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Relevant bibliographies by topics / Natural science education / Dissertations / Theses

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Dissertations / Theses on the topic 'Natural science education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Woods, Shaneka. "The Pedagogy of Science Teachers from Non-Natural Science Backgrounds." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.

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<p> This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory & Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving & Transfer (Berg & Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look

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Butterfield, Alexandra. "Employing metacognitive procedures in Natural Science teaching." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.

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Thesis (MEdPsych)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: Education, both in South Africa and internationally, experiences a number of challenges with regards to the need for improved teaching and learning. South African education is in a state of transformation to address the country's educational needs. In science education specifically, there is a heightened necessity to develop teaching that will respond to distinctive educational needs in the sciences. Many of the educational issues, presented in current literature, are mirrored in my Natural Sciences classroom. Given the ben

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Laudadío, Julieta, and Claudia Mazzitelli. "Teaching styles of teachers from different higher education careers associated with Natural Science." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117356.

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Teaching styles manifest the preferences in kind of teaching of professors, which involve certain teaching conceptions (Heimlich & Norland, 2002). Identification of teaching styles is the starting point to reflect on teaching practices and consistency between the theoretical and the practical way of teaching. The aim of this study is to identify the predominant teaching styles in professors who work in different higher level careers related with natural science and to analyze them in relation to career guidance. The results show the need of thinking about the characteristics of teachers traini

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Wallace, Nicole N. "The effect of alternative assessments in natural science on attitudes towards science in grade 8 girls in South Africa." Master's thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/14004.

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Attitudes towards science and school science have long been studied because of a desire to keep students in science-related subjects and science-related careers. In South Africa, little research has been done to identify what interventions would encourage students, especially girls, to continue in the sciences. This study focused on the implementation of an alternative assessment in Natural Science in Grade 8 at an all-girls independent school. Students were given an open-ended questionnaire at the beginning and end of the school year to determine their choices for their favourite and hardest

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Pike, Angela Gay. "Why Not Science? A study of the low uptake of the natural sciences at post-16 education in England." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487091.

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This study addresses the pro~ess of choice which young people go through at the age of 16, when making their educational choices beyond compulsory education. The issue of the supply of scientists into the workplace and higher education continues to be of concern to governments and educationalists alike. In recent years, some universities in England have been forced to close their physical science departments. Inthe academic year of 200212003 I listened to student voices through 49 individual student interviews supported by focus group and staff interviews. These were the young people who had r

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Ady, Janet Carrier. "Dissertation Title| Framing Youth Citizen Science for Education, Youth Development, andPublic Land Conservation." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10252184.

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<p> This study explored how citizen science programs can connect young people with nature while providing needed scientific data. The premise was that, with attention to proper design, modification of current programming might increase citizen science outcomes for conservation. Furthermore, combining sound scientific protocols with effective education and positive youth development strategies can lead to consequential benefits for youth and society. An embedded single-case study explored a set of 20 citizen science programs relevant to the U.S. Fish and Wildlife Service to determine how the pr

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Minakova, K., Serhii Petrov, S. Radoguz, and R. Tomashevskyi. "Inquiry based science education in National Technical University "Kharkiv Polytechnic Institute" as a way to increase the popularity of natural and thechnical sciences." Thesis, Copissaurio Repro – Centro Imp. Unip. Lda. Campus de Gualtar, 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/46264.

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The article analyses the problem of reducing the rating of natural sciences in youth. Possible options for solving this issue are considered. Based on the experience of young scientists of the National Technical University "Kharkiv Polytechnic Institute" (NTU "KhPI"), it is indicated on perspective directions of interaction between higher education and secondary school in order to increase the popularity of natural and technical sciences. One of the points of contact can be the foundation of a creative space for children, which will be the focus of STEM education, and promote a positive imag

