To see the other types of publications on this topic, follow the link: Natural science educational center.
Dissertations / Theses on the topic 'Natural science educational center'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Natural science educational center.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
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.
Full textAbstract:
<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 like in classrooms where science teachers without natural science degrees are teaching? and How do these natural science teachers without natural science degrees believe their prior experiences inform their instruction? The participants were 4 science teachers from middle and high schools in Southern California. The instruments used in this study were interviews, observations, and document analysis. The research revealed that science teachers without natural science degrees utilize techniques that make them high-quality teachers. The current qualifications for science teachers should be revisited to consider utilizing self-efficacious teachers with an interest in science and a passion for teaching students. Science teaching competency can be measured by more than natural science degree attainment.</p><p>
2
Ndoh, Henry M. "An Internship in Environmental Education at the Cincinnati Nature Center." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1092763424.
Full text
3
Butterfield, Alexandra. "Employing metacognitive procedures in Natural Science teaching." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.
Full textAbstract:
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 benefits of enhanced metacognition for effective learning, this study aimed to investigate the use of metacognitive instruction procedures to improve my Natural Sciences teaching practice. Consequently, it also aimed to explore the influence that this may have on the metacognitive development of my Grade 9 Natural Sciences learners. This research study was based on a social constructivist perspective that views learning as a unique, internalized construction of knowledge from a social interaction, such as teaching.
This study was embedded within a paradigm of praxis, with a qualitative action research cycle forming the research methodology and design respectively. Purposeful sampling was used to select nine of my Grade 9 Natural Sciences learners to act as informants for the Grade 9 class. Data was collected in the form of learner reflections, an open-ended questionnaire, a focus-group interview, and a research journal. Furthermore, the data was analysed, using a theoretically founded coding scheme, to identify and interpret significant themes and/or trends.
The research findings indicated that the employed metacognitively orientated teaching procedures enhanced my Grade 9 Natural Sciences learners' metacognition. Their metacognitive awareness and reflection abilities improved, as well as their knowledge and regulation of cognition. The teaching techniques also demonstrated the potential to facilitate the development of my learners' conscious thinking, self-discipline, responsibility and active participation in learning - all characteristics envisaged for the ideal South Africa learner. In addition to this, the research process demonstrated the ability to enhance my Natural Sciences teaching practice and the information gained from this study will be used to inform my future teaching practice. I now realise the value of incorporating metacognitive teaching procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes and educational policy makers may benefit from the information gained from this study, for improving teaching practice. Apart from this, findings attained from this study have the potential to inform future cycles of this action research process or alternatively to be used for other research within the field.<br>AFRIKAANSE OPSOMMING: Onderwys, beide in Suid-Afrika en internasionaal, ervaar 'n aantal uitdagings rakende die behoefte aan verbeterde onderrig en leer. Die Suid-Afrikaanse onderwysstelsel is tans in 'n staat van transformasie om die land se opvoedkundige behoeftes aan te spreek. In die wetenskap-onderwys spesifiek, is daar 'n toenemende noodsaaklikheid om onderrig te ontwikkel wat die unieke onderwysbehoeftes in die wetenskappe kan aanspreek. Baie van die opvoedkundige kwessies soos in huidige literatuur uitgelig, is ook in my Natuurwetenskappe-klaskamer teenwoordig. Gegee die bewese voordele van verbeterde metakognisie vir effektiewe leer, het hierdie navorsingstudie gepoog om die gebruik van metakognitiewe onderrigprosedures vir die verbetering van my Natuurwetenskappe-onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed van metakognitiewe onderrigprosedures op die metakognitiewe ontwikkeling van my Graad 9 Natuurwetenskappe-leerders, na te vors. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat leer sien as 'n unieke, geïnternaliseerde konstruksie van kennis binne 'n sosiale interaksie, soos onderrig.
Hierdie studie is binne 'n paradigma van „praxis‟ ingebed, met aksienavorsing as navorsingsontwerp en daar is van „n kwalitatiewe navorsingsmetodologie gebruik gemaak. Doelgerigte steekproefneming is gebruik om nege van my Graad 9 Natuurwetenskappe-leerders te kies om as informante vir die graad 9-klas op te tree. Data is in die vorm van leerders se refleksies, 'n oop-einde vraelys, 'n fokusgroep-onderhoud, en 'n navorsings- joernaal ingesamel. Verder is die data met behulp van 'n teoretiese koderingskema geanaliseer wat belangrike temas en/of tendense identifiseer en interpreteer.
Die navorsing het aangedui dat die metakognitiewe onderrigprosedures wat gebruik is, my Graad 9 Natuurwetenskappe leerders se metakognisie versterk het. Hulle metakognitiewe bewustheid en reflektiewe vermoëns het verbeter, sowel as hulle kennis en regulering van kognisie. Die onderrigtegnieke het ook die potensiaal getoon om die ontwikkeling van my leerders se bewuste denke, self-dissipline, verantwoordelikheid en aktiewe deelname in die leerproses te fasiliteer. Hierdie eienskappe is van dié wat vir die ideale Suid-Afrikaanse leerder beoog word. Benewens hierdie aspekte het die navorsing ook my Natuurwetenskappe-onderrigpraktyk verbeter en die navorsingsbevindinge sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om metakognitiewe onderrigprosedures in my lesse te inkorporeer, sowel as die belang van refleksie oor my onderrigproses en om die uniekheid van elke leerder in my klas in ag te neem. Onderwys-opleidingsinstellings en opvoedkundige beleidmakers mag uit hierdie navorsing voordeel trek rakende die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, het die navorsingsbevindinge ook die potensiaal om toekomstige siklusse van aksienavorsing toe te lig en om binne verdere navorsing in die veld gebruik te word.
4
Ellington, Shelley Diane. "An Evaluation of the Christa McAuliffe Space Education Center Programs." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2742.
Full textAbstract:
Recent calls for better education have many teachers trying out new ways to engage their students and teach them required content. In the current educational atmosphere of accountability, many people are beginning to question the effectiveness and utility of their educational programs. The Christa McAuliffe Space Education Center (CMSEC) is one such program. Key aspects addressed in this study included better understanding the essence of the CMSEC experience, whether it provides any beneficial impact to visitors, and how the CMSEC programs fit into the educational spectrum. An exploratory mixed-method design (utilizing focus groups, interviews, and surveys) was used to explore these issues. The director of the CMSEC hopes to use the information gained from investigating these questions to improve the program and to strengthen its foundation so it will survive beyond his retirement. We discovered that the CMSEC experience is based in simulation theory, very similar to other live simulation experiences that designers employ to meet similar learning outcomes. We found that much of the ambiguity that the CMSEC director identified results from ambiguous goals that are not as tightly aligned with program offerings and procedures as they could be. In order to strengthen the CMSEC programs we recommend they clarify their goals, train staff more explicitly on their goals and how to achieve them, and refine their evaluation methods to measure whether those goals are being met.
5
She, Chang. "A natural interaction reasoning system for electronic circuit analysis in an educational setting." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37071.
Full textAbstract:
Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.<br>Includes bibliographical references (p. 42).<br>This thesis presents a sketch-based interaction system that can be used to illustrate the process of reasoning about an electrical circuit in an educational setting. Recognition of hand-drawn shapes is accomplished in a two stage process where strokes are first processed into primitives like lines or ellipses, then combined into the appropriate circuit device symbols using a shape description language called LADDER. The circuit is then solved by a constraint-propagation reasoning component. The solution is shown to the user along with the justifications that support each deduction. The level of detail and the speed of the solution playback can be customized to tailor to a student's particular learning pace. A small user study was conducted to test the performance of the recognition component, which revealed several recognition problems common to almost all of the users' experiences with the system. Suggestions for dealing with these problems are also presented.<br>by Chang She.<br>M.Eng.
6
Cumming, Roy George. "The educational impacts of the Boyne River Natural Science School, twenty-five years later." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0001/MQ40333.pdf.
Full text
7
Myatt, Taylor Scott. "Preservation, Education, and Rehabilitation: A Wildlife Conservation Internship at Brukner Nature Center." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1493336910350278.
Full text
8
Gunnarsson, Helen. "Hur grundskollärare beskriver samarbete med ett science-center och vad det kan tillföra undervisningen i naturvetenskap." Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15313.
Full textAbstract:
<p> </p><p>I denna studie har grundskollärare fått beskriva ett besök med sina elever vid ett science-center. Data är samlade via en enkät. Arbetet syftar till att undersöka på vilka sätt lärare engagerar en sådan informell lärandemiljö i sin undervisning och hur de får besöket att bli en del av arbetet i klassrummet. Detta har gjorts genom att ställa frågor om hur lärare planerat, genomfört och följt upp ett besök. Lärarna uttrycker att sciencecentret är en resurs för elever, men också för lärare. För elevernas del lyfter lärarna fram att det främst fungerar som intresseväckare och kunskapsförmedlare och för lärarnas del främst genom att det bidrar till deras ämneskompetens. Till detta kommer att de goda förutsättningar för lärande av naturvetenskap, som eleverna uppnår som en följd av besöket, inte engageras fullt ut i det uppföljande arbetet i skolan. I detta arbete indikeras därför en utvecklingspotential och dess implikationer diskuteras. En aspekt är lärares möjlighet att, tillsammans med personalen, planera besöket så att läraren på bästa sätt kan organisera och följa upp. Ytterligare studier behövs för att bättre förstå informella lärandemiljöers betydelse för skolans möjlighet att skapa relevanta undervisningsmiljöer för eleverna. Detta arbete visar klara tecken på att science-center skulle kunna ha en ökad sådan betydelse.</p><p> </p>
9
Nilsson, Christin. "Universeum är mer än ett komplement till den vanliga undervisningen." Thesis, Karlstad University, Faculty of Social and Life Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4191.
