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1
Salehi, Faiz. "Attitudes Toward Teaching and Research Among Biology Faculty in Texas Institutions of Higher Education." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc279128/.
Full textAbstract:
This study investigated the attitudes toward teaching and research among biology faculty in Texas institutions of higher learning. The purposes of the study were to: 1) determine what the attitudes of Texas biology faculty were toward teaching; 2) to determine the attitudes of Texas biology faculty toward research; 3) to determine if biology faculty attitudes toward teaching vary according to faculty rank; 4) to determine if biology faculty attitudes toward research vary according to faculty rank; 5) to determine if attitudes of biology faculty in Texas toward teaching vary according to institutional type; and 6) to determine if attitudes of biology faculty in Texas toward research vary according to institutional type.
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Blevins, Mary Jean. "College Freshman Biology Two Semester Course: Integrating Deep Processing Teaching Techniques." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3158/.
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Development of a college level freshman biology course was undertaken in response to government reports that American students have fallen behind students of other countries in the area of the sciences. Teaching strategies were investigated to accomplish two objectives, to define essential academic material to include in the course and to investigate teaching techniques that would increase deep processing of the information. An active process that consisted of applying the cognitive information to solving problems or developing answers to questions was defined as critical thinking. Critical thinking was incorporated into the course by the use of case studies.
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Joubert, Lydia-Marie. "Enhancing the quality of first-year Biology teaching at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52824.
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Thesis (MPhil) (Higher Education)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the quality of undergraduate biology teaching, especially when considering the growth in the fields of biotechnology and the molecular sciences. Programmes of learning have to be market orientated, and the contents of curricula have to equip students for entrance into a specific career. At the University of Stellenbosch the School for Biological Sciences has developed an interdisciplinary approach to first-year biology teaching. The new programmes in Biological Sciences, implemented in 2000, contain first-year curricula that introduce students to the disciplines of genetics, botany, zoology, microbiology, biochemistry and statistics. This involves participation by six departments, and lecture facilitation in two languages for up to 600 students. As contact sessions between lecturers and students are limited, self-study is becoming increasingly important, and lectures should be fully exploited to obtain deep learning. This study investigated various ways to enhance the teaching and learning process for first-year biology students in a module fraught with growing pains and problems. The influence of software support on student learning was evaluated, while the introduction of an innovative approach to teaching statistics to first-year students was analyzed. Supplementing the statistics section with video-recordings of the lectures was further considered as a possible way of overcoming various obstacles in especially this section of the module. The application of a practical laboratory course to enhance the quality of the theoretical lectures was also investigated and evaluated. It can be concluded that no simple solution could be found to solve the variety of problems that arose with implementation of the new programmes of learning. Technology proved to be invaluable, but should be applied after thorough needs assessment and impact studies have been performed. Provision of IT tools and facilities do not necessarily imply their application and effect, and innovation and inspiration still proved to be most effective in enhancing biology teaching.
AFRIKAANSE OPSOMMING: Transformasie in biologie-onderrig is onvermydelik. Daar is wêreldwye kommer oor die kwaliteit van voorgraadse biologie-onderrig, veral in die lig van die vooruitgang in biotegnologie en die molekulêre wetenskappe. Programme van onderrig moet markgerig wees, en die inhoud van leerplanne loopbaangerig. Die Skool vir Biologiese Wetenskappe van die Universiteit van Stellenbosch het sedert sy stigting 'n interdissiplinêre benadering tot eerstejaarsbiologie-onderrig ontwikkel. Die nuwe programme in die Biologiese Wetenskappe wat in 2000 geïmplementeer is, bevat eerstejaarskurrikula wat studente bekendstel aan die dissiplines van genetika, botanie, sooloqie, mikrobiologie, biochemie en statistiek. Ses departemente is hierby betrokke, en lesings word in twee tale vir tot 600 studente aangebied. Aangesien kontaksessies tussen dosente en studente beperk is, word selfstudie toenemend belangrik, en lesure moet ten volle benut word om 'n diepgaande leerproses te verkry. Hierdie studie ondersoek derhalwe verskeie potensiële maniere waarop die onderrigen leerproses by eerstejaarbiologie-studente versterk kan word. Die invloed van sagteware-ondersteuning by die leerproses is geëvalueer, terwyl 'n nuwe innoverende benadering tot statistiek-onderrig vir eerstejaarstudente geanaliseer is. Uitbreiding en ondersteuning van die statistiek-seksie, d.m.v. videoopnames van die lesings, is verder oorweeg om verskeie van die hindernisse in veral hierdie deel van die module te oorkom. Die toepassing van 'n laboratoriumkursus om die kwaliteit van die teoretiese lesings uit te brei is ook geëvalueer. Daar kan saamgevat word dat geen enkelvoudige oplossing bestaan om die verskeidenheid van probleme op te los wat met implementering van die programme ontstaan het nie. Tegnologie is onontbeerlik, maar moet toegepas word nadat behoorlike behoeftebepaling en impakstudies uitgevoer is. Verskaffing van informasietegnologie impliseer nie noodwendig die nodige toepassing en effek nie, en innovasie en inspirasie blyk steeds onontbeerlik te wees om biologie-onderrig uit te brei en te versterk.
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Phipps, Owen Dudley. "The use of a database to improve higher order thinking skills in secondary school biology: a case study." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003696.
Full textAbstract:
The knowledge explosion of the last decade has left education in schools far behind. The emphasis in schools must change if they are to prepare students for their future lives. Tertiary institutions as well as commerce and industry need people who have well-developed cognitive skills. A further requirement is that the school leaver must have skills pertaining to information processing. The skills that are required are those which have been labelled higher order thinking skills. The work of Piaget, Thomas and Bloom have led to a better understanding of what these skills actually are. Resnick sees these skills as being: nonalgorithmic; complex; yielding multiple solutions; involving nuanced judgements; involving the application of multiple criteria; involving uncertainty; involving self-regulation of the thinking process; imposing meaning and being effortful. How these can be taught and the implication of doing so are considered by the researcher. The outcome of this consideration is that higher order - thinking entails communication skills, reasoning, problem solving and self management. The study takes the form of an investigation of a particular case: whether a Biology field trip could be used as a source of information, which could be handled by a computer, so that higher order thinking skills could be acquired by students. Students were instructed in the use of a Database Management System called PARADOX. The students then went on an excursion to a Rocky Shore habitat to collect data about the biotic and abiotic factors pertaining to that ecosystem. The students worked in groups sorting data and entering it into the database. Once all the data had been entered the students developed hypotheses and queried the database to obtain evidence to substantiate or disprove their hypotheses. Whilst this was in progress the researcher obtained data by means of observational field notes, tape recordings, evoked documents and interviews. The qualitative data was then arranged into classes to see if it showed that the students were using any of the higher order thinking skills. The results showed that the students did use the listed higher order thinking skills whilst working on the database.
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Katung, Martha. "A study of student attitudes to teaching strategies aimed at encouraging autonomous learning in University level biology." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/5434/.
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This thesis examines the attitudes of students to teaching strategies that are aimed at encouraging autonomous learning in university level biology. Attitudes determine the learning which occurs within a student as he/she selects from the environment what he/she learns according to his ideas, values and feelings as well as his concepts. Attitudes may indeed lead to a rejection or acceptance of new ideas. Hence there is the need to inculcate the right attitudes in the students. Favourable attitudes to a subject could be promoted by the use of appropriate teaching strategies. The result indicated that :- (1) The students were encouraged to become autonomous in their learning and this position was more evident when the changes were made to the course in 1995/96 session. (2) The laboratory method with its many activities which serve to ensure that each student has an opportunity to participate effectively also indicated that the students were encouraged to think for themselves. (3) The tutorial method which had become more varied and frequent encouraged the students to become more free in airing their views thereby enabling them to become more independent. (4) The project method enhanced the student's ability to carry out their studies independently. (5) The organisation of the course, especially the new course, was considered very good as it facilitated their moving towards autonomy. (6) The Perry model confirmed that the changes made in the course did make a difference in students' attitudes to their learning producing a shift towards a higher degree of autonomy. The findings have shown that students were undergoing changes in their perception and approach to their study while at university.
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Smallwood, Susan. "Contemporary Biology Curriculum for Non-majors." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278892/.
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The proposed biology curriculum for non-majors has one main objective, namely to improve scientific literacy among college students. The National Science Education Standards defines scientific literacy as "the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity". The suggested strategies to accomplish this goal are to limit the number of topics covered, introduce relevant scientific terminology, emphasize general biological concepts and themes, and hone critical thinking and problem-solving skills. Activities such as group projects, written and oral assignments, and class discussions are effective tools to assess student ability to communicate scientifically. It is also important for students to make connections between the course subject matter and how it affects real life events.
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Paterson, Craig Chalmers. "An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15996.
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Bibliography: pages 189-198.Applying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectual Achievement Responsibility Questionnaire (Crandall, et al, 1965), and the Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990). The primary aim was to test the prediction that, in contrast to teacher-regulated instruction, academic performance after learner self-regulation would be appreciably greater. Differences between the experimental and control group mean achievement scores at the end of the programme were highly significant.
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Moreland, Amy L. "General Biology Lecture and Laboratory Curriculum Outline in a Two or Four-Year College." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2559/.
