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1
Brotherton, Peter Nigel. "The nature and teaching of science process skills." Thesis, University of Exeter, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333456.
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Mudavanhu, Precious. "A brief introduction to basic multivariate economic statistical process control." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71679.
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Thesis (MComm)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Statistical process control (SPC) plays a very important role in monitoring and improving industrial processes to ensure that products produced or shipped to the customer meet the required specifications. The main tool that is used in SPC is the statistical control chart. The traditional way of statistical control chart design assumed that a process is described by a single quality characteristic. However, according to Montgomery and Klatt (1972) industrial processes and products can have more than one quality characteristic and their joint effect describes product quality. Process monitoring in which several related variables are of interest is referred to as multivariate statistical process control (MSPC). The most vital and commonly used tool in MSPC is the statistical control chart as in the case of the SPC. The design of a control chart requires the user to select three parameters which are: sample size, n , sampling interval, h and control limits, k.Several authors have developed control charts based on more than one quality characteristic, among them was Hotelling (1947) who pioneered the use of the multivariate process control techniques through the development of a 2 T -control chart which is well known as Hotelling 2 T -control chart. Since the introduction of the control chart technique, the most common and widely used method of control chart design was the statistical design. However, according to Montgomery (2005), the design of control has economic implications. There are costs that are incurred during the design of a control chart and these are: costs of sampling and testing, costs associated with investigating an out-of-control signal and possible correction of any assignable cause found, costs associated with the production of nonconforming products, etc. The paper is about giving an overview of the different methods or techniques that have been employed to develop the different economic statistical models for MSPC. The first multivariate economic model presented in this paper is the economic design of the Hotelling‟s 2 T -control chart to maintain current control of a process developed by Montgomery and Klatt (1972). This is followed by the work done by Kapur and Chao (1996) in which the concept of creating a specification region for the multiple quality characteristics together with the use of a multivariate quality loss function is implemented to minimize total loss to both the producer and the customer. Another approach by Chou et al (2002) is also presented in which a procedure is developed that simultaneously monitor the process mean and covariance matrix through the use of a quality loss function. The procedure is based on the test statistic 2ln L and the cost model is based on Montgomery and Klatt (1972) as well as Kapur and Chao‟s (1996) ideas. One example of the use of the variable sample size technique on the economic and economic statistical design of the control chart will also be presented. Specifically, an economic and economic statistical design of the 2 T -control chart with two adaptive sample sizes (Farazet al, 2010) will be presented. Farazet al (2010) developed a cost model of a variable sampling size 2 T -control chart for the economic and economic statistical design using Lorenzen and Vance‟s (1986) model. There are several other approaches to the multivariate economic statistical process control (MESPC) problem, but in this project the focus is on the cases based on the phase II stadium of the process where the mean vector, and the covariance matrix, have been fairly well established and can be taken as known, but both are subject to assignable causes. This latter aspect is often ignored by researchers. Nevertheless, the article by Farazet al (2010) is included to give more insight into how more sophisticated approaches may fit in with MESPC, even if the mean vector, only may be subject to assignable cause. Keywords: control chart; statistical process control; multivariate statistical process control; multivariate economic statistical process control; multivariate control chart; loss function.
AFRIKAANSE OPSOMMING: Statistiese proses kontrole (SPK) speel 'n baie belangrike rol in die monitering en verbetering van industriële prosesse om te verseker dat produkte wat vervaardig word, of na kliënte versend word wel aan die vereiste voorwaardes voldoen. Die vernaamste tegniek wat in SPK gebruik word, is die statistiese kontrolekaart. Die tradisionele wyse waarop statistiese kontrolekaarte ontwerp is, aanvaar dat ‟n proses deur slegs 'n enkele kwaliteitsveranderlike beskryf word. Montgomery and Klatt (1972) beweer egter dat industriële prosesse en produkte meer as een kwaliteitseienskap kan hê en dat hulle gesamentlik die kwaliteit van 'n produk kan beskryf. Proses monitering waarin verskeie verwante veranderlikes van belang mag wees, staan as meerveranderlike statistiese proses kontrole (MSPK) bekend. Die mees belangrike en algemene tegniek wat in MSPK gebruik word, is ewe eens die statistiese kontrolekaart soos dit die geval is by SPK. Die ontwerp van 'n kontrolekaart vereis van die gebruiker om drie parameters te kies wat soos volg is: steekproefgrootte, n , tussensteekproefinterval, h en kontrolegrense, k . Verskeie skrywers het kontrolekaarte ontwikkel wat op meer as een kwaliteitseienskap gebaseer is, waaronder Hotelling wat die gebruik van meerveranderlike proses kontrole tegnieke ingelei het met die ontwikkeling van die T2 -kontrolekaart wat algemeen bekend is as Hotelling se 2 T -kontrolekaart (Hotelling, 1947). Sedert die ingebruikneming van die kontrolekaart tegniek is die statistiese ontwerp daarvan die mees algemene benadering en is dit ook in daardie formaat gebruik. Nietemin, volgens Montgomery and Klatt (1972) en Montgomery (2005), het die ontwerp van die kontrolekaart ook ekonomiese implikasies. Daar is kostes betrokke by die ontwerp van die kontrolekaart en daar is ook die kostes t.o.v. steekproefneming en toetsing, kostes geassosieer met die ondersoek van 'n buite-kontrole-sein, en moontlike herstel indien enige moontlike korreksie van so 'n buite-kontrole-sein gevind word, kostes geassosieer met die produksie van niekonforme produkte, ens. In die eenveranderlike geval is die hantering van die ekonomiese eienskappe al in diepte ondersoek. Hierdie werkstuk gee 'n oorsig oor sommige van die verskillende metodes of tegnieke wat al daargestel is t.o.v. verskillende ekonomiese statistiese modelle vir MSPK. In die besonder word aandag gegee aan die gevalle waar die vektor van gemiddeldes sowel as die kovariansiematriks onderhewig is aan potensiële verskuiwings, in teenstelling met 'n neiging om slegs na die vektor van gemiddeldes in isolasie te kyk synde onderhewig aan moontlike verskuiwings te wees.
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Aldous, Colleen Michelle. "University level genetics students' competencies in selected science process skills." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-02092006-120752.
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Isaac, Jolly. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3715299.
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A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.
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Koksal, Ela Ayse. "The Acquisition Of Science Process Skills Through Guided (teacher-directed) Inquiry." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609719/index.pdf.
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The international and national assessment results indicated that Turkish students&rsquoconceptual understanding in science and basic inquiry skills are far behind the expected levels. The reason of low achievement could be attributed to many sources such as family background characteristics, students&rsquo
attitudes, and teaching methodologies. The low socioeconomic environment in the school and crowded classrooms are important facts that should be somehow considered by the educational researchers. The way a teacher teaches in a crowded classroom is important to help students&rsquo
understanding of concepts and development of inquiry skills. The present study aimed to propose a methodology that helps teachers to enhance students&rsquo
understanding of concepts and develop inquiry skills in many schools with various socio-economic-status environments and large classrooms. The method proposed could be called as guided (teacher-directed) inquiry to develop concepts, skills, and affective characteristics of the students such as attitudes. This study was conducted with 168 sixth grade public elementary school students in Ankara in 2006-07 academic year. Repeated measures design was used in the study. Intact groups received either traditional or teacher-directed inquiry instructions. The students in both groups were measured with the unit achievement and science process skills tests, and attitudes toward science questionnaire before and after the instructions, and repeatedly after no treatment by a retention or delayed test. It was found that while the guided (teacher-directed) inquiry instruction made a difference on student achievement in the first unit (Reproduction, Development and Growth in Living Things), it could not make a difference on student achievement in the second unit (Force and Motion). The instruction also made a difference on students&rsquo
science process skills test performance and both the composite and individual attitude scores. It is concluded that guided (teacher-directed) inquiry instruction generally helps students&rsquo
understanding of science concepts and results with achievement in science. It helps students&rsquo
development of scientific skills with authentic experiences. Guided (teacher-directed) inquiry instruction also has an effect on students&rsquo
development of positive attitudes toward science and technology course, specifically on self-concept, anxiety, interest, career, enjoyment, and usefulness dimensions.