Full textAbstract:
<p>Science center har visat sig vara en utmärkt plats för undervisning. Detta är en studie av på vilket sätt ett skolbesök på ett science center kan bidra till att målen för år 9 uppnås och om ett besök på ett science center kan utgöra ett komplement till den vanliga skolundervisningen. Särskilt studeras ämnesområdet astronomi och kosmologi (universum och vårt solsystem) i ämnet fysik. Undersökningen är gjord på Universeum i Göteborg. Metoden i undersökningen är intervjuer och observationer. Urvalet har utgjorts av elever i årskurs 6 till 9, deras lärare samt Universeums pedagoger och gymnasieguider. Resultaten pekar på att ett skolbesök på ett science center är mer än ett komplement till den vanliga undervisningen genom att miljön, utställningens innehåll och form inbjuder till att skapa intresse och väcka nyfikenhet. Slutsatsen är att det är möjligt att nå uppnåendemålen för år 9 med enbart ett besök, men för att få mer bestående kunskap och för att även nå strävansmålen är lärarnas planering och genomförande av betydelse. Särskilt är för- och efterarbete tillsammans med eleverna nödvändigt. För att uppnå syftet att komplettera den vanliga klassrumsundervisningen måste besöket vara planerat i god tid tillsammans med eleverna. </p>
10
Hansson, Elisabeth. "Meningsskapande i utställningen : En komparativ etnografisk fallstudie av förskolegruppers multimodala kommunikation vid ett Naturhistoriskt museum och ett Science center." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132979.
Full textAbstract:
Som övergripande syfte vill denna studie undersöka hur två förskolegrupper kan meningsskapa i två olika utställningar genom att beskriva, analysera och jämföra dessa två förskolegruppers multimodala kommunikation vid utställningsbesök. Genom syftet vill denna studie ge ökad kunskap om multimodal kommunikation hos två förskolegrupper i två olika utställningar. I syftet ingår att studien önskar öka kunskapen om hur semiotiska resurser kan användas och vad som fokuseras genom språkbruk, som kommunikativa villkor för lärande i utställningar. Studien har en design av en komparativ etnografisk fallstudie. Videoinspelningar, MP-3 ljudinspelningar, deltagande observation och fältanteckningar har använts som instrument för datainsamling. Genom strategiska urval valdes 11 stycken treåriga förskolebarn och tre pedagoger för att besöka en utställning vid Naturhistoriska Museet och nio femåriga förskolebarn med två pedagoger for att besöka en utställning vid Tom Tits Experiment (science center). Det insamlade materialet transkriberades multimodalt och kunde därefter analyseras som text. Multimodal interaktionsanalys (Norris 2004, 2014) och ett språkbruksraster (Rostvall & West 2001) användes för analys. Resultatet visade markanta skillnader mellan utställningarna. Av den multimodala interaktionsanalysen visade utställningen vid ett science center en bredare användning av semiotiska resurser, då alla artefakters meningserbjudanden var både visuella och taktila, en del artefakter erbjöd även auditiva meningserbjudanden. Språkbruket i samma utställning var mycket varierat och barnen anmodade varandra. Slutsatsen blir av detta att förskolegruppernas a) meningsskapande villkoras av språkbruk och att b) om meningsskapandet ska ske i samarbete ökas den möjligheten dess mer symmetriska de sociala relationerna är.
11
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.
Full textAbstract:
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 questionnaire.;It was hypothesized that (1) there would be a positive correlation between the predominant basic preference, INTJ, and job satisfaction, (2) there would be a positive correlation between congruence of the Holland code IRS and job satisfaction, (3) there would be a positive correlation between differentiation and job satisfaction, and (4) there would be a positive correlation between age, sex, years as natural science teacher, years in present position, total years in education, highest degree earned and job satisfaction.;Hypotheses 1, 2, and 3 were rejected. In hypothesis 4, years in present position and years as natural science teacher were negatively correlated with job satisfaction. Recommendations for further research and future educational practice were made.
12
Meiring, Leslie Frank. "The impact of toys as educative curriculum material on pre-service primary school Natural Sciences teachers' understanding of energy." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1332.
Full textAbstract:
In this study toys were used as educative curriculum material in an intervention on the topic of energy aimed at Intermediate Phase pre-service science teachers (n= 87) registered for a BEd degree at the Nelson Mandela Metropolitan University, South Africa. The intervention consisted of, amongst other elements, lectures, assignments and toy workshops, with the latter being a key driver in the process. The choice of toys as the educative curriculum material was informed by the fact that there is a huge variety of simple, reasonably priced and easily procured toys that are suitable to demonstrate the concept of energy from both theoretical and practical perspectives. The conclusions that can be drawn from the study are that the use of toys in the preparation of pre-service primary school teachers has the potential to substantially improve their subject content knowledge (SCK), pedagogical content knowledge (PCK), and their confidence related to these two constructs with respect to their understandings of energy. The data generated also suggest that when appropriate educative curriculum materials are integrated into a topic in science-teacher education, there may be a substantial positive impact on pre-service teachers‘ confidence in both their understanding of the science content and their perceptions of their ability to teach this content. An additional finding of the study was that, despite its popularity, status and usefulness over many years, the Science Teacher Efficacy Belief Instrument (STEBI-B) shows low sensitivity to measuring changes in efficacy as a consequence of the so-called ‗ceiling effect‘. The ceiling effect is a result of initial high scores which provide little opportunity to show iii substantial positive change as a result of an appropriate intervention that is designed to improve efficacy. While this study did not directly address this lacuna in STEBI-B, it made use of an innovative descriptive statistic, ‗percentage gain of potential‘, in an attempt to describe and interpret even small changes in efficacy as measured by STEBI-B.
13
Hobbs, Madison. "Automating an Engine to Extract Educational Priorities for Workforce City Innovation." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1388.
Full textAbstract:
This thesis is grounded in my work done through the Harvey Mudd College Clinic Program as Project Manager of the PilotCity Clinic Team. PilotCity is a startup whose mission is to transform small to mid-sized cities into centers of innovation by introducing employer partnerships and work-based learning to high school classrooms. The team was tasked with developing software and algorithms to automate PilotCity's programming and to extract educational insights from unstructured data sources like websites, syllabi, resumes, and more. The team helped engineer a web application to expand and facilitate PilotCity's usership, designed a recommender system to automate the process of matching employers to high school classrooms, and packaged a topic modeling module to extract educational priorities from more complex data such as syllabi, course handbooks, or other educational text data. Finally, the team explored automatically generating supplementary course resources using insights from topic models. This thesis will detail the team's process from beginning to final deliverables including the methods, implementation, results, challenges, future directions, and impact of the project.
14
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.
Full textAbstract:
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 observations, interviews and document analysis. These were complemented by quantitative methods through the use of the questionnaires, which were used to capture the general perceptions and experiences of Natural Science teachers. Thirty-five questionnaires were sent out and ten responses were received. Quantitative data from the questionnaires were analysed by tabulation to ascertain the frequencies of responses regarding teachers’ perceptions and experiences of SATs, as indicated in different scales per indicator. Furthermore, data generated through video-taped lessons, analysis of learners’ written notes, interviews and open-ended questions from the questionnaires were inductively analyzed. The findings of the study revealed that teachers had positive perceptions towards the ideals of SATs. However, their use of the SATs reports in their teaching was inconclusive. The study also revealed that there were no policy imperatives on SATs, in particular, to guide their use in schools. It was also found that teachers were not teaching the syllabus competencies fully and their Natural Science content knowledge was inadequate. The principal recommendation is that teachers need to acquaint themselves sufficiently with the SATs reports to enable them to use the reports for their intended purposes. Furthermore, teachers need to engage in continuous professional development programmes to improve their Natural Science content knowledge, especially with regard to making information in the textbooks accessible to learners in terms of addressing competencies in the syllabus. Finally, there is a need for policy intervention from the Ministry of Education in Namibia so that the existing tensions between policy formulation and implementation are addressed.
15
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.
Full text
16
Hayes, Kristi Lynn. "Effects of Professional Development on Using Differentiated Instruction with Gifted and Talented Students in the Library Media Center." TopSCHOLAR®, 2011. http://digitalcommons.wku.edu/theses/1116.