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In July of 1999, I wrote to 24 Texas junior and community colleges (and one four-year institution) describing my thesis agenda of a general biology lecture and laboratory syllabus for introductory biology students. I requested the titles and authors of the general biology textbooks and laboratory manuals they were currently using, the publishers of these texts, and the edition of said texts. I then contacted publishers of the various textbooks who, in turn, directed me to the Dallas-area representatives for further inquiries. I assimilated the various authors' general biology topics into a two-semester syllabus of lecture and one semester of laboratory. The document is not a text manuscript, but an all-inclusive listing of a general biology syllabus broken down by subject.
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Yip, Wing-shun, and 葉榮信. "The difference between traditional learning environment and information enriched learning environment on the acquisition andtransfer of higher order thinking skills in a biological context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960595.
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Harris, Molly Ann. "Investigation into the Effectiveness of an Inquiry-Based Curriculum in an Introductory Biology Laboratory." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/HarrisMA2009.pdf.
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Allkins, Michael T. "General education in the natural sciences: comparisons of selected sections of a coummunity college general biology course." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39746.
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From the establishment of Harvard in 1636, to the establishment of the first public Junior College in 1901, to the curricular reforms of the 1960's and 1970's, the purpose of higher education and the role of general education have been the subjects for many lively debates. The national debate on issues relating to general education has intensified within the last decade, and community colleges continue to be active participants in these debates.
The purpose of this study was to describe the course contents and classroom environments of selected community college general education general biology courses in sufficient detail as to shed light on the contribution each makes to general education. This study offers descriptions, interpretations, and evaluations of community college general education biology classrooms and laboratories. The intent was to present vivid descriptions of the classroom experience and to offer interpretations of what was being taught and what was being learned.Ed. D.
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Shepard, Pamela Ann. "The Use of Part-Time Faculty in Associate Degree Nursing, Social Science, and Biological Science Programs." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332403/.
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This study surveyed the opinions of academic administrators of associate degree nursing programs, community college social science programs, and community
college biological science programs regarding major benefits and concerns associated with the employment of part-time faculty.
This study found that most part-time social science faculty teach in the classroom, half participate in non-teaching faculty activities, and most are paid a contract amount per course or credit hour. Part-time biological science faculty differed only in that most teach a combination of classroom and lab/practicum. Part-time nursing faculty differed in all three areas.
Most part-time nursing faculty teach in lab or practicum settings, most participate in more non-teaching activities than other part-time faculty, and most are paid an hourly wage. However, the benefits and concerns associated with the employment of part-time nursing faculty were not significantly different from those identified by academic administrators of the other programs with one exception. Academic administrators felt that part-time nursing faculty expose students to the latest technologies in specialty areas and part-time social science faculty do not.
The benefits cited by the respondents, that were in addition to the benefits most frequently cited in the literature, include increased interaction with the community and the ability to "try out" prospective full-time faculty. The concerns cited by respondents, that were in addition to the concerns most frequently cited in the literature, include the inability to find qualified part-time faculty to fill available positions and the concern that the employment of part-time faculty causes resentment among full-time faculty.
The results from this study indicate that the literature pertaining to the benefits and concerns associated with the employment of social science and biological science part-time faculty in community colleges can be used to develop policies regarding part-time faculty in associate degree nursing programs.
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Gobaw, Getachew Fetahi. "An assessment of the state of practical biology skills of undergraduate students in Ethiopian universities." Thesis, 2016. http://hdl.handle.net/10500/20223.
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The purpose of this study was to evaluate the undergraduate biology practical
instructions and the level of competence of undergraduate biology students in practical
laboratory skills in some Ethiopian universities using skill performance rubric and
questionnaires. A sample of 208 third year students and 26 instructors and laboratory
assistants from three universities were selected as sample of the study. Students reported that
more than 84.2% of the laboratory activities are below the average number of laboratory
activities recommended by the curriculum with no significant difference between universities.
The laboratory skill performance test score was below the midpoint. None of the students
could be able to estimate and determine fields of vision of a microscope. There is a significant
and a positively linear relationship between the students’ grade point average (GPA) with
identification of laboratory equipment, handling of microscope, setting of microscope,
estimation of diameter of field of vision and measuring liquid. Laboratory skill performance
test score is correlated with higher education entrance exam score but not with students’ high
school laboratory back ground. There is no significant difference in instructor’s manipulative
skills among universities (p ≥ 0.09) and instructors manipulative skills is neither correlated
with qualification nor teaching experience (P≥0.056). The most common method of
assessment instructors’ use in the laboratory is laboratory report and identification of
specimen examination (46.4%) and written exam and identification of specimen examination
(35.7%). The number of courses having laboratory manuals is as low as 14.3%, in the new
university. Manipulating materials, measuring and using numbers, and pre lab activity were
common activities, and were found in every manual and in every university. Moreover, the
result also revealed that the manuals contain high percentage rate of basic science process
skills (75.4%) as compared to the integrated science process skills (24.6%). Correlation and
multiple regression analyses revealed that students’ laboratory performance skills is significantly positively correlated with higher education entrance exam score, availability of
laboratory resources and instructors experiences. Instructors’ experience has significant
positive regression weightsLife and Consumer Sciences
D. Phil. (Mathematics, Science and Technology Education)
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Hassen, Mohammed Ayalew. "Strategies in the teaching of Geography in higher education preparatory secondary schools of Ethiopia." Thesis, 2015. http://hdl.handle.net/10500/19668.
Full textAbstract:
Education systems are currently undergoing transformational changes throughout the world and one of these changes is a shift from a philosophy of positivist paradigm to constructivist paradigm of teaching. Accordingly, constructivists claim children actively construct their knowledge rather than absorb information spoken to them by teachers. Therefore, the constructivist teaching of Geography places emphasis on the fact that learners should think more, understand and responsible for their own learning. This study thus focused on the practice of constructivist methods in the teaching of Geography at preparatory secondary schools of Ethiopia.
Geography is colourful and an outdoor oriented subject in which learners could get good opportunities to construct their knowledge through various in-and-out of school activities. Thus, constructivist methods are useful for Geography learners to develop their intellectual capacity for life-long learning and for generic skills such as critical thinking, information processing, problem solving, decision-making, etc. Therefore, the main purpose of this study was to investigate the merits and reasons for teacher dominance in the pedagogy of Geography and to suggest learner-centered teaching strategies in the context of constructivist principles on learners’ learning activities to liberate them from passive learning pedagogy.
The study was confined to six Higher Education Preparatory Secondary Schools out of 20 preparatory schools of the South Wollo Administrative Zone of Amhara state of Ethiopia. It employed mixed-method approaches (qual-quant) and descriptive survey design. The target population for this study was 1053 Social Science learners and 12 Geography departmental heads and teachers. Among 1053 learners 199 learners were sampled through random sampling technique. But all Geography teachers and departmental heads were taken as the main participants through purposive sampling techniques. Semi-structured interviews, observation, documents and questionnaire were the main data collection instruments for the study. Data that were collected through interviews, observation and open-ended questionnaire were analysed inductively using narrations and descriptions through words, phrases and statements, whereas the data collected from documents were organised in the form of tables and analysed via percentage and mean. However, data that were collected through close-ended questionnaires were edited, coded, classified, tabulated and organised in the form of tables havebeen analysed through frequency, percentage and mean via SPSS software. Based on the analysed data, findings were depicted.
The findings of the study revealed that Geography is a unique discipline and its syllabus was prepared in line with the country’s education policy which encourages constructivist approaches of teaching. However, majority of teachers frequently practice traditional teaching methods. Moreover, the study also identified that lack of teachers’ professional training about the practice of a variety of learner-centered methods and continuous assessment techniques, lack of experience about learner-centered teaching methods both on the part of teachers and learners, low interest and commitment on the part of teachers, teachers’ failure to utilise teaching materials, placing of less competent learners in the Social Science stream, learners’ low interest to learn and incapability to learn through learner-centered methods, learners’ low engagement in the teaching activities, learners’ disturbance, shortage of time, absence of plasma TV transmission and shortage of resources such as school facilities, instructional media, reference books, Geography room, department room, pedagogical center, lounge and scarcity of budget were considerable hindrances on the implementation of Geography syllabus through the constructivist approaches of teaching methods. Based on the findings of the study, recommendations were made to the concerned bodies to alleviate the hindrances and to encourage the practice of constructivist teaching methods and making the learners free from teachers’ dependency.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Mohammed, Awol Ahmed. "A model for teaching learning methods of geography in the Ethiopian colleges of teacher education." Thesis, 2014. http://hdl.handle.net/10500/18342.
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In this study the status of the active learning methods of teaching employed in Teachers‟ Training Colleges in Ethiopia was examined from the perspective of the trainee-teachers and their lecturers. Factors relating to active learning were discussed within the framework of the social-cognitive constructivists‟ theory, as learning (knowledge construction) requires the direct involvement of an individual, as well as interaction with the social environment. Three main groups of learning theories were investigated, namely the behavioural, the cognitive and the constructivist theories. The behavioural theories emphasise the transmission of information from the teacher to the learner, whereas the cognitive and constructivist theories emphasise the learners‟ construction of knowledge from their own experiences and their interaction with one another. The methods and strategies for teaching Geography in Ethiopian Teachers‟ Training Colleges were also discussed.
The empirical research investigated the perceptions of trainee-teacher and lecturers regarding active learning methods at their respective colleges, the current teaching-learning methods and strategies that the trainee-teachers employ, how they experience the current teaching methods and approaches and other related matters, such as class size and facilities, the integration of assessment with active learning, the teachers‟ attitudes towards active learning, whether or not the lecturers receive short-and long-term training on active learning, the support obtained from the managing body, and whether or not any guidelines existed. Interviews were conducted as embedded research that was intended to supplement the quantitative findings.
