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Dissertations / Theses on the topic 'Context-based teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

King, Donna Therese. "Teaching and learning in a context-based chemistry classroom." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31231/1/Donna_King_Thesis.pdf.

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Many current chemistry programs privilege de-contextualised conceptual learning, often limited by a narrow selection of pedagogies that too often ignore the realities of students�e own lives and interests (e.g., Tytler, 2007). One new approach that offers hope for improving students�e engagement in learning chemistry and perceived relevance of chemistry is the context-based approach. This study investigated how teaching and learning occurred in one year 11 context-based chemistry classroom. Through an interpretive methodology using a case study design, the teaching and learning that occurred d

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Kazeni, Mungandi Monde Monica. "Comparative effectiveness of context-based and traditional teaching approaches in enhancing learner performance in life sciences." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24059.

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Young people’s interest in the study of science-related courses is declining worldwide. In most developing countries, this waning aspiration has been coupled with reports of poor performance in science subjects. Fading interest and poor performance have led to low enrolment rates in science courses in higher institutions of learning, which pose the potential threat of reduced research activity and economic productivity. The methods usually used to teach science subjects in schools – which often involve the transmission of abstract facts and ideas, that are not explicitly relatable to learners

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Chueamueangphan, Bunchong. "Teaching and learning stem through a Thai cultural context." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/225899/1/Bunchong_Chueamueangphan_Thesis.pdf.

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In rural primary schools in Thailand, students face a lack of resources for STEM education. A learning approach called Culturally Relevant STEM Education (CRSE) was proposed in this study to enhance rural students’ STEM education. The CRSE approach used local materials based on the local culture to develop students’ STEM knowledge and skills. This study trialled and refined the CRSE approach through collaboration between researcher and practitioner, thereby probing the potential of CRSE to advance the learning of STEM in Thailand, particularly in a rural context. It created teacher guidelines

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Childs, Margaret Mary. "A reading based theory of teaching appropriate for the South African context." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/687.

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The print literacy competencies of many South African teachers and the learners they teach are inadequate. Evidence from local and international evaluations and research attests to this. Based on the understanding that a teacher, whose literacy level is less than adequate, is in a weak position to teach others how to read and write, the imperative to systematically address the issue of poor teacher and learner literacy levels, provided the impetus for a careful investigation of the methodology and theory of the Learning to Read: Reading to Learn pedagogy. Originally developed in Australia and

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Olsen, Stephanie Wallace. "Implementing a Context-Based Teaching Curriculum for French Learners at the MTC." CLICK HERE for online access, 2000. http://contentdm.lib.byu.edu/u?/MTNZ,33128.

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Mak, Ting-fung Martin, and 麥庭峰. "A case study : task-based language teaching in a Chinese foreign language context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209655.

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This project mainly looks at the teachers’ and students’ views on ‘Task-based Language Teaching’ (TBLT) in a context of learning Chinese as a foreign language. This project first discusses the three pedagogical characteristics of TBLT – ‘meaning-focused’, ‘reinforcement’ and ‘flexibility’. It then discusses the limitations of previous literature on how TBLT can motivate students to learn Chinese as a foreign language. To feedback the current curriculum for teachers to carry out TBLT and to enrich the literature in this field, feedback from the users (i.e. teachers and students) was collected t

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Kelly, Victoria Louise. "Alternative assessment strategies within a context-based science teaching and learning approach in secondary schools in Swaziland." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1084_1259928352.

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<p> <p>&nbsp<br></p> </p> <p align="left">The aim of this study was to use a case study approach to explore and describe how students and teachers perceived performance assessment and context-based assessment models that were used within a real world context teaching and learning approach. The topics Electricity and Air and Living Things formed the science knowledge base for the study. Four junior secondary school science teachers and their students in four schools participated. Participants&rsquo<br>experiences of the assessment models were achieved through teachers administering and scoring

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Thompson, Ruthanne. "The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4174/.

