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Wilder, Michael Gregg. "Improving Hypothesis Testing Skills: Evaluating a General Purpose Classroom Exercise with Biology Students in Grade 9." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/427.
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There is an increased emphasis on inquiry in national and Oregon state high school science standards. As hypothesis testing is a key component of these new standards, instructors need effective strategies to improve students' hypothesis testing skills. Recent research suggests that classroom exercises may prove useful. A general purpose classroom activity called the thought experiment is proposed. The effectiveness of 7 hours of instruction using this exercise was measured in an introductory biology course, using a quasi-experimental contrast group design. An instrument for measuring hypothesis testing skill is also proposed. Treatment (n=18) and control (n=10) sections drawn from preexisting high school classes were pre- and post-assessed using the proposed Multiple Choice Assessment of Deductive Reasoning. Both groups were also post-assessed by individually completing a written, short-answer format hypothesis testing exercise. Treatment section mean posttest scores on contextualized, multiple choice problem sets were significantly higher than those of the control section. Mean posttest scores did not significantly differ between sections on abstract deductive logic problems or the short answer format hypothesis testing exercise.
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Williams, Stephen Michael. "College of Education: A guide to researching the animal kingdom on the Internet." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2690.
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The purpose of this project was to develop a Web site that would facilitate students' use of the Internet to research topics relating to the study of biology. This Web site serves as a bridge to link classroom topics to real world scientific information and research available on the Internet. Methods of preventing plagiarism and focusing Internet research were incorporated into the overall Web site design.
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Kiehl, Debra Elisabeth. "A comparison of traditional animal dissection and computer simulation dissection." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3247.
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Li, Feng. "Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3522.
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The dissertation, with a collected papers approach, focused on evaluating the implementation of MI curriculum in high school Biology I classes in south Florida. The dissertation included the development and validation of the Biology Identity and Persistence Survey (BIPS), the connection of instructors’ teaching practices with students’ biology identities, evolution identities, and career aspirations, and the connection of instructors’ teaching practice with students’ conceptual understanding in evolution. In the first part of the dissertation study, the BIPS was validated through expert review and student cognitive interviews for its face and content validity. Confirmatory factor analysis addressed the construct validity of the final version of the BIPS, after removing four problematic items. The Cronbach’s alpha and test-retest reliability analysis indicated that the BIPS was a reliable instrument in terms of its internal reliability and stability. In the second part of the dissertation study, the comparison between the MI and non-MI classes indicated that there was no detectable significant difference between the MI classes and non-MI classes in students’ development of biology identities and evolution identities, and shifts in career aspirations. Using the analysis of the MI and non-MI instructors’ teaching practices, it was suggested that the use of intentional lack of inquiry closure, seeding, small-group collaboration, whole-class discussion, and Socratic questioning might contribute to students’ biology/evolution identity development. In the third part of the dissertation study, the Evolution Concept Inventory was demonstrated as an invalid and unreliable research instrument. Qualitative analysis of instructors’ teaching practices suggested that interactions between MI instructional materials and MI pedagogical techniques, including student-centered teaching, small-group collaboration, student-student interaction, whole-class discussion, and Socratic questioning, might contribute to students’ gain of conceptual understanding in evolution. On the basis of the research findings, this dissertation provided suggestions for high school biology MI instructors and high school biology MI workshops.
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Francis, Black Alison. "Understanding the teaching of biology at A level." Thesis, University of Oxford, 2005. http://ora.ox.ac.uk/objects/uuid:7a7828b8-bbdb-4246-aa5d-7836e314460d.
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This research focuses on uncovering, from the perspectives of practitioners themselves, the practical knowledge and understanding that shapes three teachers' successful teaching of biology at A level. Adopting a case study approach, it investigates the ways in which these biology teachers characterise their successful teaching of the subject at A level. It also explores the subject matter knowledge and understanding that shapes and accounts for these characterisations without making assumptions about the nature of this knowledge. Data are collected through the non-participant observation of a connected series of the teachers' A level biology lessons as well as informant-style interviewing following the observed lessons. The findings suggest that the main aim of the teachers' successful teaching of biology at A level is to ensure their students achieve examination success. In light of this, their teaching can be characterised in terms of three central features. First, they believe that to achieve this aim their students only need to know the substantive dimension of biological knowledge - they do not consider knowing the syntactic dimension to be a prerequisite to examination success. Second, they believe that their students need to conceptualise this substantive biological knowledge in several patterned ways. Third, they believe that the best way to encourage their students to develop and retain these specific conceptualisations is by adopting carefully controlled and highly structured teacher-centred pedagogical strategies. The teachers' characterisations appear to be shaped and accounted for by specific conceptions of biology which provide an overall structure to substantive biological knowledge - a structure that is determined by various guiding principles. This research provides a first attempt to map out the practical knowledge and understanding that shapes the successful teaching of biology at A level from the perspectives of teachers themselves. The ways in which these teachers characterise their teaching differ significantly from the ways in which such teaching is described in most of the extant literature in science education on teaching and learning. This study suggests that the teachers, far from lacking in knowledge, skills and understanding, are highly skilled practitioners who respond to the local and national contexts in which they work and, taking account of these, shape their subject matter teaching accordingly such that their main aim - student examination success - is achievable. This study highlights the discrepancy between academic writing in science education on practice and practice itself. The thesis ends with a consideration of the implications of the study for the research agenda in science education, the school science curriculum and the curriculum for teacher education in both preparing and supporting the professional development of science teachers.
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Lau, Shuk-yee Rosalind, and 劉淑儀. "A study of secondary school students understanding of selected biological concepts." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955800.
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Amutenya, Laina N. "Understanding how Grade 11 Biology teachers mediate learning of respiration: A Namibian case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017331.
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The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.
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Cheung, Lai-wan Beverley, and 張麗雲. "Leadership training groups in a secondary school: an action research." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960042.