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Riesser, Sharon T. "Examination of reliability and validity of the Performance Assessment of Science Skills (PASS) instruments, alternative assessment instruments of science process skills." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902509.
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Assessment of science process skills in the elementary school is essential to a hands-on science program. Concern arises with the realization that there are few performance assessment instruments of science process skills, and most of the available instruments do not have documented reliability and validity standards. This study examines the reliability and validity of a set of science performance assessment instruments through the application of currently available statistical methods. The Performance Assessment of Science Skills (PASS) tests, which were formulated by S. M. Johnson as an alternative assessment of science process skills in the elementary school grades, are the subject of investigation.Third-grade students completed PASS instruments which measured the process skills of observation, binary classification, and measurement, and fifth-grade students completed PASS instruments which measured the science process skills of prediction, designing a controlled experiment, and hierarchicalclassification.Reliability and validity for the PASS instruments focused on alternate form reliability, internal reliability, inter-rater reliability and construct validity. This study revealed that statistical reliability and validity can be documented for some alternative assessments of science process skills.Department of Biology
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Anderson, Tanya Mae. "Science notebooks: a tool to promote understanding of process skills and content." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/anderson/AndersonTM0812.pdf.
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Many students' lack the skills for academic success and ability to communicate and understand scientific content. In this study, science notebooks were implemented to examine the impact on students' understanding of the science concepts and process skills (observation and communication). The data indicated that science notebooks and the inquiry process did positively impact students' ideas and the development of scientific literacy.
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Moore, Melonie. "Can Guided Inquiry Based Labs Improve Performance in Data Analysis and Conclusion Synthesis in Sixth Grade Life Science?" Master's thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2681.
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Desiring to examine the performance of science process skills such as data analysis and conclusion synthesis in sixth grade Life Science students, I used an inquiry strategy called "guided inquiry" in a series of six laboratory assignments during the normal county-mandated order of instruction for Life Science. I based my analysis upon these laboratory exercises, a survey of student attitudes towards science done before the study began and after the study completed, an assessment of inquiry understanding done before and after the study was finished, routine material tests, and a science final class evaluation done after the study was finished. Emphasis was placed upon examining the content of the laboratory reports which required students to analyze their experiments and draw a conclusion based upon their findings. The study found that while most students did grasp the desired scientific principles the labs were designed to teach, they had difficulty in formulating a structured and detailed account of their experiences without guidance. The study helped to further understanding of student performance and learning in science process skills such as data analysis and conclusion synthesis.M.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
9
Strom, Reba K. "Using guided inquiry to improve process skills and content knowledge in primary science." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/strom/StromR0812.pdf.
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This action research project was developed to describe and identify how student process skill development can increase the content knowledge of second grade students in the science content area of living and non-living things. Students participated in a ten-week study that used the inquiry model of instruction to teach science content relating to plants and animal features, lifecycles and characteristics of living things. The findings showed an increase in content knowledge of students and development of process skills of observation, questioning and communicating.
10
Isaac, Jolly Peter. "Comparing Basic Computer Literacy Self-Assessment Test and Actual Skills Test in Hospital Employees." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1294.
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A new hospital in United Arab Emirates (UAE) plans to adopt health information technology (HIT) and become fully digitalized once operational. The hospital has identified a need to assess basic computer literacy of new employees prior to offering them training on various HIT applications. Lack of research in identifying an accurate assessment method for basic computer literacy among health care professionals led to this explanatory correlational research study, which compared self-assessment scores and a simulated actual computer skills test to find an appropriate tool for assessing computer literacy. The theoretical framework of the study was based on constructivist learning theory and self-efficacy theory. Two sets of data from 182 hospital employees were collected and analyzed. A t test revealed that scores of self-assessment were significantly higher than they were on the actual test, which indicated that hospital employees tend to score higher on self-assessment when compared to actual skills test. A Pearson product moment correlation revealed a statistically weak correlation between the scores, which implied that self-assessment scores were not a reliable indicator of how an individual would perform on the actual test. An actual skill test was found to be the more reliable tool to assess basic computer skills when compared to self-assessment test. The findings of the study also identified areas where employees at the local hospital lacked basic computer skills, which led to the development of the project to fill these gaps by providing training on basic computer skills prior to them getting trained on various HIT applications. The findings of the study will be useful for hospitals in UAE who are in the process of adopting HIT and for health information educators to design appropriate training curricula based on assessment of basic computer literacy.
11
Miles, Erin. "In-Service Elementary Teachers' Familiarity, Interest, Conceptual Knowledge, and Performance on Science Process Skills." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/theses/266.
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The purposes of this research study were to determine (a) in-service elementary teachers' familiarity, interest, conceptual knowledge of , and performance on science process skills and (b) how in-service elementary teachers' familiarity with, interest in conceptual knowledge of and performance on science process skills relate to each other. The science process skills include the basic skills [observation, classification, measuring, predicting, inferring, and communication,] and the integrated skills [hypothesizing, experimenting, identifying and controlling variables, formulating models, interpreting data, and graphing]. Twenty-four in-service elementary teachers enrolled in a master of math and science education degree program participated in this study. Participants completed questionnaires on their familiarity and interest in the science process skills, a science processes conceptual knowledge test, and a performance test on science process skills. Results indicate that these teachers were highly familiar with the science process skills, but moderately interested in these skills. Results also indicate that teachers were more interested in learning more about integrated process skills than basic process skills. Teachers possessed very low conceptual knowledge of the science process skills. However, teachers performed well on science process skills performance test. Significant correlations among the four constructs (familiarity, interest, conceptual knowledge and performance) were only significant between familiarity and interest. The implications, discussion and recommendations for future research and instruction on science process skills in teacher education programs have been presented.
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Boswell, Benny Edward, and Henrietta Gale Boswell. "The use of a computer assisted learning program for teaching and reinforcing the basic mathematical skills." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1947.
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The purpose of this project is to provide an instructional computer program that will be an alternative way to teach and reinforce basic mathematics skills for any student that is having difficulty in any given area and for students that are falling behind in the regular math class.
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Ndoro, Mugove Chawapiwa. "Learner performance in integrated science process skills and attitudes in hands-on practical work versus virtual practical work." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/26870.
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This research study was conducted in an urban high school in Western Cape province of South Africa. The research study investigated the effect of virtual practical work on learner performance in science process skills and attitude, working with a non-random sample group of grade 10 physical sciences learners. In this experimental design research, the treatment group of 22 learners was taught the concept of 'phase change in matter' through virtual practical work. On the other hand, the control group was taught the same concept through hands-on practical. A pre- and post-test instrument of 30 multiple choice items on integrated science process skills was used to measure learners' performance. The test scores were statistically analysed using Quickcalcs, to compare the overall learner performance in the two groups, and also to compare learner performance in different categories of science process skills. A 12-item questionnaire was designed to test the learner s' attitude towards virtual and hands-on practical. The statistical t test analysis on the average scores indicated insignificant difference between the performance of the two groups, with a p value greater than 0,05. When learners' performance in different process skills categories were compared, t test scores revealed significant differences in some categories and non-significant differences in some categories. The questionnaire results indicated that the learners' attitude was biased towards hands-on practical work. The significance of this research study is that virtual practical can be used to develop some science process skills.
