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Dissertations / Theses on the topic 'Primary school science education'
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Lunn, Stephen Andrew. "Primary teachers' understandings of the nature of science and the purposes of science education." Thesis, [n.p.], 2000. http://library7.open.ac.uk/abstracts/page.php?thesisid=51.
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Fitzgerald, Angela. "Beliefs, knowledge and practices of effective primary science teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1842.
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If the status and quality of science education in schools is to improve, efforts need to be made to better understand the classroom practices of effective science teachers. Teachers are key players in this re-imagining of science education. This thesis explores how two primary science teachers, identified as effective practitioners, approached science teaching and learning over a series of lessons. The relationships between their beliefs, knowledge, teaching contexts, teaching approach and students’ engagement in learning science were explored.
Data was primarily collected through a video ethnographic approach (Pink, 2007) and supplemented with teacher and student interviews, student work samples, field notes and journal entries. Case studies of the science teaching and learning experiences of the teachers and their students were compiled. The case studies were analysed using an ethnographic microanalysis approach (Erickson, 1992) identifying several general assertions about the practices of these effective primary science teachers.
The two teachers adopted different approaches, drawing on their particular beliefs and knowledge, to support student learning in science in ways that were appropriate to their contexts. Both teachers maintained student interest and positive attitudes towards science, which acted to motivate and engage students in learning science. However, they achieved this in different ways, which reflected their different experiences and backgrounds. Concrete experiences of science enabled students to explore science phenomena in ways that were hands-on and accessible, which provided a context and purpose for discussion and representation. The teachers managed classroom discourse in ways that supported their students’ learning needs and created opportunities for students to explore and develop their science understandings. Both teachers also provided opportunities for students to reflect on and represent their understandings in multi-modal forms. This approach enabled the development of students’ science understandings to be monitored and for feedback to be given to scaffold learning over the unit. Finally, through this effective practice, the two teachers were able to support their students in becoming scientifically literate citizens.
While care must be taken in generalising from two cases, these findings lead to several implications for primary science teachers, teacher educators and curriculum developers.
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Sbhatu, Desta Berhe. "Investigating the Effects of Metacognitive Instruction in Learning Primary School Science in Some Schools in Ethiopia." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-03302006-142719/.
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Metacognition is increasingly recognized as an important component in successful learning. In science, metacognitive instructional interventions have been successfully incorporated to promote conceptual change learning, facilitate negotiating and constructing of meanings, and foster reading and problem solving abilities of learners. The present study investigated the contribution of three metacognitive instructional methods, namely graphic organizers, metacognitive reflection, and metacognitive reading in learning science among primary school students age 10-14 years) in Mekelle, Ethiopia. The metacognitive instructional methods were believed to be efficient to introduce and transform learner-centeredness in science instruction under Ethiopia's primary school settings by allowing students to think productively and regulate their own learning. Qualitative study indicated that the metacognitive instructional methods fostered student conceptual understanding of science topics and enhanced active student participation. Quantitative study of post-scores of Immediate test-groups revealed that graphic organizers had some contribution in helping students perform better in 'application' type tests. Metacognitive reflection activities enabled students to perform better in 'application' and 'transfer' type tests as well as enhancing mean post-test scores. Metacognitive reading activities did not yield any apparent effects on post-intervention tests. The effects of the metacognitive methods were diminished among Delayed post-test groups.
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Walan, Susanne. "From doing to learning : Inquiry- and context-based science education in primary school." Doctoral thesis, Karlstads universitet, Institutionen för miljö- och livsvetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41100.