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Frans, Marian Kauna Nyanyukweni. "Understanding how grade 11 Biology teachers mediate learning of the topic on transpiration." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017338.
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This study emerged in response to the poor performance in Biology at my school. The Ministry of Education Biology (NSSCO) Examiners’ report (2011) for Paper 3 indicates that learners proved to have difficulties in designing experiments, failed to give a distinction between apparatus and the experiment. The 2012 Examiners’ report on transpiration also highlights that learners were not exposed to practical work. Furthermore, the 2012 report notes that teachers need to work on their learners’ drawing and spelling of terms. It is against this backdrop that a qualitative study was conducted at a school in Oshikoto, using a sample of two teachers. The study’s purpose was to investigate how grade 11 Biology teachers mediate learning of the topic on transpiration. Social Constructivism and Pedagogical Content Knowledge formed the framework used to analyse data gathered from document analysis, interviews and observations. The study findings were that teachers use locally available material for demonstration during practical work, elicit prior knowledge, use a chalkboard to summarise content to learners, and use a question and answer method as strategies in mediating learning on transpiration. In addition, the teachers use homework, scaffolding activities, group work, code-switching, feedback on activities, as well as the use of analogies. Despite efforts by participant teachers to mediate learning of transpiration, shortage of equipment for conducting practical work, poor English proficiency among teachers and learners, and little emphasis on graphing by the syllabus proved to be barriers to their efforts. This study thus recommends that in order to improve on teaching transpiration, teachers need to co-plan lessons, conduct practical work, code-switch during lessons, ensure effective assessment, and include lessons on graphing. Furthermore, teachers need continued training on how to teach transpiration.
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Parker, Timothy P. "Integrating Concepts in Modern Molecular Biology into a High School Biology Curriculum." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4255/.
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More so than any other science in the past several decades, Biology has seen an explosion of new information and monumental discoveries that have had a profound impact on much more than the science itself. Much of this has occurred at the molecular level. Many of these modern concepts, ideas, and technologies, as well as their historical context, can be easily understood and appreciated at the high school level. Moreover, it is argued here that the integration of this is critical for making biology relevant as a modern science. A contemporary high school biology curriculum should adequately reflect this newly acquired knowledge and how it has already has already begun to revolutionize medicine, agriculture, and the study of biology itself.
This curriculum provides teachers with a detailed framework for integrating molecular biology into a high school biology curriculum. It is not intended to represent the curriculum for an entire academic year, but should be considered a significant component. In addition to examining key concepts and discoveries, it examines modern molecular techniques, their applications, and their relevance to science and beyond. It also provides several recommended labs and helpful protocols.
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Koo, Sze-tak, and 顧士德. "Can animations assist lower-ability students in learning biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960972.
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Cheung, Man-lai, and 張敏麗. "The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209691.
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Cell division is a topic widely recognized by biology teachers for its importance in the curriculum. However, it is also regarded by teachers and students as a very difficult topic. Students at different school levels often hold many misconceptions in cell divisions. While diagrams have been so commonly employed in biology textbooks to enhance the textual representation of cell divisions, the researcher of this study questioned about the cognitive role of the diagrams in helping students construct new concepts of cell divisions, as well as students’ competence in learning from the diagrams.
This exploratory study was conducted to investigate how secondary school students made use of textbook diagrams to gain new information about cell divisions, if and how the diagrams induced misconceptions in students, the problems students encountered when interpreting the diagrams and captions, and their perceptions of the usefulness of diagrams in learning cell divisions specifically and biology in general.
Twenty-two secondary four students took part in this study. They were provided with a textbook illustration of mitotic and meiotic cell divisions, consisting of schematic diagrams and captions, for self-study. Data was collected from the students’ performance on a task sheet and their responses in individual interview. The task sheet assessed the new concepts (and/or misconceptions) constructed by the students through their (mis-)interpretation of the diagrams and captions in the illustration. The individual interview probed deeper into the students’ cognitive processing of the information in the illustration.
Results showed that the students were able to employ different strategies to interpret the diagrams and captions to construct new knowledge to solve problems in the task sheet. However, they also showed weaknesses and problems in interpreting the diagrams. The problems included superficial processing of diagrams, lack of awareness and skills of interpreting diagram conventions, misinterpretation of temporal relationship among different diagrams or different diagram components. As a result, a number of misconceptions on cell divisions were detected among the students. These included misconceptions related to: (1) changes in chromosome number in cell divisions, (2) crossing over occurring at metaphase I of meiosis, and chromosome arrangement at metaphase I. The study also found that students generally perceived diagrams useful for learning cell divisions, but not for learning biology in general. They seemed to have underestimated the functions of textbook diagrams in representing biology concepts and undervalued the roles that diagrams may play in assessment of their understanding of biological concepts.
The research findings contribute to the literature on misconceptions of cell divisions by uncovering students’ misinterpretation of specific kinds of diagrams as the origin of their learning difficulties. The findings also contribute to the growing literature on students’ visual perception and the power of diagrams for learning from science textbooks. Recommendations were made for textbook authors to improve design of diagrams illustrating scientific concepts, for teachers to equip students with visual literacy skills to learn from diagrams, and for teacher trainers to provide relevant training to pre-service and in-service teachers. Some suggestions for further research were also discussed.published_or_final_version
Education
Master
Master of Education
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Hung, Yuen-mang Venus, and 洪婉萌. "Meaningful learning of cell division and genetics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209665.