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O'Sullivan, John J. D. "Teach2Learn : gamifying education to gather training data for natural language processing." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/117320.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 65-66).<br>Teach2Learn is a website which crowd-sources the problem of labeling natural text samples using gamified education as an incentive. Students assign labels to text samples from an unlabeled data set, thereby teaching superised machine learning algorithms how to interpret new samples. In return, students can learn how that algorithm works by unlocking lessons written by researcher

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WALDHELM, MONICA DE CASSIA VIEIRA. "HOW HAVE LEARNED SCIENCES ON BASIC EDUCATION A PERSON THAT NOW PRODUCES SCIENCE?: THE IMPORTANCE OF SCIENCE TEACHERS ON THE ACADEMIC AND PROFESSIONAL TRAJECTORY OF RESEARCHERS ON NATURAL SCIENCES FIELD." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11290@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Que tipo de professor de ciências da Educação Básica pode levar um aluno a querer ser um cientista? Como aprendeu Ciências na Educação Básica quem hoje produz Ciência? Para responder a estas questões, investigou-se em que medida e de que modo a prática de professores de Ciências da Educação Básica influenciou cientistas em sua opção profissional. Foram aplicados questionários e gravados relatos de cientistas da área de Ciências Naturais em atividade, a fim de identificar quais fatores consideram decisivos e marcantes em s

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Critien, Candice. "The implementation of Outcomes-Based Education (OBE) in Grade 8 Natural Science classrooms in the Western Cape." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/11908.

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Includes abstract.<br>Includes bibliographical references (leaves 169-177).<br>The present study aimed to monitor the extent to which educators implement an outcomes-based environment in Grade 8 Natural Science classrooms in the Western Cape. The results from the current study in the Western Cape were compared to those collected in a matching study done by Aldridge, Laugksch, Seopa and Fraser (2006) in the Limpopo Province. The comparison is essential as it provides a general impression of the extent to which educators implement an outcomes-based learning environment in South Africa. This stud

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Nocanda, Mawethu Elvis. "The implementation of mother tongue instruction in a grade 6 natural science class." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1897.

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A mini-dissertation submitted in partial fulfilment of the requirements for the Magister Educationis (M Ed) at the Cape Peninsula University of Technology, 2012<br>This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators f

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Peloagae, Makunye Joseph. "Learner experiences of transition from the General Education and Training band to the Further Education and Training band in science." Thesis, University of Pretoria, 2009. http://hdl.handle.net/2263/28946.

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This is a four year longitudinal study into learner experiences of transition from the General Education and Training band to the Further Education and Training band in science. The study focused on Natural Science in the GET band and Physical Science in the FET band and used both quantitative and qualitative methods. The learners who participated in the study were a unique cohort. They were in grade 1 when Curriculum 2005 was introduced in 1997. They were also the last group of learners in 2005 that completed their compulsory schooling (grade 9) under the outcomes based C2005 in which content

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Elvstam, Anna, and Sara Fleischer. "Ghanaian teacher students’ view on using outdoor pedagogy when teaching natural science." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33500.

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The aim of our study is to investigate what possibilities and challenges Ghanaian teacher students express regarding outdoor pedagogy, in order to find out their view on using it as a method when teaching natural science in primary school. The teacher education in Ghana has not yet a course in outdoor pedagogy to offer their students. The view of outdoor pedagogy that is presented in this paper shows a learning situation where the learning context is moved to the natural landscape, which opens up for practical learning and the interaction between the senses of the pupils and the environment. F

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DeShazo, George Newton. "An evaluation of personality-environmental factors related to job satisfaction of secondary school natural science teachers." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618426.

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The purpose of this study was to examine the relationship among certain personality traits, vocational interests, and demographic factors with job satisfaction among secondary school natural science teachers. Implications for future research and educational practice were explored.;Volunteers teaching secondary school natural science classes in seven Virginia public school districts primarily in the Hampton Rhodes area were subjects for this study. Subjects completed the Myers-Briggs Type Indicator, the Vocational Preference Inventory, The Job Descriptive Index, and a biographical informational

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Wehde, Wesley, Alisa Fryar, Brenda Nichols, and Shannon Tanner. "Hurricanes in Higher Education: The Effects of Natural Disasters on Student Success." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7860.