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Onal, Ilke. "Effects Of Constructivist Instruction On The Achievement, Attitude, Science Process Skills And Retention In Science Teaching Methods Ii Course." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609554/index.pdf.
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The purpose of this study was to examine the effects of constructivist instruction on the achievement, attitude towards science teaching, science process skills and retention of fourth grade preservice science teachers in Science Teaching Methods II course. Two groups (one experimental and one control) were assigned from Hacettepe University Faculty of Education Department of Science Education. Experimental group consisted of 53 preservice science teachers and the control group consisted of 50 preservice science teacherstotally 103 preservice science teachers participated in this study. Quasi experimental research design was used in this study. Constructivist instruction was used in experimental group and traditional instruction was used in control group during the teaching and learning process. This research study was conducted in fall semester of the 2007-2008 academic year and lasted 15 weeks including the final examination term. Science Process Skills Test, Attitude towards Science Teaching Scale and Achievement Test in Science Teaching Methods II course were administered to participants three times
at the beginning of the study, immediately after the implementation process and 10 weeks later. A mixed between within ANOVA with repeated measures was used as a statistical technique for analyzing quantitative data and both descriptive and content analysis was used for analyzing questionnaire, formative and summative focus group interviews. Statistical mean difference was obtained for all tests in favor of experimental group and the findings of quantitative data analysis results were supported by the qualitative data analysis results. After interpreting the results, it can be claimed that constructivist instruction is effective in preservice science education.
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Singham, J. K. "An investigation of the science process skills in the intended and implemented PSP of Singapore." Thesis, University of Liverpool, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383276.
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Inal, Aydin. "Practical science process skills in physics, with special reference to test item assessment and classification." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/11566.
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Bibliography: leaves 207-218.This study describes the development, validation, classification, administration and assessment of a compact programme of ten core practical task items chosen from a pool of 33 practical tasks developed for the purpose of this study in basic school physical science. The practical items encouraged and measured various science process skills laid out in the South African Revised National Curriculum Statement Draft. The derivation and classification of the specially designed diagnostic practical task items by experienced lecturers, teachers and academics constitutes an original and crucial part of the study. The objective is to assess the consensus of juries of four to eleven expert science educators on classification of the ten core practical activities, matching the categories. The investigation establishes whether there is a perceived relevant match or a perceived "irrelevant" mismatch between the science process skills tested by the current experimental programme of practical items and the descriptive theories of practical science and its classification schemes and criteria proposed by (a) Franus (1992), (b) Gardner (1983), (c) White (1988), (d) Solomon (1998), (e) Lock (1990), (t) Kapenda, Kandjeo-Marenga, Gaoseb, Kasanda and Lubben's (2001) the Cambridge-based International General Certificate of Education after Millar, Ie Marechal and Tiberghiea (1999), (g) Race (1997) and (h) OBE (Revised National Curriculum Statement Draft, 2001). Lock's assessment framework for practical tasks was found to be the most relevant scheme among the others. The study also identified eight process skills that are highly relevant to practical tasks of the compact programme. These skills included: (a) comprehension skills; (b) recognising given item of apparatus; (c) following instructions; (d) carrying out tasks and handling science apparatus; (e) observation skills; (t) interpretation of the observations; (g) making predictions; and (h) reporting and communicating scientific information.
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Smith, Gretchen. "A longitudinal study of the information communication process among a defined group of basic and applied scientists in South Africa." Doctoral thesis, University of Cape Town, 2006. http://hdl.handle.net/11427/10583.
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Includes bibliographical references (leaves 263-280)The purpose of this research project was to examine the constituent elements of the information communication process in basic and applied science in South Africa and to establish what cognitive, behavioural and environmental factors lead to the scientists' encounter with the communication process and the consequences of such an encounter. The aim was further to address the role of informal communication, the impact of information and communication technologies, and the effect that various structural and environmental changes that have occurred over the last decades, have had on the communication process. The methodological approach of the study was based on a conceptual analysis of the literature integrated with an empirical investigation into the communication of information amongst a group of scientists in South Africa.
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Rigdon, Misty B. "The impact of coteaching on regular education eighth grade student achievement on a basic skills algebra assessment." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/783.
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Coteaching strategies have been implemented in many of the inclusion math classrooms in an attempt to improve the achievement of students. Math achievement continues to be a concern as reported by the National Mathematics Advisory Council in 2007. Educators and previous research reported that coteaching does not improve student achievement. The purpose of this study and the research question was designed to investigate, determine, and examine if coteaching has an impact on regular education students' achievement on an algebra assessment in the eighth grade. This concurrent mixed methods design used test data from a convenience sample of 70 eighth grade students and 6 math coteachers from a small rural middle school in a southern U.S state. The students were divided into a cotaught class (experimental) and a noncotaught class (control group). The teachers' perception and implementation of the coteaching model within the inclusive classroom was determined through interviews using a semi-structured interview guide. Students' achievement was measured based on math scores on a Basic Skills Algebra Assessment given at the beginning and end of 12 weeks. A two-way analysis of variance (ANOVA) was conducted to assess if differences exist on algebra achievement scores by group (control vs. treatment) and time (pretest vs. posttest). The results of the post hoc analysis, consisting of two independent sample t tests and two dependent sample t tests, revealed that significant mean differences did in fact exist on algebra achievement scores for only the experimental group suggesting that scores increased from pre to posttest. The interview data indicated that the teachers' perception of student learning was greater in the cotaught classroom. Evidence is provided to coteachers and administrators in support of implementing the coteaching model. It supports a change in students' attitudes and perceptions of other's differences as well as their ability to learn mathematics.
19
Sittirug, Hussachai. "The predictive value of science process skills, cognitive development, attitude toward science on academic achievement in a Thai teacher institution /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842566.
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Law, Lai-chong. "Empirical studies of program bugs and debugging strategies of novice BASIC programmers and the transferability of debugging skills to non-programming domains." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B29789102.
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Morford, Gary D. "Cooperative Science in a Computer-Mediated Communications Environment Effects on Developing the Integrated Science Process Skills of Secondary Students In Pennsylvania." NSUWorks, 1992. http://nsuworks.nova.edu/gscis_etd/735.
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This study investigated the possible correlation between Advanced Placement Computer Science Examination scores and secondary teacher certification in computer science, prompted by the low scores for South Carolina students and the lack of such certification in South Carolina.
A survey was sent to the chief education official in each of the United States of America, the District of Columbia, U.S. territories, the Department of Defense Dependent Schools, and selected technically oriented foreign countries, to determine the current status of the recognition of computer science as a certification area.
Scores for the 1990 Advanced Placement (AP) Computer Science Examinations were secured from the College Board for statistical analysis. Of the agencies sent surveys, 52 had AP computer science test scores and became the agencies used for statistical analysis. These agencies included the 50 United States, the District of Columbia, and Puerto Rico.
Both the average test score and the percentage of students passing each of the two AP Computer Science Examinations were arranged into descending order. The number of certifying agencies were counted in each quartile. The number of expected and observed certifying agencies were analyzed using a chi square test for two-way classification to determine if the recognition of computer science as a certification field correlated with student success, as measured by average score and percent passing .