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The aim of this thesis is to develop an understanding of primary school teachers’ knowledge of Inquiry- and Context-Based Science Education (IC-BaSE) from different perspectives: what it is, how to use it and why these strategies are used. There are at least two reasons for performing research in this field. First, there is a need for professional development in teaching science among primary school teachers. Second, IC-BaSE has been suggested to provide useful instructional strategies for stimulating students’ interests in learning science. The thesis contains four papers with the overall research question: How do primary school teachers reflect on Inquiry- and Context-based Science Education as a framework for teaching and learning in the primary school classroom? Both quantitative and qualitative research methods have been used. The main participants in the studies were twelve primary school teachers working with 10-12 year old students. The results are discussed with reference to theories mainly based on pragmatism, but also from a sociocultural perspective. Primary school teachers found IC-BaSE to provide useful instructional strategies in the primary school classroom, as it engaged their students and developed their skills in planning inquiries. The teachers developed their knowledge about IC-BaSE, what it is and how to use it. Furthermore, the primary purpose of using IC-BaSE seemed to be that students should have fun. Students also responded positive to the use of IC-BaSE. However when teachers were informed about their students’ responses to IC-BaSE, they became more aware of the importance of informing the students about the purposes of the activities. The findings presented show that teachers need to move forward, not only be “doing”, but also knowing why they are doing the activities and how to do them. Students’ experiences can contribute to this awareness among teachers and develop the teaching practice.Inquiry- and context-based science education (IC-BaSE) have been suggested as useful, stimulating students´ interests in learning science. The aim of this thesis is to develop an understanding of primary school teachers’ knowledge of IC-BaSE from different perspectives: what it is, how to use it and why these strategies are used. The results are discussed with reference to theories mainly based on pragmatism, but also from a sociocultural perspective. The findings show that primary school teachers found IC-BaSE useful in the primary school classroom, as it engaged their students and developed their skills in planning inquiries. Students´ experiences of IC-BaSE are included and show positive responses to the use of these strategies. However, when teachers were informed about their students’ responses, they became more aware of the importance of informing the students about the purposes of the activities, and to reflect on why they themselves choose IC-BaSE as instructional strategies. The findings presented show that teachers need to move forward, not only be “doing”, but also knowing why they are doing the activities and how to do them. Students’ experiences can contribute to this awareness among teachers and develop the teaching practice.
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Ngoh, Tan Juat. "The development and implementation of the primary school science curriculum in Malaysia." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302141.
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The movement for reforms in science education in Malaysia is to make it more relevant to the majority of students and to develop a desirable workforce in science and technology to achieve the nation's aim of an industrialised status by the year 2020. This case study examines the development and implementation of its primary school science curriculum. It traces the pressures and actions for curriculum change at the primary level as intertwined with the social, economic and historical development of the country. Analysis of the curriculum suggests that its development is based on an objective model, that is, stating of behavioural objectives, means and end product. This meant that curriculum development and implementation be highly centralised, involving a co-ordination of activities between various divisions within the Ministry of Education and the schools, through power-coercive strategies. The Primary School Science curriculum emphasises an enquiry-based learning that develops pupils' science process skills, critical and creative thinking. However, implementation of the curriculum in four primary schools in Malacca showed the following problems: Teachers teaching primary school science lacked confidence and competence. In-service training and assistance in the form of follow-up training, support, resources and personnel were limited and did not help teachers to enhance their capabilities. Science as a highstakes test deskilled the teachers, narrowed instructional strategies and the curriculum. Pupils practised to the test and attended numerous tuition classes. Parents were stressed over their children doing well in the test. Science teaching was mainly `chalk and talk'. Science was presented as a body of knowledge to be memorised. Demands of work, workplace conditions and a highly prescribed curriculum restricted social interaction for teachers to learn from each other. Initial teacher education of primary science teachers was conservative, that conformed to bureaucratic school norms. The conclusions support the view that the process of curriculum change is highly complex. Neither central nor school-based approaches work by themselves.
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Robinson, Euphemia Sophia. "Science Content Knowledge: A Component of Teacher Effectiveness in a Primary School in Jamaica." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4019.
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Empirical evidence from the National Education Inspectorate suggested that teachers at the primary school in this study in an island country in the Caribbean have inadequate science content knowledge. Students' average performance on the science Grade Six Achievement Test (GSAT) has been below 40% for the last 5 years. The purpose of this bounded case study, guided by Shulman's conceptual framework, was to understand teachers' science subject matter knowledge (SMK). The guiding questions focused on teachers' abilities to demonstrate components of Shulman's SMK during science teaching and lesson planning and to gather their views on their abilities to meet the SMK components in grades 4-6. The 9 participants were primary-trained and each had taught science at grades 4-6 for a minimum of 2 years. Data collection consisted of interviews, lesson observations, and lesson plan reviews. Data were analyzed using open coding, axial coding, and themes from Shulman's SMK domains. The participants believed that they lacked proficiency in teaching science at the assigned grade level. They held misconceptions about the topics taught at the Grade 4-6 level and their lesson plans and observation data demonstrated lack of key components of SMK. Findings from this study were used to develop a science professional development project to empower teachers and, in turn, students in science content and processes. It is expected that implementation of the program could improve the science content knowledge of teachers at the primary school in this study. Positive social change might occur as improvement in teachers' science content knowledge might serve to improve students' learning outcomes in science at this and other settings in the island country.
