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Radford, Brian W. "The Effect of Formative Assessments on Teaching and Learning." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3497.pdf.
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Clark, Heather Winona Schulte. "Effect of Whole Brain Teaching on Student Self-Concept." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2146.
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Sufficient research exists indicating that the brain mechanisms involved with use of whole brain teaching (WBT) techniques will likely lead to improved academic achievement and that academic self-concept (ASC) is both a cause and consequence of academic achievement. However, it is not known if there is a relationship between WBT and ASC. Given the benefits derived from positive ASC, it becomes important to assess WBT as a predictor variable of positive ASC. The purpose of this quantitative study was to examine the relationship between different levels of exposure to WBT techniques and the mean difference in ASC, as measured by the general-school, mathematics, and reading subscores on the Self Description Questionnaire I, between treatment conditions. Self-concept theory as posited by Shavelson et al. and the Marsh/Shavelson revision, the skill development approach to self-concept enhancement, and the reciprocal effect model provide the theoretical foundations of this dissertation. A one-way multivariate analysis of variance (MANOVA) was used to determine if the mean ASC scores differed among 191 second and third grade students exposed to three levels of the WBT factor. Results of the three-group MANOVA failed to support use of WBT techniques to improve ASC. Reconfiguration of the quasi-independent variable into two groups revealed that general-school ASC scores were significantly lower in the group exposed to limited to no WBT techniques. Assessing students at risk for educational problems may reveal more convincing evidence for WBT as an effective ASC intervention. The implications for social change include encouraging WBT practitioners to make more empirically sound claims and decisions regarding their practice, thereby allowing students an educational experience grounded in scientific findings, rather than subjective assumptions.
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Kramp, Jennifer A. "The Effect of Workload on Student Evaluations of Teaching." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1277094302.
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Kirbulut, Zubeyde Demet. "The Effect Of Metaconceptual Teaching Instruction On 10th Grade Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614285/index.pdf.
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The purpose of this study is to examine the effect of Metaconceptual Teaching Instruction (MTI) compared to Traditional Instruction (TI) on 10th grade students&rsquounderstanding and durability of states of matter concepts, self-efficacy toward chemistry, and to portray the nature of students&rsquo
metaconceptual processes and the change in students&rsquo
ideas of states of matter. There were 53 students in the experimental group instructed by the MTI and 49 students in the control group instructed by the TI. Three students from the experimental group were selected for case study to explore their metaconceptual processes and conceptual understanding. To examine the effect of treatment, States of Matter Diagnostic Test (SMDT) and Self-efficacy toward Chemistry (SETC) were administered to the students before and after the treatment. Treatment implementation continued for seven weeks. The instruments were also given eight weeks after the treatment. In case study design, the data were collected through video recordings of classroom discussions, audio recordings of group discussions, journal writings, and interviews. Quantitative data analysis was conducted using MANCOVA. It was found that there was a significant difference between groups on the posttest and retention-test scores of the SMDT and retention-test scores of the SETC on behalf of the experimental group. However, there was no significant difference between groups on the posttest scores of the SETC. In terms of the nature of metaconceptual processes, it was documented that the students who had few alternative conceptions mostly engaged in metaconceptual evaluation. Also, the students changed their ideas of states of matter.
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Hanson, Jana Marie. "Understanding graduate school aspirations: The effect of good teaching practices." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2513.
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This study examined the effects of good teaching practices on post-baccalaureate degree aspirations using logistic regression techniques on a multi-institutional, longitudinal sample of students at four-year colleges and universities. Using College Choice and College Outcomes models as a theoretical foundation, I examined whether eight good teaching practices (non-classroom interactions with faculty, prompt feedback, frequency of interactions with faculty, teaching clarity and organization, challenging classes and high faculty expectations, frequency of higher-order exams and assignments, academic challenge and effort, and integrated ideas, information, and experiences) influenced post-baccalaureate degree aspirations at the end of four academic years, while controlling for students' background characteristics and institutional characteristics that are theoretically associated with aspirations. Using pre-test and post-test data from the Wabash National Study of Liberal Arts Education (WNS), the findings suggest that good teaching practices are positively related to undergraduate students' aspirations for graduate education. This study contributes to college outcome models by emphasizing the importance of faculty to the undergraduate experience. Finally, this study has implications for higher education policy, including practical applications for those involved with undergraduate and graduate education, including administrators, faculty, staff, and students.
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Nortman, Michael L. "The effect of the student teaching experience on educational attitudes /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487598748020377.
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Mathabatha, Stimela Simon. "The Effect of laboratory based teaching and traditional based teaching on students' conceptual understanding of chemical equilibrium." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03132006-100915.
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April, Rita. "Exploring the effect of implementing intentional teaching strategy on grade 9 learners’ perceptions of teaching of mathematics." University of the Western Cape, 2020. http://hdl.handle.net/11394/8250.
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Magister Educationis - MEdIn this study I explored grade 9 learners’ perceptions after the implementation of “intentional teaching”. The research question is: “What are the perceptions of grade 9 learners of the teaching they experience in mathematics?” Conceptually the study is situated in “learners’ perceptions” of teaching with “intentional teaching” as the context. The design used was a survey where learners had to complete a questionnaire, adapted from the Students Evaluating Accomplished Teaching-Mathematics (SEAT-M) instrument. Learners from two grade 9 classes, taught by me, participated. Rasch analysis was used to analyse the data. It was found that learners ranked “the teacher’s ability to encourage them to place a high value on mathematics” the highest. “The teacher’s ability to challenge learners to think through and solve problems, either by themselves or together as a group” was ranked the lowest. It is recommended that all role-players and teachers develop skills of authentic pedagogical dialogue to promote dynamic learning in mathematics classrooms. http://
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Rose, Dennis J. "The effect of practice on the acquisition and maintenance of teaching skills." Thesis, University of Canterbury. Education, 1994. http://hdl.handle.net/10092/813.