Full textAbstract:
Library media specialists (LMSs) have a unique position within a school, which is the opportunity to reach out to every student, especially to gifted and talented students who can benefit from having more advocates within their learning communities. Collaborating with other education professionals is beneficial to all students and many library media specialists already make this a normal part of their job responsibilities. The LMSs who are participants of Project CATALYST (Collaboration among Teachers and Librarians Yields Successful Teaching) are required to collaborate with classroom teachers in order to provide more enriching opportunities for students when they come to the library media center. So, the purpose of this project was to introduce gifted and talented terminology and strategies that focus on differentiated instruction for gifted and talented students to LMSs participating in Project CATALYST grant through the Ohio Valley Educational Cooperative (OVEC). This will meet two specific needs: providing the LMSs opportunities to collaborate with classroom teachers while becoming another resource for gifted and talented students that can enhance their learning beyond the classroom.
The LMSs who participate in Project CATALYST were introduced to specific gifted and talented terminology and strategies that focus on differentiated instruction for gifted and talented students through a three-hour professional development. The participants completed an online pre-survey that identified the specific needs of the group and the professional development was designed with these needs in mind. After participating in the professional development, the participants were asked to complete an online post-survey to determine if the professional development was effective in changing the awareness and instructional practices of the participants when working with gifted and talented students. The pre- and post-surveys were analyzed to validate the effectiveness of the project and found that there was positive response by library media specialists to professional development on using differentiated instruction with gifted and talented students in the library media center. The small changes in instructional practices by 70 percent of the participants validate the effectiveness of the project in enlightening educators in the needs of gifted and talented students and the need to collaborate with other educators to provide enriching and challenging learning activities for these unique students.
17
Bulgarov, Florin Adrian. "Toward Supporting Fine-Grained, Structured, Meaningful and Engaging Feedback in Educational Applications." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404562/.
Full textAbstract:
Recent advancements in machine learning have started to put their mark on educational technology. Technology is evolving fast and, as people adopt it, schools and universities must also keep up (nearly 70% of primary and secondary schools in the UK are now using tablets for various purposes). As these numbers are likely going to follow the same increasing trend, it is imperative for schools to adapt and benefit from the advantages offered by technology: real-time processing of data, availability of different resources through connectivity, efficiency, and many others. To this end, this work contributes to the growth of educational technology by developing several algorithms and models that are meant to ease several tasks for the instructors, engage students in deep discussions and ultimately, increase their learning gains.
First, a novel, fine-grained knowledge representation is introduced that splits phrases into their constituent propositions that are both meaningful and minimal. An automated extraction algorithm of the propositions is also introduced. Compared with other fine-grained representations, the extraction model does not require any human labor after it is trained, while the results show considerable improvement over two meaningful baselines.
Second, a proposition alignment model is created that relies on even finer-grained units of text while also outperforming several alternative systems. Third, a detailed machine learning based analysis of students' unrestricted natural language responses to questions asked in classrooms is made by leveraging the proposition extraction algorithm to make computational predictions of textual assessment. Two computational approaches are introduced that use and compare manually engineered machine learning features with word embeddings input into a two-hidden layers neural network. Both methods achieve notable improvements over two alternative approaches, a recent short answer grading system and DiSAN – a recent, pre-trained, light-weight neural network that obtained state-of-the-art performance on multiple NLP tasks and corpora.
Fourth, a clustering algorithm is introduced in order to bring structure to the feedback offered to instructors in classrooms. The algorithm organizes student responses based on three important aspects: propositional importance classifications, computational textual understanding of student understanding and algorithm similarity metrics between student responses. Moreover, a dynamic cluster selection algorithm is designed to decide which are the best groups of responses resulting from the cluster hierarchy. The algorithm achieves a performance that is 86.3% of the performance achieved by humans on the same task and dataset.
Fifth, a deep neural network is built to predict, for each cluster, an engagement response that is meant to help generate insightful classroom discussion. This is the first ever computational model to predict how engaging student responses will be in classroom discussion. Its performance reaches 86.8% of the performance obtained by humans on the same task and dataset. Moreover, I also demonstrate the effectiveness of a dynamic algorithm that can self-improve with minimal help from the teachers, in order to reduce its relative error by up to 32%.
18
Johansson, Emma, and Clara Nitsche. "De yngsta barnens naturvetenskapliga utforskande i förskolans utomhusmiljö." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74835.
Full textAbstract:
Detta är en fallstudie som ämnar undersöka hur förskolans yngsta barn utforskar naturvetenskap i utemiljön samt hur förskollärare interagerar med dem i deras utforskande. Den tidigare forskning som är relevant för studien presenteras sedan beskrivs utvecklingspedagogiken vilken är studiens teoretiska utgångspunkt. De metoder som använts för studien är observationer av barn och förskollärare samt samtal med förskollärarna. Resultatet visar att de yngsta barnen utforskar naturvetenskap på flera olika sätt och förskollärarna både initierar utforskande och tar tillvara på barnens egna utforskande. Studien visar viktiga aspekter för barnens utforskande; - vad som finns tillgängligt för barnen i utemiljön - att förskollärarna är närvarande där barnen är - att den yta som finns tillvaratas så att barnen får möjligheter till lugn och ro att utforska.<br>This is a case study that intends to investigate how the preschool's youngest children explores natural science in the outdoor environment and how preschool teachers interact with them in their exploration. We will present previous research that is relevant for the study and describe the developmental pedagogy which is the study's theoretical starting point. The methods used for the study are observations of children and preschool teachers and conversations with preschool teachers. The result shows that the youngest children explore natural science in several different ways and the preschool teachers both initiate exploration and capture the children's own exploration. The study shows important aspects for children's exploration; - what is available for the children in the outdoor environment - that preschool teachers are present where the children are - that the available area is utilized so that the children have the opportunity for peace and quiet to explore.
19
Martins, Barbara Milan. "Ambiente educacional enriquecido: estudo da aplicação de oficinas de construção de brinquedos em centro de ciência." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/47/47135/tde-07022013-150415/.
Full textAbstract:
Está estabelecido na literatura de neurociência que ocorrem transformações no encéfalo de animais, devido à neuroplasticidade; estas podem ser potencializadas de acordo com os ambientes nos quais o indivíduo interage, assim como o tipo de interação estabelecida por este. Na literatura, a aplicação do conceito de ambiente enriquecido para a prática experimental mostra resultados favoráveis e significativos na aprendizagem e desenvolvimento de animais. Neste estudo, buscou-se ampliar o conceito de ambiente enriquecido para o ambiente educacional de um centro de ciência. Investigar a interação de alunos do 5º ano da rede pública de ensino, em ambiente educacional de oficinas de construção de brinquedos oferecidas, no Centro de ciência Sabina: Escola Parque do Conhecimento (Santo André, SP), e possíveis aproximações com o conceito de ambiente educacional enriquecido, proposto neste estudo, constitui o objeto deste trabalho. Nesta investigação buscou-se destacar os componentes ambientais que influem no desempenho e na interação dos alunos durante as oficinas. A investigação, de natureza qualitativa, foi inspirada na metodologia de Estudo de Caso do tipo Etnográfico Aplicado à Educação, que indica a imersão do pesquisador no campo investigado para apreensão de relações e significados dos sujeitos, apenas realizada após longa permanência do pesquisador em campo. Foram utilizados como instrumentos entrevistas, gravação em áudio e em vídeo e adotado o diário de campo para registro das observações. Os dados mostraram incorporação de elementos conceituais de fenômenos observados durante a execução das oficinas, assim como busca ativa de explicação para compreensão desses fenômenos físicos identificados durante a interação dos alunos com os brinquedos. Por meio deste estudo, identificou-se a necessidade de considerar os ambientes educacionais em perspectiva integral, em seus componentes físico-estruturais e humanos. Em ambiente educacional, as aquisições por parte dos alunos não se restringem ao ensino e aprendizagem de conteúdos, mas também se realizam na mudança de atitudes e crenças, compreensão de fenômenos e aspectos do cotidiano, entendimento estético, identidade etc. Foi observado que alunos rotulados no ambiente escolar como aluno com distúrbios; com dificuldades de aprendizagem e ou comprometimento, no ambiente das oficinas de construção de brinquedos apresentaram desempenho e envolvimento tão bom ou melhor quanto os dos alunos considerados normais. O estudo destacou o papel do mediador e do professor como essencial na atividade, como parte dos elementos enriquecedores do ambiente de aprendizagem, em que sua expectativa em relação ao desempenho dos alunos, sua concepção de ensino e de aprendizagem e orientações oferecidas aos alunos influem significativamente no ambiente, condução da atividade e desempenho dos alunos. Desta forma, observamos que o ambiente de construção de brinquedos possui elementos que propiciam a aprendizagem, a interação e desenvolvimento dos alunos<br>It is well established in the literature of Neuroscience that transformations occur in the brain of animals due to neuroplasticity, these can be potentiated according to the environments in which the individual interacts, as well as the type and quality of interaction established by the individual. In the literature, the application of the concept of enriched environment for the experimental practice shows favorable and significant results in learning and development of animals. In this study, we sought to extend the concept of an enriched environment for the educational environment of a science center. To investigate the interaction of students in the 5th year of public school in the educational environment of workshops to build toys that are offered at the Centro de Ciência Sabina: Escola Parque do Conhecimento (Santo André, SP), and possible approaches to the concept of enriched educational environment, proposed in this study are the objective of this research. In this study we sought to investigate the environmental components that influence the performance and interaction of students during the workshops. The research, qualitative in nature, was inspired by the methodology of case study Ethnographic Applied to Education type which indicates the immersion of the researcher in the investigated field for seizure of relationships and meanings of the subjects performed only after long enough residence of the researcher in the field. Interviews, audio and video recording were used as instruments along with the field diary to record observations. The data showed incorporation of elements of the conceptual phenomena worked during the workshops, as well as an active search for an explanation for understanding these identified physical phenomena during the students\' interaction with the proposed toys. Through this study, we identified the need to consider the educational environments in a comprehensive perspective on their physical-structural and human components. In the educational environment, acquisitions of knowledge by students are not restricted to teaching and learning contents, but also take place by changing attitudes and beliefs, understanding of the phenomena and aspects of everyday life, aesthetic understanding, identity, etc. It was also observed that students labeled at school as a student with learning problems, in the environment of the workshops to build toys showed involvement and performance as good or better as the students originally considered normal. The study highlighted the role of the mediators and the teacher as essential in the activity as part of the elements enriching the learning environment, in which their expectations regarding the performance of the students, their conception of teaching and learning and guidance offered to pupils significantly affect the environment, conducting the activity and performance of students. Thus, we observed that the environment of building toys might have physical and human elements to promote learning and students interaction and so it might be considered as enriched environment
20
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.