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Meaningful learning is where the learner actively integrates new knowledge to his or her existing knowledge base. It involves the use of cognitive strategies and self-regulation. What motivates a learner to do so is found to be related to variables like the motivational beliefs, personal goal orientation and affect as well as the perception towards the teacher and his or her classroom context. The study surveyed a group of S6 biology students to examine the correlations between some of the different variables noted above. Students learning of cell division and inheritance is investigated to find out how pedagogy involving hybrid dynamic visualization (integration of dynamic animations to a static diagram) may promote meaningful learning. Two teachers, a subject teacher and a tutor, taught the same topics to the same group. The perception towards these two teachers and their classroom contexts were compared to see how much their perceptions were correlated to the student’s motivational beliefs, personal goal orientation, self-regulated learning behaviour and affect. The findings of the study support previous research that students relate their motivational beliefs and goal orientations to the cognitive strategy used. Besides, female students relate their personal goal orientations, self-regulated learning behavior and emotions to teachers of either gender more than male counterparts. The tutor and her classroom context have been perceived as more mastery goal oriented which aligns with the motivational beliefs and personal goal orientation of the students, whereas the subject teacher is perceived as one with a mixture of both mastery and performance goals and this has no statistical correlation with students’ motivational beliefs, achievement goal orientation or self-regulated learning strategies. The pedagogy seemed to more successfully help students master the concepts of cell division and inheritance and apply them to solve genetics problems compared with traditional teaching. Individual interviews, however, shows that the relevant skills of reasoning are yet to be improved. To conclude, a classroom with a mastery goal orientation through carefully designed pedagogy may promote meaningful learning.published_or_final_version
Education
Master
Master of Education
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Wong, Man-yu. "A comparative study on the effectiveness of virtual field trip and real field trip concerning biology teaching in secondary school /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?
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Rutledge, Michael L. "Indiana high school biology teachers and evolutionary theory : acceptance and understanding." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027093.
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The purpose of this dissertation was to explore the status of and relationships among the variables of teacher acceptance of evolutionary theory, teacher understanding of evolutionary theory, and teacher understanding of the nature of science among Indiana public high school biology teachers. The relationships between these variables and the emphasis evolution receives in the classroom and teacher academic variables were investigated. Teacher knowledge structure of the concept of evolution was also explored.To answer the questions and hypotheses delineated in the study, a 68-item questionnaire and concept mapping activity was administered to the population of 989 teachers. The response rate was 53%.The teachers exhibited only a moderate level of acceptance and a marginal level of understanding of evolutionary theory. Teacher understanding of the nature of science was moderately high. Evolution played only a minor role in the curriculum. While the teachers had completed considerable course work in biology, the vast majority lacked specific course work in evolution and the nature of science.The data revealed a significant relationship between teacher acceptance and teacher understanding of evolutionary theory and between teacher acceptance of evolutionary theory and teacher understanding of the nature of science. The data also revealed significant associations between teacher allocation of instructional time to evolution and teacher level of acceptance of evolutionary theory, teacher level of understanding of evolutionary theory, teacher level of understanding of the nature of science, and teacher completion of a course in evolution. Additionally, the data revealed significant associations between teacher level of understanding of evolutionary theory and teacher completion of a course in evolution and teacher academic background in biology. Significant associations were revealed between teacher level of acceptance of evolutionary theory and both teacher completion of a course in evolution and teacher completion of a course in the nature of science.A significant amount of the variance in teacher acceptance of evolutionary theory was explained by the other variables delineated. The concept mapping activity revealed that teacher acceptance and understanding of evolutionary theory was reflected in teacher knowledge structure of evolution and that teachers' knowledge structures were characterized by an unsophisticated organizational framework.Department of Biology
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Matoti, Sheila Nokuthula. "An investigation into some learning and teaching problems of biology in Transkei senior secondary schools." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001415.
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The aim of this study was to investigate some learning and teaching problems of biology in Transkei Senior Secondary schools. The research focussed mainly on Biochemistry. Biochemistry was treated in the context of biology as a whole to show its relevance to other sections of the syllabus. Questionnaires were administered to standard 10 pupils in 15 senior secondary schools selected randomly from the Central Region of Transkei. Further information on pupils' understanding of concepts taught in Biochemistry , was gained through use of concept tests and concept maps. Interviews were conducted with standard 9 and 10 biology teachers, Subject committee members, Examiners, Subject advisers, Lecturers from the University of Transkei and the Transkei Teachers' In-service College and pupils. Data obtained through the use of those research methods was analysed and discussed. Concept mapping as a teaching strategy was introduced to some standard 9 and 10 teachers who attended courses (biology) at The Transkei Teachers ' In-service College. Some suggestions and recommendations for the learning and teaching of biology were then made
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Revelle, Carol L. "Constructing Transformative Experiences Through Problem Posing in a High School English Research Project." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9919/.
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This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy theory is used to describe the four phases of the problem posing process in shaping student research and action. Grounded in Freire's approach and consistent with Dewey and others who advocate inquiry, action and relevance, Wink's process is built into the instructional plan described in this study. Because of the real-life context of the classroom and the complex social phenomena being considered, a case study methodology was utilized in which multiple sources of data converged to develop the themes. Data sources included the work and artifacts of ten students in a tenth grade English class during the spring semester of 2008. The analysis focuses on the supports, the constraints and the impact of problem posing on the high school research assignment. The analysis, findings, and conclusions contribute to the literature in three areas: audience, reflection and grading.
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Apple, Kendra Kea. "Inquiry-based science for high school students: a forensic unit." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2585/.
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This project constitutes an instructional unit for honors biology that involves the use of science in the field of criminal investigation and forensics. Before beginning the unit, the learners should have mastered basic laboratory skills, including use of the microscope. They should also have an understanding of the basic structure and function of DNA and its role in heredity and protein synthesis. The standard time frame is 24 days with 70-minute periods, but can be easily adjusted to meet classroom needs. Several instructional strategies enhance student learning and make science fun. The unit is inquiry-driven and activity-based. Students are surprised by the crime, gather and analyze evidence, and work towards proposing an explanation. This real world problem involves the use of cooperative learning and a variety of assessment techniques.