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Teachers sometimes fail to use previously acquired teaching skills. A review of studies which had examined the maintenance of teaching skills found that some training programmes which used skill practice and feedback on performance were successful in achieving maintenance. The present study was designed to test the effect of practice and feedback in diverse settings on the acquisition and maintenance of teaching skills. The following skills were selected for training: 1. Increasing the use of approval and decreasing the use of disapproval. 2. Increasing the use of feedback and decreasing the use of criticism. 3. Using wait-time: (a) after asking a question and before calling on a student to answer, (teacher wait-time) and (b) after a student response has finished (pupil wait-time). Repeated measures were made of nineteen student teachers teaching during a six week student teaching practice prior to the training course and again immediately following it. Ten of them, who also secured teaching positions, were observed when teaching in their own classrooms. During the training course, the subjects practised some skills until the training targets had been achieved five times in each of two settings (the 2 X 5 treatment). They practised the remaining skills until the training targets had been achieved two times in each of two classroom settings (the 2 X 2 treatment). The subjects observed one another practise and the results of these observations were used to provide them with performance feedback. There was a general training effect although there was no treatment effect for the amount of practice. More maintenance was found when the subjects became employed as classroom teachers than was observed immediately after training. More skills were maintained when there was a match between the class level being taught and the class level practised with during training. Feedback was maintained by most subjects while teacher wait-time and low rates of criticism were maintained by the fewest subjects. It was hypothesized that the subjects had previously been subjected to thousands of hours of observational learning of teacher behaviour and that a brief training course may not have had sufficient impact to counter such prior learning. It was also hypothesized that there were unidentified stimuli, context variables and sources of reinforcement controlling the performance of particular skills by individual subjects. It was concluded that future research in this field should seek to identify these sources of stimulus control.
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Swift, Kristie M. "The effect differentiated instruction in social studies has on student performance." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009swiftk.pdf.
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Mathew, Nishi Mary. "The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Jones, Jennifer Ann. "Teaching chemistry in context: the effect on student learning and attitudes." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/jones/JonesJ0812.pdf.
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In this investigation, chemistry content was taught in-context with real world examples in order to determine the effects of student learning and attitudes toward chemistry. Participants included one class of four high school students in an advanced chemistry course. The treatment included three in-context units including the topics of Gasoline, Biofuels, and Plastics. Student learning was assessed using Pre and Post-Knowledge Probes, Focused Listing, and Daily Diagnostic Learning Logs. Student attitude changes were assessed using surveys, interviews, and observations during small group discussions. Results indicated that student learning was positively impacted as all Post-test outcomes had an average increase of over 45%. Student interviews showed that attitudes were positively impacted as all students said they liked chemistry, and after the treatment, found enjoyment in knowing how the world works.
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Pacey, Fiona Margaret. "Schema theory and the effect of variable practice in string teaching." Thesis, Online version, 1993. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.301400.
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Tillett, Marsha Jane 1952. "The effect of postpartum home teaching on knowledge of infant care." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/278075.
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This study investigated the effect of postpartum home teaching on primiparous women's knowledge of infant care. Twenty-one low-risk primigravidae women were randomly placed in a control or experimental group. Subjects in the experimental group viewed a videotaped program on infant care a second time, at home on the third day postpartum. Tests were administered prior to hospital discharge, on the third day postpartum, and at 28-32 days postpartum. A short interview was conducted to obtain opinions regarding videotaped educational materials. The subjects (n = 21) retained most of the information presented after the first viewing and expressed satisfaction with the educational format. The results were not statistically significant, though mean test scores increased over the three test intervals.
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Cheung, Chun-hung, and 張春紅. "The effect of genre approach to teaching evaluation genrein matriculation Chinese =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30234578.
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Chan, Yuen Wan. "The effect of teaching Chinese to Hong Kong students through Putonghua." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/320.
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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 utilized in-context, constructivist approaches to positively influence participants' abilities to retain science content knowledge and to affect their belief in themselves as teachers.
This intervention was created to respond to all three of the main avoidance factors noted above. The research utilized a quasi-experimental, pretest-posttest control group design. Two pretests and two posttests (science teaching efficacy and content knowledge) were given to all 1,100 environmental science lab students at the participating institution over two long semesters. Three experimental/control groups were formed from this population. The Experimental Group was comprised of 46 students who participated in the ESLEE Intervention. Control Group 1 was comprised of 232 self-described preservice educators (SDPEEs) in "regular" labs. Control Group 2 was comprised of 62 nonSDPEEs taught by ESLEE instructors in "regular" lab settings.
A DM MANOVA was used to analyze the data. The results demonstrated that the ESLEE Intervention was statistically significant at the p> .05 level for science teaching efficacy between the Experimental Group and Control Group 1, and was statistically significant for both content knowledge and efficacy between the Experimental Group and Control Group 2. More notably, the effect size (delta) results ranged from .19 to .71 and .06 to .55 (partial eta squared) and demonstrated the practical significance of implementing the ESLEE Intervention.
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Wong, Man-on, and 黃萬安. "The effect of heuristics on mathematical problem solving." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957523.
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Peard, Robert, and mikewood@deakin edu au. "The Effect of social background on the development of probabilistic concepts." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.154933.
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This research explores how the social backgrounds of a group of students contributed to their intuitive knowledge in probabilistic reasoning, and influenced their processing of the associated mathematics. A group of Year 11 students who came from families for whom the phenomenon of track gambling formed an important part of their cultural background was identified. Another group consisting of students in the same mathematics course (Year 11 Maths in Society) but from families for whom the phenomenon of gambling in any form was totally absent from their social backgrounds was identified. Twenty students were selected from each group.
The research employed a qualitative methodology in which a phenomenographic approach was used to investigate the qualitatively different ways in which individuals within the two groups thought about concepts involving probabilistic reasoning, and processed the related mathematical skills and concepts. The cognitive processes involved in the applications of probabilistic and related mathematical concepts in a variety of both gambling and non-gambling situations were studied in order to determine whether this culturally based knowledge could be viewed as a type of ethnomathematics.
Data were obtained through individual structured interviews which enabled patterns of reasoning to be compared and contrasted. Analyses of these data enabled intuitive mathematical understandings possessed by the gamblers not only to be identified, but also to be linked with their social backgrounds. Also differences between how individuals in the two groups processed probabilistic and associated mathematical knowledge were determined. This research complements and extends existing knowledge and theories related to culturally-based mathematical knowledge. Implications for further research, for classroom teaching, and for curriculum development in the study of probability in senior secondary mathematics classes are discussed.
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Tlala, Kedibone Magdeline. "The effect of predict-observe-explain strategy on learner's misconceptions about dissolved salts." Thesis, University of Limpopo ( Turfloop campus), 2011. http://hdl.handle.net/10386/641.