The results of the survey showed that the number of agencies offering computer science certification had markedly increased since previous studies were undertaken in 1983 and 1986. Beginning in 1991, 24 of the 50 states will offer such certification, while only five offered computer science certification in 1983 and 11 offered such in 1985. In addition, the District of Columbia, Department of Defense Dependent Schools, and Guam have some type of computer science certification. Results for foreign agencies replies are presented for information, since few participate in the Advanced Placement Program. The chi-square analysis failed to establish a correlation between the adoption of computer science certification and student success on either of the Advanced Placement Computer Science Examinations. While no correlation was found between teacher certification and student success, an apparent trend of more and more states recognizing computer science as an area of teacher certification was verified. Further investigation into student success on the Advanced Placement examinations should be continued, as should the continuation of the investigation of computer science certification.
22
Kazeni, Mungandi Monde Monica. "Development and validation of a test of integrated science process skills for the further education and training learners." Pretoria : [S.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-04302008-145702/.
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Yildirim, Altinay. "Effect Of Guided Inquiry Experiments On The Acquisition Of Science Process Skills, Achievement And Differentiation Of Conceptual Structure." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614176/index.pdf.
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The science and technology program developed by the Ministry of National Education of Turkey aims at training students as science and technology literates. In order to achieve this, method implemented by teachers should enhance science process skills, increase achievement and actualize differentiation in the conceptual structure of students.
The present study aims to investigate the effectiveness of guided inquiry experiments over traditionally designed experiments on the acquisition of science process skills, content knowledge achievement and differentiating conceptual structure of 8th grade students about floating, sinking, buoyancy and pressure subjects.
Guided inquiry laboratory manuals were developed for the experimental group. Traditional confirmation type laboratory manuals were developed for the control group. The study was conducted with 55 eighth grade students at a private elementary school in the Bahçelievler district, Istanbul. In this quasi-experimental study, two of the three intact groups assigned as experimental group, while the control group. Unit achievement test (UAT), science process skills test (SPST) and two-tiered test for determining differentiation in conceptual structure (DDSCT) were used as data collection instruments. All of these instruments were administered to the students as pre-test and post-test. It was found that guided inquiry experiments were effective than traditional confirmation type experiments in differentiation of students&rsquo
conceptual structure about floating, sinking, buoyancy and pressure. However, there was not a significant difference in the effectiveness of both inquiry and traditional methods on enhancing the students&rsquo
science process skills and their achievement at the unit of force and motion.
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Wilson, Odell D. "An Automated Diagnostic Test and Tutorial Package for Basic Skills of Mathematics in Post Secondary Vocational Education of Kentucky: Construction and Validation." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2996.
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The purpose of this research study was to determine characteristics of entering vocational students in Kentucky Area/State vocational schools and to develop a computerized diagnostic instrument and tutorial package for assisting students in the mastery of necessary basic skills in mathematics. After specific math skills were identified in which proficiency is required of vocational education students, item pools were constructed for each skill. The skill item pools were validated using approximately 500 public school students throughout the grades of four through eight in public schools of Harlan County, Kentucky, Lee County, Virginia, and Washington County, Tennessee. The items within each item pool were found to be statistically equivalent. Computer programs were coded in the BASIC language using the item pools to randomly select and generate a diagnostic instrument and tutorial program relevant to the basic math skills. Three randomly generated forms of the diagnostic instrument were sent to 100 students in twenty area state vocational schools of Kentucky for normalization and form validation. The diagnostic instrument showed a strong positive coefficient of reliability with an average of.95 over the three forms used in the normalization process. There was no significant difference between the mean raw scores of the three forms. A 67 percentile score was found to be the norm which was to be statistically equivalent to the Tests of Adult Basic Education (TABE) at the 8.75 grade equivalent. An experiment was conducted using vocational students at Hazard State Vocational School as subjects to determine the affects of the tutorial package on basic math skill mastery using equivalent forms of the diagnostic instrument for pretesting and posttesting. Results of the experiment indicated that the computer managed instruction tutorial package had a significant affect in increasing posttest scores of the experimental group over the control group. It was concluded that the problem of constructing a computerized diagnostic math instrument and tutorial package capable of enhancing mastery of basic math skills to assist vocational students in gaining entrance into vocational school was achieved. A recommendation was made for further research and development to use the random item pool model for other development of computer assisted instruction (CAI) software.
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Bumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.
Full textAbstract:
Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.
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Saam, Susan. "How the Shift in the Tennessee State Mathematics Standards Has Influenced the Basic Skills of Incoming High School Freshmen." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3552.
Full textAbstract:
Students entering the high school mathematics classroom are not prepared to learn Algebra 1. In this study, four years of basic skill math data was collected from students on their first full day of high school after summer break. The study shows how much basic math they knew and analyzes the incorrect responses on a Basic Skills Test developed by the researcher. This analysis attempts to discover how the students were processing the math on the test. The study also looks at the shift of the standards over the past ten years in the State of Tennessee. This study answers the question of whether or not this shift has enabled students to know more basic math.
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Smith, Douglas W. "Elementary students' use of science process skills in problem-solving: The effects of an inquiry-based instructional approach /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945320759575.
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Zirkelbach, Andrea Cary. "Identifying Gifted Students in Science." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1057.
Full textAbstract:
Currently, there is no standard protocol to identify students who are gifted in science. If students are identified as gifted early on in elementary school, teachers and parents can foster their interest, increasing the students’ knowledge, value, and affect as well as their willingness to re-engage science (Eccles & Wigfield, 2002; Gottfried & Gottfried, 1996; Häussler 1987; Neber & Schommer-Aikins, 2002; Osborne, 2003; Schunk, Pintrich, & Meece, 2008). In this study, a brief student identification form was developed for elementary school teachers to complete. The form was based on Hidi and Renninger’s (2006) four-phase model of interest development. The form was one piece of a more comprehensive identification protocol.
Students in grades second, third, fourth, fifth, and sixth from six Warren County elementary schools were asked to participate in this study. However, due to insufficient data, grades two and six were not used after collection. Few sixth grade teachers completed the forms and second graders did not take the ITBS.
This study primarily focused on identifying students from underrepresented populations. These six schools, Cumberland Trace, Bristow, Lost River, Oakland, Richardsville, and North Warren, were chosen based on their larger population of students who qualify for free and reduced lunch.
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El-Sabagh, Hassan A. "The Impact of a Web-Based Virtual Lab on the Development of Students' Conceptual Understanding and Science Process Skills." Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2011. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-64897.