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Brown, Dwight G. "Human genetic concept attainment in secondary biology students through the use of specifically constructed bioethical case studies and a student decision-making model." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117112.
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The purpose of this study was to determine if the use of specifically constructed case studies and a student Decision-Making Model facilitated learning genetic concepts of high school biology students. The study also sought to determine if there were a relationship between: (a) teachers' knowledge of genetics (b) student attitude towards the use of the case studies and student Decision-Making Model and student genetic concept attainment.The population of this study consisted of 54 high school biology teachers and 2,330 high school biology students. The teachers selected for this study attended one of eight Project "Genethics" workshops conducted in the summer of 1993, and funded by either the National Science Foundation, Greenwall Foundation, or Chicago Public Schools. These two week workshops were conducted by mentor teachers trained by the staff of Human Genetics and Bioethics Educational Laboratory (HGABEL).The data gathered through HGABEL's (a) teacher post-test, (b) student pre/post-tests, and researcher designed teacher portfolios (including a student survey) were analyzed using Pearson productmoment correlation coefficient (r and an analysis of covariance (ANCOVA) with an a = .05. There was found no significant difference between the control group (those classrooms who did not use the case studies and student Decision-Making Model) and the experimental group (those classrooms who did use the case studies and student Decision-Making) on the genetic concept attainment as measured by the HGABEL student post-test.The use of case studies and the student Decision-Making Model allowed students who used them to perform essentially the same on the student post-test as the those students who did not use them even though both groups spent identical instructional time teaching genetics (control 1,568.5 minutes, experimental 1578.5 minutes). The students in the experimental group were also given the benefit of practicing and possibly gaining skills in bioethical decision-making without the loss of concept learning..Department of Biology
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Hoveka, E. P. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003616.
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The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
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Schreuder, Glynis Rholeen. "The role of economic and management sciences (EMS) in preparing learners for accounting in grade 10." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1864.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009.The thesis explores the role that the learning area, EMS, plays in preparing learners for Accounting in grade 10. EMS in grade 9 includes accounting related assessment standards upon which the grade 10 Accounting curriculum builds. The grade 10 Accounting curriculum is based on the assumption that learners have mastered the related content in grade 9. The effective implementation of EMS in grade 9 is therefore important for the teaching and learning of Accounting in grade 10. The main objective of the study was to determine to what extent the accounting related assessment standards were taught and to engage with the key factors that impact on the effective delivery of the accounting focus in EMS. A sample of five schools within a specific geographical area in the Western Cape was identified. The study used multiple data collection methods in order to increase the validity of the results, namely, a learner assessment, interviews and document analysis. The planning and assessment documents of EMS teachers as well as the assessment tasks of the EMS learners were analysed to ascertain how teachers planned to teach and assess the learning area, particularly the accounting focus within EMS. The conclusions were drawn against the policy-practice theoretical framework. The study revealed a gap between EMS policy and EMS practice. There was very limited exposure to the accounting related assessment standards in EMS. This could be attributed to a number of factors including teacher qualifications and training, lack of support, policy shortcomings, absent guidelines, etc. There was a disjuncture between what teachers believed and what they were translating into practice. Even though all the teachers enjoyed teaching Accounting and most of them believed in the importance of this discipline in preparing learners for the Further Education and Training Band and their personal lives, they were not teaching it effectively. Recommendations have been made in terms of the learning area policy, professional development and support for teachers and learners. Even though the study was limited to five schools in a particular geographical area, its findings may be applicable to many South African schools where EMS teachers face the same policy, teacher and learner challenges or shortcomings.
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Guerrera, Claudia P. "Testing the effectiveness of problem-based learning through problem generation and problem solving with high school biology students." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23213.
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The purpose of this study was to examine the effectiveness of problem-based learning (PBL) as an alternative teaching method in biology. Eighty-one, ninth grade biology students worked collaboratively in groups, of 2 or 3, to generate a fictitious patient case, which was then exchanged, for other students to solve. This process was repeated on two occasions. Data from pre/post questionnaires and groups' verbal and written protocols were analyzed. Results showed that certain cognitive processes strengthened over time. Significant improvements were also noted in the quality and content of students' written scenarios and solutions, and in students' interest in working collaboratively. Overall, this study confirms that PBL has numerous benefits and holds great potential as an instructional method in biology.
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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.
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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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Lau, Shuk-yi, and 劉淑儀. "Leadership training for prefects in a secondary school: an action research." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963663.
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Pillay, Paramasivan. "How can cooperative learning be developed to enhance the teaching of biology at secondary school level?" Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003439.
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This research was undertaken by a group of practising teachers as a collaborative effort to develop a cooperative approach to the teaching of Biology at Secondary School level. The research focussed on Grade 10 learners at three different schools over a period of one full academic school-year. During this time, four complete cycles within an action research framework were completed and reflected upon. Learners were then surveyed by means of a questionnaire and follow-up interviews. The reflective sessions, together with the responses from the questionnaire and interviews, provided a wealth of information with regard to the development of a cooperative approach to teaching. The cooperative classroom is vastly different from the traditional one. Here, new roles are assumed by both teacher and learner. Learners are largely expected to take charge of their learning experience in the classroom. The teacher, while still responsible for facilitating this learning experience, delegates authority to the learners. It was the experience of the group that the relationship between teacher and learner, as well as between learner and learner, vastly improved in the cooperative class where the participants were more relaxed. Over time, learners became more accountable in terms of their work and learning. Learners’ self-esteem and self-confidence grew, and the majority of learners indicated that their understanding of the work improved. Furthermore, the cooperative structure encouraged and developed self-discipline in the learners. In the early stages of this research, the group did find certain behaviour to be inhibiting: excessive noise, laziness, too much tomfoolery, and absenteeism. These problems were easily addressed within the action research framework, and were nearly non-existent by the end of the research. The group also found that: (i) cooperative lessons required more time than traditional lessons, often at the expense (justifiably) of the syllabus, and that: (ii) cooperative lessons played a major role in reactivating learner interest towards the learning process both in and outside the classroom.