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Thesis (M.Ed.) --University of Limpopo, 2011Misconceptions learners bring to class are in sharp contrast to acceptable science. These misconceptions emanate from a variety of sources including the way educators teach, textbooks used by teachers and from life experiences. These misconceptions at high school (Grade 10) are a potential source of learning difficulty regarding understanding how salts dissolve in water. To assist learners to overcome such difficulties, learner-centred and activity-based intervention, Predict-Observe-explain (POE), was used in this study. The sample consisted of 93 Grade 10 Physical Sciences learners from two neighbouring schools situated in Moutse West circuit, Sekhukhune District, Limpopo Province. 53% of the students involved in this study were males and 47% were females. The purpose of this study was to investigate Grade 10 Science learners’ conceptual understanding of dissolved salts and to explore the use of POE strategy in order to reduce learners’ misconceptions about the dissolved salts. The study also, explored students’ prior knowledge of concepts related to the dissolved salts and determined the effectiveness of POE strategy on males and females. A quasi-experimental design was used where the experimental group (EG) used POE strategy during treatment and where the control group (CG) used the traditional teaching using lecturing and demonstrations. Before the start of the study, both groups wrote a pre-test using the Achievement Test (AT) to determine science baseline knowledge. Thereafter the intervention for EG and lecturing for CG followed and lasted for five weeks. After the intervention, both groups wrote the post-test to determine learners’ achievements. The post-test was followed by interviews to discover issues that were not identified during the AT. The quantitative data were analysed using both the t-test and the Analysis of Co-variance (ANCOVA). The qualitative data collected through interviews were coded to form themes and later themes were organised in categories. The results show that EG performed better in the post-test than the CG their counterpart. More importantly, this study identified two new misconceptions that have not been reported in the literature: salts dissolve in water when it is in ‘fine’ grains; and solid sodium chloride is not an ionic compound. Furthermore, findings from AT revealed that students’ conceptual understanding of how salts are formed, how salts dissolve in water and how salts ionise improved dramatically especially from the EG, but not for the CG. Data collected on the AT post-test for EG show that males (mean 21.13 ± 9.72 SD) achieved better than females (mean 12.73 ± SD 5.97) and t-test p = 0.004. On macro level concepts, females from CG achieved higher scores than the males from the same group. Conversely, on micro level, the CG achievements were lower than the EG in males and females, suggesting that POE favours the reduction of misconceptions not only at macroscopic levels, but also at microscopic levels. The findings in this study highlight the need for educators, curriculum developers and textbook writers to work together in order to include various elements of POE in the curriculum as a model for conceptual change at high school science classroom.
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Hsu, Huichu. "The effect of rhythmic teaching methods for kindergarten EFL students in Taiwan /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1917564131&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1278698513&clientId=22256.
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Thesis (Ed.D.)--University of Mississippi, 2009.Typescript. Vita. "July 2009." Dissertation chair: Dr. Felice A. Coles Includes bibliographical references (leaves 81-89). Also available online via ProQuest to authorized users.
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Jones, Karen S. "The effect of biblical teaching on marital conflict among African American couples." Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.074-0074.
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Jones, Karen S. "The effect of biblical teaching on marital distress among African American couples." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p074-0074.
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Miland, Shad. "Authoritarian versus nurturant teaching styles their effect on students' attitude toward reading /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998milands.pdf.
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Solso, Desiree. "The effect of constructivist and traditional teaching methods on students' mathematical achievement." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Solso_DMITthesis2009.pdf.
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Hancock, Sean C. "The effect of content knowledge on students' perceptions of instructors' teaching effectiveness." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/76.
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In response to the continued reduction in higher education funding at the state and federal levels, educational administrators at both public and private institutions have had to reduce the number of course offerings, resulting in layoffs of those faculty members who do not meet regulated degree requirements for enough courses to retain their fulltime status. This study examined the effect of instructors' content knowledge (subject matter degree) on the results of the students' evaluations of teaching effectiveness (SETE) at a private for-profit junior college. The study employed an ex post facto causal-comparative research design. The data were analyzed through a hierarchical multiple linear regression in order to determine how much of the variance in students' responses on their evaluations of teacher effectiveness was accounted for by the instructors' content knowledge after controlling for gender, course experience, formal training in education and/or instruction, and time of day (session). The questions were categorized into four subscales using Shulman's Model of Pedagogical Reasoning and Action: comprehension, transformation, instruction, and evaluation. The data were then disaggregated into the following course subjects: English, math, natural science, psychology, and sociology. Results of the analyses suggest that instructors' content knowledge may have a negative effect on SETE results for the subscale evaluation. No effect of content knowledge was found on SETE data in the areas of comprehension, transformation, or instruction. The data suggest that the control variable of morning session has a negative effect on SETE data for the subscales comprehension, transformation, and instruction, while course experience shows evidence to suggest a positive effect within comprehension and transformation. When disaggregated by course subject matter, data suggest a negative effect of formal training on SETE results for English and psychology. Data also suggest a negative effect of morning session on sociology while course experience had a positive effect. The evidence suggests that a subject matter degree has no practical significance in defining instructional effectiveness from the perspective of the student, and that decision makers look to other assurances of instructional quality and not rely solely on a subject matter degree as a proxy for the requisite content knowledge.
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Albino, Gabriel. "The effect of an explicit genre-based approach to teaching workplace writing." Thesis, Open University, 2015. http://oro.open.ac.uk/56152/.
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The present study assesses the effect of an explicit genre-based approach to teaching writing for learners of English as a foreign language in a workplace, which is a branch of an American company that explores oil and gas in Angola. By drawing on the genre-based approaches developed by Swales (1990) and Martin (2012), the study firstly sought to investigate the text types written in the workplace and the features deemed relevant for successful writing. Secondly, it sought to understand the extent to which an explicit genre-based approach could support learners with their writing, particularly the improvement of the readability of their texts. Data were collected through learners’ sample texts, a questionnaire to specialist informants and an experiment, and were qualitatively and quantitatively analysed (Hammersley, 2007, p. 171). An email to make a request was identified as the most frequently written text and was used in the experiment, which was conducted with an experimental group (n=18) and a control group (n=18), both being made up of intermediate learners. While the experimental group received explicit-genre instruction in a classroom, the control group remained in their job, where they also practised the genre. The experimental group commented on the explicit genre lessons, and their comments indicated familiarisation with the need to concentrate attention on content, purpose, and audience when writing, and to provide everything a reader needs to understand a text with little effort and time. Furthermore, the two groups wrote a pre-test and a post-test, and the comparison of the readability scores (provided by two specialist informants) favoured the experimental group. The texts written in the tests were further explored to assess whether the allowable order of moves, the choice of informational Theme and thematic progression (Henry & Roseberry, 2001; Halliday & Matthiessen, 2004) influenced the readability scores. Of the three measures, the allowable order of moves and informational Theme appeared to influence the readability scores. The overall result suggests that an explicit genre-based approach can be a suitable approach to teaching writing for learners in the workplace.
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Soto, Jill Marie. "Effect of Vignette-Based Demonstration on Preschool Teachers' Awareness of Intentional Teaching." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5129.