The results of the empirical investigation indicated a lack of systematic and appropriately organised active learning at college level. Some of the barriers that profoundly hindered the use of active learning pedagogies are the lecturers‟ tendency to maintain the traditional (lecture) method of teaching, insufficient pre-service and in-service training, the large class sizes, the lack of administrative support, the scarcity of resources/facilities, the lack of integration between assessment and active learning, and finally, the absence of guidelines.
Pertinent information was extracted from the relevant literature and the empirical study to develop a model to address the problem of active learning in Teachers‟ Training Colleges. Thus, a Model of Active Learning, which is relevant to the teaching of the learning of Geography at College level in the Ethiopian context, was developed.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Alemu, Birhanu Moges. "Active learning approaches in mathematics education at universities in Oromia, Ethiopia." Thesis, 2010. http://hdl.handle.net/10500/4133.
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Meaningful learning requires active teaching and learning approaches. Thus, with a specific focus on Mathematics teaching at university in Oramia, the study aimed to:
• examine the extent to which active learning/student-centered approaches were implemented;
• assess the attitudes of university lecturers towards active-learning;
• investigate whether appropriate training and support have been provided for the implementation of an active learning approaches
• assess the major challenges that hinder the implementation of active learning approaches and
• recommend ways that could advance the use of active learning approaches in Mathematics teaching at university.
A mixed-methods design was used. Among the six universities in the Oromia Regional State of Ethiopia, two of the newly established universities (younger than 5 years) and two of the old universities (15 years and older) were involved in the study. A total of 84 lecturers participated in the study and completed questionnaires. This was complemented by a qualitative approach that used observation checklists and interviews for data gathering: 16 lessons were observed while the lecturers taught their mathematics classes (two lecturers from each of the four sample universities were twice observed). In addition, semi-structured interviews were conducted with four mathematics department heads and eight of the observed lecturers. The study adhered to ethical principles and to applied several techniques to enhance the validity/trustworthiness of the findings.Psychology of Education
D. Ed. (Psychology of Education)
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Woodson, Jolie. "Tapping into Students' Culturally Informed Prior Knowledge: A Study of Four Instructors Teaching Undergraduate Biology." Thesis, 2021. https://doi.org/10.7916/d8-rezg-nn97.
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While it is well established that pedagogies purposefully linking subject matter to students’ cultural contexts and prior knowledge can help students learn subject matter, little is known about practices for so doing in undergraduate biology courses enrolling substantial numbers of racially, culturally, and otherwise diverse students. This study sought to understand how four biology instructors of primarily Black and Hispanic students enact a form of teaching that draws out and uses knowledge from and about students’ lives—what I refer to as students’ culturally informed prior knowledge—to help students learn key subject-matter ideas in biology. It also examined how instructors managed their efforts to teach in this way and how they portrayed their reasons for so doing.
The study derived several insights. One, instructors can connect important subject-matter ideas, in the study of biology, to facets of students’ daily lives, using the latter to advance students’ understanding of the former. Thus, the teaching of college-level biology with knowledge drawn from students’ lives is more than an aspiration. It can and—per my study—does occur. It is then possible to teach college-level biology with knowledge drawn from students’ lives.
Two, to enact such teaching, instructors can strive to draw comparisons between topics that are concrete and familiar to students and new subject-matter ideas to make the latter comprehensible to them. Three, instructors can connect subject matter to their students’ physiological experiences, treating students’ thinking about their bodies as a form of prior knowledge. Four, instructors can call students’ commonly accepted yet incomplete or unexamined ideas and beliefs into question to facilitate their learning of subject-matter ideas. Five, instructors’ efforts to teach using knowledge from students’ lives can include planning and forethought—but also improvisation while teaching. Six, a desire to make the subject matter of their course relatable to students can inspire instructors to teach using knowledge from students’ lives.
The study recommends (a) changes in institutional policy toward supporting faculty in efforts to teach using knowledge from students’ lives, and (b) future research into teaching of biology and other STEM subjects that takes into account students’ prior knowledge.
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Charoux, Marie Odylle. "The TED matriculation, higher grade, biology examination as an evaluator of educational objectives for effective biology teaching." Thesis, 1993. http://hdl.handle.net/10539/22408.
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A research project submitted to the Faculty of Science, University of the
Witwatersrand, .Johannesburg, in part fulfillment of the requirements for the Degree
of Master of Science. Johannesburg 1993.This study aims at providing some evaluation of the impact of the Transvaal Senior Certificate, Higher Grade, Biology Examination on Biology teaching in the Transvaal, It also looks. at the effectiveness of this exarnlnatlon as an assessment/evaluation instrument. A questlonnalre is used to secure the views qf practising Biology teachers, and teacher trainers, about the stated objectives of Biology teaching at senior high school level in terms of:- - their relative merit and importance. - their attainment through current teachinq practices. - their evaluation by the examination Board, The views of 63 teachers and 9 teacher trainers are analysed and the views of Transvaal and Natal teachers are compared to those of Teacher Trainers. Much consensus is found in the responses of all three groups of educators. They are well aware of modern trends and methodologies in the field of Biology Education but are pessimistic about the current achievement of many of the objectives they identify as being Important for effective Biology Teaching. They see the examination as one which focuses mainly on the assessment of Recall of Knowledge, The implications of these findings are discussed and several recommendations are made.
AC2017
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Cossa, Eugenia Flora Rosa. "Evaluation of a practical component of the biology course of the Basic University Science Course Experimental Project at Universidade Eduardo Mondlane in Maputo." Thesis, 1997. https://hdl.handle.net/10539/24285.
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A research report submitted to the Faculty of Science, University of the
Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the
degree of Master of Science.The purpose of this study was to determine whether the goals of the practical component of the cytology section of the biology course at Basic University Science Course Experimental Project (BUSCEP) at Universidade Eduardo Mondlane in Maputo were being achieved. Two kinds of instruments were used in this study. They were (i) a written practical test and (ii) an observation schedule (checklist I and II). A total of 41 first year biology students of the BeSCEP course were involved in the study. The written practical test determined whether the students had mastered the knowledge of the parts of the microscope and their functions and whether they had understood how to use the microscope. Checklist I tested whether the students had mastered the physical skills necessary to operate a light microscope correctly. Checklist II tested whether the students had mastered the skills needed to prepare a wet mount slide. The results revealed that the goals of the practical component of the cytology section of the biology course at BUSCEP were not achieved. This was because most students have problems in understanding how to use the microscope as well as in mastering the logical sequence of the skills needed for effective use of the microscope. It is imperative that teachers find and use effective ways of assessing laboratory activities and skills during practicals, as this will contribute to the improvement of the BUSCEP biology course.
AC 2018
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Genu, Edaso Mulu. "Lecturers' and students' perceptions of the effectiveness of teaching listening skills to English foreign language students at three Ethiopian universities." Thesis, 2016. http://hdl.handle.net/10500/22009.
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The main aim of this research was to explore lecturers’ and students’ perceptions of the effectiveness of teaching listening skills to English foreign language (EFL) students at three Ethiopian universities with the purpose of proposing guidelines and recommendations for effective teaching and learning of EFL listening skills. The research was prompted by a number of research projects which indicated that listening skills and the teaching of listening in the Ethiopian context were not effective resulting in students who are ill equipped for listening effectively.
A mixed method approach was followed as a design for the empirical research study. A pragmatic research paradigm, using both quantitative and qualitative methods and then blending the two methods was employed. Quantitative data were collected from 72 lecturers and 158 students at three Ethiopian universities by means of close-ended questionnaires using a five-point Likert scale instrument. For the qualitative phase of the study data were collected by means of semi-structured interviews with lecturers and students. Observations of listening lessons presented in the classroom and in the language laboratory were done by means of completing an observation checklist and note-taking. These were used to triangulate data. The analysis of the data obtained by means of the questionnaires and the observation checklist were done using descriptive and inferential statistics. Qualitative data obtained by means of unstructured interviews (which were transcribed verbatim) were coded and divided into themes.
The research findings indicated that the lecturers’ perceptions of the activities used during the pre-, while- and post-listening phases and the use of listening material were more positive than those of students and that females perceived the effectiveness less positive than males. The data obtained by means of interview questions confirmed what was found in the quantitative part of the study. Observations carried out in the three universities showed that the teaching of listening skills was mostly poorly done and that the listening material used was not suitable and did not interest students. The use of bottom-up and top-down strategies were found to be used inadequately in the teaching of EFL listening skills. The teaching methods and strategies used, as well as activities provided during each listening phase were found to be generally poor. A model for teaching EFL listening in the classroom was proposed in this study.
Lecturers and students expressed their challenges in teaching and learning EFL listening skills and also made recommendations for best practices on how to improve the teaching and learning of EFL listening. These challenges and recommendations for best practices mostly centred around lecturer-related, student-related and institutional-related factors. This study has suggested recommendations pertaining to the lecturers, students, institutions of higher education, the Ethiopian Ministry of Education and schools.Curriculum and Instructional Studies
D. Ed. (Didactics)
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Wereta, Yoseph Woubalem. "Peace education for managing institutional conflict : a case study of Addis Ababa University." Thesis, 2019. http://hdl.handle.net/10500/26745.