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Over the last few years, the use of the web and simulation technologies in school education has become widespread. The purpose of this study was to compare the impact of a web-based Virtual Lab (WVL) environment with that of traditional educational experience in relation to conceptual understanding and science process skills in natural science for fourth grade primary school students. Using an instructional design model, the author developed a WVL; the design consisted of 3D animations and interactive experimental activities. The research instruments for the study were also developed; two online pre/post tests on conceptual understanding and science process skills were used to collect data. The sample used in the study consisted of 70 students from two primary language schools in Mansoura city, Dakahlyia Governorate, Egypt. The sample was divided into an experimental group and a control group. The author used an experimental design wherein the experimental group was exposed to the WVL, while the control group studied in a traditional setting and performed related activities. The pre-test results indicated that the entry-level for conceptual understanding in science and science process skills of both groups of students were equal, which guaranteed the reliability of the research. The findings of the post-test highlighted the following points: (a) Students in the experimental group had significantly higher mean scores in conceptual understanding especially in two of cognitive levels. (b) The experimental group performed better in science process skills, especially in five of these skills. (c) There was no significant difference in the performance of boys and girls within the experimental group for science process skills. (d) The estimation of the effect sizes (indication of the level of difference between the post-test scores of the experimental and control group) revealed that, the effect size was large for two skills, medium for three skills, and small for only one skill. In conclusions, the WVL provided considerable support for fourth grade students and helped them to improve their conceptual understanding in science and science process skills. These results go beyond previous research results, which did not focus on very young learners. The use of WVL contributed considerably in elevating learning outcomes; the results provided an empirical evidence of the advantages of web-based learning (WBL) for education policy makersIn den letzten Jahren hat sich die Verwendung der Web-und Simulations-Technologien in der Schulbildung weit verbreitet. Der Zweck dieser Studie ist es, die Auswirkungen einer web-basierten Virtual Lab (WVL) Umgebung mit der traditionellen Lehr-Erfahrung in Bezug auf das konzeptuelle Verständnis und wissenschaftliche Prozessfähigkeiten in den Naturwissenschaften der vierten Klasse der Grundschulstudenten zu vergleichen. Mit einem didaktischen Design-Modell entwickelt der Autor ein WVL, gestaltet 3D Animationen und interaktive experimentelle Aktivitäten. Die Forschungsinstrumente für die Untersuchungen wurden auch entwickelt, zwei Online-Pre/Post-Tests zum konzeptionellen Verständnis und wissenschaftlichen Prozessfähigkeiten wurden verwendet um Daten zu sammeln. Die Uuntersuchungs besteht aus 70 Studenten aus zwei primären Sprachschulen in Mansoura Stadt, Dakahlyia Governorate, Ägypten. Diese wurden in eine experimentelle Gruppe und eine Kontrollgruppe aufgeteilt. Der Autor verwendet ein experimentelles Untersuchungsdesign, wobei bei der experimentellen Gruppe die WVL eingesetzt wurde, während die Kontrollgruppe in einem traditionellen Rahmen studierte. Die Pre-Test Ergebnisse zeigten, dass des Anfangsstadium des konzeptuelles Verständnisses von Wissenschaft und wissenschaftlichen Prozessfähigkeiten beider Gruppen von Studenten gleich sind. Die Ergebnisse nach dem WVL-Einsatz haben folgende Punkte hervorgehoben: (A) Studierende in der experimentellen Gruppe haben signifikant höhere Mittelwerte im konzeptionellen Verständnis vor allem in zwei der kognitiven Ebenen erreicht. (B) Die experimentelle Gruppe hat in den wissenschaftlichen Prozessfähigkeiten besser abgeschnitten, vor allem in fünf von diesen Fähigkeiten. (C) Es gab keinen signifikanten Unterschiede in den wissenschaftlichen Prozessfähigkeiten von Männern und Frauen innerhalb der experimentellen Gruppe. (D) Die Abschätzung der Wirkung des WVL-Einsatzes durch die Höhe der Differenz zwischen dem Pre- und Post-Test-Noten hat ergeben, dass die Wirkung für drei der Fähigkeiten mittelmäßig ist, für zwei Fähigkeiten sehr groß und nur für eine Fähigkeit klein ist. Die Schlussfolgerung ist, dass die WVL beträchtliche Unterstützung gewährt und hilft den Studenten der Klasse vier, ihr Verständnis für die Begriffe der Wissenschaft und der Prozessfähigkeiten zu entwickeln. Dieses Ergebnis geht weit über die bekannten Veröffentlichungen auf diesem Gebiet hinaus. Die Ergebnisse dieser Studie vertiefen das Verständnis über Lernergebnisse des Virtual Lab und sind eine Evidenz für die Vorteile von Web-Basiertem Lernens (WBL) mit Relevanz für politische Entscheidungsträger, auf diesen Ausbildungsgebiet
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Ahmed, Q. R. "An evaluation of practical work at intermediate stage in biology in Pakistan with special reference to science process skills." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378517.
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Ong, Eng Tek. "The character of 'smart science teaching' in Malaysian schools and its effects on student attitudes, process skills and achievement." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417960.
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Ahuja, Alka. "The effects of a cooperative learning instructional strategy on the academic achievement, attitudes toward science class and process skills of middle school science students." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239974684.
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sg, irislee12001@yahoo com, and Iris Chai Hong Lee. "The need for realignment of primary science assessment to contemporary needs : assessment of learning and assessment for learning." Murdoch University, 2007. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070514.114117.
Full textAbstract:
The ultimate purpose of this study was to investigate how to best prepare Singapore
students for the Knowledge-based Economy (KBE). Investigating the possible need for
the realignment of the primary science assessment to the KBE was of utmost interest as
assessment was viewed as the driver of the actual curriculum.
This was a mixed methods design study (Creswell, 2005). Fifteen teachers were first
interviewed to ascertain the major features of primary school science assessment in both
Perth, Western Australia and Singapore. A list of twelve questions was prepared for the
eight teacher interviewees in Singapore and the seven teacher interviewees in Perth. The
NUD*IST program was used to help organise trends in these teacher responses.
Definitions of KBE skills were synthesised from literature reviews and validated by the
fifteen teachers for the subsequent survey. The survey involved a list of demographic
questions and two matrices. The first matrix required the teachers to rate, on a
four-point scale, the use of the eleven assessment modes for the twelve 'process' and
KBE skills. The second matrix was a frequency check to determine if the teachers had
used a particular mode to assess a particular skill. One hundred and forty-five usable
surveys were analysed. The Rasch analysis was performed through RUMM2020
program and unfolding model was sought through the program RateFOLD.
The interviews first established that KBE skills and a variety of assessment modes were
needed for today's classes. The survey confirmed these needs and found that the paper
and pencil test was the most frequently used assessment procedures in Singapore and Perth. In both interviews and the survey, teachers were requested to match the skill(s) to
the appropriate assessment mode(s) though the details and justification of such tasks
were explained by the teachers in the interviews. In the process, other factors such as
'time constraints' and 'ranking of the teachers' were uncovered as 'hindrances' to
teachers assessing the students appropriately for learning. The problems identified by
the Singapore teachers were a lack of time, overloaded syllabi and the crucial perceived
need of assessment of learning (high-stake summative tests).
The results of both the interviews and survey supported the need for a variety of
assessment modes (Gray & Sharp, 2001; Hackling, 2004; National Research Council,
1996, 2001 & 2003; Sebatane, 1998; Sterenberg, 1998) to help students learn science in
today's contemporary classes. The Singapore teachers in this study were also appealing
for help from the policy-makers to use a variety of assessment modes as the system that
stipulated the use of the paper and pencil testing was beyond their control and
jurisdiction.
Recommendations that stemmed from this study include allowing teachers to use a
variety of assessments to assess the students' learning in the high-stake Primary School
Leaving Examination (PSLE) and not just the paper and pencil mode that has been in
used for at least the last thirty years. There are important implications as the learning
theories that are currently used to support the assessment of learning are no longer
sufficient nor in total alignment with the needs for today's class. For example, a
behaviourist taxonomy of skills emphasises the measurable output and not the process of learning. Socio-constructivist approaches that focus on the individual constructing
meaning in hislher context such as the use of ongoing formative assessment to
encourage feedback (Black & Wiliam, 1998a & b) may assist in engaging the students
in lifelong learning which is required in the KBE.
Lastly, the significance of this study lies in two aspects, the practical and the scholarly.