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This study began with a concern about elementary teachers, as a whole, avoiding the teaching of science in the elementary classroom. The three main factors noted as reasons for this avoidance were: (1) minimum science requirements to reach certification, leading to a lack of preparedness; (2) lack of exposure to science in elementary school; and (3) general dislike for and understanding of science leading to a low self-efficacy in science teaching. The goal of the Environmental Science Lab for Elementary Educators (ESLEE) was to conduct an intervention. The intervention was lab-based and utili

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Gibney, Terresa S. "Expanding our perspective on learning in context : how students experience project-based learning /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842529.

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Emilia, Emi. "A critical genre based approach to teaching academic writing in a tertiary EFL context in Indonesia." Connect to thesis, 2005. http://repository.unimelb.edu.au/10187/2886.

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This thesis reports on the effectiveness of using a genre-based approach in teaching academic English writing to studnet teachers who were learning English as a foreign language in a state university.

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Timucin, Metin. "Teaching literature in a Turkish EFL context : empirical exploration of activity-based and process-oriented approaches." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325685.

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Wright, Julie, and j. wright@rmit edu au. "Implementation of project based learning in a training package context." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.165211.

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Training Packages form the basis upon which practitioners in the Vocational Education and Training (VET) sector in Australia develop their pedagogical processes. As workplaces adapt their practices to compete globally, demand for skilled and knowledgeable workers places pressure on institutional training providers such as TAFE to develop training programs that support the acquisition of higher order thinking skills in graduates. Using a competence based framework as a backdrop, the research centres on the notion of the place of Project Based Learning in a Training Package context. The research

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Conradie, Anje. "The evaluation of computer based training as a method of teaching map reading in a military context." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53114.

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Thesis (MA)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: Map reading forms an integral part of every soldier's training. Although all troops are exposed to map reading during basic training, they thereafter do not frequently work with maps on a daily basis, but are still required to apply this knowledge during field exercises or combat situations. Various forms of training are available. Computer Based Training (CBT) is a technique that may contribute to the improved acquisition and retention of knowledge when the subject matter requires of students to visualise concepts, as

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Eyre, Emma. "Principals' perceptions of quality teaching." Master's thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/113afa8b1344fbd025b8c7e1522674f2bed125423304975f1bcf543e643da7ad/1155011/Eyre_2021_Principals_perceptions_of_quality_teaching.pdf.

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A plethora of research exists in the field of education with regards to what constitutes quality teaching. Tensions exist, however, within this body of research between notions of quality teaching as opposed to notions of quality teachers. This research project seeks to unpack this heavily nuanced notion of “quality”, specifically within the context of Queensland state high schools. The concept of quality is of serious concern for both practising teachers and those in leadership positions, particularly given student results are increasingly used to make determinations about the quality of teac

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Higgins, Marion N. G. "Use of self-paced learning in the context of competency-based training at TAFE." Thesis, Queensland University of Technology, 1996.

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The aim of this study was to monitor the adaptability and perceptions of students and teacher who were in transition from traditional to self-paced learning in the context of competency-based training using action research paradigm. The context for this study was in the area of hospitality, specifically in computer education, where students and teachers are using hospitality specific software for food and beverage stock management education. As a result of the implementation of competency-based training, many alternative methods of delivery for educating are being sought. One of these alter

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Fernando, Josephine Fatima Ajanta. "Examining the effects of reinforcement within the context of a technology-based self-monitoring intervention." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6534.

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Students with challenging behavior, including those with or at risk for emotional and behavioral disorders, demonstrate emotional, social, academic and behavioral problems that need support within and outside of school. To this end, self-monitoring has been identified through the literature as a promising approach for remediating challenging behaviors like off-task behaviors, disruptive behavior, and non-academic engagement. Although reinforcement is often included as a component of self-monitoring interventions, the literature is unclear whether reinforcement is necessary. Thus, in this study

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Nagy, Victor, and Henrik Robild. "Context Matters : A Qualitative Study of the Teaching of English Vocabulary at the Swedish Upper Secondary Level." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-34218.