Full textAbstract:
This study focused on investigating the significance of peace education to manage institutional conflict at Addis Ababa University, Ethiopia. As conflict is inevitable in all settings, the need for looking at diversified ways of mitigating conflict is paramount and mandatory. Higher education should serve communities and nations in generating solutions on one hand and as well generating educated human power equipped with basic knowledge, skills and required attitude, on the other hand. The situation observed in the study area of AAU and other universities is a concern because the level and magnitude of conflict being experienced in university campuses is increasing. Taking this into consideration, the study employed a qualitative inquiry and collected data from students, academic staff from a variety of departments, the student administration wing student, the Institute of Peace and Security Studies and support staff. The findings of the study tried to identify the nature and cause of conflict. Moreover, it collected data regarding the measures currently taken by the university and as well investigated to what extent peace education can serve as an instrument to manage institutional conflict in AAU. Most of the conflict types were found to be dysfunctional, which involves the affective domain based on the feelings and emotions of the conflicting parties, mainly students to each other. It was injected by ethnic conflict and almost no dialogue is held to resolve the conflicts among them. On the other hand, turbulent situations in the society are enacted at the university, with students entering into conflict demanding their ethnic groups’ democratic and human rights. When conflicts arise, conflict resolving mechanisms are traditional with the university resorting to the use of the external police force with dire consequences such as imprisonment, detainment and even death. The study thus investigated and revealed the potential of peace education as an innovative solution to resolve conflict collaboratively thus satisfying all parties.Educational Management and Leadership
Ph. D. (Education Leadership and Management)
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Bekele, Asnake Muluye. "Investigating the influence of pre-calculus mathematics refreshment module to first year engineering students in an Ethiopian university." Thesis, 2019. http://hdl.handle.net/10500/25761.
Full textAbstract:
The quality of mathematics knowledge attained by students entering university in Science, Technology, Engineering and Mathematics (STEM) fields has been decreasing. There is a need to enhance students’ mathematical knowledge in order to maintain the standards of STEM curriculum at university. The rationale of this study was to investigate the influence of Pre-Calculus Mathematics Refreshment module taught using Meta-cognitive skills and Co-operative Learning (MCL), or Co-operative Learning (CL) only, or Traditional lecture (T) intervention method to First Year pre-engineering Students on their Applied Calculus 1 in an Ethiopian university. The study further investigated the influence of Pre-Calculus Mathematics Refreshment module for MCL, or CL, or T intervention method on male and female students’ achievement. The refreshment module and Applied Calculus 1 scores were measured through posttest and normal class room score of Applied Calculus 1 result. The dependent variables were student achievement in pre-calculus refreshment Module and Applied Calculus 1. Out of 29 universities in Ethiopia only four were selected to participate in this study. Population of this study was all pre-engineering first year students in those universities in 2016/2017. The sample consisted of 200 pre-engineering university students who studied in four of Ethiopian universities and one class was randomly selected by lottery method from existing pre-engineering classes in each university. Two experimental groups which were taught MCL and the other CL intervention method and two of them were control groups upon whom the control novice with traditional lecture method and control without intervention was applied. In each group 50 students of 25 males and 25 females were purposely selected from sampled class. A pre-calculus mathematics Pre-test was administered first, where the average scores of all students Pre-test result was below 33%. Then, first MCL and CL intervention methods were discussed and exercised for one week before implementing the study. For the study, selected pre-calculus mathematics topics was taught in all classrooms for 32 periods i.e. 50min x32= 26.7hrs at the beginning of the first semester parallel with Applied Calculus 1 for the academic year 2016 / 2017.
The statistical tools used under this procedure include descriptive statistics percentage, mean and standard deviation and inferential statistics, T-test, and one-way analysis of variance (one-way ANOVA). The results show statistically significant differences (Sig 0.00) at the significance level (0.05) between students that learnt pre-calculus refreshment module and control group which did not. Among the students those learned pre-calculus refreshment module through MCL, CL and T method students in the MCL and CL groups’ posttest scores significantly different from T group in pre-calculus results both with Sig of 0.00. But there was no significant difference between MCL & CL groups were Sig is 0.97. Additionally, the female students in the MCL group was not significant different from CL and T group, on an impact of refreshment module, in Applied Calculus 1 mathematics where Sig is 0.994 and 0.237 respectively, and CL female group scores significantly different from T group in Applied Calculus 1 results with Sig 0.042. The male students in the MCL and CL groups were significantly different from T group in Applied Calculus 1with Sig of 0.07 and 0.012 respectively. Also, there was a positive correlation between Pre-Calculus refreshment module and Applied Calculus 1 with correlation coefficient of 0.835. Lastly, the result of pre-calculus mathematics posttest scores with the female students in MCL relatively increased than male students, than in CL and T groups, which indicated that MCL benefit more female students than male students. The differences were more in favor of pre-calculus mathematics refreshment with MCL intervention method. To improve success in engineering participation of all students, recommended that a pre-calculus module should be offered by all universities for first year engineering students, structured co-operative learning with purpose has significant gains for effective instruction, and to increase the success rate of female students this study has proven that they are trainable and therefore, meta-cognition skills have to be nurtured for female students.Mathematics Education
D. Phil (Mathematics Education in Science and Technology)
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Hailegebreal, Tesfaye Demissie. "Effects of pedagogy-based technology on chemistry students' performance in higher education institutions of Ethiopia : a case study of Debre Berhan University." Thesis, 2012. http://hdl.handle.net/10500/10351.
Full textAbstract:
Many students have difficulty of learning abstract and complex topic in chemistry. This study investigated how students develop their understanding of abstract and complex topics of chemistry with the aid of visualizing tools: animation, simulation and video.
A particular focus of this investigation was to assess to what extent the uses of pedagogy based technology (PBT) is effective in learning chemistry. The combined effect of animation, simulation and video clips enable learning by doing and provide opportunity to explore the abstract and complex lessons of chemistry. The research was conducted with sequential embedded mixed research (quasi experimental and Explanatory) case study design. The experiment was carried out with second year chemistry students include 90(14 female and 76 male) students, 12 male chemistry lecturers and the college heads. The students were constituted 45 Control group and 45 Treatment groups. The groups were non-equivalent (convenient samples), suggesting that randomization was not possible as the students were in intact classes.
To apply animation, simulation and video in supporting student-centered learning activities of electrochemistry for second year students flash and micro media player were used. The treatment group was trained for two weeks how to operate and use animation, simulation and video software. Pre and Post tests were administrated to the target groups. The effectiveness of PBT was also evaluated by administrating separate Schedule containing open and closed ended questions.
The comments and ratings obtained from the learners‟ and lecturer insights provided the basis for the learning impact of the study. The result obtained from the
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experiment and responses of the schedule shows that PBT improves the performance of students. Therefore, to make the abstract and complex concepts of chemistry easy and clear Electrochemistry learning should be supported by animation simulation and video.
An extended study may help to understand the multi sensory benefit of Pedagogy-Based-Technology. Thus, a possible extension to this study should cover a variety of universities and should aim at evaluating its effectiveness in various context and subjects‟.Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))
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Osodo, Joseph. "3D visualization skills incorporation into an undergraduate biology course." Thesis, 1999. http://hdl.handle.net/10413/3298.
Full textAbstract:
Current trends indicate that the population explosion and invasion of information technology, particularly in developing nations, are likely to overwhelm education systems and policy makers, educators, researchers and therefore the community faces enormous challenges. Also, many graduates of various levels and disciplines appear unable to practically apply their knowledge in problem solving situations. In an attempt to achieve and maintain high educational standards, many nations are devoting substantial proportions of the gross domestic product toward educational endeavours. However, few systems are adopting modern education practices that intrinsically motivate and engage learners, and are at the same time flexible enough to consider students' aspirations and interests. It is argued that such systems would make learning more relevant, meaningful and enjoyable to the learners and are bound to improve exit performances. In such a system, the role of the teacher is that of a facilitator, and not instructor. Constructivism, a philosophy which holds that knowledge is actively constructed by learners through learning, is regarded as promising to provide a long-term solution to many educational problems since its underlying principles are argued to be holistic. It has become imperative that technology in general and the computer in particular should play a role as educational tools as these have capabilities that could be designed to make learning relevant and interesting to learners. It is argued that its use within constructivist approaches and curriculum considerations would increase learner abilities. An eclectic approach to curriculum design is advised for success in this endeavour. Since computers permeate most aspects of our lives (directly or indirectly) their inclusion in teaching and learning situations must become a reality. This project is focused on underscoring the fact that computer based education (CBE), under constructivist philosophy, can provide solutions to problems brought about by extreme interpretations of the deductive or traditional teaching approach. Particularly, it attempts to show that use of three-dimensional (3D) visualizations could significantly aid comprehension and perception of, among other units of discourse, cytoplasmic structure, geo-referenced graphical data, and the understanding of spatial relationships. This is a technique that has, in the recent past, received little attention and no extensive educational research has been carried out with the aim of perfecting it. Recent research carried out by members of the Biological Pedagogy (Bioped) research group identified conceptual problems in learners regarding biological processes such as photosynthesis and respiration. Having established that the misconceptions in learners were attributable to their lack of visualization ability, the first part of the project involved identifying some of the specific visual problems. A qualitative research approach was used to ascertain from university lecturers what convictions, beliefs and experiences they had had with their students that related to use of visualization skills. Skills most required included interpretation of 2D and 3D structures as well as their rotation in space. A survey was also carried out among Cell Biology first and second year students of the School of Life and Environmental Studies in order to precisely determine aspects of three-dimensionality and visual skills suspected to cause conceptual difficulties. Quantitative data analysis showed that the most deficient skills in the learners included pattern folding (projecting 2D material into 3D objects), orientation of form (identifying 3D objects that are oriented differently) and rotation (identifying 3D objects from top and front views). These findings corroborated qualitative analysis of lecturers opinions and convictions. An educational computer game was designed with the aim of ameliorating these problems. The game consisted of 3D scenes where puzzles related to the skills mentioned above needed to be solved. It was recommended that visualization skills should be incorporated into the biology curriculum for all undergraduate students within the first year of the course.Thesis (M.Ed.)-University of Natal, 1999.