This study provides the evidence for the need primary science assessment to be more
aligned to contemporary needs. This in turn will assist in better preparing the young of
Singapore, who are the nation's only natural resource, for the workforce. This study also
aims to contribute to the body of knowledge in three ways. Firstly, KBE needs will be
connected to the primary science classroom via assessment of skills. Secondly, both
KBE and process skills were found to be more appropriately assessed by assessment
modes such as portfolio and paper and pencil respectively, as demonstrated through the
analysis by Rasch and unfolding models. Thirdly, the gap between the implemented and
official curriculum will be narrowed with this proposed change in assessment processes.
34
Mullajee, Ferial. "An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10778.
Full textAbstract:
Includes bibliographical references (p. 227-239).In 2004 an educational evaluation strategy consisting of Common Tasks for Assessment (CTAs) was introduced nationally into South African high schools as an external examination, marked internally by individual teachers. It took the form of a systemic assessment for Grade 9 learners with the main intentions of promoting a common standard and serving as a validating tool for school-based assessment. This analytical descriptive investigation in 12 schools (in the Western Cape is a contribution to the research fields of academic performance testing, achievement and response. CTAs use the framework of the curriculum, broadly defined as the organising principle in how educational opportunities are provided to learners. Hence, the basis of the CT A model has three aspects: the intended curriculum, the implemented curriculum, and the attained and experienced curriculum. The CTA testing took place in 2004 with many schools participating. The CTA assessment in the area of Natural Science was framed by two organising dimensions: a content domain and a cognitive domain. The content domains that framed the science curriculum were presented as themes: life and living; energy and change and matter and materials. The cognitive domains were: factual knowledge, conceptual knowledge, and reasoning and analysis.
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Ambross, Johannes Nikolaas. "A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1411.
Full textAbstract:
With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
36
Devine, Catherine. "Life Science For Elementary Teachers." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/169.
Full textAbstract:
Science is taught at all grade levels, yet there exists a deficiency in the amount of emphasis placed on science training for elementary teachers. As a result, teachers often feel inadequate in their knowledge of scientific areas and in their ability to develop science process skills in their students. As a result in this lack of training, a need exists to provide programs to increase skill and confidence of elementary teachers not only in teaching science concepts but science process skills as well.
One means of meeting this need was the development of an activity-based, process-oriented inservice curriculum designed specifically for elementary science. The curriculum was designed as an inservice component of 60 hours that emphasized process skills as well as updating science concepts. The curriculum was designed for use in grades 1-6 and stressed "hands-on" experiences using readily available materials and a minimum of specialized equipment.
The curriculum was field tested as a component of the Clay county, Florida Summer Inservice Institute. Thirty eight teachers, whose teaching assignments ranged from kindergarten to sixth grade, participated in the field test.
At the beginning of the Institute, no participant scored 80% or better on a pretest of knowledge of concepts and process skills. Each participant completed each 'activity in the role of a student, including forming a hypothesis, collecting data, and drawing a conclusion. Activities were then discussed stressing process skills used and an indepth review of concepts involved. On the final day of the Institute, 84% of the participants scored 80% or better on the posttest. Furthermore, evaluations of the component by particiPants indicated a marked improvement in confidence in and enthusiasm for teaching science process skills. Overall the curriculum met the objective of increasing elementary teachers' ability and willingness to teach science process skills as well as science concepts.
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Zhang, Ning. "Science is Primary - Children Thinking and Learning in theChemistry Laboratory." Thesis, Högskolan Dalarna, Vetenskapskommunikation, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2540.
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The goal of primary science education is to foster children’s interest, develop positive science attitudes and promote science process skills development. Learning by playing and discovering provides several opportunities for children to inquiry and understand science based on the first–hand experience. The current research was conducted in the children’s laboratory in Heureka, the Finnish science centre. Young children (aged 7 years) which came from 4 international schools did a set of chemistry experiments in the laboratory. From the results of the cognitive test, the pre-test, the post-test, supported by observation and interview, we could make the conclusion that children enjoyed studying in the laboratory. Chemistry science was interesting and fascinating for young children; no major gender differences were found between boys and girls learning in the science laboratory. Lab work not only encouraged children to explore and investigate science, but also stimulated children’s cognitive development.
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Kalande, Wotchiwe Mtonga. "The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/30146.
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The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the instructional practices of the six beginning primary school science teachers who were prepared in the teacher training college programs? (c) What connections were evident between what beginning primary school science teachers were expected to learn and what they demonstrated in the classroom? All of the six participants (5 males and 1 female) had completed MIITEP in the past three to five years. The data sources for these science teachers included a self-assessment form, pre-observation interviews, post-observation interviews, and lesson observations. Data were also gathered from MIITEP handbooks and three science teacher educators who were interviewed. The data were analyzed using descriptive analysis. The study revealed that there were matches, partial matches, and mismatches between what the six primary school teachers demonstrated in their classroom as compared with the Malawi Ministry of Education science teacher preparation expectations. Of particular interest were that science teachers did not fully engage pupils in most of the process skills for science teaching, nor did they utilize a variety of appropriate teaching and learning strategies and materials for teaching science. In addition, allotted time for teaching science lessons was not fully utilized due to, among other factors, time conflicts with other official and community welfare duties, and mixing English with vernacular during teaching. Implications for practice and for further research have also been suggested.Ph. D.
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Bilgin, Koken Elmas. "The Effect Of Multiple Intelligences Based Instruction On Ninth Graders Chemistry Achievement And Attitudes Toward Science." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607413/index.pdf.
Full textAbstract:
The main purpose of the study was to compare the effectiveness of multiple intelligences theory based instruction (MITBI) and traditional science instruction (TSI) on 9th grade students’
understanding of chemical bonding concept and attitudes toward chemistry. In the study, 50 ninth grade students from two classes of Genç
Osman high school in Ankara were used. 25 of the students were assigned as experimental group and the other 25 as control group. They were instructed by the same teacher. The study was conducted during May of 2005. The groups were selected from eight 9th grade classes of Genç
Osman High School randomly. The students are at the ages between 14 and 16. The group which was assigned as experimental group was instructed by multiple intelligences theory based instruction (MITBI) whereas the other group was traditionally instructed. This experimental study took a period of three weeks. To determine the effectives of multiple intelligences based instruction over traditional science instruction, an achievement test about chemical bonding concept which consisted of 25 items were administered and an attitude scale toward chemistry developed by Geban et al., was applied. Science Process Skill Test was administered to investigate the relationship between the students&
#8217
science process skills and their achievement. For the statistical analysis, t-test, and Analysis of Covariance (ANCOVA) were used. The results showed that students who were instructed by multiple intelligences theory based instruction were achieved higher than the ones which were instructed by the traditional science instruction about chemical bonding concept. There was also a significant difference between the students instructed with Multiple Intelligences Theory Based Instruction (MITBI) and the students instructed with traditional science instruction (TSI) with respect to the attitudes of students toward chemistry. There was no significant difference between the attitudes and achievement of female students and that of male students. Students&
#8217
science process skills had no greater contribution to their success.
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Azizoglu, Nursen. "Conceptual Change Oriented Instruction And Students." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605127/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the effects of conceptual change oriented instruction accompanied by demonstrations and gender on tenth grade students&rsquounderstanding of gases concepts, and attitudes toward chemistry. Hundred tenth grade students from two classes taught by the same teacher in a public high school were enrolled in the study in the Fall semester of 2003-2004. Control group students were taught by traditionally designed chemistry instruction (TI), while experimental group students were instructed by conceptual change oriented instruction accompanied by demonstrations (CCID). Gases Concept Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of gases concepts and students&rsquo
attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo
science process skills. Learning Style Inventory was also given to all students to determine their learning styles. After treatment, interviews were conducted with the teacher and several students from the two groups. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results showed that CCID caused significantly better acquisition of the scientific conceptions related to gases than TI. There was no significant effect of the treatment on the students&rsquo
attitudes toward chemistry. No significant effect of gender difference on students&rsquo
understanding the concepts about gases and students&rsquo
attitudes toward chemistry was found. Science process skill was determined as a strong predictor in understanding the concepts related to gases.