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The purpose of this essay is to identify effective ways of teaching English vocabulary at upper secondary level in Sweden. We have answered three research questions: - In what ways do local English teachers at the upper secondary level teach vocabulary? - How do local students at the upper secondary level perceive their acquisition and learning of English vocabulary? - According to research regarding vocabulary acquisition, what is necessary to include when constructing an effective module for teaching vocabulary? We gathered the data needed to answer the research questions by conducting i

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Idrees, Muhammad Wafa Khalid. "Effectiveness of the interactional approach to the teaching of writing compared with the traditional/non interaction-based approach of English language teaching used in the Saudi Arabian university context." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32259.

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Utilising integral parts of diverse socio-academic interaction finders establishing virtual online environment incorporating a collection of computer advances as interaction-support e-models was assumed most adequate in the Saudi context, where research confirmed poorer writing proficiency level than the desired standards of university students studying EFL as their major (Hujailan, 2004; Jahin, 2007; Gahin & Idrees, 2012; and Al Asmari, 2013). This environment facilitates interactional communications aiming at (basically) enhancing peer/expert revision and feedback provision processes needed

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Mohamed, Merunisa. "Continuous assessment within the writing curriculum : a classroom-based study of an alternative methodology for teaching writing in a second language context." Master's thesis, University of Cape Town, 1999. http://hdl.handle.net/11427/9883.

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Bibliography: leaves 111-117.<br>The aim of the study was to determine the effects of alternative assessment practices on the writings of seven learners in a Grade 11 English second language class. Conventional assessment practices are inadequate when set against new knowledge of the role played by assessment in supporting learning and teaching. Presently writing and assessment are based on viewing writing as product which is assessed as a single mark of achievement. I set out to develop and implement an alternative writing and assessment programme in the context of typical classroom demands.

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Ji, Ke. "A Corpus-based Study of English as a Lingua Franca in the Context of China-ASEAN Communication and Implications for English Language Teaching." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/373947.

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This research investigated the use of English as a lingua franca (ELF) in the context of China-ASEAN communication, where the ELF speakers are mainly bilinguals or multilinguals, using English as non-native speakers. The focus of the study was on the lexicogrammatical features of ELF, especially L1 Chinese ELF users, the pragmatic competence of Asian ELF users in this defined context and the implications of ELF for local language teaching. This research reviewed the key findings of previous research in other ELF contexts and Chinese English as references and adapted an ELF communicative compet

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Ehsanzadehsorati, Seyedjafar. "A Corpus-driven Approach toward Teaching Vocabulary and Reading to English Language Learners in U.S.-based K-12 Context through a Mobile App." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3860.

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In order to decrease teachers’ decisions of which vocabulary the focus of the instruction should be upon, a recent line of research argues that pedagogically-prepared word lists may offer the most efficient order of learning vocabulary with an optimized context for instruction in each of four K-12 content areas (math, science, social studies, and language arts) through providing English Language Learners (ELLs) with the most frequent words in each area. Educators and school experts have acknowledged the need for developing new materials, including computerized enhanced texts and effective stra

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Anjou, Claire. "L’énergie géothermique : Représentation, contextes et enseignements aux Antilles et dans la zone Caraïbe." Thesis, Antilles, 2018. http://www.theses.fr/2018ANTI0318/document.

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L’énergie géothermique possède un fort potentiel aux Antilles et le développement de son exploitation gagnerait à être accompagné d’une sensibilisation des populations locales, à laquelle un effort en termes de formation et d’éducation pourrait participer. Cette thèse de didactique des sciences s’inscrit dans le cadre des études portant sur les conceptions scientifiques et sur les contextualisations didactiques. Elle fait partie du projet GEOTREF, dont l’objectif est de développer les connaissances et techniques sur la géothermie aux Antilles. La première partie de la thèse décrit les concepti

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Corcoll, López Cristina. "Translanguaging in the Additional Language Classroom: Pedagogically-Based Codeswitching in a Primary Education Context." Doctoral thesis, Universitat Ramon Llull, 2013. http://hdl.handle.net/10803/108963.