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Luckay, Melanie B. "Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa." Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14752.

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Includes bibliographical references (leaves 199-222).<br>This study monitored the transformation of Grade 9 Natural Science classrooms toward social constructivist learning environments in three contexts described by socio-economic status (SES) (i.e., high, medium and low SES). The study further assessed the influence of social constructivist learning environments on three key student outcomes, namely, students' attitude toward science, achievement and gender equity. The present study employed a mixed-method approach, which took place in two main sequential data collection phases, namely, the

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Dharsey, Zorina. "Implementing a resource based inset programme : a case study of natural science teachers /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/418.

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Mullajee, Ferial. "An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10778.

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Includes bibliographical references (p. 227-239).<br>In 2004 an educational evaluation strategy consisting of Common Tasks for Assessment (CTAs) was introduced nationally into South African high schools as an external examination, marked internally by individual teachers. It took the form of a systemic assessment for Grade 9 learners with the main intentions of promoting a common standard and serving as a validating tool for school-based assessment. This analytical descriptive investigation in 12 schools (in the Western Cape is a contribution to the research fields of academic performance test

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Walan, Susanne. "From doing to learning : Inquiry- and context-based science education in primary school." Doctoral thesis, Karlstads universitet, Institutionen för miljö- och livsvetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41100.

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The aim of this thesis is to develop an understanding of primary school teachers’ knowledge of Inquiry- and Context-Based Science Education (IC-BaSE) from different perspectives: what it is, how to use it and why these strategies are used. There are at least two reasons for performing research in this field. First, there is a need for professional development in teaching science among primary school teachers. Second, IC-BaSE has been suggested to provide useful instructional strategies for stimulating students’ interests in learning science. The thesis contains four papers with the overall res

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Jason, Allyson Lynne. "Geographic Modeling of El Niño Southern Oscillation Influence on Remotely Sensed Global Nutrient Distribution Patterns -- Applications to Science and Geographic Information Systems Education." NCSU, 2002. http://www.lib.ncsu.edu/theses/available/etd-04222002-173024/.

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The objective of the study was to geographically model the effects of the El Niño Southern Oscillation (ENSO) influence on remotely sensed global nutrient distribution patterns. The result was a system of digital maps communicating the impact of ENSO on the physical and biological components of the ocean. These maps compare modeled phytoplankton biomass distribution over the ENSO extremes. Chlorophyll a, Aerosol Optical Thickness, and Sea Surface Temperature data, all obtained from remotely sensed sources, were used to develop these predictions. Areas of iron deposition and phytoplankton prese

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Mushaikwa, Ngonidzashe. "Investigating Pre-service Natural Science Teachers’ perceptions of earth in space through spatial modelling and argumentation." University of the Western Cape, 2014. http://hdl.handle.net/11394/4427.

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Magister Educationis - MEd<br>This study involves a group of pre-service teachers who are specialising in Science and Mathematics education at a university in the Western Cape province of South Africa. The aim of the study was to investigate perceptions about the earth in space held by the pre-service natural science teachers. A related aim was to create awareness among the prospective teachers about various views that people hold about the earth as against the scientifically valid view (Govender, 2009, Plummer & Zahm, 2010, Schneps & Sadler, 1989). To determine and improve the prospective tea

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Lai, Mei-Chun. "Nature of Science Knowledge and Scientific Argumentation Skills in Taiwanese College Biology Students." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337969498.

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Inan, Hatice Zeynep. "An interpretivist approach to understanding how natural sciences are represented in a Reggio Emilia-Inspired preschool classroom." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1180464578.

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Shaakumeni, Simson Ndadaleka. "An exploration of natural science teachers' experiences and perceptions of the National Standardised Achievement Tests : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001670.