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Early childhood programs enhance children's knowledge and skills when teachers intentionally engage with children during free play. Preschool teachers' ability to notice and capitalize on teachable moments has been questioned in the literature. The purpose of this mixed-methods study was to examine the efficacy of professional development designed to increase teachers' awareness of teachable moments in their informal interactions with young children during independent play, and teachers' intentionality in responding to those opportunities. The study was grounded in Vygotsky's principles of socially constructed learning, including teachers adjusting their intentional interactions to accommodate the thinking of learners. Qualitative data were collected using reflective journals kept before and after the vignette-based professional development sessions and focus group responses by 11 preschool teachers in the Southwestern United States. Chi square analysis of qualitative findings revealed significant positive change in teacher intentionality for the themes of daily schedule, awareness, and scaffolding. Vignette-based professional development coupled with reflective journaling appears to be an effective method to increase teacher awareness of intentional teaching, which may positively influence the education of preschool children.
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Wray, Jacqueline Bruton. "Principals' Perspectives on the Effect of Standardized Testing on Teaching and Learning." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2181.
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Standardized tests are designed to show what students have learned and retained in a classroom setting. The study examined principals' perspectives related to the impact standardized testing has on teaching and learning in Grades K-12. In addition, the correlation between principals' perceived effects of standardized tests on students' performances and principals' characteristics was investigated. Vygotsky's theory was used as theoretical framework of the study, as the theory suggested nonstandardized assessment approaches are more effective. Research questions focused on principals' perspectives on the effect of standardized testing on teaching and learning within the school district in North Carolina and the extent that principals' experience, type of schools, gender, and academic degree are correlated to their perceived effects of standardized tests on student performance. A quantitative method with descriptive and correlation design was used to answer the research questions. A purposeful sample of 31 participants completed the online Likert survey. Data were analyzed using means, standard deviations, and correlation tests. Findings indicated that principals perceived that standardized testing hinder students' perfromaces. There was not a significant relationship between principals' perception related to the impact standardized testing has on teaching and learning in grades K-12 and their years of experience, type of school, gender, and academic degree. A positive social change implication includes informing educators about principals' views related to standardized testing as a feasible tool to enhance curriculum content delivery and student achievement.
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Jordan, Elizabeth Anne. "The effect of teaching-learning strategies on achievement in grade nine science." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/27247.
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Using Information-Processing as a theoretical base this study sought to determine whether or not specific cognitive strategies could be taught and learned. These strategies dealt with memory skills which have been shown to occur naturally in mature learners. However, it has been shown that even some university students lack these basic skills and resort to ineffective memory techniques. This results in failure to recall information and an inability to resolve problem solving tasks.
Four tasks were designed: Summarizing a Reading, Self-Testing Vocabulary, Writing Questions and Answers and Diagramming. Seven volunteer Grade 9 Science teachers, with 311 students, were assigned to an experimental and a comparison group. Both groups were asked to follow an outline based on the Provincial Curriculum for Grade 9 Science. One group was assigned predetermined tasks from the text while the experimental group utilized the tasks above.
In the analysis, the Recall part and the Problem Solving part of the Posttest constituted measures on the variables of the Dependent Variable Set while the Pretest, Scores in Grade 8 Science and the Arlin Test of Formal Reasoning constituted the measures on the variables for the Independent Variable Set. An initial Canonical Analysis determined the relationship between the two sets of variables. An Analysis of Covariance was performed using Previous Achievement and the Pretest. A Post-Hoc Scheffe Test analyzed contrasts between groups regarding developmental level.
The results showed a statistically significant difference, α=0.05, for the comparison group on recall; while the experimental group showed a statistically significant difference on Problem Solving. No interactions-were found between the variables and the grouping. Further analysis indicated that while the results were statistically significant, mean score differences were very small. The observation was made that while results might be statistically significant they may be educationally questionable.
Arguments were presented which suggested that the unit taught was incorrectly assumed by teachers, curriculum developers and this researcher to be new material. It was further suggested that this information had become "common knowledge". Although the teachers found the materials useful, the prior knowledge prevented clear answers to the questions asked.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Gouws, Stephanus Andries. "The impact of hospital surveillance programmes on the incidence of adverse drug reaction reporting in a South African teaching hospital." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/27186.
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Post-marketing surveillance refers to any non-experimental or observational study, method, or monitoring strategy that is applied to obtain information on drug experience (primarily adverse) after a drug has been approved for clinical use. One of the major problems in post-marketing surveillance studies is the lack or under-reporting of drug experiences by health care professionals. This study was developed to describe the impact of three different prescription event monitoring programmes on the reporting of adverse drug reactions (ADR's) in the hospital situation. The intensive ADR monitoring programme and two voluntary ADR monitoring programmes which followed were conducted in the medical wards of an urban teaching and referral hospital. All patients admitted to the designated wards were monitored by a dedicated pharmacist in the intensive programme, ward pharmacists in the first voluntary programme and by medical and nursing staff in the second voluntary programme. The pharmacist monitored a cohort of patients prospectively in two medical wards for a period of three months. The patient's record was linked with any suspected ADR. All details, i.e. patient drug orders, characteristics and ADR description, were recorded and then reported. From 228 patients monitored, 25 cases have been reported. The impact of the intensive ADR monitoring programme was a reporting rate of 11 percent. Reports were received on ADR's of a particularly mild, common and pharmacologically predictable (type A) nature. The first voluntary ADR monitoring programme comprised the reporting of suspected AD R's and the recording of drug orders for the patients and the patient characteristics. The ward pharmacists monitored for suspected AD R's in all patients during their regular ward rounds. Six cases were reported in a population of 1506 patients monitored during the three months. The reports were mainly on moderate to severe suspected AD R's of pharmacologically unpredictable (type B) nature. The rate of reports received by the surveillance unit in this study was 4 reports per ward pharmacist per annum. The second voluntary ADR monitoring programme comprised the prospective monitoring of 1555 patients by medical and nursing staff during their stay at the designated medical wards during the three month period. Patients were monitored for any ADR and when an ADR was suspected, the patient characteristics and drug orders were recorded and reported to the surveillance unit. Ten cases were reported represented by six reports from doctors and four by sisters. The reporting rate was 2 reports per doctor in four years and 3 reports for each member of the nursing team in 5 years. Reports were mainly received on moderate to severe suspected ADR's of a pharmacologically unpredictable (type B) nature.
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Arico, Anthony III. "The Effect of Class Size on Inclusion Student Academic Success." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/936.
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The No Child Left Behind Act (NCLB) of 2001 is based on the principle that setting high academic expectations and establishing measurable goals can improve individual outcomes in education. Under NCLB, states are required to develop assessments in basic skills to be given to all students in certain grades if those states are to receive federal funding for schools. The purpose of this study was to determine if reduced inclusion class sizes affect student's scores on the Assessment of Skills and Knowledge (ASK) test administered in one northeastern US state and to solicit teachers' opinions of smaller class sizes. Inclusions classes are those that enroll special needs students. Theoretical foundations guiding this study included social learning theory, constructivist theory, and the cooperative learning theory. The key question this study focused on was whether or not smaller class size has an effect on academic achievement for special needs inclusion students. Using archival data, this ex post facto study found a statistically significant difference using a MANOVA, F(2,34) = 14.55, p < 0.0001 for the research question investigating the effect class size has on special needs inclusion students. Positive social change implications include helping inform the efforts of local, state, and federal education officials to narrow the achievement gap between regular and special education students. These results could provide justification to school boards for hiring more staff, creating and passing building addition referendums, and providing professional development to identify ways to adjust school schedules and reduce class size.