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Aquesta tesi vol donar una resposta a la necessitat vigent de trobar una manera coherent i didàcticament sòlida d’introduir les llengües maternes de l’alumnat a l’ensenyament de la llengua addicional a l’escola d’educació primària. Després d’un llarg període en què es considerava que aquesta era una pràctica que no afavoria l’aprenentatge, la recerca i la pràctica docent comencen a donar respostes diferents i, en l’actualitat, s’accepta de manera més àmplia que la introducció d’altres llengües a l’aula pot enriquir el procés d’ensenyament-aprenentatge. De tota manera, cal que la introducció de

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Doucerain, Marina 1982. "Characterizing grade 8 students' microdevelopmental changes in understanding of conservation of matter, in the context of a discussion-based instructional unit." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116130.

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This study used a skill theory framework (Fischer & Bidell, 2006) and a microdevelopmental lens to characterize how six grade 8 students' conceptual understanding of conservation of matter changed in the context of a short discussion-based instructional unit. On average, students' conceptual understanding increased significantly, suggesting that a discussion-based approach might be effective in supporting students' learning. The general characteristics of focus students' microdevelopmental pathways were in accordance with those found in other microdevelopmental studies (e.g., Yan & Fischer, 20

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Wang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.

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Martínez, Flor Alicia. "The effect of instruction on the development of pragmatic competence in the English as a foreign language context: A study based on suggestions." Doctoral thesis, Universitat Jaume I, 2004. http://hdl.handle.net/10803/10438.

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This dissertation investigates the effects of instruction on the acquisition of pragmatic competence in the classroom setting, and specifically in the English as a Foreign Language (EFL) classroom. In particular, we examine the effects of instruction on learners' pragmatic development of a specific speech act, that of suggestions, with the goal of expanding the range of learning targets addressed in pragmatic interventional studies (Kasper and Rose, 2002). Apart from dealing with instructional effects, we also take into account the need to investigate various types of instruction in order to a

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Ezrailson, Cathy Mariotti. "EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics." Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/1467.

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This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants adherence to reformed teaching methods, 2) impact of the instructional model on GTAs beliefs about the nature of physics and physics problem solving and 3) undergraduate physics students understanding and performance in an introductory calculus-based physics course. Methods included explicit modeling for the treatment group GTAs of the Reformed Teaching Observation Protocol (RTOP) and assessment of treatment and control GTAs and their students throughout the semester. Stu

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Nolan, Veronica M. "Creating different futures: How using arts and design-based inquiry supports business leaders in developing creative and innovative organisational culture, to thrive in a complex and rapidly changing business context." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/228882/1/Veronica_Nolan_Thesis.pdf.

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This practice-led study assumed a teaching artist perspective to conceptualise how Arts and Design-Based Inquiry (ADBI) supports leaders to design strategy, as a participatory process of intentional organisational change, suited to complex and rapidly changing business contexts. Aesthetic Literacy was introduced as a core competency and was found to be critical to innovative culture and how to design experiences. Senge’s learning organisation model was applied to understand how to develop innovative organisational culture through mechanisms of change such as individual and collective mindset,

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Bezuidenhout, Marianne M. "An investigation into the effect of mobile poetry-based instruction on the literacy levels of Grade 8 English first additional language learners within the South African rural context : a case study." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80361.

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Thesis (MPhil)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: This study is an addition to the growing body of research on the relevance of mobile assisted learning (MALL) or m-learning. Grounded in a sound theoretical framework and informed by practice, it identifies the importance of literacy as a liberating skill, as well as the groundbreaking impact and potential of mobile technologies to enhance literacy levels in developing countries. The ubiquity of mobile devices worldwide, and specifically in South Africa, coupled with the educational needs arising from overcrowded classroo

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Abdalla, Tarek. "The influence of an in-service training programme on Libyan Biology teachers' pedagogical content knowledge (PCK)." University of the Western Cape, 2020. http://hdl.handle.net/11394/8046.