Full textAbstract:
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 larger polls asking people to name the most burning issues facing the US. While these polls provide a fair indication of the changes in importance of education in the eyes of the public, they do not identify the factors which have historically been associated with the major fluctuations of such importance. Most importantly, these traditional national polls do not track public concern about specific subtopics within education.
This mixed methods study includes the creation of a software instrument with the objective of exploring the salience of education as a national priority over time and analyzing the possible factors associated with these fluctuations of interest. In addition to discovering the most prominent latent subtopics affecting education (such as academic achievement, sexual assault and freedom of speech), this study also seeks national-level issues that may have recently been associated with the largest declines.
The only source of data utilized is the text of tens of thousands of published news articles. Terms extracted from the text using natural language processing serve as the basis for automated qualitative analysis. As topics emerge from the data, the frequencies of the terms are utilized to associate the articles with the most relevant ones.
The analysis shows that public interest in education has declined the most during election times. It is also found that the areas that contributed the most during the largest surges of public interest in education from 2015 to 2020 were school budget, academic achievement gaps and mental health.
21
Österberg, Bodil, and Gillberg Jenny Storm. "Eleverna och den geologiska tiden : Museipedagogers arbete ur ett designteoretiskt perspektiv." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30234.
Full textAbstract:
This study aims to apply a design theoretical perspective on museum educators in a natural sciencemuseum to see which didactic choices they make. This study proceeds from the following questions: How is the scientific content of the exhibition orchestrated? Which semiotic resources do the museum educators uses? How do the museum tutors reason for their didactic choices? The study is based on seven observations of five different museum educators teaching seven different classes in the younger ages in one specific exhibition. It is also based on one interview with three of the museum educators. The design theory of learning, which is the theory that this study is analysed through, is mostly based on the studies by Staffan Selander and Gunther Kress (2010). The result of the investigation shows, in short, that the scientific content is orchestrated like a journey through time where different sceneries represent the geological ages of the earth. The museum educators uses a combination of multiple semiotic resources. The interview showed what the museum educators wanted to be the key words in their teaching: understanding, curiosity, desire, to arouse interest and willingness to take on the science glasses and ask yourself questions like 'How can you know that?' and 'How can you find out?'.
22
Jiménez, i. Bargalló Isabel. "Preservice teacher knowledge application: from model-centred instruction to lesson plan design." Doctoral thesis, Universitat de Vic, 2016. http://hdl.handle.net/10803/386063.
Full textAbstract:
Aquesta recerca analitza la capacitat que tenen els estudiants de mestre per posar en pràctica els seus aprenentatges referents a les teories d’ensenyament i aprenentatge de les ciències basades en la modelització (EACBM). Per assolir aquest objectiu: (i) s’ha dissenyat i implementat un programa de formació inicial de mestres d’educació primària basat en l’EACBM; (ii) s’han comparat 71 unitats didàctiques realitzades abans, durant i al final del programa de formació.
L’anàlisi de dades ha suposat la creació d’un nou instrument d’anàlisi que pren com a referència la interactivitat, aprofundint en els processos d’ensenyament-aprenentatge al llarg dels temps, sense deixar de fer referència a aquells aspectes específics del contingut.
Els resultats indiquen millores referents a l’exploració dels models inicials de l’alumnat així com a la planificació d’activitats per recollida de dades/evidències. També s’identifiquen limitacions específiques referents a l’adquisició de coneixements referents a EACBM i es suggereixen aspectes de millora per a la formació docent.<br>This study explores preservice teachers’ challenges to achieve the required skills to put Model-Centred Instruction (MCI) into practice. To this end: (i) specific MCI for preservice primary university courses has been designed and performed; (ii) a total amount of 71 lesson plan designs done prior; through and at the end of instruction have been compared.
A new instrument for data analysis has been established. This instrument pretends to deepen the teaching-learning process through time while making reference to specific aspects of the content and taking the join activity as a reference.
Findings indicate significant pedagogical gains related to the exploration of students’ prior models and the collection of data/evidence within inquiry activities. Specific constraints for the adequate acquisition of MCI have been identified. Based on these results, areas of focus to improve teacher education have been suggested.
23
Schmillen, Justin Alan. "INFLUENCES OF ENVIRONMENTAL EDUCATION PROGRAMS ON THE PARTICIPANT’S AFFINITY FOR NATURE." DigitalCommons@CalPoly, 2010. https://digitalcommons.calpoly.edu/theses/307.
Full textAbstract:
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 Ocean Pines, whose experience included an overnight component and a marine science component in the curriculum. Comparisons of overall mean scores were used to determine if affinity for nature changed due to participation in the environment education program. Analysis of variance was used to determine which participant characteristic and experiential variables had a significant influence on affinity for nature index scores. Findings indicated that participation in environmental education experience had a positive change on affinity for nature scores. Residence, ethnicity/language, and gender were also found to significantly influence sense of community various affinity for nature index scores.
24
Li, Chia-Ming, and 李嘉明. "Studying on the Primary School Students Toward the Outside Services of Natural History Museum--An Example of Chiayi County Natural History Museum of Natural Science Education Center." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/7e7fm9.
Full textAbstract:
碩士<br>南華大學<br>資訊管理學系<br>103<br>This study aimed to study on the primary school students’ attitude, satisfaction and effectiveness toward the outside services of museum. The main objects of this study are primary school students who were involved in the outside services of museum. 650 samples were obtained. Descriptive statistics, independent sample T-test, One-way ANOVA, Pearson Product-Moment Correlation, and Simple Linear Regression are used for data analysis.
The research results were described as follows：
1.There was a significant impact of some statistical population variables on attitude,satisfaction and effectiveness of the outside services of museum.“Grade”, “school districts” and “we are interested in the natural sciences ” in the attitude show a significant difference. “Grade”, “school districts”, “we are interested in the natural sciences” and “did/did not participate in the outside services of museum” in the satisfaction show a significant difference. “School districts”, “we are interested in the natural sciences” and “did/did not participate in the outside services of museum” in the effectiveness of the outside services of museum show a significant difference.
2. Attitude and satisfaction of the outside services of museum revealed positively correlated, attitude and the effectiveness of the outside services of museum revealed positively correlated, satisfaction and the effectiveness of the outside services of museum revealed positively correlated.
25
Almeida, Flávio Leandro Raposo. "Conhecer e preservar o ambiente natural : missão e ação educativa dos centros de ciência." Master's thesis, 2018. http://hdl.handle.net/10400.3/4616.
Full textAbstract:
Dissertação de Mestrado, Ambiente, Saúde e Segurança, 27 de fevereiro de 2018, Universidade dos Açores.<br>Os Centros de Ciência (CC) têm sido nos últimos anos espaços privilegiados para o ensino e a divulgação das ciências, constituindo relevantes contextos não formais de formação, neste domínio. Inscreve-se nos objetivos da criação dos centros de ciência, consciencializar a sociedade e o indivíduo para as suas ações contra o ambiente e as suas repercussões a curto e longo prazo, sensibilizando-o para uma ação ambientalmente mais responsável.
Neste sentido, procuramos com este trabalho estudar os quatro CC da ilha de São Miguel (Açores), nomeadamente o Observatório Astronómico de Santana - Açores, o Observatório Microbiano dos Açores, o Observatório Vulcanológico e Geotérmico dos Açores e o Expolab – Centro de Ciência Viva.
Visando conhecer melhor aqueles CC e compreender a sua história, missão, objetivos, funcionamento, público-alvo, estratégias de divulgação e ação educativa a nível ambiental, utilizou-se uma metodologia de investigação mista, recorrendo à análise documental e à aplicação de inquéritos por entrevista e questionário, respetivamente a diretores e visitantes dos CC.