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Lewthwaite, Brian. "The development, validation and application of a primary school science curriculum implementation questionnaire." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/432.
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This study focuses on the identification of the broad and complex factors influencing primary science program delivery within the New Zealand context. The study is divided into two phases. In the first phase, the factors influencing science program delivery are identified through (1) a questionnaire survey of 122 teachers in the Central Districts of New Zealand; (2) a questionnaire survey of 155 pre-service teachers at a New Zealand College of Education; (3) a case study of a large intermediate school in the Central Districts; and (4) a review of the research literature pertaining to curriculum, in particular primary science, delivery. Factors influencing science program delivery are identified as being both personal (intrinsic) and environmental (extrinsic). Intrinsic factors identified include teacher professional self-efficacy; interest and motivation; and multidimensional aspects of knowledge. Extrinsic factors influencing science program delivery include multidimensional aspects of time availability and resource adequacy; the availability and adequacy of professional support and leadership; and the priority placed on science as a curriculum area by the school, especially by the administration. The second phase of the study built on this initial phase by focusing on the development of an instrument, the Science Curriculum Implementation Questionnaire, which assists schools in identifying factors influencing science program delivery. The development of the SC1Q initially involved the use of a Focus Group to identify and prioritise items to include in the instrument. Statistical validation involved trialling of the SCIQ amongst 293 teachers representing 43 schools in the Central Districts of New Zealand. Using statistical procedures involving ANOVA, alpha reliability and discriminant validity, a seven-scale, 49-item instrument was developed. On the basis of the strong overlap amongst the intrinsic factors influencing science delivery, a further, shorter five scale, 35-item instrument was developed. The seven-scale SCIQ was further applied at the case study school. Quantitative data collected from the application of the instrument confirmed that several psychosocial and physical aspects of Intermediate School identified in the case study are influencing science program delivery. Implications of this study and the practical applications of the Science Curriculum Implementation Questionnaire are also presented in the context of primary science delivery both within New Zealand and internationally.
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Eilon, Batia. "Integration of web-based instruction in primary school science teacher education : an action research approach." Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394132.
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Alarfaj, Abdulhamid. "Developing a classroom science enrichment programme for gifted primary school boys in Saudi Arabia." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/195437/.
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Enrichment is one of the important educational facilities that are provided for gifted students. However, the research on gifted enrichment programmes still requires further exploration in order to meet the diversity of gifted students. The purpose of this study was to determine the important components of an enrichment programme in science for gifted boys in the 6th grade of primary schools in Saudi Arabia. The current study has critiqued the components that are recommended in the literature pertaining to gifted programmes that include the Renzulli Model, VanTass- Baska Model, and Oasis Enrichment Model. Gifted programmes discussed are then discussed in relation to those that are provided to gifted students in schools and Universities in Saudi Arabia. Mixed methods were used in this descriptive study. Three methods have been used, documentary analysis, questionnaire, and interview. The documentary analyses of selected science textbook in 6th grade used mixed (qualitative and quantitative) approaches. The participants included 220 gifted students in primary schools in 6th grade from Dammam, Riyadh, and Jeddah city in Saudi Arabia, and 10 teachers and 10 supervisors of gifted education in science. Gifted students responded to questionnaires in order to ascertain their opinions about the current science textbook in 6th grade and what they would like to find in the Proposed Enrichment Programme (PEP). Interviews were conducted with teachers and supervisors of gifted education to examine in depth their IV perception about the current 6th grade science textbook and the Proposed Enrichment Programme in order to meet the needs of Saudi gifted students in 6th grade. The data from questionnaires were analysed in two phases. Firstly, the data were analysed and presented item by item for both the current science textbook ( ST questionnaire) and the proposed enrichment programme ( PEP questionnaire). All the items were examined by Chi square test to calculate whether there are any significant differences among each item in both questionnaires. Secondly, comparisons were made among the themes that emerged from the ST and PEP questionnaires. The responses of the interviewees were assigned to one of the content themes (attitudes to science, thinking skills, and contents and activities). Analysis of the words from respondents and counting frequencies of occurrence of ideas, themes, pieces of data, words (Cohen et al., 2007). The questionnaire data showed that the most important theme in the PEP for the gifted students is the “content of knowledge”. This reflects the students‟ views of the inadequacy of knowledge in the ST and their desire to further the development of content knowledge in the PEP. All the data from students and teachers and supervisors indicated that the ST needs to be improved to meet the needs of gifted students in two main areas: the level of thinking skills (e.g. evaluating and creating), and that the topics should be close to students‟ daily life and their environment. The findings of this research study showed agreement across all data collection instruments regarding the weakness of the activities in the 6th grade science textbook. This study considers that in order to enable gifted students to fulfil their potential in science in the regular classroom, it is necessary to provide further content and activities that require high levels of thinking, as provided by the PEP. The findings in this study clearly showed that there is a need for more challenge to stimulate gifted learners to learn which should be included in the PEP