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Klein, Charmain Phillida. "Participatory programme development at an environmental education centre through action research involving secondary school teachers." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003573.
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This mini-thesis documents and analyses an action research project which I conducted with secohdary school teachers. The teachers wished to learn more about environmental education so that they could run their own programmes. I, on the other hand, wanted to improve environmental education programmes offered at the centre where I worked. I hoped that through encouraging teacher participation and involvement, I could begin a process through which the teachers themselves could contribute to, and be in greater control of, their own learning in environmental education. As an introduction to this mini-thesis, I provide some background information on the centre, and state the reasons for having embarked on this project. In addition, I outline the literature and various research findings pertinent to this study. For the purpose of this study, I have selected emancipatory action research as a mode of research, since I believe that emancipatory action research, which embodies processes of reflection and informed action, constitutes the possibility for authentic, emancipatory change in the practice of teachers. The bulk of this thesis, therefore, documents the first two cycles of the action research process and the experiences of those involved in the process. I also briefly comment on some of the claims of action research as a method for research. An important feature of this thesis is that it addresses the possibilities of and constraints to implementing education for the environment in the teachers' practices. The existence of the latter is acknowledged and discussed from my perspective and those of the participating teachers. The study, furthermore, documents teachers' understandings of environmental education, and how this determines the kind of environmental education activities in which they engage. In the final analysis, I argue that the education system we inherited from the apartheid regime has had the effect of producing passive, disempowered and highly demotivated teachers with extremely low levels of self confidence and assertiveness. Despite this fact, I have not only had the opportunity to wltness some positive attitudinal changes occurring in teachers as the study progressed; the project has also enhanced my own understanding of environmental education and the effect the apartheid education system had in shaping my own thoughts and life.
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Lockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.
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Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes, by gender, toward the nature of science, scientists, and careers in science before and after the completion of research projects. The gender equity problem in science classes is explored and improvements in four process skills were measured for both treatment and control groups. Also, different models of research-based science education are described. The Test of Science Related Attitudes (TOSRA) and the Nature of Science Scale (NOSS) were given pre and post to both groups. Several qualitative instruments were given and student journals were analyzed by gender. The results of TOSRA showed gains in positive attitude for students after they experience a research-based curriculum for six of the seven TOSRA scales. However, the control group had similar gains so the mixed design analysis of variance showed no statistically significant differences between control vs. treatment or male vs. female interactions. Much of the qualitative analysis revealed that students' understanding of the nature of science changes considerably after they "do" scientific research. The journal analysis and the "Research is...." question analysis show that students also have a significant affective response to the research experience. Quantitatively, the total NOSS score improvement for the treatment group was substantial (11.4 to 13.8) and better than the control, although it was not a statistically significant difference. Generally, treatment students showed greater improvement on all NOSS scales. Treatment students also had greater gains on the four different process skills measured in this study. Research-based curriculum is an effective way to change students' attitudes towards science and a sound way to increase student understanding about the nature of the research process.
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黃敏瑜 and Man-yu Wong. "A comparative study on the effectiveness of virtual field trip and real field trip concerning biology teaching in secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3125648X.
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Fung, Siu Pik. "What is the relationship between vocabulary teaching methods and vocabulary learning." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/110.
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Spinola, Jane. "B-learning and the teaching of writing in English in an EFL context : an action research study." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/63025/.
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This action research study, which is composed of three cycles, aims at understanding and helping Portuguese students in an EFL context to improve their writing skills in English through a blended-learning (b-learning) writing module, using Moodle. This research contributes towards a better understanding of a research practitioner’s perspectives of an action research study. A narrative inquiry approach is used to convey the action research process through the practitioner’s eyes. It also contributes to the framework of Communities of Inquiry (CoI). This thesis looks at b-learning, its affordances and challenges and the function of CoI within a b-learning environment and how the different components of a Community of Inquiry framework, namely Social, Cognitive and Teaching Presences, contribute, influence and enrich the learning and teaching experience. The methodology behind the learning and teaching of writing as well as the theoretical and practical development of the research methods are described within the afore-mentioned framework. Communities of Inquiry will be seen as emerging from the data, as this research initially was not designed to include them. However, during analysis of the first action research cycle, data began to show evidence of the Community of Inquiry and it thus became part of the research and an integral part of the remaining two cycles. A Community of Inquiry’s sustenance relies on students’ engagement and interaction with the learning platform and with the people who make up the learning community and this data provides evidence for the framework in this research, which exemplifies and justifies the community of inquiry framework. Data for this thesis has been gathered using a mixed methods approach and thus the sources are varied. Interviews, questionnaires, focus groups, a research diary, class recordings and field notes and online interaction through forums, emails and messages compose the sources of the data for this research.
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Alummoottil, Joseph Michael. "The spiral curriculum, integrated teaching and structured learning of mathematics at the secondary level." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1003654.
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The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.
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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/.
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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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Pechman, Nancy K. "A study using the 10-key pad on a microcomputer and electronic calculator." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/3530.
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This study was conducted to determine whether there was a significant difference between the development of speed and accuracy on a 10-key pad on a microcomputer or on an electronic calculator. A total of 204 participants were involved in the quasi-experiment.
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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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Dzambara, Tobias Munyaradzi. "An analysis of the distribution and use of teaching aids in mathematics in selected Windhoek secondary schools." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001410.