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The primary purpose of this study was to capture Natural Science teachers’ perceptions of the national standardised achievement tests (SATs), with a view to illuminating whether or not they were able to interpret and use the SATs reports to inform their practice and for improvement purposes as envisaged in the standardised tests’ objectives. It further sought to investigate how the grade 7 Natural Science teachers were teaching the subject matter, with a view to understanding the performance of learners as illustrated in the 2010 SATs results. The study mainly used qualitative methods such as

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Petersen, Sarah E. "Natural language processing tools for reading level assessment and text simplication for bilingual education /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/6906.

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Paiva, Hélder Giroto. "Relatório da prática de ensino supervisionada na Escola Básica 2, 3/S Cunha Rivara, Arraiolos." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/19023.

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O presente relatório tem como objetivo a explanação e a discussão de forma concisa da atividade docente desenvolvida no ano letivo 2012/2013, na Escola Básica 2,3/S Cunha Rivara de Arraiolos com as turmas do 8.º C e 11.º D nas disciplinas de Ciências Naturais e Saúde respetivamente, sob a orientação da Doutora Marília Cid. Apresentam-se os fundamentos teóricos que sustentaram o delineamento de todas as metodologias e estratégias de ensino no sentido de promover situações de aprendizagem significativa aos alunos das turmas referidas. Este é também um testemunho da participação a

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Ambross, Johannes Nikolaas. "A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1411.

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With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a S

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Frick, Beatrice Liezel. "Integrating scholarship and continuing professional development (CPD) in the natural sciences at a South African university." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1115.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.<br>The worldwide emphasis on lifelong learning, the continuous and fast pace of change and the competitive nature of practice forces professionals in all sectors to remain abreast of the latest knowledge, skills and/or innovations. This has contributed to the evolution of the term continuing professional development (CPD). The university lecturer in the natural sciences functions within a unique area of professional practice, as the practice requires scholarship – which contains elements of both subject-specific and education

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Sokolinski, Robyn. "Exploring coherence of grade six students' views of the nature of science (NOS) and their views of the natural world : a South African study." Doctoral thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11396.

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The study therefore comprised three parts that were related to each of these aspects. In the first part of the study (i.e., NOS), the focus was on the students’ views of the nature of scientists’ work and the role/purpose of science and, more specifically, on the students’ levels of understanding about five key aspects of NOS identified by N.G. Lederman (2007). These five aspects include the tentative, empirically-based, theory-laden, socially- and culturally-embedded, and imaginative/creative aspects of NOS.

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Rowan, Andre. "Teachers as curriculum developers : a case study of natural sciences teachers in a school district." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2566.

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Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.<br>This investigation reports on the extent to which teachers became curriculum developers while participating in a collaborative research project with a university based researcher as facilitator. The aim of this study was to examine teacher’s interaction with learning support materials, fostered by a process of professional development, to gain insight into their potential to engage in the activity of curriculum development. To support this whole process, the research strategy of Action Research was employed. Teachers w

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Phillips, Melissa Catherine Koeka. "Lightning and hurricane safety knowledge and the effects of education modes on elementary school children." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1465337764.

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Yocco, Victor Samuel. "Exploring the Effects of Communication Framed by Environmental Concern in Informal Science Education Contexts." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284688743.

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Andersson, Ann-Charlotte, and Emma Blomqvist. "Våga vara utomhus." Thesis, Malmö universitet, Malmö högskola, Institutionen för naturvetenskap, matematik och samhälle (NMS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40712.

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Syftet med denna kunskapsöversikt har varit att ta reda på hur elevens lärande i de naturorienterande ämnena kan påverkas av utomhuspedagogik. Men även effekterna som utomhusundervisning kan ha på eleverna och hur dessa kan påverka det sociala klimatet. För att undersöka detta användes olika metoder, främst sökningar på referensdatabaser. Framförallt utgick sökningarna från Malmö Universitet biblioteks sökfunktion via Libsearch. Relevanta vetenskapliga artiklar och rapporter erhölls, dessa källors referenser har vidare hjälpt till att hitta relevant forskning som har kunnat besvara frågeställn

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Lindgren, Sara. "Förskolans arbete med natur och miljö : En jämförande studie kring tillvaratagandet av naturen som en plats för lärande." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66255.