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Brown, Jeffrey. "The impact of student created Slowmation on the teaching and learning of primary science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/437.
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Current research indicates that although innovations in science teaching are having a positive impact on science education in many Australian schools, national and international assessments show that student achievement is not improving (Hackling & Prain, 2008; Thomson, Wernet, Underwood, & Nicholas, 2008). Furthermore, there is little or no increase in the number of students choosing science as a post-compulsory study option or as a career path. There remains a need to further develop innovative teaching methods that promote the development of students‟ scientific literacy, engenders a joy of science learning through student engagement and encourages a desire to pursue further study of science. It is argued in this thesis that the quality of student discourse in the classroom influences student achievement in science. In addition students need to use a variety of representational modes that develop and share their science understandings. It is proposed that Slowmation, a simplified form of stop motion animation, has the potential to engage students in learning by supporting discourse and multimodal representations of science phenomena. In response, this study explored and evaluated the implementation of student created Slowmations in a Primary Connections science unit. The study aimed to investigate the ways in which the process of creating a Slowmation engaged students in quality discourse and how the process afforded opportunities for students to use a range of representational modes to develop science understandings and literacies. The research was undertaken as a case study in a multi-aged class in a rural school setting. Transcripts from videos of student interaction, student interviews and analysis of finished Slowmations generated information regarding the extent to which student created Slowmation impacted on science learning. This study found that small group creation of a Slowmation engaged the students in substantive discourse and generated opportunities for their use of multimodal representations. Furthermore, this rich pedagogy engaged all the students in learning science. The research extends and connects existing separate bodies of research and theory on representation, student discourse, learning technologies and learning in science.
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Lewthwaite, Brian. "The development, validation and application of a primary school science curriculum implementation questionnaire." Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13071.
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This study focuses on the identification of the broad and complex factors influencing primary science program delivery within the New Zealand context. The study is divided into two phases. In the first phase, the factors influencing science program delivery are identified through (1) a questionnaire survey of 122 teachers in the Central Districts of New Zealand; (2) a questionnaire survey of 155 pre-service teachers at a New Zealand College of Education; (3) a case study of a large intermediate school in the Central Districts; and (4) a review of the research literature pertaining to curriculum, in particular primary science, delivery. Factors influencing science program delivery are identified as being both personal (intrinsic) and environmental (extrinsic). Intrinsic factors identified include teacher professional self-efficacy; interest and motivation; and multidimensional aspects of knowledge. Extrinsic factors influencing science program delivery include multidimensional aspects of time availability and resource adequacy; the availability and adequacy of professional support and leadership; and the priority placed on science as a curriculum area by the school, especially by the administration. The second phase of the study built on this initial phase by focusing on the development of an instrument, the Science Curriculum Implementation Questionnaire, which assists schools in identifying factors influencing science program delivery. The development of the SC1Q initially involved the use of a Focus Group to identify and prioritise items to include in the instrument. Statistical validation involved trialling of the SCIQ amongst 293 teachers representing 43 schools in the Central Districts of New Zealand. Using statistical procedures involving ANOVA, alpha reliability and discriminant validity, a seven-scale, 49-item instrument was developed. On the basis of the ++strong overlap amongst the intrinsic factors influencing science delivery, a further, shorter five scale, 35-item instrument was developed. The seven-scale SCIQ was further applied at the case study school. Quantitative data collected from the application of the instrument confirmed that several psychosocial and physical aspects of Intermediate School identified in the case study are influencing science program delivery. Implications of this study and the practical applications of the Science Curriculum Implementation Questionnaire are also presented in the context of primary science delivery both within New Zealand and internationally.