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This study investigates the types of mathematics teaching aids available at both public and private secondary schools in Windhoek. The study characterises their usage and source as well as teachers’ perceptions towards the use of such teaching resources in the Mathematics classroom. The study is grounded in an interpretive paradigm and employed a mixed methods approach to generate both quantitative and qualitative data in two sequential phases. Phase 1 of the research process, which involved 75 Mathematics teachers, took the form of an audit of the availability and use of teaching aids at 25 secondary schools in Windhoek. A case study methodology was adopted in Phase 2 which focused on five purposively selected schools that displayed different characteristics in terms of the availability of teaching resources. The study found that the majority of teachers at secondary schools in Windhoek have a positive attitude towards the importance and role of teaching aids in Mathematics, seeing them as promoters of hands-on engagement, visual reasoning, active participation and motivation amongst learners. However, in some instances schools are underresourced with respect to certain types of teaching aids, specifically graph boards, geoboards, geometric models and computers. A need for appropriate in-school support on the use of teaching aids was also identified
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Chiphambo, Shakespear M. E. K. "An investigation of the role of physical manipulatives in the teaching and learning of measurement in Grade 8 : a case study using surface area and volume." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003540.
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The purpose of this study is to investigate the role of physical manipulatives in the teaching and learning of measurement in Grade 8. The study focuses on how the use of physical manipulatives promotes learners' mathematical proficiency in relation to the five strands of Kilpatrick, Swafford and Findell (2001). The basis of the research is a case study in the interpretive paradigm involving 18 out of a cohort of 270 Grade 8 learners in the school where I teach. The data was collected using a range of methods including: (i) baseline assessment tasks, first piloted using 7 Grade 8 learners and then given to the target group; (ii) an intervention programme with intervention tasks; (iii) a post-intervention task; (iv) observations during the intervention; and (v) individual interviews. The results of the baseline assessment and the post-intervention tasks were analysed both quantitatively and qualitatively. My research findings indicate an overall improvement of the performance after learners engaged in using physical manipulatives. The average mark of the learners in the baseline assessment task was 23% and after the intervention programme the average mark was 31 %. The responses from the learners interviewed showed that they were motivated and that the use of physical manipulatives assisted them in understanding the concepts of measurement, in particular surface area and volume. The results of my study thus reveal that the use of physical manipulatives in teaching and learning mathematics has a positive role to play in learners' understanding of surface area and volume at the Grade 8 level. The fmdings of this case study support other research regarding the importance of using physical manipulatives in teaching and learning mathematics. They align with other findings that assert that manipulatives are essential mediating tools in the development of the conceptual and procedural understanding of mathematical concepts, clarifying and helping learners to visualize abstract mathematical concepts.
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Mokuku, Tsepo. "Education for environmental literacy : towards participatory action research in the secondary school science curriculum in Lesotho." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003385.
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The dependency of educators in Lesotho on externally developed curriculum theories and concepts is fundamental to issues of relevance of the school curricula. This study set out to develop the meaning of environmental literacy in the context of three secondary schools and to explore appropriate teaching methods for the development of this concept in the science curriculum. The participatory action research process involved a team of four science teachers, including the researcher, in partnership with an environmental centre. We progressively developed the meamng of environmental literacy by monitoring teaching innovations in the classroom, holding meetings and workshops and attending conferences where we shared classroom findings and reflected on our emerging understandings based on classroom experiences. Data collection involved: audio-recording of classroom lessons, interviews with teachers and students, audio-visual recording, classroom observations and students' questionnaires. The research process made apparent the complex nature of the process of clarifying and developing environmental literacy in this context. Classroom actiyities planned to inform the team's understanding of the meaning of environmental literacy and develop appropriate teaching methods encountered constraints associated with the education system and the legacy of colonialism. These contextual constraints crystallised the need for the education system to be transformed in order to make schools more conducive environments for the gevelopment of students' environmental literacy. While initially teachers were reluctant to engage in critical reflection, the research process did encourage the team to revise and expand their understandings of both environmental literacy in the science classroom, and the action research itself. The emerging meaning of environmental literacy in this context and how it may be developed among students does not involve a definition with prescriptive, effective teaching methods, but provides insights and understandings gained by the participants in their engagement with a reflective process of reconslructing meaning. I have come to understand environmental literacy during the study to be a process that should draw strongly on the local knowledge and understandings into the science curriculum, through participatory process-based curriculum development models.
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Turk, Cathy Christine. "Syllabus for Advanced Placement Biology." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2203/.
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The purpose of this syllabus is to provide a working copy to those teachers of the advanced placement biology course taught at the high school level. Reference materials used were the Texas Education Agency ( TEA ) approved Campbell text Biology and the College Board's, Advanced Placement Biology Laboratory Manual. The syllabus is divided into major topics with outlined notes and includes laboratory exercises as recommended by the College Board. The AP biology course is intended to be equivalent to college biology. College freshman biology courses can differ among colleges and among teachers within the same college. This syllabus is intended to serve as an aid to AP teachers, to cover the topics and experiments as set out by the College Board, and to the high school student, the necessary material to successfully complete the AP examination while providing freshman biology equivalence.
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Wagner, Brandon Joel. "Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?" PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2127.
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Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.
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Muluse, Lungile J. "[Research projects]." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003623.
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This study is a situational analysis of a school located at Nonkcampa village, just ten kilometres from King William’s Town, west of the national road between Peddie and King William’s Town. Toise Senior Secondary School is in the former Ciskei region. The Bulembu / Bisho airport is just next to our school. My focus on Toise Senior Secondary School, provides me as the principal of the school with a golden opportunity to find out more about the school. As a relative newcomer to the school this study also enables me to look at the school community, from this particular focal point. As this is a situational analysis, my focus will be on the history, the biophysical and socio-political aspects that influenced the development of the school to the present. In this way I will be able to analyse the school’s readiness to implement the new Out-Comes-Based Education (OBE) Curriculum soon to be implemented at secondary school level.
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Xu, Jie, and 许洁. "An exploratory research of using blogs in the Chinese as a second language teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369214.