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Lu, Hung-Hsuan, and 呂虹萱. "The experimental teaching of Giant Magnetoresistance effect." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/09439321315663978406.
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Tseng, Yu Chieh, and 曾郁傑. "The study of greenhouse effect teaching module." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/14955055926435402836.
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碩士國立彰化師範大學
科學教育研究所
99
The purpose of this study was to develop a greenhouse effect teaching module and to examine the cognitive and affective effects on 8th-grade students after teaching the module. This module designed according on literature review. The characteristics of this module included adopting the conception of integrated science curriculum and diversity subjects around the theme of greenhouse effect. The goal of the study was enhancing students’ understanding for the greenhouse effect, and could distinguish the difference between greenhouse effect and ozone hole. The understandings of the issues related to greenhouse effect and affective performance, assessed by two self development tools, a paper-pencil test of cognitive understanding, and the affect questionnaire. The post test revealed a significant improvement in their cognitive understanding: origins of greenhouse effect, influrences of greenhouse effect, countermeasure of greenhouse effect, ozone hole, dual concept of the greenhouse effect and ozone hole. Students maintained the growth of knowledge in the delayed test. In the affective domain, the t-test also revealed a significant improvement on receiving, responding and valuing. Although there was no significant improvement on organization, they still peformed better than pre-test. According to these results, this greenhouse effect teaching module can enhance scientific knowledge (greenhouse effect and ozone hole) and affective performance of students. In addition, this study also provide suggestions for the development of instructional module and the teaching process of greenhouse effect teaching module.
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Li, Ya-Ling, and 李雅玲. "The Effects of Teaching Goal Orientation of Elementary School Teachers on Creative Teaching Behavior: The Mediating Effect of Self-Efficacy for Creative Teaching." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/a222u3.
Full textAbstract:
碩士崇右技術學院
經營管理研究所
104
Title: The Effects of Teaching Goal Orientation of Elementary School Teachers on Creative Teaching Behavior: The Mediating Effect of Self-Efficacy for Creative Teaching Pages: 116 School: Chungyu Institute of Technology Department: Graduate Institute of Business Administration Time: Dec., 2015 Degree: Ya-Ling Li Advisor: Yuan-Du Hsiao PH.D., Chin-Tsang Ho PH.D. Keywords: teaching goal orientation, self-efficacy of creative teaching, creative teaching behavior Abstract The third industrial revolution starts a new brainpower-dominating knowledge economy era. Facing multicultural society, teachers must teach in more creative ways. Based on the 6-Dimensional Achievement Goal Orientation theory, this research investigated the relationship between the teaching goal orientation and creative teaching behavior of elementary school teachers in Keelung. A survey method and hierarchical regression analysis was used to test the mediating effects of self-efficacy of creative teaching between achievement goals and creative teaching behavior. Participants were 311 elementary teachers in Keelung. The results are as below: (1)Task-approach, self-approach, performance-approach, self-avoidance and performance-avoidance was positively related to self-efficacy and teaching behavior, whereas task-avoidance showed negatively related to self-efficacy and no significant relationship with creative teaching behavior. (2) Creative teaching self-efficacy mediated the relationship between achievement goals and creative teaching behavior, in which task-approach, self-approach, performance-approach, task-avoidance, exerted positive mediating effects. According to the results, the elementary teachers in Keelung do teach creatively, but due to their work content, they show differences to some degree. Therefore, school administration should: first, support teachers and to help teachers communicate with the students’ parents. Second, try to enhance teachers’ self-efficacy for creative teaching. Then teachers will be more confident to teach in creative ways.
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EgingChen and 陳怡靜. "The effects of using STS teaching strategy in students' learning greenhouse effect." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/11690639797120310278.
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碩士國立彰化師範大學
生物學系
93
Abstract The purpose of the research is to design a greenhouse effect curriculum with STS strategy and investigate the learning effectiveness of the students after this course. A Quasi-experimental design was used to study the differences of students’ environmental concept, attitude, behavior and their attitude toward STS teaching. The research objects were four classes of 4th-grade school children. STS teaching strategy was used in one group and traditional teaching strategy was used in another group. The findings and conclusions were listed below: 1. Different environmental education experience of students had no apparent effect on their environmental concept, attitude or behavior. 2. Different sex of students had no apparent effect on their environmental concept or attitude, but girls were superior than boys in environmental behavior. 3. Before the administration of the course, students’ environmental attitude was related to their environmental behavior. After the course, there was a positive relationship between the students’ environmental concept and their environmental attitude. 4. After the practice of different instructions, both STS and traditional teaching group had a significant increase in environmental concept and behavior. But there was no significant difference in students’ environmental attitude after both teachings. We found that the STS group students showed a better learning effect than the tradition group students in the topic of ‘‘greenhouse effect defence’’, and the tradition group students had high scores than the STS group students in the topic of ‘‘greenhouse gas’’. 5. STS group students said that they had very good experiences in learning environmental knowledge. Finally, some recommendations were made: To enhance environmental education, teacher should provide better environmental education resources for students. They should also use important environmental issue to design curriculum. Continuing research could conduct research on environmental education learning processes and survey among different ages. Keywords : STS, greenhouse effect, environmental education.
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CHEN, CHUN-FENG, and 陳春鳳. "The Effect of Teaching Picture Books with Teaching Aids on Children's Learning Interests." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/28807521335603793932.
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碩士國立屏東教育大學
幼兒教育學系碩士班
102
This research aims to explore the effect of telling stories with the teaching aids and simply the picture books on childeren’s interests in learning. It adopted a quasi-experiment with the subjects from the affiliated preschool of an elementary in Pingtung. To avoid personal bias, the researcher randomly choose four out of a series of picture books. Two of them were presented by the teaching aids,and the others simply presented to children. The researcher collected data from different sources, such as observations, the childre’s works, the researcher’s diary, and the advice of other observers for analysis. This reserch produced two major findings: first, telling stories by the teaching aids is more attractive to children than simply by presenting the story books ; second, telling stories by the teaching aids is more helpful to promote children’s interests in learning than simply by presenting the story books themselves.
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Yang, Lung-Chen, and 楊龍臻. "A Study on the Effect of Mathematics Remediation Teaching by Flipped Teaching Concept." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/2t3q3u.