Numa análise global dos resultados, constatou-se que os CC cumprem os seus objetivos de divulgar e promover a cultura científica, estimulando a curiosidade e o gosto pela ciência. Para o efeito, apresentam conteúdos expositivos e organizam atividades regulares, orientadas em particular para professores, estudantes e turistas, embora o seu público seja mais diversificado e heterogéneo. Ainda assim, é mais notória a predominância de turistas de determinados países, tais como Espanha, Alemanha e Reino Unido. Para chegar a esses públicos os CC recorrem a estratégias diversificadas, parecendo ser as mais eficazes. O público que visita os CC valoriza os espaços expositivos bem como a interatividade das atividades propostas e o apoio dos monitores durante as visitas, para proporcionar informação técnica e científica mais detalhada sobre as exposições.
Com este trabalho, pudemos averiguar que todos os centros organizam e promovem atividades orientadas para o conhecimento e a sensibilização ambiental, contudo esse trabalho é mais notório nuns centros do que noutros, dependendo da área de atuação em que se inserem. Neste contexto, verificamos que os centros cuja ação é mais visível e reconhecida neste domínio são
o OMIC e o Expolab, enquanto o OASA é menos vocacionado para questões ligadas ao ambiente.<br>ABSTRACT: In recent years, the Science Centers (CC) have been privileged spaces for the teaching and dissemination of the sciences, being relevant in the context of non-formal training, in this field of work. Some of the main objectives for creating the science centers include raising awareness among society and the individual of their actions against the environment and its repercussions in the short and long term, making them more environmentally responsible.
In this sense, we seek to study the four CC of the island of São Miguel (Azores), namely the Santana - Azores Astronomical Observatory, the Azores Microbial Observatory, the Azores Volcanological and Geothermal Observatory and Expolab - Live Science Center.
In order to better understand these CC, their history, mission, objectives, operation, target audience, strategies of dissemination and educational action at environmental level, a methodology of mixed research was necessary, by analysing documents and the application of surveys by interview and questionnaire, respectively, to directors and visitors of the CC.
In an overall analysis of the results, it was found that CC are able to fulfill their objectives of promoting scientific culture, stimulating curiosity and increasing a liking for science. To this end, they present exhibitional content and organize regular activities, particularly aimed at teachers, students and tourists, although their public is more diverse and heterogeneous.
Nevertheless, the predominance of tourists from certain countries, such as Spain, Germany and the United Kingdom, is more noticeable. To reach these audiences, CC use diverse strategies, which seem to be the most effective. The public that visits the CC values the exhibition modules as well as the interactivity of the proposed activities and the support of the monitors during the visits, to provide a more detailed technical and scientific information on the exhibitions.
With this work, we could verify that all centers organize and promote activities oriented towards knowledge and environmental awareness, but this work is more noticeable in some centers than in others, depending on the area of activity in which they are inserted. In this context, we find that the most visible and recognized centers in this area are OMIC and Expolab, while OASA is less focused on environmental issues.
26
McFarlin, Lillian Marie. "How children in a science-centered preschool use science process skills while engaged in play activities." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3518.
Full textAbstract:
Self-motivated activities, or play, that children choose to engage in are manifestations of a variety of science process skills being used to construct knowledge about their environment. While many people agree that science skills should be fostered at an early age, due to the possible positive influence of a wider base of experiential knowledge and the development of a love of science, there is a lack of research available to support the development of early childhood science curriculum (Bredekamp & Copple, 1997, Brenneman, Stevenson-Boyd & Frede, 2009). This study follows the daily activities of four- and five-year-old children attending a science-based preschool in the southwestern United States. The play activities of the children were observed for their use of the science process skills of observing, comparing, classifying, measuring, communicating, inferring, predicting and experimenting. A wide range of play activities centered around the foundational skills of observing, comparing, measuring, communicating and inferring. The teachers and students combine to create a unique environment promoting excitement and exploration.<br>text
27
楊侃慈. "A study of educational efficiency of national taiwan science education center." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/09144812232087625789.
Full textAbstract:
碩士<br>臺北市立教育大學<br>自然科學系碩士班<br>95<br>Both of theoretical investigation and empirical analysis were employed in this study. First, this study would discuss the theoretical bases of science museum and science education and the methodological base of CIPP model. Finally, this study would apply survey and interview method on the investigation for the educational efficiency of National Taiwan Science Education Center. For survey, this study used census method to investigate the staffs in National Taiwan Science Education Center (including Tatung System Technologies Inc.), and retrieved 85 questionnaires. This study also used convenience cluster sampling to investigate the teachers of junior high school and elementary school: Addressed on the junior high schools and elementary schools of Taipei City and Taipei County, which have visited Science Education Center for outside school education during January to April of 2006, and sent 3 copies of questionnaire to each school, and retrieved 279 questionnaires totally. The data obtained from survey was processed with frequency distribution to present the overall responding situation of the subjects on the relevant questions, and tested with t-test and variance analysis to identify the responding situation of the subjects on the relevant questions under different backgrounds.
Via this study, we found that this case has the following features:
1. The development of CIPP model has expanded the content of evaluation.
2. Science Education Center shall certainly execute the works of routine supervision and connection with the commissioned company.
3. After trusted for operation, Science Education Center shall enhance the management of facilities and offer diverse preferential tickets for implementing the promotion of science education.
4. For enhancing the promotion of the science education of junior high schools and elementary schools, Science Education Center shall match with the exhibits to set up a course database of junior high school and elementary school for the application and reference of education.
5. Science Education Center shall strengthen the interaction and connection with the teachers in school and research and develop courses together with these teachers, in order to improve the level of science education.
28
YANG, YU-PEI, and 楊玉佩. "A Study of Ecological interpretation Educational strategies in Twin-Carps Wetland Natural Center of Kinmen." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5zxwmt.
Full textAbstract:
碩士<br>國立金門大學<br>觀光管理學系<br>105<br>Recently, owing to advance in living standards, progress in tourism has perked up the local economy and development, but unfortunately, it also poses a devastating threat to local environment and ecosystem. Kinmen, as a home for precious species and natural resources, has attracted thousands of people around the world to visit the island, which is simultaneously accompanied by the damage to natural landscapes. Hence, to strike a balance between local development and ecosystem conservation still remains a crucial topic to be addressed.
To the best of our knowledge, the qualitative research was carried out by the semi-structured in-depth interview and was aimed at the Kinmen government, the Kinmen National Park, travel agencies, bird watchers, local residents, and travelers. In addition, ecological touring education, people cultivation, and professional knowledge enhancement were further evaluated by SWOT matrix analysis as well. Suggestions on ecological touring tactics and certification of professional ecological tour guides are thus proposed in the hopes that more resources can be effectively adapted to the ecosystem conservation in Kinmen County without sacrificing its local development.
Therefore, the objective of the thesis is to analyze the interpretation and education tactics of ecological tour at the Natural Center of Shuang-li Lake according to the sustainable development viewpoint of tourism. Moreover, current cultivation system on ecological tour guides, current development of Shuang-li Lake, and related planning on ecosystem conservation of government agencies are thoroughly investigated as well.
29
孫學瑛. "A Studay of the Interactive Exhibition and Adult Learning in the Science Center of National Natural Science Museum." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/49988270990083470102.
Full textAbstract:
碩士<br>國立暨南國際大學<br>成人與繼續教育研究所<br>90<br>A study of the Interactive Exhibition and Adult Learning in the Science Center of the National Natural Science Museum
Abstract
From many theories and practices in psychology, museum education, and science education the researcher had found out that interactive exhibitions in museum had positive influence on adult’s science learning.
Therefore, the purpose of this study is to understand whether or not the interactive exhibitions in museum could affect and help the adult visitors in observing science phenomena and understanding science theories. So as to identify that interactive exhibitions in museum could have positive influence on adult’s science learning.
Structural questionnaire was adopted in this study. Adult visitors in Science Center in National Natural Science Museum were asked to answer the questionnaire. The exhibitions should possess three conditions as below.
1. Interactive and static exhibitions.
2. Exhibitions, which can clearly convey science phenomena or science theories.
3. Exhibitions, which can attract visitor
According to these conditions, the questionnaire was designed to analysis information from adult visitors.
Eventually we found out that interactive exhibitions in the museum could help and have great influence on adult visitors. Adult visitors could acquire more different experience by manipulating than by observing statically only. With the help of verbal explanation their recognition could even be more enforceable.
Therefore this research suggests that the designers of museum exhibitions should provide interactive exhibits to attract adult visitors and help them to get more knowledge by observing and manipulating. So that the visitors can obtain abound information and personal experience and promote their learning in science as well. This research also suggests that adult educationalists and museum educators pay much attention to adult’s requirement in science learning. They are suggested to provide adults with more opportunities and various ways of science learning. With the help of interactive exhibits provided by the museum is a successful way of learning science.
Key word: museum education, interactive exhibition, science learning
30
Singh, Suresh Kamar. "Assessment in natural sciences." Thesis, 2009. http://hdl.handle.net/10210/2091.