Full textAbstract:
本論文是針對博客應用於對外漢語教學進行的一次探索。以香港一間國際學校15位就讀于國際文憑課程中文語言B的12年級學生為研究對象，透過問卷調查、觀察以及面談的研究方法，瞭解博客輔助對外漢語教學的可行性以及在教學過程中對教師存在的挑戰，從而為未來對外漢語教師運用博客支援教學提供參考。
研究結果表明，利用博客輔助對外漢語教學，學生們對博客的參與情況普遍較好，博客可以作為其中文習作發佈的平臺，便於師生和同儕之間的互動交流、協作學習，學生們的中文寫作興趣和寫作動機也都因此有所提高，因而更加樂於學習中文。同時，在學生們進行博客寫作的過程中，教師博客對於學生們來說也具有一定的作用和意義，為學生們的網誌創作提供寫作素材。不過，在使用博客輔助對外漢語教學的過程中，教師同時也會面臨很多挑戰，教師要處理好博客可能會出現的技術問題以及合理設計在博客教學過程中所採用的中文課程，以加強學生的對外漢語學習動機。
由此，未來對外漢語教師在運用博客支援教學的時候，應謹慎選擇博客建立的網路平臺，對學生使用博客寫作進行適當的培訓和指導，同時亦可考慮將博客教學和正規對外漢語教學有機地結合起來。
This paper is an exploration of using a blog in classes of teaching Chinese as a second language. Fifteen Year 12 students who study in the Chinese Language B course of the International Baccalaureate curriculum from one Hong Kong International School are examined. Through questionnaires, observations and interviews, the study reveals the feasibility of using the blog in classes of teaching Chinese as a second language as well as the challenges that the teacher may face accordingly. Furthermore, the paper has also provided some teaching support for future teachers who want to apply blogs in teaching Chinese as a second language.
The results show that students generally have a good participation in the blog. The blog, therefore, can serve as a platform to enable students to publish their Chinese work, and to interact and collaborate with teachers and peers. Students’ interests and motivations in Chinese writing are both increased. Meanwhile, when the students carry out the process of blog writing, the teacher’s blog has also played a role as providing writing materials to inspire students. Nevertheless, when using the blog to assist the Chinese as a second language teaching, teachers accordingly will face many challenges. As teachers, we should handle the blog’s technical problems properly and design appropriate Chinese language courses which can be perfectly combined with the normal Chinese teaching.
Referring to the above results, the future teachers, who want to use the blog in classes of teaching Chinese as a second language, should carefully select the network platform to establish the blog. Also, some training and guidance related to blog writing should be given to students beforehand. Finally, teachers need to consider the way of combining blogs and the regular Chinese teaching together.published_or_final_version
Education
Master
Master of Education
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Davis, Gwendolyn Berry. "The effects of skipping more difficult items on time-limited tests: a quasi-experimental design." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37753.
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Martinez, Mabell Jeannette. "Moving traditional teaching methods of advanced placement biology toward improving opportunity for students to develop understanding of scientific principles." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2972.
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This project investigated the role of the advanced placement program in the classroom. The research suggested that implementation of inquiry-based methods in science classrooms, including advanced placement biology courses, would improve student understanding.
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Francis, Lorien Young. "A High School Biology Teacher's Development Through a New Teaching Assignment Coupled with Teacher-Led Professional Development." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6469.
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This self-study examined the learning that emerged from a change in teaching assignment coupled with self-initiated, teacher-led professional development in order to understand a high school science teacher's development as a teacher. The two participants in the study were the teacher/researcher, an experienced high school biology teacher who was taking up a new assignment teaching biotechnology, an advanced science course; and a first-year teacher assigned to teach biotechnology, who served as collaborator in the professional development and critical friend in the study. In order to uncover the teacher/researcher's learning and thinking, self-study of teaching practice methodology most clearly met the demands of the study. Data emerged from three research conversations and included transcripts of the conversations, artifacts from the participants' practices, notes from meetings, and memos. Data were analyzed using constant comparative methods and the understandings generated are grounded in the data. The study reveals shifts in teacher identity as the expert teacher takes up novice roles, the challenges encountered when teacher knowledge is insufficient for the teaching task, and the experienced teacher's need to return to a place of expertise when faced with a new teaching context. The study finds that (a) teacher identity shifts and develops in new teaching contexts, and teaching expertise facilitates expert identity development in such contexts; (b) expert teacher knowledge mediates novice-ness when experiencing new teaching contexts such as new teaching assignments; and (c) teacher-led professional development is a viable model for professional development experiences and can lead to increased teacher knowledge. The author suggests that (a) teachers are capable of determining what they need to learn and how they might best learn it in a professional development setting; (b) teachers' specific contexts should be honored when designing professional development, which should be practice-centered, and special attention should be given to developing specific subject matter knowledge, pedagogical content knowledge, and science knowledge for teaching; and (c) capable others should be included in collaborative professional development teams.
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Lai, Man-kit, and 黎文傑. "Junior secondary pupils' learning in the biological concepts included in the CDC science (Forms I-III) syllabus 1986 and prerequisite forthe CDC human biology (Secondary IV-V) syllabus 1987 of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955794.
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Schreuder, Glynis Rholeen. "Teacher professional development : the case of quality teaching in accounting at selected Western Cape secondary schools." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1990.