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Abstract This study is a comparison of a preschool with an alignment towards outdoor education and a preschool without a specific alignment. The research questions that concerned the preschools work with nature and environment, what the teachers think about the outdoors as a place for learning and what the children can tell about the cycle of nature. These questions have been studied through interviews with teachers and children from the two preschools. The results show that the teachers at both preschools thought that the outdoors was a very important place for learning. However, the work w

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Chaumpanich, Kritsakorn. "Kinect™ Based Biology Education System." University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1427864008.

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Carder, Rebecca Jean. "The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13652.

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This study examines how two Grade 6 Natural Science teachers in two low SES schools in the Western Cape teach Natural Science, and what relation this has to the regulative discourse that informs their teaching. Data texts were derived from interviews and lesson observations. The study draws on research relating to teacher expectations and redescribes this in terms of Bernstein’s concept of the regulative discourse. The study concludes that the teachers’ regulative discourses and instructional discourses are not wholly developed individually; instead, these discourses, and specifically teachers

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Hlalukana, Sibonginkosi. "Investigating issues adversely affecting Grade 9 learner performance in the Natural Sciences in selected schools in the Cofimvaba District." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020821.

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South Africa faces a deepening crisis due to underachievement in science at secondary school level. High failure rates in science at Grade 12 have resulted in the subject being an unpopular choice in the Cofimvaba District, resulting in fewer learners electing to take the subject at Further Education and Training (FET) level. As a result acute shortages of scientific oriented professionals such as engineers, technologists, skilled artisans, technicians, doctors and chartered accountants derail the development of South Africa. Hence, this study seeks to investigate issues that affect Grade 9 le

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Silvanus, Secilia Tulikefo. "An investigation of a Systemic Functional Linguistic approach for teaching Energy to grade 7 Natural Science and Health Education Learners: a Namibian case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8165.

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Learners’ general poor performance in science is a concern in science education. The literature mentions pedagogic strategies such as the use of practical activities and inclusion of indigenous knowledge, which are now acknowledged in various science curricula. In addition, many science educators and researchers are exploring innovative pedagogical approaches which may possibly help learners understand science better in order to improve their performance in the subject. Learners’ poor performance in science and possible strategies for improving this, are also a concern in Namibia. The Namibian

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Mamili, Joy Z. "Teachers’ use of situated learning approaches to teach environmental topics in Natural Science and Health Education: a multi-case study of two Namibian teachers." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/40901.

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This study focuses on the use of situated learning approaches in the teaching of environmental topics in Natural Science and Health Education (NSHED) and is the first of its kind in Namibia. Although situated learning approaches, as examples of learner-centred pedagogy, are advocated in national education policies, little empirical research has been conducted in Namibia into how situated learning approaches play out in classroom practice. Therefore, the goal of this study was to find out how NSHED teachers use situated learning approaches when teaching environmental topics. The study reviews t

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Pierce, Tyler. "Virtual Interactions with Real-Agents for Sustainable Natural Resource Management." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6002.

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Common pool resource management systems are complex to manage due to the absence of a clear understanding of the effects of users' behavioral characteristics. Non-cooperative decision making based on individual rationality (as opposed to group rationality) and a tendency to free ride due to lack of trust and information about other users' behavior creates externalities and can lead to tragedy of the commons without intervention by a regulator. Nevertheless, even regulatory institutions often fail to sustain natural common pool resources in the absence of clear understanding of the responses of

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Enghono, Albertina Magano. "Understanding how trainee teachers engage with prior everyday knowledge and experience associated with biological concepts during integrated natural science education 5-7 : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011972.

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Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need

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Short, Melissa L. "Addressing Secondary Student Misconceptions in Ecology." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1304098355.