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Gupthar, Abindra Supersad. "Biochemistry students' difficulties with the symbolic and visual language used in molecular biology." Thesis, 2007. http://hdl.handle.net/10413/3562.
Full textAbstract:
This study reports on recurring difficulties experienced by undergraduate students with respect to understanding and interpretation of certain symbolism, nomenclature, terminology, shorthand notation, models and other visual representations employed in the field of Molecular Biology to communicate information. Based on teaching experience
and guidelines set out by a four-level methodological framework, data on various topic-related difficulties was obtained by inductive analyses of students’ written responses to specifically designed, free-response and focused probes. In addition, interviews, think-aloud exercises and student-generated diagrams were also used to collect information.
Both unanticipated and recurring difficulties were compared with scientifically correct propositional knowledge, categorized and subsequently classified. Students were adept at providing the meaning of the symbol “Δ” in various scientific contexts; however, some failed to recognize its use to depict the deletion of a leucine biosynthesis gene in the
form, Δ leu. “Hazard to leucine”, “change to leucine” and “abbreviation for isoleucine” were some of the erroneous interpretations of this polysemic symbol. Investigations on
these definitions suggest a constructivist approach to knowledge construction and the inappropriate transfer of knowledge from prior mental schemata. The symbol, “::”, was
poorly differentiated by students in its use to indicate gene integration or transposition and in tandem gene fusion. Idiosyncratic perceptions emerged suggesting that it is, for
example, a proteinaceous component linking genes in a chromosome or the centromere itself associated with the mitotic spindle or “electrons” between genes in the same way
that it is symbolically shown in Lewis dot diagrams which illustrate covalent bonding between atoms. In an oligonucleotide shorthand notation, some students used valency to differentiate the phosphite trivalent form of the phosphorus atom from the pentavalent phosphodiester group, yet the concept of valency was poorly understood. By virtue of the visual form of a shorthand notation of the 3,5 phosphodiester link in DNA, the valency was incorrectly read. VSEPR theory and the Octet Rule were misunderstood or forgotten when trying to explain the valency of the phosphorus atom in synthetic oligonucleotide intermediates. Plasmid functional domains were generally well-understood although restriction mapping appeared to be a cognitively demanding task. Rote learning and substitution of definitions were evident in the explanation of promoter and operator
functions. The concept of gene expression posed difficulties to many students who believed that genes contain the entity they encode. Transcription and translation of in tandem gene fusions were poorly explained by some students as was the effect of plasmid conformation on transformation and gene expression. With regard to the selection of transformants or the hybridoma, some students could not engage in reasoning or lateral thinking as protoconcepts and domain-specific information were poorly understood. A failure to integrate and reason with factual information on phenotypic traits, media components and biochemical pathways were evident in written and oral presentations. DNA-strand nomenclature and associated function were problematic to some students as
they failed to differentiate coding strand from template strand and were prone to interchange the labelling of these. A substitution of labels with those characterizing DNA replication intermediates demonstrated erroneous information transfer. DNA replication models posed difficulties integrating molecular mechanisms and detail with line drawings, coupled with inaccurate illustrations of sequential replication features. Finally, a remediation model is presented, demonstrating a shift in assessment score dispersion from a range of 0 - 4.5 to 4 - 9 when learners are guided metacognitively to work with domain-specific or critical knowledge from an information bank. The present work shows that varied forms of symbolism can present students with complex learning difficulties as the underlying information depicted by these is understood in a superficial way. It is imperative that future studies be focused on the standardization of symbol use, perhaps governed by convention that determines the manner in which threshold information is disseminated on symbol use, coupled by innovative teaching strategies which facilitate an improved understanding of the use of symbolic representations in Molecular Biology. As Molecular Biology advances, it is likely that experts will continue to use new and diverse forms of symbolic representations to explain their findings. The explanation of futuristic Science is likely to develop a symbolic language that will impose great teaching
challenges and unimaginable learning difficulties to new generation teachers and learners, respectively.Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.
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Moore, Michael Edward. "Study of a hybrid course in non-majors biology : an assessment of changes in student attitudes and levels of engagement." 2013. http://liblink.bsu.edu/uhtbin/catkey/1728252.
Full textAbstract:
This study has presented a comprehensive overview of the context and significance of
changes in attitudes and levels of engagement in Ball State University’s BIO 100 class which is
taught using the blended learning method. The evidence suggests that this method exhibits no
significant overall change in attitudes or levels of engagement over the course of the semester.
Several individual question couplets exhibited positive change. The combination of no
significant overall change and positive couplet changes suggests that this method is a viable
alternative to more traditional methods. In addition students overwhelmingly agree that this
method of education should be used in other classes. Future research is needed to confirm the
effects of this method. It is also paramount that as this method becomes implemented on larger
scale training and coaching be available for students and faculty members. These services are
necessary in order to achieve maximum method effectiveness.
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Lang, Sarah Adrienne 1973. "Stories of staying and leaving: a mixed methods analysis of biology undergraduate choice, persistence, and departure." Thesis, 2008. http://hdl.handle.net/2152/3872.
Full textAbstract:
Using a sequential, explanatory mixed methods design, this dissertation study compared students who persist in the biology major (persisters) with students who leave the biology major (switchers) in terms of how their pre-college experiences, college biology experiences, and biology performance figured into their choice of biology and their persistence in or departure from the biology major. This study combined 1) quantitative comparisons of biology persisters and switchers via a questionnaire developed for the study and survival analysis of a larger population of biology freshmen with 2) qualitative comparison of biology switchers and persisters via semi-structured life story interviews and homogenous focus groups. 319 students (207 persisters and 112 switchers) participated in the questionnaire and 36 students (20 persisters and 16 switchers) participated in life story and focus group interviews. All participants were undergraduates who entered The University of Texas at Austin as biology freshmen in the fall semesters of 2000 through 2004. Findings of this study suggest: 1) Regardless of eventual major, biology students enter college with generally the same suite of experiences, sources of personal encouragement, and reasons for choosing the biology major; 2) Despite the fact that they have also had poor experiences in the major, biology persisters do not actively decide to stay in the biology major; they simply do not leave; 3) Based upon survival analysis, biology students are most at-risk of leaving the biology major during the first two years of college and if they are African-American or Latino, women, or seeking a Bachelor of Arts degree (rather than a Bachelor of Science); 4) Biology switchers do not leave biology due to preference for other disciplines; they leave due to difficulties or dissatisfaction with aspects of the biology major, including their courses, faculty, and peers; 5) Biology performance has a differential effect on persistence in the biology major, depending on how well students perform in comparison to other courses or other students.text
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Tadesse, Alamirew Kassahun. "English as a foreign language instructors' conceptions and applications of communicative language teaching in grammar lessons : the case of four private universities in Ethiopia." Thesis, 2021. http://hdl.handle.net/10500/27535.
Full textAbstract:
Communicative Language Teaching (CLT) has been adopted in various countries in the world.
This is especially true in an EFL context in Ethiopia where it has received considerable attention both at policy and classroom levels. This study aimed to investigate English as Foreign Language (EFL) instructors' conceptions and applications of CLT in teaching grammar lessons in private universities in Ethiopia. Due to the nature of the issues addressed in the study, the mixed-methods approach was employed. The data for the study were collected from 25 EFL
instructors teaching in four private universities through semi-structured interviews, quantitative
questionnaire, and classroom observation. The qualitative data collected from the semi-structured
interviews and classroom observation were analysed thematically, using deductive thematic analysis. The quantitative data garnered through the questionnaire were analysed using the latest
version of SPPS (Version 20) available at the time of data analysis.
While the study highlighted four major EFL instructors' misconceptions stemming from the discrepancies in understanding the term communicative, it revealed that the majority of the EFL
instructors' conceptions of CLT were consistent with the CLT literature. To that effect, the study illuminated the EFL instructors' conceptions of grammar and CLT concerning the teacher’s role,
the learners’ role, the types of teaching materials, the place for grammar in CLT as well as the methods of teaching grammar lessons and assessing the learners’ performance in grammar lessons.
Nevertheless, the classroom practices of the majority of the EFL instructors were inconsistent with their conceptions of CLT because they predominantly employed the lecture method to teach grammar lessons. The study also found various socio-cultural and economic variables practically affecting the application of CLT in teaching grammar lessons in private universities in Ethiopia.
Consequently, the study identified teacher-related factors, student-related factors, institutional factors, curriculum-related factors, and system-related factors as the main difficulties of implementing CLT in teaching grammar lessons. The study recommends that measures that align policy with practice should be taken to ensure that the instructors' conceptions are realised in classroom situations, thereby minimising the discrepancies between their conceptions and their classroom practices.English Studies
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Abeba, Berhan Demeke. "A reflective practice approach to educate English language teachers in a post graduate diploma in teaching programme." Thesis, 2019. http://hdl.handle.net/10500/25798.