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Newton, Lynn Denise. "Teachers' questioning in primary school science : developing children's causal understanding through a mental model approach." Thesis, University of Newcastle Upon Tyne, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307937.
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Tsang, Man-sing. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596580.
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Waters-Adams, Stephen Laurence. "The relationship between teachers' understanding of the nature of science and their science practice : four case studies from an urban primary school." Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/750.
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This thesis explores the relationship between a teacher's understanding of the nature of science and her practice. The idea that teachers' understanding of the nature of science is a powerful determinant of their actions in the classroom has a strong intuitive appeal. Research over the last forty years has provided inconclusive results; however, there is a clear implication within recent central policy on teacher education that such knowledge should translated directly into practice. This has led to the identification within teacher training, materials of specific expectations regarding understanding of the nature of science (DfEE 1998a). This thesis presents four case studies of the science teaching of primary teachers. The studies derive from data collected over the course of a year and analyse evidence of the teachers' ideas, both tacit and espoused, about the nature of science against their practice in the classroom. The research employed a methodology unlike other studies in the field. Primary teachers frequently lack experience of reflection on the philosophy of science, and their actions may convey tacit ideas different from those they espouse. In order to ensure that, a mechanism existed to facilitate elicitation of the teachers' philosophical understanding, to render possible the identification of any tacit ideas and to enable the inherent dialectical nature of theory and action within practice to be accommodated, the participating teachers were encouraged to engage in action research on their own practice. Data generated by this personal inquiry then served as evidence for the main research questions. This methodology yields results which are closely derived from the everyday reality of teachers' practice. The findings indicate that teachers' understanding of the nature of science does not translate directly into predictable approaches to science teaching. Teachers' understanding of the nature of science is seen to be mediated strongly by their pedagogical beliefs and aims and it is these beliefs that assume overriding importance in the derivation of science practice. These findings extend previous research results. They suggest that the development of science practice will need to have regard for factors other than mere extension of knowledge, raising implications for both preservice and inservice teacher education.
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Dharsey, Zorina. "PSP’s support of science education through teacher development : a case study." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97981.
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Thesis (PhD)--Stellenbosch University, 2015ENGLISH ABSTRACT: An analysis of a teacher development programme known as the Cluster Project is central to this research. Study of the form, processes and outcomes of the project model draws attention to teacher professional development (TPD) as a critical strategy for improving science education in primary schools. High quality teaching at the foundational level supports children develop the appropriate level of knowledge that would allow them to take up and succeed at science at higher levels. With the object of strengthening primary science education the Primary Science Programme (PSP) implements a Cluster Project in Western Cape schools. The project model offers training workshops, classroom guidance and essential resources to support teachers develop both their knowledge and teaching competencies to teach science well. Training workshops are designed to build teachers’ understanding of critical science concepts, improve science content knowledge, and offers guidance with curriculum implementation and assessment of learning. In-classroom support and team-teaching, supported with teaching and learning materials and other resources, assists with improving teaching practice in context. This interpretive case study analyses the Cluster Project model and its processes within three theoretical frames: activity theory, complexity theory, and a research-developed qualitative framework to trace teacher professional development. Activity theory is applied to the purpose, organization and function of the Cluster Project, while complexity theory probes the meaning and implications of educational change for teachers and TPD. The qualitative framework with its five critical indicators of autonomy, knowledge, practice, and collaboration and continuing development analyses empirical evidence of TPD with respect to six teacher participants. Activity theory draws attention to the use of flexible adaptive teacher professional learning models which can accommodate frequent change to curriculum and context, and further highlights the importance of promoting collaboration and reducing contradictions in order to improve learning outcomes. Complexity theory expands understanding of teacher professional learning through its focus on the critical concepts of pedagogy, holism, learning as a nonlinear process, the unpredictability of teaching and learning, networking and connectedness, change by emergence and self-organization, changing environments, and teacher development programmes as open, complex adaptive systems. This research observed the six teacher participants were able to improve aspects of their teaching of science, thereby achieving a measure of professional development, although this was not a general observation within the Cluster Project teacher population. Research findings show that teachers’ active participation in meaningful practical science experiences promotes teacher learning, improves practical science in the classroom, and encourages the ready take-up of helpful and innovative science teaching ideas and strategies. This research recommends that practical science teaching, integrated with language and mathematics teaching, should form an essential part of education and training programmes for both pre-service and in-service primary and high school science teachers.
