procedures, as well as the process of inquiry reflection as a whole or on specific steps, were rare or completely absent. Most of the inquiries were carried out without a guide question and a continuity of the inquiry process. In the practice of most of the elements, preservice teachers offered space for the students\' active participation, although sometimes few students participated in conclusions and explanations elaboration and pre-service teachers have developed the reasoning in the place of the students. The identification and description of IBSE elements helps to reveal possible facilities and problems that pre-service encounter during IBSE implementation. This may help the development of more effective teacher training strategies in approaching pre-service teachers to IBSE.

Page generated in 0.1094 seconds