Full textAbstract:
In the 21st century, an interactive student-centred teaching and learning approach is a dominant approach in schools. As the interactive learning approach took dominance over the traditional teacher-centred teaching approach, reflective practice became a popular teaching and learning strategy in teacher education programmes globally. With the intention of improving the quality of education particularly educating practice-oriented teachers and students, many countries revised their teacher education programmes, with reflective practice taking centre stage. It initiated teachers’ creativity, critical thinking, teacher-student collaboration, and research in gathering data for changing classroom tradition. The purpose of this qualitative study was to investigate how successfully teacher educators implemented reflective practice in educating reflective English Language Teacher (ELT) trainees in the Post Graduate Diploma in Teaching (PGDT) programme. Critical thinking, reflective practice, transformative learning, teacher’s efficacy and social constructivism theories underpinned this study. The participants were purposively selected from two types of institutes, the university and two secondary schools. Five ELT trainee teachers, three teacher educators were sampled from the university and two academic vice-principals were sampled from two secondary schools respectively. The research, framed in a qualitative case study, collected data using semi-structured interviews, observations and document analysis. To critically analyse the differences and similarities among the data collected via different instruments from different participants, inter-case analysis was utilised. In analysing the teaching and learning practices, critical discourse analysis (CDA) contributed to answering the research questions which were informed by the main research question. CDA also enabled the researcher to examine the spoken and written words of the reports in detail according to the emerging themes, sub-themes and text content. The concept reflective practice in educating reflective trainee teachers is well endorsed in the curriculum. However, the practice at the university during the teaching of courses and during school-based practicum was compromised due to a number of factors linked to all stakeholders. However, in accordance with constructivist theory, the researcher was able to create new knowledge with the development of a proposed conceptual framework for reflective English Language Teacher (ELT) education in the PGDT programme.Curriculum and Instructional Studies
D. Phil. (Education (Curriculum Studies))
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Barrett, Joan. "An investigative study into the effectiveness of using Computer-aided Instruction (CAI) as a laboratory component of college-level biology : a case study." Thesis, 1997. http://hdl.handle.net/1957/33720.
Full textAbstract:
Community colleges serve the most diverse student populations in higher
education. They consist of non-traditional, part-time, older, intermittent, and mobile
students of different races, ethnic backgrounds, language preferences, physical and mental
abilities, and learning style preferences. Students who are academically challenged may
have diverse learning characteristics that are not compatible with the more traditional
approaches to the delivery of instruction. With this need come new ways of solving the
dilemma, such as Computer-aided Instruction (CAI). This case study investigated the use
of CAI as a laboratory component of college-level biology in a small, rural community
college setting. The intent was to begin to fill a void that seems to exist in the literature
regarding the role of the faculty in the development and use of CAI. In particular, the
investigator was seeking to understand the practice and its effectiveness, especially in
helping the under prepared student. The case study approach was chosen to examine a
specific phenomenon within a single institution. Ethnographic techniques, such as
interviewing, documentary analysis, life's experiences, and participant observations were
used to collect data about the phenomena being studied. Results showed that the faculty
was primarily self-motivated and self-taught in their use of CAI as a teaching and learning
tool. The importance of faculty leadership and collegiality was evident. Findings showed
the faculty confident that expectations of helping students who have difficulties with
mathematical concepts have been met and that CAI is becoming the most valuable of
learning tools. In a traditional college classroom, or practice, time is the constant
(semesters) and competence is the variable. In the CAI laboratory time became the
variable and competence the constant. The use of CAI also eliminated hazardous
chemicals that were routinely used in the more traditional lab. Outcomes showed that
annual savings from operations were realized after the initial capital investment for
computer hardware and software were made.Graduation date: 1998
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Kirsten, Fadeela. "Life sciences teachers' understanding of the nature of science within the context of teaching evolution." Thesis, 2013. http://hdl.handle.net/10413/11353.
Full textAbstract:
The introduction of evolution in the ‘new’ Grade 12 life sciences curriculum in 2008 has created many challenges for life sciences teachers. The curriculum requires teachers to integrate evolution in all aspects of their teachings. The literature reveals that many life sciences teachers teach the concept of evolution in isolation and fail to integrate the topic as the underlying principle of Biology. Various studies conclude that teachers’ understandings and beliefs about the NOS no doubt influence their classroom instruction. This study explores life sciences teachers’ understanding of the NOS when teaching the theory of evolution. The NOS is used as the framing concept of the study. My research is a case study of three experienced life sciences teachers. Data was obtained from questionnaires, classroom observations and interviews with the teachers. This data provided valuable insight into the teachers’ understanding of the NOS as well as the way in which this understanding influences their pedagogical practices. Furthermore I was able to develop some understanding of why teachers teach evolution in the way that they do. The instruments were analysed qualitatively. The findings were reported as narratives and reveal that the teachers have different levels of understanding of the NOS. These different understandings have a profound influence on their understanding of evolution, however their understanding of the NOS did not have the same effect on the manner in which they taught evolution. While all three teachers had some misunderstandings, two teachers were able to teach evolution without demonstrating these misconceptions, while one teacher was not. Furthermore, there are also a number of additional factors such as exam-driven approaches, teacher identity, controversy surrounding the theory of evolution, and finally, lack of resources that impact negatively on the way evolution is taught. In conclusion I offer strategies to improve life sciences teachers’ understanding of the NOS and evolution and highlights areas for further research.M. Ed. University of KwaZulu-Natal, Durban 2013.
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"Research and development of Internet-based courseware in higher education." Thesis, 1999. http://hdl.handle.net/10413/3921.
Full textAbstract:
Curriculum experts, instructional technologists and teachers are looking at computer technology to address many of the inadequacies that plague traditional teaching. These inadequacies include practical limitations and outdated educational philosophies that encourage rote learning and passive transfer of information from teacher to student via the typical lecture-based classroom. Often educational technology is used as an add-on to make content available to students. However, technological tools should rather be used to facilitate productivity and communication in the modern classroom. In addition, the introduction of technology into the classroom can be used to completely transform the traditional lecture into interactive computer-based learning environments. Provided that innovation can be sustained and supported over a period of time, the creative use of technology should enhance sound pedagogical principles rather than replace it. This project reports on the development and evaluation of two, second year, Biology Internet-based software packages used by students in a computer-based constructivist environment that replaced the traditional lecture based model. The first part of the project involved the evaluation of a number of Internet-courses to identify appropriate design and development criteria. This information was then used to create an Educational Software Evaluation Tool (ESET). The courses on carbohydrate and lipid metabolism were then developed in conjunction with subject experts. Evaluations of these learning environments were conducted via paper-based questionnaires, student interviews and student evaluations using ESET. Additional quantitative data was obtained by comparing examination results with the previous year to measure the impact of the technology on learning outcomes. The results of the software evaluation indicated that students found the user interface of the software products easy to use and navigate. Students also rated construction of information from a searchable database highly. This project showed that student learning was improved by self-paced, user-controlled, non-linear software usage. The results also showed that personal information construction by students improved understanding of concepts and led to deeper learning and acquisition of specific skills such as problem solving, information navigation and self-management. Giving students responsibility for their own learning was also shown to be beneficial to them as a life-long learning skill. Evaluation of the learning environment by students indicated that they valued the permanent availability of Internet-based information highly and felt that having assistants (demonstrators and the subject expert) helped them to direct and guide their learning. The results also revealed that students learnt better in groups and that members of the group participated in communicating and constructing shared knowledge. The role of the teacher in this project was transformed from information provider to information facilitator, as the teacher became an additional resource and had more time to spend answering specific questions and problems. Evaluation of student behaviour via interviews revealed that student attitudes were improved and that they enjoyed working with the software. Students found the environment comfortable to work in, were motivational and thought the system was a highly effective way of preparing for the examinations. Students also regarded this active form of learning as far more effective than traditional lectures, although they felt that introductory lectures could still play a role in providing them with direction and focus. Quantitative analysis indicated that students understood key concepts in both the courses, and examination performances revealed that students performed better in both the computer-based courses than in the lecture-based courses for this particular year. Further analysis showed that students performed better than the previous year with respect to the Carbohydrate Metabolism course, but not for the Lipid Metabolism Course (no significant difference). Quantitative and qualitative comparisons between the Carbohydrate and Lipid Metabolism course identified that the Carbohydrate Metabolism course offered students with dynamic content that fostered knowledge construction from a searchable database with easy navigation tools, whereas the Lipid Metabolism course consisted of pre-structured static content that students found difficult to search. This result indicates that interactive components foster constructivist based learning skills are an essential part on on-line learning environments. The results of this study include a model for designing, developing and evaluating education software and concluded that technology based on sound pedagogy can be successfully and effectively integrated into the classroom and form the basis for future prolonged development and learning.Thesis (M.Sc.)-University of Natal, 1999.
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Hong, Yuh-fong. "The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses." Thesis, 2005. http://hdl.handle.net/2152/1574.
Full text
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Dega, Bekele Gashe. "Conceptual change through cognitive perturbation using simulations in electricity and magnetism : a case study in Ambo University, Ethiopia." Thesis, 2012. http://hdl.handle.net/10500/9901.
Full textAbstract:
The purpose of this study was to investigate physics undergraduate students’ conceptual change
in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI).
Along with this, categorization of students’ conceptions was done based on students’
epistemological and ontological descriptions of these concepts. In addition, the effect of
cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive
conflict using physics interactive simulations (CCS) was investigated.