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碩士健行科技大學
資訊管理系碩士班
105
The teaching of flip is a kind of teaching mode which has been raised in recent years. This teaching mode can improve students'' learning motivation and carry out effective learning. However, in Taiwan''s educational environment, it is quite difficult to implement a complete and effective teaching. In this study, the researchers use the spare time in the school to flip the teaching of mathematics to study the students behind the remedial teaching, and from the side of the flip teaching can improve the learner''s learning motivation, so that learners effective learning, and it is easy to see whether the platform of flip teaching is easily accepted by learners.
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SU, YEN-KUN, and 蘇彥昆. "The Learning Effect of Traditional Teaching and e-Graphic Teaching on Lab Safety." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xp34gy.
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碩士國立高雄師範大學
化學系
107
This study is based on the second-grade students of the tutoring classes in the three regions of Hsinchu and Kaohsiung, Taiwan. There are six classes and 220 students. Because the researcher's teaching method is digital image teaching , it replaces traditional blackboard teaching, so students can be compared the difference in learning outcomes between digital image teaching and traditional teaching. The students are divided into two groups according to the class. The experimental group accepts digital image teaching. The control group accepts the traditional blackboard teaching to compare whether the learning results of the two groups are different. Then the groups are grouped into high achievement groups. Middle achievement group, low achievement group, to explore whether the achievement groups have different learning outcomes for different teaching methods, and whether students who study different attributes for Hsinchu and Kaohsiung students have different learning outcomes form different teaching methods. The pre-test scores of each group of students were compared with narrative statistics, single-factor covariate analysis, and paired sample t-tests to compare the students' learning effectiveness with traditional or digital teaching methods, and for the experimental group students. Conduct a questionnaire on learning experience. The main results of this study are as follows: (1) There are significant differences in learning achievement between the experimental group and the control group under different teaching modes. The average score of the experimental group was 74.91, and the average score of the control group was 56.14. The average score of the experimental group is higher than that of the control group. (2) In different achievement groups, the learning outcomes of different teaching methods are different.The average score of the high achievement group experimental group was 75.86 points, the average score of the control group was 66.43 points, the average score of the middle achievement group was 68.63 points, the average score of the control group was 61.50 points, the average score of the low achievement group experimental group was 62.69 points, and the average score of the control group was 58.57 points. (3) The test results of regional attributes have different learning achievements for the two teaching methods.The experimental group of Hsinchu region improved by 16.82 points, the control group improved by 9.17 points, the experimental group of Kaohsiung Zuoying area improved by 17.08 points, the control group improved by 2.78 points, the experimental group of Kaohsiung Luzhu area improved by 11.801 points, and the control group improved by 1.32 points.
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Wu, Chen-Lin, and 吳貞霖. "The Effect of Dance Teaching on Children'se Effect of Dance Teaching on Children's Postures: A Case Study on Pelvic Tilt." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/82034717811971518073.
Full textAbstract:
碩士臺北巿立體育學院
舞蹈碩士班
96
This study has analyzed how the ways to teach children dancing influence their posture. In this study, sixteen eight-year-old children diagnosed with pelvis tilt have participated and randomly been broken up into two groups, the experimental group of which has taken the designed dancing courses while the control group has taken general dancing courses. Before the study begins, these two groups had been compared by measuring the angle of pelvis tilt, as well as the maximum muscle power of flexor and extensor of trunk. The differences of the two groups before an after the study have been compared. From interviews with the experimental group, collecting their self-conception of the body, and analysis of the readings and measurements, the following conclusions have been drawn: 1. In both groups the angle of pelvis tilt there is a significant difference (p<0.5). However, the pelvis tilt of those taking designed dancing courses have been decreased by 4.91 degrees, while that of those taking general dancing courses only by 2.32 degrees. The experimental group has better results than the control group. 2. As to the specifically designed dancing courses’ effect on school children’s muscle power of flexor and extensor of trunk: there are no significant differences in both groups before and after the training session (p>0.5). 3. The school children participating specially designed dancing courses have had better knowledge of such holistic self-conceptions of the body as awareness of bodily parts, the using of muscles, and how to hold the right and proper posture. According to the conclusions, though in both groups before and after the training session, as to muscles of flexor and extensor of trunk, which have a lot to do with pelvis tilt, in both groups before and after the training session, there haven’t existed significant differences, (which may have been affected by the different backgrounds of muscle development), both dancing courses have decreased the pelvis tilt of school children, (the experimental group have better improvement). This approves the effects on school children’s postures, and in the meantime, because the school children from the experimental group have significantly better knowledge of such holistic self-conceptions of the body as awareness of bodily parts, the using of muscles, and how to hold the right and proper posture, they show better results than the control group.
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Tzeng, Shiang-Yiu, and 曾祥佑. "The effect of concept formation in Constructive Teaching." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/44490213361790643221.
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碩士國立臺灣師範大學
物理研究所
90
Based on the concern for concept development of junior-high students, the study aims to explore how Constructive Teaching influences the cognitive effect of students about science concepts. In addition, we analyze the relationship between the effect and the state of learning for the students in Constructive Teaching. In our research, we have to design the Constructive Teaching mode which is the manipulating variable , and to design the test to evaluate concepts which represents the effect of learning , and to design the questions to survey the learning state of the students in Constructive Teaching process. Findings form this study are summarized as follows: (1) The effect of test of the concept evaluation is promoted for the students in Constructive Teaching. The result is caused by the reason that most of the students in Constructive Teaching have better knowing about science concept. (2)In Constructive Teaching process, the students which are inspired their thinking and attend the debating will be expected to clarify their misconception and reason the science concepts. On the contrary, the students which usually copy other’s idea and lazy to discuss will be expected to fall off in Constructive Teaching.
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YEI, CHANG WEN, and 張文葉. "Study the Research of Effect Influence About Students in Traditional Teaching and Media's Teaching." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/80084023546394449747.
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碩士大葉大學
資訊管理學系碩士在職專班
93
Thanks to the advanced science and technology as well as the popularization of computer, the type of study and teaching environment have been converted from the traditional classroom instruction, into the fictitious study of the media and network, and become a whiff of new study trends gradually. The learner's physiology and psychological condition that the teacher can control immediately in traditional teaching, and adjust teaching method and progress in good time, but the teaching way is relatively unalterable; Media's teaching is not restricted by time, space, and the lively and various mere result of sound, but study through the fictitious environment, it is estranged to be apt to produce interpersonal relationships. Seeing that each there are its pluses and minuses in traditional teaching and media's teaching, so, this research regards counting discipline as the example, deep influence that probes into traditional teaching and media's teaching and studies the effect about students. This research goes on by way of experiment, regard first grade primary school student as research object, three classes of random sampling, with ' traditional teaching ', ' media's teaching ' and ' tradition adds media's teaching ', three kinds of teaching methods regard as grasp make change, study achievements and studying satisfaction for depend on change, to discuss the relation between the two satisfaction of studying. The result of study shows the behavior in achievement, the achievement that the tradition adds media's teaching and traditional teaching is higher than media's teaching; And three kinds of teaching methods, there is conspicuous difference of showing in studying satisfaction.