Full textAbstract:
D.Ed.<br>This research study focusses on assessment in the Natural Sciences learning area in grades 8 and 9. The aspect under focus is the extent to which educators can apply assessment methods, tools and techniques in this learning area. Outcomes-based education makes use of outcomes-based assessment which incorporates different methods of assessing learners. This study is concerned with the assessment practices of educators in the classroom. The literature examined looks at what is science?, what is assessment?, assessment in outcomes-based education and outcomes-based assessment in the Natural Science learning area. Both quantitative and qualitative methods of data collection were used in this study. The research instruments used were questionnaires, lessons observations, interviews and analysis of learner portfolios. As a research strategy, questionnaires were administered and analysed; assessment lessons were observed and analysed against principles for outcomes-based assessment; interviews were held with educators, subject advisor and OBE facilitator and learner portfolios were analysed in order to validate data gathered. The findings of the study revealed that educators have begun assessing using the outcomes-based assessment model, however, they are assessing on a very superficial level. The assessment tools, techniques and methods available to educators are not being used properly. It was found that the reason for this was that educators do not fully understand how to assess outcomes and they are not familiar with the assessment criteria. Certain assessment methods like self - and peer - assessment were totally neglected. Educators did not know how to use rubrics and rating scales when assessing learners. From the evidence in the learners’ portfolios, it was found that there is still an over-reliance on tests and that teacher assessment is the dominant assessment method. From the lesson observations it was found that content of the Natural Science learning area was not being adequately covered. In addition, Physical Science sections of the curriculum were deliberately not taught due to inexperience by educators in this field. The lesson observations also revealed that practical work in the form of experiments, observations and investigations was limited and in many cases not done at all. Educators cited lack of experience and resources. It was found that educators over-used textbooks and relied on them as the only source of scientific information. Planning of assessment was also another key area that needed attention.
31
Lynds, Susan E. "A multifaceted assessment of adult informal learning at the Hatfield Marine Science Center." Thesis, 1998. http://hdl.handle.net/1957/33948.
Full textAbstract:
Authentic assessment of visitor learning in museum settings is a challenging
endeavor. Evaluation literature includes very few studies that link adult visitors' behavior
to their learning. Multiple data collection methods in a naturalistic environment hold
great promise for increasing understanding of informal public education.
In 1997, Oregon State University's Hatfield Marine Science Center (HMSC) in
Newport, Oregon, opened a new visitor center. This unique science museum was
designed with strong educational goals in mind. The first gallery, the Pattern Garden,
was intended to provide a framework of understanding that visitors would build on
during their journey through the museum. The three main exhibits in this gallery include
a touch pool with live tidepool animals, a sound exhibit with listening stations, and a
water wheel that demonstrates chaos theory.
This study is a summative evaluation of these three exhibits and their educational
effectiveness, both individually and as part of the overall gallery. Data on exhibit holding
power and visitor behavior were collected for this evaluation. The touch pool and the
sound station were videotaped, while field notes were used to document holding power at
the water wheel. In addition, a wireless microphone was mounted at the touch pool to
document discussion between visitors and docents. Visitors who spent a minimum of ten
seconds at each of the three exhibits were interviewed as they prepared to leave the
museum. The interviewer asked the visitor to recall the Pattern Garden exhibits, with
special attention to things they learned and associations they made to their daily lives.
Both holding power and learning proved to be the greatest at the touch pool.
Further investigations are indicated to isolate whether it was the content of the exhibit,
the presence of a docent, or other factors that made it particularly effective. The water
wheel's holding power was nearly as high as that of the touch pool, but visitor learning
scores were lower. Interview data indicated that the complex, difficult nature of the
chaos concept was partly responsible for the low educational results. The sound station
resulted in moderate holding power and moderate learning. Difficulties and successes in
the research design indicate important factors to consider for future evaluation studies at
informal science learning centers.<br>Graduation date: 1999
32
Chu, Yu-Ling, and 朱玉齡. "Educational Affordances of a Ubiquitous Learning Environment: An Example of Learning Natural Science Courses." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/cwhx8m.
Full textAbstract:
博士<br>國立臺北科技大學<br>電機工程系研究所<br>100<br>Educational affordances are worthy of being explored and discussed because the affordances of Information and Communication Technologies (ICT) provide the pedagogical effects for promoting cognitive acceleration, enabling a wider range of experience, increasing the self-management of students, and facilitating data collection and presentation in science learning. However, research on educational affordances should explore the educational affordances of computer-assisted learning environments as well as that of open courses and not be limited to the educational affordances of ICT. This study aims to explore educational affordances on natural science courses with a ubiquitous learning environment. To address this research goal, this study employed a learning environment termed the Environment of Ubiquitous Learning with Educational Resources (EULER), and conducted a natural science course for eight weeks inside/outside classroom. The participants included elementary school teachers and fifth-grade students. Detailed studies of how the students use EULER and how this course affects their learning have enabled us to identify specific educational affordances and their potential application in supporting learning. This study describes thirteen educational affordances that were revealed through the responses given by students in an open-question survey and interviews, as well as through transcripts from researcher observations and student discussions. These educational affordances of ubiquitous learning environment employed in the natural science course have implications for current and future developments in pedagogy. Moreover, this study has established that the statistical degree of perceived educational affordances from students’ responses after they used the tools in course. The findings not only can help teachers understand how ubiquitous computing technology can aid natural science teaching, but also they may help students to realize how information technology improves learning.
33
Hammond-Todd, Michael Andrew. "Mobile interpretive apps as educational mediating tools in science education: participant-based digital design in natural history and science museums." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/9967.
Full textAbstract:
The use of mobile and social learning media for K-12 students continues to rapidly increase in both formal and informal learning environments. While many educational apps have been developed for adult visitors to museums and science and technology centres (STCs), very few programs exist that are specifically designed to meet the unique learning and interpretive needs of elementary students in these learning environments. This dissertation explores the inclusion and development of children’s ideas and digitally mediated interpretive activities for peers within the exhibits of the natural history gallery at the Royal British Columbia Museum (RBCM) in Victoria, British Columbia. In this triangulated case study, thirteen Grade 4 and 5 students, five museum interpreters, and six elementary teachers worked in teams to design educational apps for their peers using experimental software specifically designed for this project. Five design teams composed of 2-3 students, one teacher, and a museum educator designed a wide variety of science activities for the natural history gallery at the RBCM. The results of analytic triangulation indicate that mobile interpretive apps acted as imperfect but important educational mediating tools for the participants in this study. The analysis revealed that, despite initial preconceptions and frustrations students and educators had about mobile design and technologies, Grade 4 and 5 elementary students were capable and highly interested creating mobile science apps for the natural history galleries at RBCM. Students and educators designed content and activities that extended participant-based learning opportunities beyond the existing science programs and curriculum currently available at the RBCM. The dissertation concludes with an examination of how informal science institutions can move beyond educational interactivity to more participatory frameworks that include the ideas and voices of young people within mobile learning and educational app development at natural history museums and STCs in the future.<br>Graduate
34
卓玉金. "Discussion the Type of Playable Exhibition in Science Museums: A Case Study of "Giant Panda Exhibition " in National Museum of Natural Science and "Children''s Science Center" in National Science & Technology Museum." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/67891809763754044890.
Full textAbstract:
碩士<br>臺南藝術學院<br>博物館學研究所<br>91<br>The function of museums besides collections, exhibitions, education and research is that; the modern museum has also gained entertainment functionality too.
More and more people are interested in challenges and entertainment types of museums, especially in this time, where everything changes so rapidly and is so busy or difficult to catch up with the latest technology in our daily life. Therefore, in order for museum visitors to enjoy visiting and learning about the meaning of exhibition; museums can be creative in many ways of exhibition and educational actives. Among those exhibitions and educational activities, the most attractive to visitors are recreational exhibitions and interactive activities.
This theory was based on the National Museum of Natural Science of “ Giant Panda Exhibition ” and the National Science & Technology Museum of “Children’s Science Center” for my research. On the other hand, I also analyze the personal context and the interactive experience of museum including social context revolution play of the theory and cognitive psychology and point of view of play in social science.
Research results discover the National Museum of Natural Science of “ Giant Panda Exhibition ” focus on parallel-functional play and solitary-imaginative play; “Children’s Science Center” has many different kinds of activities but they aren’t developing as expected. From both museums we can usually see the development of the playing exhibition, the functional play of exhibition is developing better then the others in my personal opinion. The construction play of exhibition games with rules of exhibitions, and imaginative plays of exhibition aren’t complicated developing but their operations are usually designed by pressing buttons, turning and opening up. The social interactive usually focus on parallel-functional play and solitary-imaginative play but not so many on group activities.
In conclusion, number one：designers should develop more of the creative and challenging types of play exhibitions; they should be suitable for all ages groups so visitors can fully enjoy and play together, and also produce multifunctional products of exhibition. Number two: designing play types of exhibitions should suit for all age of people with young hearts. Number three: planning the play types of exhibitions should also be included the game expert for the instructor and developing more of different levels of play exhibitions in order for all kinds of age groups to enjoy.
35
Cele, Siphesihle. "A study of the influence of common tasks for assessment on the pedagogical practices of grade nine natural science teachers." Thesis, 2009. http://hdl.handle.net/10413/3930.
Full textAbstract:
This study explores the influence of Common Tasks for Assessment (CTAs) on the pedagogical practices of Grade 9 Natural Science teachers. CTAs are assessment tasks set by the National Department of Education and administered as an external examination in Grade 9 classes (exit level I)
in South Africa. The pedagogical practices in this case refer to the strategies the teachers employ in their practices and the work they give to the learners. The key research questions are:
I . What are the teachers' views on the CTAs as teaching and learning tools?