A pragmatic mixed methods approach was used in a quasi-experimental design. Data were
collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus
group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately
on FGD and CM qualitative data to categorize students’ conceptions while concentration
analysis was used to categorize students’ responses to the modified DEEM into three levels,
during pre and post intervention. In the qualitative results, six categories of alternative
conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions,
Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual
knowledge (hierarchical and relational) were identified. The alternative conceptions were less
frequently and inconsistently revealed within and across the categories. It was concluded that the
categories have common characteristics of diversified distribution of alternative conceptions and
multiple alternative conceptions of specific concepts within and across the categories. Most of
the categories found in pre intervention persisted in post intervention, but with a lesser
percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS
class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class.
ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and
CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant
difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66,
p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded
that there is a statistically significant difference between CPS and CCS in changing students’
alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain
Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education (Physics Education))
35
Lujan, Vanessa Beth. "Education biographies from the science pipeline : an analysis of Latino/a student perspectives on ethnic and gender identity in higher education." Thesis, 2008. http://hdl.handle.net/2152/3881.
Full textAbstract:
This study is a qualitative narrative analysis on the importance and relevance of the ethnic and gender identities of 17 Latino/a (Hispanic) college students in the biological sciences. This research study asks the question of how one's higher education experience within the science pipeline shapes an individual's direction of study, attitudes toward science, and cultural/ethnic and gender identity development. By understanding the ideologies of these students, we are able to better comprehend the world-makings that these students bring with them to the learning process in the sciences. Informed by life history narrative analysis, this study examines Latino/as and their persisting involvement within the science pipeline in higher education and is based on qualitative observations and interviews of student perspectives on the importance of the college science experience on their ethnic identity and gender identity. The findings in this study show the multiple interrelationships from both Latino male and Latina female narratives, separate and intersecting, to reveal the complexities of the Latino/a group experience in college science. By understanding from a student perspective how the science pipeline affects one's cultural, ethnic, or gender identity, we can create a thought-provoking discussion on why and how underrepresented student populations persist in the science pipeline in higher education. The conditions created in the science pipeline and how they affect Latino/a undergraduate pathways may further be used to understand and improve the quality of the undergraduate learning experience.text
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Bati, Tesfaye Bayu. "Blended learning in large class introductory programming courses: an empirical study in the context of an Ethiopian university." Thesis, 2015. http://hdl.handle.net/10500/19647.
Full textAbstract:
This study was motivated by a desire to address the challenges of introductory programming courses. Ethiopian universities teach such courses in large classes (80+ students) and students complain about the difficulty of the courses and teaching variation of instructors. The study was set to explore optimum course and learning environment design approaches. The research question raised was: how can a blended learning approach be used to improve large class teaching of programming? In an action design research approach, the study was initiated with redesigning two consecutive courses and a supportive blended learning environment on the basis of existing learning theories and educational design frameworks. Two cycles of action research were conducted for a dual goal of refinement and evaluation of the intervention. The action research was conducted during the 2012/13 academic year with 240 students at the beginning.
A predominantly quantitative first cycle of action research produced a mixed outcome. The students’ marks from assessment activities were fairly close to results from two other international universities. A pre- and post-implementation survey of students’ approach to learning showed a slight class level change towards the deep learning approach. Conversely, some students were found at-risk (not progressing well) and certain technologies, particularly program visualisation tools, were found underutilised.
The second action research cycle aimed to explain the result from the first round. A grounded action research evaluation of data from focus group discussions, interviews and participants’ memos identified plausible factors for meaningful programming learning in a large class. These factors were use of collaborative and pair programming; alignment of learning and assignment activities; integrated use of e-learning; and use of large class strategies like student mentors and team teaching.
A critical realist interpretation of the result of the action research suggested that students can learn programming in large classes, 200+ in this study, with a course and learning environment design that keeps them engaged in learning and assessment activities. The study concludes that improved learning of programming can be possible with the use of students as mentors and changed role-dynamics of instructors, which presupposes adaptation of suitable pedagogical approaches and use of technologies.School of Computing
D. Litt. et Phil. (Information Systems)
37
Xaba, Nomzamo. "Investigating 4th year pre-service teachers’ levels of understanding of the disciplinary nature of Life Sciences as a discipline." Thesis, 2017. https://hdl.handle.net/10539/25122.
Full textAbstract:
A research report submitted to the faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Masters of Science.
20 July 2017.Disciplinary knowledge is recognised as teacher professional knowledge base that is central in promoting effective teaching and learning in science education. Although that is the case, in one of the South African University, that this study was conducted in, the 4th year Life sciences Pre-service teachers’ were not tested on their understanding of the disciplinary nature of their subject of specialisation. As a result, the type of disciplinary gaze that they acquired by the end of the teacher training remained unknown within the institution. Thus, this study then used a case study methodology to investigate the Pre-service teachers’ levels of understanding of the disciplinary nature of Life Sciences as a discipline. The participants of this study consisted of twenty nine 4th year Pre-service teachers’ who were enrolled for a Life sciences Bachelor of Education program and one Life sciences lecturer who was involved in teaching the subject. This research took on a qualitative approach, which yielding both qualitative and quantitative data, through the use of questionnaires as well as semi-focused interviews as research instruments. The outcomes of this study showed that, although the Pre-service teachers’ were not explicitly taught about the nature of the subject, but they still showed a satisfactory understanding of it. Although that was the case, the Pre-service teachers’ still demonstrated a fractured comprehension of the disciplinary knowledge aspects, such as the history, philosophy and the nature of science. On the other hand, the findings of this study also demonstrated that, the Pre-service teachers’ acquired an extensive gaze of understanding of Subject Matter Knowledge, which is another component of Disciplinary knowledge, and this was because, this knowledge base was explicitly taught and assessed with the teacher training program.
LG2018
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Weldmeskel, Fisseha Mikre. "The use of quality formative assessment to improve student learning in West Ethiopian universities." Thesis, 2015. http://hdl.handle.net/10500/21909.
Full textAbstract:
The purpose of this study was to examine the ways by which student learning improvement and the
self-regulation of learning are possible through the use of quality formative assessment in the teaching
of a university course. In recent years, researchers in educational assessment are showing an increased
interest to the improvement of learning resulting from the use of formative assessment. Formative
assessment is generally recognised as an improvement oriented assessment. It is believed to result in
instructional effectiveness. Quality formative assessment includes formative feedback, self-assessment
and peer assessment. Previous studies show the contribution of each of these quality formative
assessments to learning improvement. However, less attention has been given to studying the combined
effect of quality formative assessments on learning improvement. On the other hand, the predominant
use of summative assessment remains a challenge to the improvement in instruction. Thus, the question
was to determine the extent to which the use of quality formative assessment improves learning. The
literature review in this study show an over reliance upon summative assessment in the context of
higher education classrooms. There is also recognition in that formative assessment improves learning
and enhances self-regulation. This study followed a mixed-methods research design of the type
partially mixed sequential and applied a quasi-experimental intervention, where the educators used
quality formative assessment on lessons with the students in the intervention group. The quasiexperimentation
was implemented with 378 (214 male and 164 female) first year students of three
universities enrolled for “General Psychology” course and six educators who were teaching the course.
The students in this study were taken from intact classes, because this is possible in quasi experimental
research. Data for the quantitative part of the study were generated using a structured questionnaire and
achievement tests. Interviews with the educators, focus group discussions with the students, and
classroom observations were used to generate data for the qualitative phase of study. The pretestposttest
scores as well as the students’ perceptions on self-regulating learning were compared between
the intervention (N =191) and the comparison (N = 187) groups. The quantitative analysis used
different inferential statistics, which proved the presence of statistically significant variations between
the intervention and comparison groups for the outcome measures (posttest achievement and perception
about self-regulating learning). Although the qualitative study showed the presence of positive
perceptions towards quality formative assessment, the practice was found to be inconsistent. Perhaps,
this may be because of the predominantly summative assessment tradition and the reluctance to use
quality formative assessment. Finally, recommendations were made to promote the use of quality
formative assessment aiming at the improvement and the self-regulation on learning.Curriculum and Instructional Studies
D. Ed. (Didactics)
39
Yimer, Sirak Tsegaye. "Jigsaw co-operative learning strategy integrated with Geogebra : a tool for content knowledge development of intermediate Calculus for first year undergraduate learners of two public universities in Ethiopia." Thesis, 2019. http://hdl.handle.net/10500/26355.