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Peng, Hsiu –Mei, and 彭秀美. "The Elementary school's teaching of Art and Humanities curriculum – Effect with Visual art teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/35243354431209531740.
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碩士國立高雄師範大學
工業科技教育學系
96
In order to understand the application of creative thinking with art education in elementary school, the research adopted a method of creative thinking, and then designed some proper creative thinking process and teaching activities which apply to art education in elementary school, and that complements each other. The aim is not only to enhance student’s creativity but also achieve the teaching objective. Teaching needs to be in accordance with theory, therefore, the research brings up some teaching strategies for the creative thinking curriculum.After the entire teaching research implementation, reorganizes the curriculum plan principle, strategy and model of teaching for the creative thinking with art education in elementary school. Finally, proposed the conclusions and the suggestions as the reference for implements the creative thinking with art education in the future. Part I. There are included from the research discovery and the conclusion as below: (A)This article mainly refers to Williams's cognition creation and the cordiality creation thinking teaching strategy, which included 18 kind of methods。 Part II. The design and the method of visual creativity thinking curriculum in elementary school 1. The design of creativity thinking curriculum a. Let students study joyfully, achieves the study goal. b. Uses the strategy of creativity thinking teaching, causes the teaching activity to be lively. c. Uses the characteristics of creativity thinking educational model. d. Trains the child not to divert attention, and has the ability of multi- thinking. e. Uses the social resources, like manpower, physical resource, organization, and natural resource. 2. Creativity thinking curriculum activities: a. The teacher’s manner needs adaptability during the teaching activities. b. Teaching activities must conform to the principle of creativity thinking teaching. c. Teaching activities must be creative. d. Teaching activities must meet the demand of the different grade. e. Teaching activities must hold the characteristic of art creativity. f. Examines the creativity thinking teaching activity unceasingly. 3. The teaching model of creativity thinking curriculum: a. The basic teaching model of teachers: the teaching goal, the beginning behavior, the teaching activity, evaluation. b. There are no irrevocable teaching models, teaching must adapt to changing circumstances, understands by analogy. Each teacher may depend on their own demand and the actual demand, then picks up or create their own teaching model. Part III. The achievement and self-criticism of art creativity thinking curriculum in elementary school: 1. In the curriculum design, teacher uses the strategy of creativity thinking teaching during the teaching activity and multi-evaluation, in order to fit the curriculum design and the teaching principle. 2. Student’s positive study manner and has achieved the study goal.Based on the above research discovery and we got a conclusion. There are some of suggestions as following: A). With regard to curriculum design and implementation: a. Both of teaching subject and the content are need to be related with the student in the living situation. b. To achieve the effect of resources fully utilization that the teacher should well utilizes the teaching resources. c. To stimulate the creativity of student that the teaching activity should be design in colorful program. d. The evaluation of creativity thinking needs to be multiplex.
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Wu, Chih-hsueh, and 吳致學. "The Effect of Identification to Creative Teaching Performance:The Mediated Effect of Self-esteem." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/9qcvnj.
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碩士國立中正大學
成人及繼續教育研究所
103
This study is based on Social identity theory. Explored how teachers’ identification effect on their creative teaching performance. There were two purposes：1. The mediated-effects of self-esteem between identification and creative teaching performance. 2. The moderated-effects of creative personal identity on the relationship of identification、self-esteem and creative teaching performance. This research sued the questionnaire survey, a total of 1730 samples were recovered from 133 elementary schools. Using Structural Equation Modeling (SEM) for data analysis. The result indicated that：(1)The organizational self-esteem didn’t mediate the relationship of Organizational identification and Creative teaching performance. (2) The professional self-esteem mediated the relationship of professional identification and creative teaching performance. (3)Organizational identification effected creative teaching performance through organizational self-esteem effected professional self-esteem. (4) The moderated-effects of creative personal identity on the relationship of identification、self-esteem and creative teaching performance was negative. (5) There was joint effect between organizational identification and professional identification.
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Chang, Yu-Lin, and 張雨霖. "Implicit Theory of Creativity and Self-efficacy for Creativity-teaching’s Effect on Creativity-teaching Behaviors." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/8d28sf.
Full textAbstract:
碩士國立臺灣師範大學
創造力發展碩士在職專班
96
The study aims to make up an applicative scale for “creativity-teaching behaviors”, and to investigate the correlations among “creativity-teaching behavior”, “social demographic variable”, “implicit theory of creativity” and “self-efficacy for creativity-teaching”. The procedure of the study was “the scale of implicit theory of creativity”, “the scale of Self-efficacy for creativity-teaching”, and “the scale of creativity-teaching behaviors” which was edited by the researcher. All the mentioned scales were reedited after the try-out. The participants of the research were 547 junior-high teachers. All the collected data was analyzed and represented in three steps: initially, the collected data was represented by descriptive statistics, e.g. mean, standard deviation and others. Next, exploratory and confirmatory factor analyses were both used to establish the construct validity of the scale. Additionally t-test, multivariate analysis of variance, canonical correlation analysis, hierarchical regression were used to examine the hypotheses of the study. The results are as followed: 1.The self-edited scale “the creativity-teaching behavior scale” by the researcher which includes “Autodidacticism”, “creative thinking”, “characteristics and motives” and “environment and chances” four dimensions, has well qualified internal consistent reliability and construct validity. The scale can be provided for assessing the creativity-teaching behaviors of junior high teachers in future. 2.Junior-high teachers with different gender, teaching seniority, educational background, performed equally in their “implicit theory of creativity”, “self-efficacy for creativity-teaching”, and “creativity-teaching behaviors”. 3.Junior-high teachers with different main professional specialties demonstrated significant differences in their “implicit theory of creativity”, “self-efficacy for creativity-teaching” and “creativity-teaching behaviors”. 4.Junior-high teachers’ “implicit theory of creativity”, “self-efficacy for creativity-teaching” and “creativity-teaching behaviors” demonstrated significant correlations among each other. 5.Individually, junior-high teachers’ “main teaching specialties”, “implicit theory of creativity” and “self-efficacy for creativity-teaching” can forecast “behaviors of creativity-teaching”. 6.Junior-high teachers’ “main teaching specialties”, “self-efficacy for creativity-teaching” can be combined to forecast “behaviors of creativity-teaching” after eliminating the background-variables. At last, according to the results of the research, suggest to the research directions and the application of promoting creativity education in the future.