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Philosophiae Doctor - PhD<br>Libya, as one of the third world countries, is struggling to address the issue of transformation and various institutional reforms (including the education system). For example, it has been observed that many biology teachers are faced with challenges relating to both subject matter knowledge (SMK) and pedagogical content knowledge (PCK) yet the expectation of the new curriculum is that biology teachers demonstrate professional efficacy in their work regardless of the challenges they face. In light of this, a group of Libyan secondary school biology teachers was in

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Palena, Emily I., and Caroline T. Spurgin. "Landscapes to Learnscapes: Exploring Schoolyard-based Education." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/pitzer_theses/34.

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This thesis explores schoolyard-based education as a viable and necessary method for rectifying the shortcomings within the American public school system and the Nature-deficit Disorder epidemic. We argue that schoolyard-based education should be fully integrated into the school system, not in the sole form of popularized school gardens, but as a standard teaching method. We show this using extensive research and a case study of three elementary schools in Claremont, California.

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RIPAMONTI, FRANCESCA. "ANALYSING MEDICAL ENGLISH LEXIS: A CORPUS-BASED RESEARCH. IMPLICATIONS FOR LEARNING AND TEACHING." Doctoral thesis, Università degli Studi di Milano, 2015. http://hdl.handle.net/2434/264386.

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Abstract In the last few decades medical specialized communication has become progressively dynamic and prolific with an ever growing number of researchers employing English as a lingua franca. Medical specialized communication unquestionably constitutes a challenging problem with non-native medical students and health care practitioners who are increasingly faced with the need to have an active command of Medical English, that vast set of standardized and non-standardized terms used to describe and represent the changes and the results accomplished in the medical field. My direct involve

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Sreenan, Patrick N. "Perspectives on Cultural Context: The Use of an Online Participatory Learning Environment as an Expansion of the Museum Visit." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc31548/.

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Technology offers opportunities for museums to expand the ways in which cultural perspectives relevant to objects on display can be exchanged and understood. Multimedia content offered online in an environment with user input capabilities can encourage dialogue and enrich visitor experiences of museums. This action research project using narrative analysis was an effort to develop the use of web technology in museum education practice, with an emphasis on constructivist learning. Concepts including the visitor-centered museum and multiple narratives led the researcher to collaborate with a pre

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Zigani, Housougna Rabiyatou. "Use of ICT in Teaching English : challenges and Perspectives for the University Joseph KI-ZERBO in an International Collaborative Context." Electronic Thesis or Diss., Rennes 2, 2023. http://www.theses.fr/2023REN20024.

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Cette thèse propose une approche novatrice pour améliorer la maîtrise de l'anglais chez les étudiants du département d'anglais de l'Université Joseph KI-Zerbo (UJKZ) au Burkina Faso, en se concentrant sur l'enseignement de la compréhension orale (CO). Basée sur une méthodologie de collecte de données sur une période de deux ans à l’UJKZ, l’objectif de la thèse est d'explorer les avantages potentiels de l'introduction de dispositifs s’appuyant sur les TIC pour renforcer les compétences en CO des étudiants. Les expériences menées dans le cadre de cette thèse reposent sur un constat récent : les

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El-Karnichi, Fouad. "Exploring pedagogical and curricular practices in postgraduate and undergraduate translation programs in Qatar : towards the development of a localized competency-based approach." Thèse, Université de Sherbrooke, 2017. http://hdl.handle.net/11143/10967.