Full textAbstract:
Intermediate calculus bridges secondary school and advanced university mathematics courses. Most mathematics education research literatures indicated that the conceptual knowledge in intermediate calculus has challenged first year undergraduate mathematics and science learners to a great extent through the lecture method. The content knowledge attained by them has been tremendously decreasing. Negative attitude exhibited by students toward calculus was highly influenced by the lecture method used. Generally, students have not looked at the learning of all mathematics courses offered in universities as normal as other courses. Due to this lack of background conceptual knowledge in learners, they have been highly frustrated by the learning of advanced mathematics courses. Taking the understanding of teaching and learning challenge of conceptual knowledge of calculus into consideration, Ethiopian public universities have been encouraging instructors to devise and implement active learning methods through any professional development training opportunity. The training was aimed to enhance learners’ content knowledge and attitude towards calculus. This is one of the main reasons for the motivation of this study that experimental group learners were allowed to be nurtured by the lecture method in their mainstream class, and then also the active learning intervention method integrated with GeoGebra in the mathematics laboratory class. Only conventional lecture method was used to teach the comparison group in both the mainstream and mathematics laboratory class. The purpose of the study was to explore the Gambari and Yusuf (2016) stimulus of the jigsaw co-operative learning method combined with GeoGebra (JCLGS) on statistics and chemistry learners’ content knowledge improvement and change of their attitude towards calculus. The post-positivism mixed methods tactic was used in a non-equivalent pre- and post-test comparison group quasi-experimental design. The population of the study was the whole freshman mathematics and science degree program learners of two public universities in Ethiopia in 2017. Samples of the size 150 in both the experimental and comparison groups were drawn utilizing two-stage random sampling technique. A questionnaire using a Likert-scale on attitudes and an achievement test were sources used for data collection. Data analysis employed descriptive statistics conducting an independent samples t-test and a Two Way ANOVA for repeated measures using SPSS23. Each of the findings on content knowledge, conceptual knowledge, and procedural knowledge development produced through the TWO-Way ANOVA, respectively as F(1,148)=80.917; 𝜂2=.353; p<.01, F(1,148)=106.913; 𝜂2=.419; p<.01, and F(1,148)=7.328; 𝜂2=.047; p<.01, revealed a statistically significant difference between the treatment and comparison groups from pre-test to post-test. These findings show that the experimental group participants were highly beneficial in developing their content knowledge and conceptual knowledge through the active learning approach and technology-based learning strategy using Vygotsky’s socio-cultural learning theory. The JCLGS learning environment representing Vygotsky’s socio-cultural learning theory modestly influenced the procedural knowledge learning of the experimental group learners’. Although the lecture method affected the comparison group students’ knowledge development in calculus during the academic semester, the impact was not comparable to that of the active learning approach and technology-based learning strategy. The major reason for this was the attention and care given to the active
learning intervention integrated with GeoGebra by the researcher, data collectors, and research participants. Overall findings showed that the active learning intervention allowed the experimental group students to considerably enhance their conceptual knowledge and content knowledge in calculus. Learners also positively changed their opinion towards calculus and GeoGebra. The intervention was a group interactive environment that allowed students’ to be reflective, share prior experience and knowledge, and independent learners. As a matter of fact, educators are advised to model such a combination of active learning approach and technology-based learning strategy in their classroom instructional setting and practices. Consequently, their learners will adequately benefit to understand the subject matter and positively change their opinion towards university mathematics.Mathematics Education
Ph. D. (Mathematics, Science and Technology Education)
40
Kitaw, Yoseph Zewdu. "Active learning in teaching English language support courses to first-year students in some Ethiopian universities." Diss., 2017. http://hdl.handle.net/10500/22745.
Full textAbstract:
The general aim of this study was to investigate the implementation of active learning approaches in the teaching of English Language support courses to first-year university students. The study was planned to identify factors that affected the implementation of active learning in classrooms where English as a Foreign Language (EFL) is taught, the perceptions of EFL instructors and their students regarding active learning, the linkage between assessment practices and productive skills, and the commonly used types of active learning techniques. The study was conducted in three Ethiopian universities and employed a qualitative approach to data generation and analysis. As such, data generation strategies focused on relevant documents, classroom observation, individual interviews, and focus group discussions. The participants of the study included 27 EFL instructors and their students (17 groups of focus group discussion), enrolled for English Language support courses at freshman level. Based on my analysis of the data, the primary barriers to the implementation of active learning techniques in EFL classrooms were as follows:
Students’ poor background exposure to the English language;
Students’ negative associations with language learning;
EFL instructors’ ineffective classroom management;
The adverse influence of students’ external social environments;
Dependency in group work;
low relevance of English Language support courses;
Lack of administrative support from Universities.
The participants of the study were aware of the importance of active learning and student-centred approaches and in favour of the implementation thereof. Despite this, they did not feel that they practised them effectively in the teaching and learning process. In fact, the instructors explained that, in the face of very unfavourable circumstances for active learning and student-centred approaches, they felt utterly disappointed, with no sense of achievement, when attempting to use these approaches in their classrooms; they did not believe that the existing situation was conducive to the implementation of active learning and student-centred approach. Furthermore, these EFL instructors did not use a variety of active learning techniques in the teaching and learning process of English supportive courses. The dominant techniques they used were group work and pair work. They did not utilise alternative techniques to teach essential productive skills (i.e. speaking and writing).The participants also indicated that the assessment techniques they used were not closely related to lesson objectives or language learning goals in the development of productive skills. The relationship between assessment types and active learning techniques was characterised by traditional pencil-and-paper tests designed solely for grading purposes; and not to improve the actual learning process. In grading, the weight given to productive skills was very small in contrast to that assigned to receptive skills (i.e. listening and reading), grammar and vocabulary. Their relationship involved teaching simply to prepare students for tests, irrelevant and untimely feedback, substandard assessment, absence of dynamism in the two-dimensional assessment techniques, and incongruence between assessment techniques and actual language skills and competence. In relation to feedback, both the students and their instructors pointed out that EFL students were more concerned with their grades than with the potential to learn when receiving feedback on their writing or oral presentations. In line with these findings, this thesis concluded by offering relevant recommendations for alleviating the problems observed in the teaching of English language support courses - both in general and with particular regard to productive skills development.Curriculum and Instructional Studies
D. Ed. (Didactics)
41
Mosebi, Motshedisi Mavis. "Student nurses perspectives of the high failure rate in biological sciences." Diss., 2019. http://hdl.handle.net/10500/27025.
Full textAbstract:
This study, using qualitative exploratory, descriptive and contextual research design, explored and described student nurses’ perspectives of the high failure rate in biological sciences. The study was conducted at one of the campuses of the school of nursing in the Free State province of South Africa. A purposively selected sample of 1st and 2nd year student nurses registered for the programme of education and training leading to registration as a nurse (general, psychiatric and community) and Midwife (R425, 1985; paragraph (iii) as amended) at the selected campus of the School of Nursing in the Free State was used. World café was utilized for data collection. Thematic analysis of data done using Braun and Clarke (2006) and for world café participants’ created documents, Blakeman, Samuelson and McEvoy (2012) method of document analysis was applied.
The findings identified the internal and external causes of high failure rate in biological. Internal causes included students-related factors, which included difficulty in understanding the content and lack of motivation. The external causes involved content overload, inadequate utilisation of available limited resources, ineffective teaching methods and unfair assessment practices. Suggestions that were made by the students to improve the success rate in biological sciences were based on the perceived causes. Recommendations made included in-service education on interactive, evidence-based teaching learning methods in anatomy and physiology, provision of support for students with no background knowledge of biological sciences.Health Studies
M.A. (Nursing Science)
42
Madden, Derek. "Educational techniques that foster creative solutions and good data in field biology: examples from 3 continents." Thesis, 2007. http://hdl.handle.net/10500/1200.
Full textAbstract:
One of the principles regarding our knowledge about life on earth is that no organism can be fully understood without taking into account its surrounding environment. This study examines the extent to which ecosystem-focused field studies may be associated with students' academic performance and potential to contribute to the advancement of science and conservation. Pilot studies conducted in Panama and California established methods used in this project from 1993-2003. Two hundred and sixty-seven students conducted field studies in either Kenya or Costa Rica. Students worked in cognitive apprenticeships, in which research staff trained each student to conduct field research. At the conclusion of their fieldwork, the research staff assessed the students written field reports. The students' reports were then sorted according to the extent to which their studies were ecosystem-focused. Data analysis through nonparametric, Kruskal-Wallis statistical tests revealed no significant difference in academic performance on field study reports, in regards to whether the studies were narrow in scope (species-specific) or broad (ecosystem-focused). Marginal significance was revealed between ecosystem-focused studies and the potential for students' fieldwork to contribute to the advancement of science and conservation. Also addressed in the data were injuries, disease, and potential hazards, which were influenced by prudent and decisive leadership. Successful field studies require consideration of the content, context, and design of the intended field projects. Many of the solutions to environmental problems on the planet will come from the working hands of teachers and students that conduct explorations in the field.Life Sciences in Education
D. Phil. (Mathematics, Science and Technology Education)
43
Ndwambi, Onica Mankebe. "Grade 12 life science: a factor in the academic achievement in biological and natural science in basic nursing." Diss., 2016. http://hdl.handle.net/10500/25073.
Full textAbstract:
The funding regimens of Higher education institutions (HEIs) present a challenge to every institution. It is expected that students who are selected to register for degrees or diplomas must be successful and obtain their qualifications in the minimum time required to ensure optimum subsidy for the institution. The throughput rates in higher education institutions remains of serious concern and emphasis on the selection criteria or prerequisites to enter a specific programme might be a possible factor in the throughput rates of students.
The aim of this study was to identify and describe whether basic nursing students who passed Grade 12 Biology, currently referred to as Life Science, with at least 50% was a factor in the successful completion of the Biological and Natural Science module (BNS 100) in their first year.
A quantitative research study was conducted in one government nursing college, Gauteng province in Tshwane region in South Africa. A checklist was used to collect data from the 2014 first-year student records and a questionnaire was used to collect data from the 2015 second-year students. No sampling was done since all the 2014 first-year students’ admission records were accessed for data collection and all the available second-year students of 2015 were invited to participate.
The findings revealed that background knowledge of Grade 12 Life Science and English language proficiency could be associated with the academic performance in the BNS100 module of the basic nursing students. The findings might be used to make recommendations for possible prerequisites for entry into a nursing programme as well as to support students’ education and training to ensure a reduction in student attrition rates and improve the shortage of nurses.
The findings motivated the researcher to recommend that the college under study, and other HIEs with similar concerns and student profiles should revise the selection and recruitment criteria for students to enter the basic nursing programme. This might contribute to selecting the correct prospective candidates who would have a better chance of completing their basic training in the four-year time as the expected period to complete the programme.Health Studies
M.A. (Health Studies)