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Blaylock, Donna S. "Preschool Science: An Examination of Classroom and Teacher Predictors." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7628.

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Science experiences during the preschool years is important because it helps build brain development in children, and improves school readiness. This exploratory study examined several characteristics of teachers and classrooms to see if any factors predicted time spent on science. Over 120 teachers participated, with teachers from Head Starts, university child development laboratories, home-based preschools, and other private preschool programs. Findings suggest that preschool teachers are quite comfortable with teaching science, but science activities are reported to occur infrequently—one t

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Ünsal, Zeynep. "Bilingual students' learning in science : Language, gestures and phyiscal artefacts." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-145410.

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The objective of this thesis is to examine how language, gestures and physical artefacts are used in science classes with emergent bilingual students who do not share the same minority language as their classmates or teachers. The purpose is to contribute to findings that can enhance emergent bilingual students’ learning in science. The data consist of classroom observations in one 3rd grade (9–10 years old) and one 7th grade (13–14 years old) science class. In addition, the students in the 7th grade were interviewed. Whole-class instruction was carried out monolingually in Swedish. The studen

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Palmer, Rebecca Ann. "Natural Resources Internship with the U.S. Army Corps of Engineers at Caesar Creek Lake." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1375873696.

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Hosseinizadeh, Felicia, and Emelie Solsten. "Utomhuspedagogik från lärarens persektiv : En studie om lärares uppfattnignar om utomhuspedagogik för F-3." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84337.

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Syftet med denna undersökning är att bidra med ökad kunskap om lärares uppfattningar om utomhuspedagogiken inom förskoleklass till årskurs tre. I denna undersökning användes intervjuer och enkäter för att samla in information. Vi intervjuade nio verksamma lärare inom F-3 som ansågs som goda exempel på utomhuspedagoger. Dessa lärare hade olika lång erfarenhet samt olika typer av utbildning inom utomhuspedagogik. Den andra forskningsmetoden som användes var en kvantitativ webbenkät vilket 81 lärare inom årskurserna F-3 runt om i Sverige besvarade. Resultaten av undersökningen stämmer överens med

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Schmillen, Justin Alan. "INFLUENCES OF ENVIRONMENTAL EDUCATION PROGRAMS ON THE PARTICIPANT’S AFFINITY FOR NATURE." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/307.

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This study was conducted to determine the change, and the factors influencing the change, in the participant’s affinity for nature resulting from an environmental education experience. In addition, this study also examined the change and factors of change in aspects of the participant’s affinity for nature that directly relate to marine and coastal resources and environments. An adapted version of the Affinity for Nature scale, an outcome measuring instrument used by the American Camp Association was used to collect data from participants (n=529) at Rancho El Chorro Outdoor School and Camp Oc

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Linden, Sara Jo. "Connecting to Nature, Community, and Self: A Conservation Corps Approach to Re-engaging At-Risk Youth in Science Education." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/3036.

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The social and environmental challenges of the coming decades will require that individuals possess environmental literacy: the understanding of natural systems combined with a sense of care for the earth, and the confidence and competency to act on its behalf. At the same time, disengaged youth need education environments that foster belonging and promote affective outcomes. The youth conservation corps model provides a natural context for engaging academically at-risk youth in environmental science education, while fostering connection to nature and student self-efficacy in ways that are exp

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Nehoran, Dana. "How much do you care about education? Exploring fluctuations of public interest in education issues among top national priorities in the U.S." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3713.

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It is well known that a strong education system produces citizens who are more engaged in civil and social duties, with obvious benefits to society and the individuals. Policymakers who have the power to help improve the education system frequently rely on the news or the polls to better understand the issues involved, but these tools are often unable to answer customized questions on the public view with a large enough coverage. Monitoring the American public interest in education over the years is not new. In fact, a number of national polling agencies have tracked education as part of their

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Ha, Minsu. "Assessing Scientific Practices Using Machine Learning Methods: Development of Automated Computer Scoring Models for Written Evolutionary Explanations." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1367505135.

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