AFRIKAANSE OPSOMMING: Die analise van`n onderwyser-ontwikkelingsprogram, bekend as die Groepsondersteunings Projek, is die kern van diè navorsing. Studie van die vorm, prosesse en uitkomste van die projekmodel, vestig die aandag op onderwysers se professionele ontwikkeling as `n kritiese strategie vir die verbetering van wetenskaponderrig in primêre skole. Hoë gehalte onderwys in die grondslagfase, ondersteun die kinders se ontwikkeling op `n geskikte vlak van kennis wat hulle in staat sal stel om wetenskap verder te neem en daarvan `n sukses te maak op senior vlak. Met die doel om wetenskaponderrig te versterk in die primêre skool, implimenteer die Primêre Wetenskap Program (PSP) tans `n Groepsondersteunings Projek in die Wes-Kaapse skole. Die model voorsien opleiding deur slypskole, klaskamerleiding en noodsaaklike leerhulpmiddels om onderwysers se kennis en onderrigvaardigheid, om wetenskap as vak goed te onderrig, te ontwikkel. Opleidingsslypskole fokus daarop om onderwysers se begrip van kritiese wetenskaplike konsepte en opgradering van wetenskapinhoudskennis op te bou en ook om te help om die kurrikulum te implimenteer en kinders se leerwerk te assesseer. Klaskamer ondersteuning en span-onderrig, met die hulp van onderrig-en leerhulpmiddels, help met die verbetering van die onderwyspraktyk in konteks. Diè interpreterende gevallestudie analiseer die Groepondersteunings Projek model en die prosesse binne drie teoretiese raamwerke, die aktiwiteits-teorie, kompleksiteits-teorie en `n stel aanwysers wat ontwikkel is om bewyse van onderwysers se professionele ontwikkeling te ontleed. Die aktiwiteits-teorie is toegepas op die doel, organisering en funksie van die Projek, terwyl die kompleksiteits-teorie die betekenis en implikasies van die opvoedkundige verandering vir onderwysers en onderwysers se professionele ontwikkeling ondersoek. Die stel aanwysers met vyf kritiese fokuspunte: outonomie, kennis, praktyk, samewerking en voortdurende ontwikkeling, lei die analise van ses onderwyser-deelnemers se professionele ontwikkeling. Die aktiwiteits-teorie beklemtoon die belangrikheid van aanpasbare professionele leermodelle wat gereelde verandering aan die konteks en kurrikulum kan akkommodeer, en beklemtoon ook die belangrikheid om samewerking bevorder, teenstrydigheid te verminder en om sodoende die leeruitkomste te versterk. Die kompleksiteits-teorie verbreed die insig van onderwyser se professionele leer deur die fokus te plaas op die kritiese konsepte van pedagogiek; holisme; leer as `n nie-lineêre proses; die onvoorspelbaarheid van onderrig en leer; netwerk en aaneenskakeling; verandering deur die ontstaan en self-organisasie; veranderende omgewings en onderwyser-ontwikkelingsplanne as oop, komplekse aanpasbare stelsels. Diè navorsing het waargeneem dat die ses onderwyser-deelnemers in staat was om aspekte van hul wetenskap-onderrig te verbeter en sodoende was hulle in staat om `n mate van professionele ontwikkeling te behaal alhoewel dit nie `n algemene waarneming binne die Groepsondersteunings Projek se onderwyspopulasie was nie. Navorsingsbevindings dui aan dat onderwysers se aktiewe deelname aan betekenisvolle, praktiese wetenskapondervindings, leer kan bevorder en begrip kan bevorder van `n praktiese implimentering daarvan in die klaskamer en moedig die geredelike opname van nuttige en innoverende leer-idees en strategieë aan. Die navorsing beveel aan dat praktiese wetenskap-onderrig, integreer met tale en wiskunde, `n noodsaaklike deel moet vorm van onderwys-en opleidingsprogramme vir voor-diens en in-diens primêre en hoërskool wetenskaponderwysers.