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劉怡君. "The study of STS Teaching Integrating into Greenhouse Effect." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/10291329402186138456.
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Tsai, Chi-Lin, and 蔡奇霖. "The Effect of Integrating Mobile Devices with Ellipse Teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/23147245179283428375.
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碩士國立臺灣師範大學
資訊教育學系
97
Dynamic geometry software helps us to construct the mathematics geometric concepts and concept images. However, due to the lack of the environment and hardware support, it just becomes a fine drawing board and a display tool. The development of mobile technology creates new opportunities on integration of software, hardware, and traditional mathematics classroom teaching. Therefore, technology enables the static geometry teaching become experimental science. Sfard proposes that the existence of the concept can be obtained through learners' concrete manipulation. Dubinsky indicated that the steps of concept development are actions, processes, objects and schemas. Therefore, this research aims to develop dynamic geometry teaching system in order to integrate TablePC and GeoGebra on mathematics classroom instruction. The system provides real-time dynamic module with multiple representations and visualization. The findings of this study are better learning effect, conceptual development, problems solving by using multiple representations.
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Liang, Ya-Hsiou, and 梁雅琇. "Computer Virus Misconception and Teaching Effect of Conceptual Change." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/9s4jfh.
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碩士國立臺東大學
教育研究所
95
The purpose of this study is to find misconceptions of computer virus and access the effectiveness of conceptual change after teaching. At first, a conceptual graph was illustrated to present necessary constructs to understand characteristics of computer virus. In order to access the misconceptions of computer virus, a paper-and-pencil test based on the conceptual map then was designed to test the constructs. To reconcile the teaching with strategy and materials and control the other variables that could affect learning, an instructional design based on ADDIE model was performed to develop program for conceptual change of computer virus. A quasi-experimental design was conducted with 3 classes of 6th graders in Taitung City: One class was assigned as an experimental group (E1) with 31 students participated in conceptual change program of computer virus; the second class was assigned as anther experimental group (E2) with 27 students received a program suggested by the Ministry of Education; then the last one was assigned as a controlled group received no treatment. With the test developed in this study, data collections and comparisons were made before and after the programs and among the three classes. The major findings of this study are as follows: 1) Male students and students who have experiences of computer virus infection perform better than the others in pretest; 2) There are no significant differences on pretest in terms of the average of everyday online hours and whether students have been taught computer virus concepts by school teachers; 3) Students have misconceptions on 4 constructs including the fundamental principles of computer virus, characteristics of virus behaviors, general definition of computer virus, and anti-virus strategy; 4) After the treatments, the overall program learning effects of E1 are better than the other groups. However, not all misconceptions are clarified after the designed program.
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Tsai, Ching-Yun, and 蔡青芸. "The Effect of Teachers' Teaching by Interactive White Board." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/00581673177196104239.
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碩士國立屏東科技大學
技術及職業教育研究所
98
The purpose of this study is to explore stages of concern, receptivity, teaching self-appraisal and self-actualization appling on IWB. The methodology of study carries on the literature review and the questionnaire survey. First, we collected and discussed the domestic and foreign related literature review. According to them, we established our research construction. Then, we referred to〝the stages of concern(SoC)〞of Hall et al. and〝Technology Acceptance Model〞of Davis. We devoloped four seperated questionnaire including SoC questionnaire, TAM related questionnaire, teaching self-appraisal questionnaire, and self-actualization appling questionnaire . This research questionnaire survey's object mainly was the teachers of 114 schools which has ever participated in class of interactive white board at elementary and junior high schools in PingTung County. The teachers of 570 were investigated. Effective questionnaires were 370. The effective return rate was 65%. Data analysis included the descriptive statistics, t-test(independent samples), chisquare test, one-way ANOVA, post hoc method and regression analysis. Finally, the important conclusions of this study are followed: 1. There are several significant differernces among the〝using situation〞of the teachers based on their background such as sex, occapation title and scales of school. 2. Most of teachers stand on the stage 1-informational concern. Others are stage 0-awareness concern and stage 6-refocusing concern. 3. There are several significant differernces among the teachers' stages of concern with using situation. 4. In stage 1 teachers, there are several significant differernces among stages of concern with educational degree, occapation title, scales of school, times of paticipating in computer informational class and whether or not actional studies. 5. The teachers' receptivity are generally positive on three various levels. 6. There are several significant differernces among receptivity of the teachers based on their background such as sex, educational degree, occapation title, using situation, times of paticipating in computer informational class and whether or not actional studies. 7. There are several significant differernces among teaching self-appraisal of the teachers based on their background such as occapation title, using situation, times of paticipating in computer informational class and whether or not actional studies. 8. There are several significant differernces among self-actualization appling of the teachers based on their background such as occapation title, using situation, times of paticipating in computer informational class and whether or not actional studies. 9. The teachers' receptivity , teaching self-appraisal and self-actualization appling are significant positive.
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林欣穎. "The Study of Learning Effect of Creative Mathematics Teaching." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/67098310601292103140.
Full textAbstract:
碩士國立臺灣師範大學
創造力發展碩士在職專班
100
This study aimed at the following goals:(1) to explore the difficulties of the junior high students in learning Mathematics; (2) to design suitable ways and strategies to the “Creative Mathematics Teaching ” for the junior high students; (3) to evaluate the effectiveness of the “Creative Mathematics Teaching ” and to analyze the changes in Mathematics learning achievements of the junior high students; (4) to evaluate the effectiveness of the “Creative Mathematics Teaching ” and to analyze the changes in Mathematics learning attitudes of the junior high students. The research employed the method of an unequal group pretest-posttest. This study dealed with the experimental group 30 people and the control group 30 people of the junior high school students, and adopted them in the process of the instruction for one semester. The research tools included: the monthly examinations in Mathematics and the Mathematics Learning Attitude Scale for the Junior High School Students. The collected data were analyzed by independent samples one-way ANCOVA. As a result, the conclusion of this study were as follows: (1) Students’ Mathematics achievements were raised after applying the Creative Mathematics Teaching. The performance in the monthly examinations of the experimental group was much better than that of the control group, and the scores between the two groups were significantly different. (2) Students’ attitudes toward Mathematics learning were improved after applying the Creative Mathematics Teaching . In the Mathematics Learning Attitude Scale for the junior high school students, the performance of the experimental group was much better than that of the control group. The scores were significantly different in total scales, and in “ways of learning ”, “self-conviction ” and “rational concepts of Mathematics ” subscale. Finally, according to the results, this research may provide additional advice for further improvement within the field that may benefit future researchers and other teachers.