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The number of translation programs within a university context has multiplied in many countries worldwide, which led to the need to question their quality (Gambier, 2012). In the Arab world, especially in the Gulf region, translator education is an emerging practice. For instance, in Qatar, the first translation programs were launched in 2012 at both Qatar University (BA minor in translation ) and the MA programs in translation studies at the Translation and Interpreting Institute (College of Humanities and Social Sciences; Hammad bin Khalifa University). Arabic scholars in the field of transl

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Mvula-Jamela, Lungiswa Gwen. "Development of a school environmental policy to enable active learning in the context of the National Curriculum Statement." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008376.

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The transformation processes occurring in the South African curriculum context has highlighted a need for improving ways of interpreting and implementing curriculum requirements, in ways that are relevant to the context of learners and their experiences. Outcomes Based Education (OBE) encourages teachers to develop learner centred and active learning approaches. In this research I explore the development of how a School Environmental Policy can contribute to active learning in the context of the National Curriculum Statement for Grades R-9 (NCS R-9). I employed a participatory action research

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Hobart, Leigh. "The current context of Queensland primary teacher engagement with professional learning through professional associations." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/46122/1/Leigh_Hobart_Thesis.pdf.

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Engaging Queensland primary teachers in professional associations can be a challenge, particularly for subject-specific associations. Professional associations are recognised providers of professional learning. By not being involved in professional associations primary teachers are missing potential quality professional learning opportunities that can impact the results of their students. The purpose of the research is twofold: Firstly, to provide a thorough understanding of the current context in order to assist professional associations who wish to change from their current level of primary

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Walsh-Moorman, Elizabeth A. "Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.

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Songqwaru, Nonyameko Zintle. "Supporting environment and sustainability knowledge in the grade 10 life sciences curriculum and assessment policy context : a case study of the Fundisa for Change teacher education and development programme pilot project." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006842.

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In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate pr

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"A task-based non-formal English immersion programme in the Chinese EFL context." 2001. http://library.cuhk.edu.hk/record=b5890811.

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Mak Ho-Yan.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2001.<br>Includes bibliographical references (leaves 139-147).<br>Abstract and questionnaires in English and Chinese.<br>Chapter 1 --- INTRODUCTION --- p.1<br>Chapter 1.1 --- Background of the Present Study --- p.1<br>Chapter 1.1.1 --- English as Foreign Language (FL) in Mainland China --- p.1<br>Chapter 1.1.2 --- The Problems of Learning / Teaching English in Mainland China --- p.3<br>Chapter 1.2 --- A Response: The Present Study --- p.5<br>Chapter 1.3 --- Significance of the Study --- p.5<br>Chapter 1.4 --- Organization

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Khumalo, Leonora Thandeka Nontsikelelo. "A context-based problem solving approach in grade 8 natural sciences teaching and learning." Thesis, 2009. http://hdl.handle.net/10413/1337.

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The demands of the new curriculum are such that problem solving is foregrounded as one of the core skills in the learning of the Natural Sciences. However teachers in general have difficulties in conceptualizing how this core skill should be incorporated into their everyday teaching of the Natural Sciences. Furthermore there seems to be some confusion in the literature on how the concept of problem solving should or ought to be understood. This is a qualitative case study to explore a grade 8 Natural Sciences educator who involves the learner's context when developing the curriculum, during te

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Wu, Yu-Xian, and 吳育賢. "Investigating Effects of Context-based and Sequence-based Teaching Methods for Grade B CNC Machine Tool Operation Training." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/57364936009007742569.

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碩士<br>國立高雄應用科技大學<br>機械與精密工程研究所<br>101<br>ABSTRACT In this studty, the effects of context-based and sequence-based teaching methods for grade B computer numerical control (CNC) milling machine operation training with virtual machine tools were investigated. There are forty participants who are senior students at the Department of Mechanical Enineering of Kaohsiung Vocational Senior High School. Students in this experiment were divided into two groups: one is control group with traditional sequence-based teaching method and the other is experimental group with context-based teaching method. Th

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Khosa, Tinyiko Rodgers. "Investigating the effect of context-based teaching approach on learner interest and performance in science." Thesis, 2009. http://hdl.handle.net/10539/7351.