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Thesis submitted in fulfilment of the requirements for the degree
Doctor of Education
in the Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014In South Africa the education system has undergone three major phases of change since the inception of democracy in 1994. Such a degree of change requires teachers to adapt and keep pace with each phase. Professional development provides the support teachers need to learn, and be part of, pedagogical transition. The way teachers were trained during their initial training does not match what is required from them a number of years later. Accounting is a subject that has received on-going criticism because of the poor performance of learners and declining numbers of those opting to do the subject. Professional development is crucial in ensuring quality teaching. Research proves that quality teachers ensure quality teaching and improved learner performance. Goldhaber (2002:2) suggests that providing learners with good teachers is crucial. The main purpose of this research was to examine the teaching of Accounting in schools in the Western Cape within the concept of quality. The aim is to understand what professional development programmes Accounting teachers are engaging with and what the effect is of such initiatives. Phenomenology is used as the theoretical strategy for this research. The main epistemological assumption is that a way of knowing reality is through exploring the experiences of others regarding the phenomena being investigated: namely quality teaching in Accounting and professional development of teachers of Accounting. Experiences and voices of respondents were the medium through which I explored the teaching of Accounting and the extent to which, and ways in which, professional development activities they engage in affect their teaching as well as, ultimately, the performance of learners. A mixed methods approach, framed within an interpretive paradigm, was used in this study. Both qualitative and quantitative data were collected and analysed. Multi-stage sampling was used to identify the districts, the schools and teachers for the questionnaires. All subject advisers from the districts sampled were interviewed. The teachers for the interviews were purposively sampled. Semi-structured interviews were conducted with teachers and subject advisers in the Western Cape in order to elicit their views on the phenomena being studied. Teachers completed questionnaires that included both quantitative and qualitative data. The questionnaires were designed to facilitate teacher reflection on their beliefs about what constitutes quality teaching in Accounting, as well as their current practices, and to provide information on the professional development activities they were engaged in. Data revealed that there are many teachers who are successfully providing quality teaching. There are, however, many schools where learners are not receiving quality teaching and there is thus a need to reform teaching practice. The findings indicate that professional development has a large role to play in updating and upgrading teachers’ skills and subject knowledge. The need for updating the content knowledge of teachers and for transforming their pedagogical practice are areas that should be dealt with urgently to correct declining trends in the performance of learners offering Accounting at school level. This thesis concludes with recommendations for improving the quality of teaching in Accounting that aim to enhance learner performance in the subject. Recommendations are made for professional development opportunities that transform and improve teaching practice with the final aim of leading to improved learner performance. Recommendations for further research in the field of Accounting at school level are included.
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Jakubowski, Andrea M. "Using Visual Aids in the Secondary Language Classroom: An Action Research Study on the Use of Illustrations during TPRS Instruction." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384452424.
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Tshiningayamwe, Sirkka Alina Nambashusan. "Implementation of environmental learning in the NSSC biology curriculum component: a case study of Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003446.
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In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
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Keller, Brenda J. (Brenda Jo) 1942. "Effect of Three Different Types of High School Class Schedules (Traditional, Rotating Block, and Accelerated Block) on High School Biology Achievement and on Differences in Science Learning Environments." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278645/.
Full textAbstract:
This study analyzes the effect of three different high school scheduling options on the delivery of biology instruction, on student achievement, and on student perceptions of their instructional activities. Participants were biology students and teachers from twelve high schools in a north Texas urban school district of 76,000. Block classes had 11 to 18 percent less instructional time than traditional classes. Texas Biology I End-of-Course Examination achievement results for 3,195 students along with student and teacher surveys provided information on instructional activities, attitudes, and individualization. Using an analysis of variance at a j i< .01 the following results were found; student achievement was significantly different for each of the scheduled comparisons groups, test score means were not statistically significant between the scheduled comparison groups for different ethnic groups, economically disadvantaged students, and magnet students. No significant differences were found between the science learning activity index for each of the scheduled groups. Student response data when disaggregrated and reaggregrated into program groups found a statistically significant higher index of science activity at a p. < .01 for magnet students when compared to both the regular and honor students. Regular program students had a significantly higher index of individualization than honors program students. Accelerated and rotating block classes were found to hold a significantly more positive attitude about their science learning conditions than did the traditional students. These data suggest that during the first two years of block scheduling, the initial impact of block scheduling, where total time for science is reduced, results in lower student achievement scores when compared to traditionally scheduled classes. Yet, block scheduled student attitudes and perceptions about science learning are significantly more positive than the traditionally scheduled students.
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Chan, Ka-man, and 陳家敏. "Peer assessment in mathematics lessons : an action research in an eighth grade class in Macau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198870.
Full textAbstract:
The examination-oriented assessment methods have been widely employed in Macau but the over-dependence on such methods may hinder students’ balanced development of mathematical proficiency (Morrison & Tang, 2002; Schoenfeld, 2007). Peer assessment may compensate the limitation of those methods by engaging students actively to assess. However, little research has focused on the implementation of peer assessment in Macau secondary school. This dissertation reports a study which implemented a five-step peer assessment in an eighth grade mathematics lesson in Macau based on Ploegh at al.’s (2009) and Tillema et al.’s (2011) frameworks, in which the quality criteria are taken into account for revising the procedures. 16 students participated in three action cycles and the action plan was modified to explore how the changes to the peer assessment may influence students’ learning and students’ views towards the implementation of peer assessment.
The results show that it is effective to establish a formative peer assessment to promote students’ mathematical learning in Macau by adopting the frameworks. The students in general held positive attitude towards the implementation of the peer assessment. They regarded it as a fair assessment, appreciated the extra opportunity to discuss mathematics, and treated it as a way to collect more feedback on their strength and weakness. Peer assessment also served as a learning activity which helped them gain deeper understanding of mathematics.
It was found that students’ involvement in the setting of the assessment criteria, making judgment and writing narrative feedback improved students’ use of mathematical language to express their ideas. Providing more opportunities to judge and discuss mathematical problems also fostered the development of their mathematical proficiency. This study also reveals that asking peers for feedback and discussion about the feedback is an efficient way to develop students’ adaptive reasoning. The students’ change of performance in the action cycles also suggests that peer assessment has the potential to help the students access higher level of development in their zone of proximal development (ZPD) and balance the role of authority in mathematics classroom.published_or_final_version
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Master of Education