41
Celebi, Ozgur. "Effect Of Conceptual Change Oriented Instruction On Removing Misconceptions About Phase Changes." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605317/index.pdf.
Full textAbstract:
In this study, a comparison of the effectiveness of conceptual change oriented instruction with traditionally designed chemistry instruction and an investigation of the effect of gender difference were made on ninth grade students&rsquounderstanding of phases and phase changes concepts. In addition, the effects of these instructional methods on students&rsquo
attitudes toward chemistry as a school subject were compared. In this study 56 ninth grade students from two classes of a chemistry course instructed by the same teacher from Ankara Atatü
rk Anatolian Lycee in 2003-2004 educational year&rsquo
s first semester took part. The classes were randomly assigned as control and experimental groups. The experimental group was instructed by conceptual change oriented method with conceptual change texts supported by demonstration, whereas the control group was instructed by traditionally designed method over a period of three weeks. Both groups were administered to Phases and Phase Changes Achievement Test as pretest and posttest in order to assess students&rsquo
understanding of phases and phase changes concepts. Additionally, Science Process Skills Test was given before the treatment to measure students&rsquo
science process skills and Attitude Scale toward Chemistry as a School Subject was given after the treatment to determine their attitudes. The hypotheses were tested using analysis of covariance (ANCOVA), paired samples t-test, and analysis of variance (ANOVA). Results of this study indicated that conceptual change oriented instruction caused a significantly better understanding of phases and phase changes concepts
that males had fewer alternative conceptions than females on phases and phase changes
and that science process skills were strong predictors of understanding in phases and phase changes concepts. On the other hand, no significant difference between conceptual change oriented instruction and traditionally designed chemistry instruction
and no effect of gender difference on students&rsquo
attitudes toward chemistry as a school subject were found.
42
Thompson, Ruthanne. "The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4174/.
Full textAbstract:
This study began with a concern about elementary teachers, as a whole, avoiding the teaching of science in the elementary classroom. The three main factors noted as reasons for this avoidance were: (1) minimum science requirements to reach certification, leading to a lack of preparedness; (2) lack of exposure to science in elementary school; and (3) general dislike for and understanding of science leading to a low self-efficacy in science teaching. The goal of the Environmental Science Lab for Elementary Educators (ESLEE) was to conduct an intervention. The intervention was lab-based and utilized in-context, constructivist approaches to positively influence participants' abilities to retain science content knowledge and to affect their belief in themselves as teachers.
This intervention was created to respond to all three of the main avoidance factors noted above. The research utilized a quasi-experimental, pretest-posttest control group design. Two pretests and two posttests (science teaching efficacy and content knowledge) were given to all 1,100 environmental science lab students at the participating institution over two long semesters. Three experimental/control groups were formed from this population. The Experimental Group was comprised of 46 students who participated in the ESLEE Intervention. Control Group 1 was comprised of 232 self-described preservice educators (SDPEEs) in "regular" labs. Control Group 2 was comprised of 62 nonSDPEEs taught by ESLEE instructors in "regular" lab settings.
A DM MANOVA was used to analyze the data. The results demonstrated that the ESLEE Intervention was statistically significant at the p> .05 level for science teaching efficacy between the Experimental Group and Control Group 1, and was statistically significant for both content knowledge and efficacy between the Experimental Group and Control Group 2. More notably, the effect size (delta) results ranged from .19 to .71 and .06 to .55 (partial eta squared) and demonstrated the practical significance of implementing the ESLEE Intervention.
43
Bashet, AbuZafar. "Effects of Student-Created Question Process on Learning Biomedical Statistics in a Specialized Master's in Medical Sciences." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984186/.
Full textAbstract:
This study explored the effectiveness of a student question creation process engaging students actively in self, peer, and instructor interaction in development of affective, cognitive, and meta-cognitive skills. Employing a mixed-methods sequential explanatory design assigning both treatment and control activities sequentially in an alternating pattern over a six week period, students' performance on exams as well as their perceptions of various aspects of the student question creation process were used to evaluate the effectiveness of student-created questions (SCQs) activities as a cognitive strategy and to identify factors contributing to the effectiveness of question creation activities on students' learning. Subjects of this study were high performing and highly motivated graduate students in an 8-week online biomedical statistics course, part of a specialized master's program designed for medical school preparation. Survey findings and focus groups strongly supported the student question creation process as a facilitator of higher order thinking. However, the relatively short study duration, comparison of student question creation with another competing method for facilitating learning (discussion board) and not a pure control group, and availability of a common study guide course with student-created questions on all course topics may have muted assessment of the full impact of the strategy on learning. Although practically difficult in an education environment, further research to assess fully the impact of the student question creation strategy is desirable especially if these confounding factors can be greatly minimized, if not eliminated.
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Athuman, Jamal Jumanne [Verfasser]. "ASSESSMENT OF STUDENTS’ LEVELS OF SCIENCE PROCESS SKILLS AND THE EFFECTIVENESS OF INQUIRY-BASED APPROACH AS THE MAIN FEATURES OF THE CURRENT COMPETENCE-BASED CURRICULUM IN TANZANIA. / Jamal Jumanne Athuman." Wuppertal : Universitätsbibliothek Wuppertal, 2017. http://d-nb.info/1131276469/34.
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Sithole, Phumzile Cordelia. "An exploration of teaching strategies utilised in the facilitation of learning for first level students in General Nursing Science." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/24801.
Full textAbstract:
Lecturers at three Nursing Colleges in the Gauteng Province in South Africa where this study was conducted raised their concern that a large proportion of learners reaching the senior phase have difficulty solving patient care problems and even making specific decisions regarding patient care. These learners are also unable to formulate nursing diagnoses and develop nursing care plans. This lack of essential critical thinking skills is evident during the assessment of their assignments, tests as well as clinical formative assessments. These skills can be developed within learners throughout their four-year training, if exposed to outcomes- based education (OBE) and problem-based teaching strategies especially starting on the first level of their training course. The current nursing education programme, at these Nursing Colleges where this study was conducted is an outcomes- and problem-based curriculum. It is important that teaching strategies utilized by nurse educators are appropriate for the specific curriculum implemented because they greatly differ from the traditional teaching strategies. The purpose of this study was to investigate the teaching and assessment strategies utilized in the facilitation of learning for the first year level students in the subject General Nursing Science (GNS I). The focus of the study was on the first year of training because it is expected that development of critical thinking be started at this level. A quantitative, contextual descriptive research method was utilised. The sample consisted of lecturers (N=23) and students (N=680). The lecturers from each of the three colleges were addressed during a personnel meeting regarding the study and a suitable date and time was set for the distribution of the questionnaires to the lecturers and to first year learners during the last block of the academic year. The questionnaires were distributed to the lecturers and the learners on the agreed date and time and the researcher was present to clarify any misunderstanding regarding the tool. The questionnaire consisted of appendix E, which was distributed to lecturers and appendix F, which was distributed to the learners. Respondents were requested not to give any identifiable information on the questionnaires and to place completed questionnaires in the box provided in each of the venues to ensure confidentiality and anonymity. Data from the study indicated that not all of the teaching strategies and assessment methods utilized by the educators are appropriate and conducive for the stimulation of critical thinking skills. The majority of the lecturers facilitate through a lecture method and assessments are mostly done through written tests and examinations. On the other hand teaching facilities at the colleges are inadequate, for instance small group facilities are not available. Recommendations are as follows: - More lecturers should be encouraged to obtain a Masters Degree qualification in Nursing.
