This essay aims to generate understanding for todays grammar teaching in the early grades. Through base in previous research, I intend in this work to seek understanding of what affects the grammar development and its impact on education. I investigate in this essay teacher's approach to grammar and how it affects the incidence of grammar teaching. Work empiricism consists of qualitative research interviews and a survey with the intention to present a broad picture of grammatical meaning. Regarding to the informants that are involved in the investigation, I have deliberately chosen teachers from different generations to find reflections of their own education and how it influenced their view of grammar. My study shows that teachers acquire greater part of teaching about language functional side compared to the form of the language. The teachers who participated in the survey indicated that the language functional side priority by reason that the more responds to students' learning needs and promotes a desire to learn through meaningful for the student. Teachers' views on grammar and its impact on education was shown by the study to be quite individual and based on the teacher's own experiences. Therefore, could not this study present a clear picture of the teacher's definition of grammar.

<p>The purpose of this project is to describe one teacher's non-traditional approach to teaching Mathematics A in municipal adult education. A case study has been carried out over the course of one semester of teaching, involving classroom observations, formal and informal interviews with the teacher and students, surveys and the collection of teaching materials. Each of the aspects of the teaching approach are described and discussed including “book lessons,” “practical lessons,” examinations and group work. The teacher's and students' comments on the teaching approach are recorded along with my comments. The following two questions are also addressed: What is required of the teacher for the implementation of a non-traditional way of working with Mathematics in adult education? and What is the significance of groups in a non-traditional mathematics environment? The non-traditional teaching approach described in this project was able to be linked to a social-constructivist approach to viewing mathematics teaching and learning. With the help of this project, it can be seen that non-traditional approaches to teaching Mathematics can be implemented in the classroom, even in municipal adult education classrooms.</p>

The purpose of this project is to describe one teacher's non-traditional approach to teaching Mathematics A in municipal adult education. A case study has been carried out over the course of one semester of teaching, involving classroom observations, formal and informal interviews with the teacher and students, surveys and the collection of teaching materials. Each of the aspects of the teaching approach are described and discussed including “book lessons,” “practical lessons,” examinations and group work. The teacher's and students' comments on the teaching approach are recorded along with my comments. The following two questions are also addressed: What is required of the teacher for the implementation of a non-traditional way of working with Mathematics in adult education? and What is the significance of groups in a non-traditional mathematics environment? The non-traditional teaching approach described in this project was able to be linked to a social-constructivist approach to viewing mathematics teaching and learning. With the help of this project, it can be seen that non-traditional approaches to teaching Mathematics can be implemented in the classroom, even in municipal adult education classrooms.

Students with Autism Spectrum Disorders often do not respond to common pedagogical strategies and traditional in vivo teaching approaches. From my observations, students diagnosed with Autism Spectrum Disorders learn best when material is presented through technology. Based on the information found in the literature review and personal observations from working with students with special needs, when students with Autism Spectrum Disorders receive video based instruction by watching recorded art lessons, they may learn to develop artistic skills and retain more art content knowledge with greater success than through traditional teaching methods. The purpose of this research study is to test the hypothesis that video based teaching methods can improve the learning of students with autism in a series of art lessons.

Dissertation submitted in fulfilment of the requirements for the degree of Master of Information Technologyin the Department of Information Technology in the Faculty of Informatics and Design Cape Peninsula University of Technology / Learning computer programming can be fun, challenging and improve problem solving which is a useful ability in general. A teaching-learning environment with a strong emphasis on problem solving promotes social behaviour and discloses the personal benefits that individuals working in almost any Information Technology position can get from programming knowledge. This research project is looking at the challenges experienced by novice programmers and the negative effect it has on the student and the university. This study will address the knowledge and skills needs of programming students and the challenges for students and educators to evolve from traditional to technology-supported teaching and learning. Computer programming is a cognitively challenging subject and good instructional strategies are important in providing the student with optimal learner support. Novice programmers often struggle to understand how a computer executes a program, which impacts negatively on the delivery of the subject and throughput rates. The majority of first year Information Technology students at Cape Peninsula University of Technology are novice programmers and lack strong logic and reasoning as well as other Information Technology skills that can facilitate their interpretation and application of key concepts in programming. These challenges and negative impact on the academic development of programming students have therefore forced the researcher to investigate innovative teaching strategies and/or instructional technologies that can facilitate novice programmers in learning the basic programming concepts. The purpose of this on-going study is to enhance the traditional method of teaching and the understanding of the problems experienced by novice programmers. This study attempts to respond to the question of what the tentative design principles of instructional technology are that can be used to facilitate novice programmers’ understanding of programming concepts. A mix methodology was considered but at the end a qualitative approach was employed. Multiple sources of data gathering, which include participant observations, video recording, a questionnaire, and document analysis, were used as research instruments. The findings, relative to providing a basis for finding a mechanism to help our first year students to cope with the abstract concepts of programming, reflected the literature review. Other key findings included:  Students have little or no prior computer or programming experience  Student population is diverse in terms of computer skills and programming knowledge  Visualization will help reduce the difficulties in writing programs The overall outcomes of this study suggest that:  Good programming examples that include games should be used  Students must be given the opportunity to be more active in their learning.  Computerized assistants should be provided for novice programmers  A visualization tool similar to Scratch should be considered  A basic background in Mathematics is recommended