2. What influence do CTAs have on the pedagogical practices of Grade 9 Natural Science teachers?
I followed an interpretive paradigm in my research. I used both quantitative and qualitative approaches in my study, so I used triangulation. This study involves survey research hence survey strategies are used. Initially quantitative approach are used and then followed up by qualitative approach.
Questionnaires are used to facilitate the quantitative approach and interviews are used for qualitative approach. Thirty two participants responded positively to questionnaires, and five teachers were interviewed in this research. Questionnaires were set to determine the influence of CTAs on teachers' pedagogical practices and interviews were set to validate or corroborate what transpired in questionnaires and also to find the views of teachers on CTAs. The analysis of the questionnaires showed that about 84% of teachers were influenced by CTAs. It also revealed that group work, problem solving, pupils' presentations, self assessment, practical work and
investigations are the categories of work that are influenced the most by CTAs. The analysis of the interviews also had the same findings. The interviews also revealed that the inquiry learning, self discovery and question and answer are teaching methods promoted by CTAs. The research also found that some teachers view CTAs as good tools for improving teaching and learning in South African
schools because they promote critical thinking and problem solving. After analyzing the results I came to the conclusion that CTAs promote learner-centred pedagogical practices in teachers. They also accentuate the strategies that are associated with critical thinking and problem solving. I also concluded that CTAs tend to influence the teachers towards attaining quality education because leaner-centred practices and problem solving are the key components of quality education. This study has also found that teachers are not happy with the manner in which CTAs are administered. A possible further study therefore could be that of investigating the ways in which the administration of CTAs can be improved so that they can be more beneficial to teaching and learning in South Africa.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.
36
Lin, Yi-Chun, and 林怡君. "The study of assessing learning effectiveness of teaching natural science by educational technology - the elementary students learn whale concepts." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/methy3.
Full textAbstract:
碩士<br>國立臺東大學<br>教育學系(所)<br>98<br>This study is aimed at researching the teaching activities of the whale concepts learning in natural science by educational technology. By dividing samples into two groups, teaching one group by educational technology and teaching another group traditional instruction of whale concepts, and then collecting information by testing students, the researcher tries to understand the differences between instruction by educational technology and traditional instruction.
The Non-Equivalent Groups Design is used in this study. And the students of the four fifth grade classes from an elementary school in Taichung County are chosen for the experiment. The students of two classes are the treated group taught whale concepts by learning technology and the others are the comparison group taught traditional instruction of whale concepts. Teaching time of the experiment is 40 minutes. And there are a pretest and posttest for the treated and comparison groups to collect the feedback about the researcher's teaching. After six weeks the researcher does a posttest one more time to know how much whale concepts the students keep in mind.
In the end the researcher thinks that teaching whale concepts by learning technology is better than traditional instruction after assessing learning effectiveness and learning effectiveness six weeks later.
37
Knebusch, Anselm. "Approximation of center-valued Betti-numbers and the center-valued Atiyah-conjecture." Doctoral thesis, 2009. http://hdl.handle.net/11858/00-1735-0000-000D-F16D-2.
Full text
38
Mhlongo, Ruston. "The development of observational and allied skills in the teaching and learning of natural sciences." 1996. http://hdl.handle.net/10500/17457.
Full text
39
Tseng, Yu-ning, and 曾于寧. "Design Criteria of the Educational Exhibition Space -A Case Study of Botanical Garden of the National Museum of Natural Science." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/hquugb.
Full textAbstract:
碩士<br>朝陽科技大學<br>建築及都市設計研究所<br>93<br>Botanical gardens have been established for education, research, conser- vation of plant genetic resources, and now also functioning for recreation. The multiple roles of botanical gardens are being increasingly recognized by governments and international agencies. Environmental education has become a primarily concern to botanical gardens in achieving the goals of sustainable development set up by CBD and Agenda 21.
Interpretation is essential to education activities. The interpretation panel plays an important role in disseminating messages but little attention has been paid. In order to allow efficient self-learning of the visitors and strengthen the education function of a botanical garden. The study investigates the interaction of tourists, interpretive panels, surrounding environments and subsequent effects on “attention” of visitors. Since “attention” is the first factor required for cognition, this study hypothesized that paying attention to those exhibition environmental interpretive panels is the first step for the tourists to accept the environmental information. The factors that might affect the attention of tourists were analyzed.
Through literature review, interviews with experts, and questionnaires to tourists, information was analyzed. The extent of satisfaction of tourists to interpretative panels and surrounding environment and potential factors influencing the functions of interpretation were studied. Suggestions that might increase the educational functions of the exhibition space are deducted.
The results indicate that most tourists come to botanical gardens to know plants and related knowledge. Most tourists gave high ranking to the visiting experience of the whole garden and design of exhibition space, including the interpretative panels. The results of questionnaires are categorized into exhibition space and interpretative panels subjected to factor analyses. The exhibition space is sub-divided into the attributes of exhibition space and circulation system. On the attributes of exhibition space, smell and sound are the major components. On circulation, it is found that the image of entrance and the circulation system design can arouse the attention of visitors. There are three major components affecting the attention of visitors to interpretative panels, in which the panel itself is the most important factor. This study analyses the designing factors influencing the effectiveness of interpretation, results can be referred to the design of exhibition space of botanical gardens in the future.
40
Bharadwaj, Venkatesh. "Aural Mapping of STEM Concepts Using Literature Mining." 2013. http://hdl.handle.net/1805/3242.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)<br>Recent technological applications have made the life of people too much dependent on Science, Technology, Engineering, and Mathematics (STEM) and its applications. Understanding basic level science is a must in order to use and contribute to this technological revolution. Science education in middle and high school levels however depends heavily on visual representations such as models, diagrams, figures, animations and presentations etc. This leaves visually impaired students with very few options to learn science and secure a career in STEM related areas. Recent experiments have shown that small aural clues called Audemes are helpful in understanding and memorization of science concepts among visually impaired students. Audemes are non-verbal sound translations of a science concept. In order to facilitate science concepts as Audemes, for visually impaired students, this thesis presents an automatic system for audeme generation from STEM textbooks. This thesis describes the systematic application of multiple Natural Language Processing tools and techniques, such as dependency parser, POS tagger, Information Retrieval algorithm, Semantic mapping of aural words, machine learning etc., to transform the science concept into a combination of atomic-sounds, thus forming an audeme. We present a rule based classification method for all STEM related concepts. This work also presents a novel way of mapping and extracting most related sounds for the words being used in textbook. Additionally, machine learning methods are used in the system to guarantee the customization of output according to a user's perception. The system being presented is robust, scalable, fully automatic and dynamically adaptable for audeme generation.
41
Yu, Jia-Yng, and 余嘉盈. "The Collaborative Relationship between the Museum and Organizations for the visually-impaired – A case study of the Naturalist Center at National Museum of Natural Science." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/r265qf.
Full textAbstract:
碩士<br>國立臺北藝術大學<br>博物館研究所碩士班<br>101<br>Sandell has asserted that museums are not only for people of a certain cultural class or ethnic group, but should dispel social prejudice and inequality and protect the rights and opportunities for individuals in spite of social classes, rich and poor, physically and mentally disabled to participate in cultural activities equally. From 1990s, museum communities in Taiwan gradually began to express concerns for physically disabled groups, mainly through special exhibition and educational promotion activities and with the focus on visually-impaired visitors. However, for visually-impaired visitors with special needs, how should museums cooperate with organizations of experts of visually-impaired to serve their needs? What are the expectations and experiences of museums and these organizations during the collaboration? These are the questions that this study seeks to address.
This paper applies the educational activities for visually-impaired students held by the Natural Center at the National Museum of Natural Science in 2012 as a case study to explore the experiences and expectations in the collaborative relationship of the museum, organizations of visually-impaired and participated schools through participant observation and semi-structured interviews. The study found that the core concept of this collaborative relationship and the connections between professional groups were initiated and organized by the museum; meanwhile, the ideas and suggestions of activities were developed through the collaborative conferences. This collaborative relationship was between “inter-disciplinary collaborative team model” and “trans-disciplinary collaborative team model”. In the collaboration, museums, school and organizations of visually-impaired took different roles as offering scientific knowledge, teaching method of visually-impaired and resource guidance of visually-impaired. The inter-disciplinary collaborative team conference also inspired closer cooperative relationships and expectations and built up museums’ brand image of public welfare.
The participants proposed more inter-disciplinary exchanges such as incorporate with medical professional in order to set out a more multi-integrated “trans-disciplinary collaborative team model” in future collaborations. To enhance the service quality of the museum, the participants also proposed to involove more volunteers’ participation and extend trainings for volunteers in giving assistance to the visually-impaired visitors. On the other hand, the study suggests that museums should set up advisory committee and mid and long term service policies for persons with disabilities and evaluate related activities, in order to enchance the professional competence of services for different kinds of disabled in the museum.
42
Walstra, Karen Ann. "A study of the use of SMS cell phone technology to support teaching and learning of natural science with gr. 7 learners." Thesis, 2013. http://hdl.handle.net/10539/12257.