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The findings of the TIMMS study show that “South African learners have a very poor self-concept in Mathematics and Science compared to pupils internationally” (Howie, 2001, p. 37). This implies that South African learners perceive themselves as not talented enough to do well in either of the subjects, that the two subjects are difficult and that they cannot find any joy in learning them. Research has shown that the notion of self-concept has an influence on attitudes towards learning (Young, 1998). This study aimed at investigating whether the use of context-based teaching methodology in the t

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Su, Ya-Fen, and 蘇雅芬. "Context-based teaching strategies in the fifth grade mathematics "volume and capacity" section of the application." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/3p2v95.

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碩士<br>國立臺中教育大學<br>教育測驗統計研究所<br>101<br>In this study, quasi-experimental research method, the students were divided into experimental and control groups, with the "volume and capacity " section, the implementation of context-based teaching strategies teaching activities and general teaching activities, and the preparation of learning achievement test, borrowed from the test results to detect the effectiveness of teaching. The results of this study are as follows: 1.The volume and capacity performance achievement tests, the experimental group performed better than the control group. 2.The us

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Cheng, Chih-ling, and 鄭智玲. "Teaching and Assessing Argumentative Speaking Integrating Critical Thinking Skills in a University EFL Context: A Task-based Approach." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/j28n42.

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博士<br>國立中山大學<br>教育研究所<br>103<br>Recent research in the area of EFL (English as a Foreign Language) and ESL (English as a Second Language) education have supported critical thinking (CT) is related to learner’s development of language skills. In real English communication contexts, the speaker has to exert not only conversational or transactional competence as well as the skills to express opinions, present different points of view or provide solutions for a controversial issue. Responding to the need to enhance students’ English oral communication and CT skills, this study served three major p

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Tran, Hoa Thi. "The development of integrated chemistry-based experiments implications for the teaching of environmental chemistry in the Vietnamese context." Thesis, 2000. https://vuir.vu.edu.au/17903/.

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A survey of environmental chemistry laboratory experiments in the Journal of Chemical Education (ACS) and Education in Chemistry (RCS) has been carried out from 1969 to the present. The experiments have been categorized as being related to the areas of either air, water or soil. Over the same period of time, a similar survey has been carried out for commonly used environmental chemistry textbooks, whereby the relative number of pages have been assessed which are devoted to the same areas. The data obtained from both of these analyses indicate that the area of soil is seriously underrepre

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"Impact of STS (Context-Based Type of Teaching) in Comparison With a Textbook Approach on Attitudes and Achievement in." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.14347.

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abstract: The purpose of this study was to analyze the impact of a context-based teaching approach (STS) versus a more traditional textbook approach on the attitudes and achievement of community college chemistry students. In studying attitudes toward chemistry within this study, I used a 30-item Likert scale in order to study the importance of chemistry in students' lives, the importance of chemistry, the difficulty of chemistry, interest in chemistry, and the usefulness of chemistry for their future career. Though the STS approach students had higher attitude post scores, there was no signif

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Crozet, Chantal. "Language teachers & the teaching of culture : insights into the interface between theoretical discourses, context and practice based on an Australian case study." Phd thesis, 2005. http://hdl.handle.net/1885/148460.

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Lombard, Ilse. "Towards relevance in language teaching : an outcomes-based approach." Diss., 1999. http://hdl.handle.net/10500/17229.

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Chapter one of this study outlines some of the problems encountered in education today, with particular reference to the 'relevance gap'. This is taken to mean that the education which learners receive does not adequately prepare them for life, i.e. academic life, social life and their later career. The South African scenario is described briefly, with the focus on English language teaching and learning. The importance of English language skills is underlined. This chapter also includes a discussion on the writer's awareness of the problem, the research proposal, aims and method of the s

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Sadri, Pejmon. "Teaching mathematics for understanding : intentions and practices of an expert middle school mathematics teacher in the context of a reform-based curriculum /." 2008. http://hdl.handle.net/1957/8657.

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