Young people’s interest in the study of science-related courses is declining worldwide. In most developing countries, this waning aspiration has been coupled with reports of poor performance in science subjects. Fading interest and poor performance have led to low enrolment rates in science courses in higher institutions of learning, which pose the potential threat of reduced research activity and economic productivity. The methods usually used to teach science subjects in schools – which often involve the transmission of abstract facts and ideas, that are not explicitly relatable to learners – fail to provide learners with the opportunity to see the relevance of studying science. The failure to see the significance of science education could partly account for the lack of appeal and poor performance in the study of science. This study was an attempt to use contexts as a theoretical framework, and applications of life sciences (biology) to develop and implement “relevant” curriculum materials as a means of motivating learners and improving performance in genetics, a topic which learners consider difficult to learn. The context-based approach was premised on the use of contexts which learners themselves identified as being relevant, meaningful and interesting in the study of genetics, and a five-phase learning cycle. The relative efficacy of the context-based and traditional approaches to the teaching of genetics in enhancing learner performance was assessed. The study was essentially a quantitative research, involving a quasi-experimental non-equivalent pre-test–post-test control group design. Qualitative data were collected using focus group learner interviews and one-to-one educator interviews to complement and triangulate the quantitative data. The study sample comprised 190 Grade 11 learners and six life sciences educators from six high schools randomly selected from the Tshwane South educational district in Gauteng, South Africa. Five instruments were used to assess learner performance in genetics content knowledge, science inquiry skills, problem-solving and decision-making abilities, and their attitudes towards the study of life sciences. The findings of the study, based on learner performance and perceptions, and their educators’ views, revealed that in comparison with traditional teaching approaches, the context-based approach was significantly better in enhancing learner performance in genetics content knowledge (F = 63.00; p = <0.0001), ability to formulate hypotheses (F = 33.21; p = <0.0001), ability to draw conclusions from results (F = 7.70; p = 0.0062), decision-making ability (F = 17.22; p = <0.0001), problem-solving ability (F = 16.57; p = <0.0001), and in improving learners’ attitude towards the study of life sciences (F = 25.04; p = <0.0001). The educational implications of the study are discussed. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

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The purpose of the study was to determine the effects of problem-based learning (PBL) on 9th grade students&rsquo / geometry achievement. The study was conducted in a rural town of Ankara with 44 ninth-grade high school students. The randomized pretest-posttest control group design was used. The experimental group was instructed with hybrid PBL and the control group was instructed with traditional teaching methods. The treatment was given for 4 hours every week for a total of six weeks. Geometry Achievement Test (GAT) was administrated as pre-test, post test and retention test to both groups to measure students&rsquo / academic achievement in geometry, was developed by the researcher. This test included 18 items which were related to polygons and circular region. In order to analyze the obtained data, Mann-Witney U, Independent T-test and one-way repeated measures Analysis of Variance were used. Analysis of post test results indicated that there was no statistically significant mean rank difference between students who were instructed by traditional teaching method and those who were instructed by PBL. There was also no significant mean difference between retention of GAT scores of the two groups. In addition, a statistically significant change in GAT scores of students who were instructed by PBL across three time periods (pre-treatment, post treatment and retention) was found. There were statistically significant mean differences between their prior and post GAT scores / and between their prior and retention GAT scores of the PBL method group. On the other hand, there was no statistically significant mean difference between post and retention GAT scores. The present study suggests that PBL can contribute to students&rsquo / retention of geometry achievement

The theoretical part of the diploma thesis summarizes the conception of the theory of Word species from several professional manuals of Czech grammar. It also deals with Language and language communication in the Framework education programme of basic education. This part also getting the terms like teaching methods, traditional teaching methods and innovative teaching methods. In practical part there are already processed innovative methods of teaching selected word species at the first stage of elementary school and their practical verification. It also describes the depiction of curriculum word species in selected Czech language textbooks for the first stage of the elementary school, which are also evaluated here.

Our society requires an ability for us to interact and cooperate with the people in our surroundings. This applies to both grown-ups as well as young people. In school, the teachers have a responsibility to prepare pupils for the society and using cooperative learning could be one way to do this. The syllabus for the subject of Swedish invites for teachers to work with cooperative learning by formulating that the pupils should be given the opportunities to write and process texts individually and together with others, this does not appear in the syllabus for the subject of history. Hence our interest in examining cooperative learning in both subjects. The aim of this study is to examine whether cooperative teaching can foster pupils' knowledge development in the subjects’ history and Swedish for grades 4 - 6. The study will analyze the differences between teaching through traditional teaching methods and cooperative learning. To fulfill this aim the following questions were formulated: How does pupils' understanding of concepts in history differ after cooperative learning compared to after traditional teaching?How does pupils’ descriptive writing in Swedish differ after cooperative learning compared to after traditional teaching?The study is an intervention where pupils received teaching through traditional teaching as well as through teaching using cooperative learning. After each lesson, the pupils did a test and to enable the analysis these were collected to examine the differences. The results show, in accordance with previous research, that cooperative teaching did develop the pupils’ results in both subjects.