Full textAbstract:
The purpose of this study was to investigate whether learners from different primary schools would respond to cell phone SMS (short message service) questions related to their schoolwork after school hours. As young people use cell phone technology to socialise, it seemed appropriate to consider integrating this technology within the school-framework, as many schools do not allow the use of cell phones during school. Another aim was to find out whether socio-economic backgrounds or gender groups responded differently to the SMS interaction study. A concurrent triangulation design research method was applied. The study examined how often and what types of answers learners would submit via SMS after school hours. The principal conclusion was that the learners reacted positively to the SMS feedback response sent in reply to an SMS answer and then engaged to a greater degree with the further questions.
43
Lemagie, Emily. "Communicating science : developing an exhibit with scientists and educators." Thesis, 2011. http://hdl.handle.net/1957/25900.
Full textAbstract:
Outreach is a small, but significant component to modern research.
Developing an exhibit for public display can be an effective way to communicate science to broad audiences, although it may be a less familiar method to scientists than writing papers or giving presentations. I outline the process of developing an interactive exhibit for outreach, and evaluate and discuss the effectiveness of a computer exhibit designed to communicate estuary currents and scientific modeling using Olympia Oyster restoration in the Yaquina Bay estuary as a theme. I summarize the results of this project in three primary recommendations: 1) exhibit developers should be deliberate in the decision to use a computer and only select this media if it is determined to be the best for communicating exhibit learning outcomes, 2) the design of visualizations to convey research results should be carefully modified from their scientific forms to best meet the exhibit learning outcomes and expectations of the exhibit audience, and 3) scientists should play an integral role in the development of scientific content-based exhibits, but their expertise, and the range of expertise from other members of the exhibit development team, should be strategically utilized.<br>Graduation date: 2012
44
何惠鈴. "A Study on the Relationships among the Parental Social and Economic Status, Parental Educational Attitude, Students’Learning Motivation and Academic Achievements of Natural Science Subjects Take a Junior High School in Taichung County for Example." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/38245082106276367246.
Full textAbstract:
碩士<br>國立彰化師範大學<br>生物學系<br>97<br>This study aims to explore the relationships of various factors, such as the background of students, parental social status, parental educational attitude, students’learning motivation and academic achievements of natural science subjects. It carefully analyzes how students’ background results in the various degrees of parental social status, parental educational attitude, students’ learning motivation and academic achievements of natural science subjects. And it also examines the correlation of students’ background, parental social status, parental educational attitude, students’ learning motivation and academic achievements of natural science subjects.The subjects of this study are selected from the second grader (94 Academic Year) at a junior high school in Taichung County. The total effective samples are 589 and each subject is requested to fill in three questionnaires, of which are “The Basic Information”, “The Measurement of Parental Educational Attitude” and “The Measurement of Learning Motivation”. The collected raw data is further analyzed by descriptive statistics, one-way ANOVA, Pearson’s product-moment motivation, and Multiple Regression, to testify the initial assumption and serves as the proof of concept.
The major findings of this study are listed below:
1.The background of students at the studied junior high school is classified into three groups, such as local-district group, cross-district group, and A-district group. (The students live far from the school. The family background, as well as the common behavior, of this group is a lot different from that of local-district group.) More than 50 percent of the second graders in this junior high are cross-district students. The result of the questionnaires shows that, comparing to the local-district group and the A-district group, a higher percentage of the cross-district students come from families with the following characteristics: less child members, less ratio of single parents, harmonious family atmosphere, and more democratic discipline, parents with higher educational degrees and holding professional jobs.
2.The background of students presents an obvious difference on parental social status. Parents of the cross-district group generally hold higher social status than those of the A-district group.
3.The background of students presents a significant difference on the degrees of parental educational attitude and participation at children’s academic achievements. Parents of the cross-district group outperform those of the local-district group. In terms of devotion to building children’s responsibility, parents of the cross-district groups outperform those of the local-district group and the A-district group.
4.The background of students presents a significant difference on the degrees of learning motivation, future expectation and self-efficacy. The cross-district group outperforms than the local-district group.
5.The background of students presents a significant difference on the degrees of academic achievements on natural science subjects. The cross-district group outperforms than the local-district group and the A-district group.
6.A significant correlation exists only between the background of students and the “Success Expectation” factor of learning motivation. The background of students holds predictable effects on students’ expectation for success.Bsed on the analyzed result, the study proposes related suggestions to teachers, parents and successive researchers.
Keywords: Parental Social Status, Parental Educational Attitude,Learning Motivation
45
PEŠLOVÁ, Bohumila. "Inovace výuky přírodopisu ve vztahu k cílům dosažení přírodovědné gramotnosti: aplikační studie s využitím vzdělávacího tématu Savci." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-363699.
Full textAbstract:
This thesis focuses on matters of "building" natural science literacy by innovation for teaching. Contains of exploration of facts concerning traditional transmissive teaching and innovative teaching, natural science literacy in education, and paradigms of natural science education. The application part chooses exemplary unit Mammals, analyses study material for this topic throughout many schoolbooks of Natural science for primary schools, and develops innovation to educational goals and its content. Innovation of teaching of this topic has been introduced based on accumulated knowledge.
46
Andrlová, Dominika. "Tvorba materiálů pro podporu přírodovědného vzdělávání u dětí předškolního a mladšího školního věku." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-380913.
Full textAbstract:
The diploma thesis is focused on the development of natural science literacy of pre-school age children and pupils of younger school age. The aim of this thesis is didactic processing of materials which will enable teachers/lecturers/parents to develop natural science literacy of children, without themselves having to have education in chemistry for correct understanding of the experiment, and thanks to which, at the same time, they could pass on the correct information to children in such way that prevents from the occurrence of natural science misconceptions to a maximum possible extent. The theoretical part of the thesis is devoted to child ontogenesis in pre-school and early school age, which is subsequently reflected in the creation of materials for development of natural science literacy of this target age category of children. The theoretical work includes also the characterisation of the term natural science literacy as a possible tool for increasing interest in the study of natural sciences. It states the expected positives, but also possible negatives, especially in the form of resulting misconceptions which can be associated to the introduction of natural science education for younger children. In the subsequent part, an analysis of syllabus of natural science-focused subjects at...
47
SOUKUPOVÁ, Valerie. "Výukový program s prvky badatelsky orientovaného přírodovědného vyučování na 1. stupni ZŠ." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-155639.
Full textAbstract:
The aim of this work is to prepare an educational program with the elements of inquiry teaching (BOV) and at the same time to make sure whether the suggested activities from the point of view of the aims of teaching natural science at the 1 grade of the basic school are effective. This thesis shows some possibilities how to work out with this method and how to incorporate it to the process of teaching. As a purpose - built example there were used topics connected with the physiology of plants. Different teaching methods appropriate for the realization of BOV in the frame of the Educational program with respect to the relevant content of the textbooks of natural science are applied here. The thesis was dealt within the bounds of the project GA JU č. 065/2010/S a GA JU č. 078/2013/S
48
Vogt, Nico. "Governing fungal polar cell extension: Analysis of Rho GTPase and NDR kinase signalling in Neurospora crassa." Doctoral thesis, 2008. http://hdl.handle.net/11858/00-1735-0000-000D-F161-9.
Full text
49
Tchoruk, Monika. "Využití Botanické zahrady Přírodovědecké fakulty Univerzity Karlovy v Praze ve výuce na 1. stupni ZŠ." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-328827.
Full textAbstract:
The theme of this diploma thesis is Practical use of the Botanical Garden of the Faculty of Science, Charles University in Prague for Education of Lower Grades of Primary Schools. The main purpose is to chart current status of a theme of botanical garden in curricular documents, namely The Framework Educational Programme for Basic Education and School Educational Programmes of chosen elementary schools located in Prague 2. Further, the presence of this theme is explored in the sample of schoolbooks for the 4th and the 5th grades of elementary schools. There is a questionnaire survey realized among teachers of the 4th and the 5th grades in the schools listed above. The aim is to find out, how much the Botanical Garden of the Faculty of Science, Charles University in Prague is used for practical education. The results are shown in charts and graphs. The readiness of this botanical garden for practical education of lower grades pupils is found out by an interview with its vice-director. The next part of thesis contains planning and realizing a lesson with the 5th grade pupils. The lesson demonstrates a possibility of more frequent practical education in the botanical garden. Afterwards, the possibilities of using this particular visit of the botanical garden are analysed in relation to Natural Science...
50
Růžička, Jakub. "Jak vytvořit samostatně motivované vzdělávání: Případová studie Coursera & Khan Academy 2014." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-332572.
Full textAbstract:
This diploma thesis is concerned with the possibilities of the social web data employment in social sciences. Its theoretical part describes the changes in education in the context of the dynamics of contemporary society within three fundamental (interrelated) dimensions of technology (the cause and/or the tool for the change), work (new models of collaboration), and economics (sustainability of free & open-source business models). The main methodological part of the thesis is focused on the issues of sampling, sample representativeness, validity & reliability assessment, ethics, and data collection of the emerging social web research in social sciences. The research part includes illustrative social web analyses and conclusions of the author's 2014 Coursera & Khan Academy on the Social Web research and provides the full research report in its attachement to compare its results to the theoretical part in order to provide a "naive" (as derived from the social web mentions and networks) answer to the fundamental question: "How to Create Self-Driven Education?" Powered by TCPDF (www.tcpdf.org)