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Tsang, Man-sing, and 曾文聲. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958849.
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Zhao, He. "Chinese Primary School Teachers' Perceptions and Experiences of Outdoor Education." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149673.
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Outdoor education as a cultural construct comprises outdoor activities, personal and social development, and environmental education. However, the learning process within the Chinese educational system is mainly based on traditional models of teaching. As a relatively new and progressive teaching method, outdoor education tries to find and consolidate its place within the existing educational system. Thus, the aim of the current research is to investigate Chinese primary school teachers' perceptions and experience in outdoor education. Specifically, ten Chinese primary school teachers reported their views and experiences about outdoor education. The current research uses qualitative approach methodology, which specifically is thematic analysis of data extracted from semi-structured interviews with those ten Chinese primary school teachers. From the thematic analysis of the data four themes emerged to report the participants' opinions. The participants revealed their basic knowledge and perceptions about outdoor education and presented examples including some characteristics of outdoor education. However, they emphasized outdoor activities more than other characteristics and tend to consider outdoor education as environmental education, without other essential aims, theories and practices that defined this multidimensional approach. Besides, although Chinese education is still based on traditional teaching and learning approach, the participants showed the willingness to enrich their classes in various ways. The outdoor activities in their classes were mainly combined observation and participation. The participants also revealed that the places they chose were mainly schoolyard and other places out of the classroom but still within the school. Moreover, Chinese primary school teachers acknowledged several benefits of practicing outdoor education such as stimulating multi-senses to help experience, improving social relation and both mental and physical health, promoting educational knowledge and attitude, developing creativity and imagination, and increasing interest and participation. Additionally, the participants reported several barriers that suppress their willingness of practicing outdoor education, such as restricted time, limited place, large population, lack of financial support, air pollution situation, weather factor, insufficient pedagogical training, lack of preparation, teachers' attitude and preference. It is highlighted by the participants that air pollution situation and large population are two essential factors that prevent them applying outdoor education. The above findings contribute to the current limited scientific knowledge concerning the practice of outdoor education in the context of China. Thus, further qualitative research is a prerequisite so that the results of the current research can be testified and be further discussed.
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Fu, Huijuan, and 傅惠鵑. "Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/202372.
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The project-based collaboration setting is becoming increasingly common at different educational levels. Recent years have witnessed the rising use of wikis as computer-supported collaborative learning (CSCL) environments. However, reports on the application of wiki technology in facilitating collaborative projects at the primary level are few; in particular, information on the affordances and constraints of wikis at this learning stage is limited. Such information is essential for educators when planning and implementing wikis as an effective educational tool.
This study aimed to introduce wiki technology to facilitate collaborative project-based learning (Collaborative PjBL) in a primary “General Studies” (GS) course and to explore the associated affordances and constraints. A total of 388 Hong Kong Primary-five (P5) students from 4 local Chinese primary schools used a wiki for their social science group project during their GS course. Adopting a mixed-method approach, a combination of qualitative and quantitative data were collected, including focus group interviews, students’ activities within the wiki platform, students’ reflections written on the wiki pages, and a questionnaire. These data were used to explore the affordances and constraints of the wiki for collaborative projects as perceived by the primary-school students, and to gain an understanding of students’ attitudes towards and perceptions of the wiki in general.
The findings showed that the wiki provided five kinds of educational affordances, six kinds of technological affordances, and two kinds of social affordances. The affordances that were aimed for the collaborative PjBL task were therefore achieved. At the same time, constraints were found to be related to technological factors and users’ dispositions. To counterbalance constraints, teachers could select wiki variants and provide more scaffolding on the use of wiki during the process of project completion. Students’ attitudes and perceptions towards the wiki were found to be strongly positive after the group project implementation.