- All lecturers should utilize the OBE educational strategies.
- In their facilitation of GNS I lecturers should accommodate older students, because they were never exposed to an OBE approach in their basic education.
- Lecturers should utilise a variety of teaching strategies that will ensure development of critical analytical thinking.
- Lecturers should utilize a variety of assessment methods.
- Students should be encouraged to seek information on their own, specifically regarding case studies because this actively involves them as they are solving problems, making decisions and draw conclusions in relation to GNS I.
Dissertation (MCur)--University of Pretoria, 2011.
Nursing Science
unrestricted
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Cetin, Pinar Seda. "Effects Of Conceptual Change Oriented Instruction On Understanding Of Gases Concepts." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12611252/index.pdf.
Full textAbstract:
The main purpose of the study was to compare the effectiveness of conceptual
change oriented instruction accompanied with computer animations and traditionally
designed chemistry instruction on 10th grade students&rsquounderstanding, achievement and retention of gases concepts and attitudes towards chemistry as a school subject. Also students&rsquo
views about nature of science were investigated. Quasi experimental design was used in this study. 67 tenth grade students from two intact classes of a chemistry course taught by the same teacher in Sokullu High School were enrolled. The hypotheses were tested by using analyses of covariance and two- way analyses of variance. The results indicated that instruction based on conceptual change approach caused significantly better acquisition of the scientific conceptions, achievement and retention related to gases concepts than traditionally designed chemistry instruction. Science process skill was determined as a strong predictor in the concepts related to gases. Moreover instruction based on conceptual change approach improved students&rsquo
attitudes as a school subject. However no significant effect of gender difference on students&rsquo
understanding, achievement and attitudes toward chemistry as a school subject was found. Finally experimental group students&rsquo
views about some characteristics of nature of science were determined as more realistic than control group students.
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Snow, Gabrielle M. "Development of a Math Interest Inventory to Identify Gifted Students from Underrepresented and Diverse Populations." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1052.
Full textAbstract:
The current investigation supports the objectives of Project GEMS (Roberts, 2008), a grant funded program whose objectives include the development and validation of a protocol to identify students from underrepresented and diverse populations as gifted in the content areas of science, technology, engineering and mathematics. Identification of students from low-income and diverse populations as gifted has been a struggle with current assessment techniques (Baldwin, 2005). Project GEMS aims to address this problem through development of interest measures specific to the STEM areas for use within an identification protocol. The current project developed a measure to assess interest in mathematics. The construct of interest was targeted as it is correlated with many positive factors in education that lead to increased academic performance (Schunk, Pintrich, & Meece, 2008). Existing math interest inventories are designed for older populations, lack good psychometric properties and are atheoretical. To improve upon existing interest measures, Hidi and Renninger’s (2006) four-phase model of interest served as the theoretical basis to inform and guide the process of development and validation of a math interest inventory. A twenty-seven item self-report math interest measure was designed to assess the four phases of Hidi and Renninger’s interest model (emotion, value, knowledge, and engagement; 2006). Pilot and field testing of the measure were conducted in elementary schools selected on the basis of a high proportion of low-income students in a south central Kentucky school district. The sample consists of 1,429,429 students in grades two through six. The measure was hypothesized to evidence good internal consistency, a four-factor structure, and a significant and positive correlations between the Iowa Test of Basic Skills and the composite and subscales of the math interest inventory. The first hypothesis found support with an internal consistency reliability coefficient of .916 for the overall score. Results of confirmatory factor analysis supported a four-factor structure resembling Hidi and Renninger’s (2006) four phase model of interest and including the four components emotion, value, knowledge, and engagement. The correlations between the math scores from the Iowa Test of Basic Skills and the math interest inventory total score and scales partially supported the last hypothesis. The correlations were small and positive for the Values and Knowledge scales but small and negative for the Emotion and Engagement scales. The correlations for the total score of the math interest inventory were significant; however, their values had little practical significance. While the math interest measure evidences good reliability and support for the structure of the scales through confirmatory factor analysis, the current study did not provide evidence for a significant relationship with math achievement as measured by a standardized group administered math achievement test. These results are discussed in relation to limitations of the current study and recommendations for further investigation.
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Kavai, Portia. "The Use of animal organ dissection in problem-solving as a teaching strategy." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40228.
Full textAbstract:
The major purpose of this study was to investigate the effects of using animal organ
dissection in general, and its use specifically in problem-solving as a teaching strategy in
Grade 11 Life Sciences education. A multiple methods research design was used for this
study.
The data collection methods for the quantitative approach were the pre-test, post-test and a
questionnaire. The pre-test and post-test had predominantly problem-solving questions. The
questionnaire and the tests were administered to 224 learners from four Pretoria East
secondary schools from different environments. The data collection methods for the
qualitative approach were the interviews with the Grade 11 Life Sciences teachers of the
selected schools, lesson observations and relevant document analysis. The interviews were
conducted with six Grade 11 Life Sciences teachers teaching at the four selected schools.
Findings from both the quantitative and the qualitative approaches were integrated to give an
in-depth understanding of the study. The findings show that there were significant differences
between the means of the pre-test and the post-test for the total for the whole group of 224
learners. The variables in which the tests were categorised were the rote learning,
problem-solving and three learning outcomes of the National Curriculum Statement (NCS).
The way in which the learners answered the questions in terms of terminology they used, the
confidence they displayed, the level of answering and the explanations they gave when they
wrote the post-test were significantly different from when they wrote the pre-test. The
significant differences between the means of the pre-test and the post-test may possibly have
been due to the intervention. This showed the effectiveness of the intervention which was
animal organ dissection in problem-solving. The study also showed that most teachers are not
well-acquainted with problem-solving strategies which made it challenging for them to use
animal organ dissections to develop problem-solving skills in learners. The attitudes of the
teachers and learners towards animal organ dissection and its use in problem-solving as a
teaching strategy were predominantly positive with less than a quarter of the whole group
being negative due to a variety of reasons which include: moral values, religion, culture,
blood phobia, squeamishness and being vegetarian. The majority of learners acknowledged
the importance of animal organ dissections in developing skills like investigative, dissecting and problem-solving skills. This acknowledgement resulted in them being positive towards
the use of animal organ dissections in problem-solving.
One can conclude that animal organ dissections can be used in problem-solving as a teaching
strategy in Life Sciences education. The level of learner engagement with animal organ
dissections can determine the level of development of problem-solving skills as was
evidenced by the differences between the mean scores of the four schools. The study
recommended that the teachers should be encouraged to use animal organ dissections more
frequently where it is applicable to develop problem-solving skills in learners and not merely
let the learners cut, draw and label the organ. Teachers should also focus on problem-solving
in general and develop this as a prime strategy. All activities should be prepared by the
teacher and implemented in class to encourage and develop problem-solving skills.Thesis (PhD)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Success through Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81097.
Full textAbstract:
We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.
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Webb, Derek, Glen Richgels, Marty J. Wolf, Todd Frauenholtz, and Ann Hougen. "Improving Student Interest, Mathematical Skills, and Future Successthrough Implementation of Novel Mathematics Bridge Course for High School Seniors and Post-secondary Students." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 575 - 578, 2012. https://slub.qucosa.de/id/qucosa%3A1823.
Full textAbstract:
We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.