The research contributes to our understanding of the use of a form of social media, wiki technology, in primary education. On a theoretical level, it deepens previous research by identifying the categories of the wiki’s affordances and constraints for primary-school students’ collaborative PjBL. On a practical level, the pedagogical implications derived from this study may provide guidelines for primary-school educators to plan collaborative PjBL activities with wiki technology.published_or_final_version
Education
Master
Master of Philosophy
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Casey, Jonathan. "Understanding High Dropout Rates in Primary School Education in Mozambique." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-35948.
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Mozambique remains one of the poorest countries in the world and has one of the least functional basic education systems. Despite a rapid expansion in access to basic education, the vast majority of pupils fail to complete a full seven year cycle of primary school. This research aims to better understand the characteristics, causes and consequences of children dropping out of primary school among low income families in rural areas. The research is based upon a qualitative fieldwork study in Ribáué, a rural district in the northern province of Nampula. Theoretically orientated by the Capabilities Approach, giving a holistic conception of education and development, this research will analyse the findings using the Sustainable Rural Livelihoods (SRL) framework. Such a model enables the analysis to incorporate a diverse range of household, societal and exogenous aspects to give a rich interpretation of the situation. Given education’s prominence in many development discourses, particularly in relation to the Millennium Development Goals and the forthcoming post-2015 agenda, this research aims to contribute a deeper understanding of the role of education in such situations, what factors influence the dropout phenomenon, and the consequences of children failing to finish primary school. The results indicate that dropouts are characterised by situations of extreme income poverty interacting with exogenous factors which create vulnerable livelihoods and where the quality of education is considered low. The causes of dropouts generally relate to families’ lack of resilience to cope with socio-economic shocks and the paucity of post-school opportunities. The consequences are severe for the individuals, their families and Mozambique, resulting in limited capacity to create sustainable livelihoods. There is also a likely transgenerational effect, with future generations afflicted by persistent vulnerability due to a lack of capabilities and opportunities from not completing school.
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Ngmenkpieo, Frederick. "The nature of instructional support HoDs provide to mathematics and science teachers in Cape Town primary schools." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1965.
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Thesis (MEd (Education and Social Science))--Cape Peninsula University of Technology, 2010The thesis examined the instructional support that Heads of Departments (HoDs) in four Cape Town primary schools provided for mathematics and science teachers. The main research focus was: To investigate the activities and strategies that HoDs in Cape Town primary schools use to provide support to mathematics and science teachers in their departments. A qualitative interpretative approach was used for the study. Face-to-face, semi-structured individual interviews were used to enable the researcher to obtain in-depth responses to the questions and probe the participants' responses. The sample for the study consisted of four HoDs and four Grade 6 mathematics and science teachers. The results indicated that among other things, the HoDs used mentoring or coaching and motivation to support mathematics and science teachers. It was also found that, in the course of mentoring the teachers, the HoDs encountered several challenges. In the light of the findings, the researcher recommends that HoDs be provided with formal leadership and management programmes to ensure efficacy in their practices.
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Aalto, Glenn, and Hanna Edman. "Pedagogers syn på ekosystemtjänster och hållbar utveckling." Thesis, Malmö universitet, Malmö högskola, Institutionen för naturvetenskap, matematik och samhälle (NMS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-38986.
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Bricheno, Patricia Anne. "Pupil attitudes : a longitudinal study of children's attitudes to science at transfer from primary to secondary school." Thesis, University of Greenwich, 2001. http://gala.gre.ac.uk/8726/.
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This thesis examines pupils' attitudes to science as they move from primary to secondary school, and seeks to identify any factors that might influence these attitudes. A review of the literature on attitudes to science research finds that existing studies with similar aims have tended to use cross-sectional samples, many of which were small or unrepresentative, and furthermore that there has often been inadequate control of potentially influential variables. The present work employs a longitudinal study of over 3000 children, between 10 and 12 years old, from schools in Essex. Data has been collected by means of questionnaires, supplemented by a free response section, and by interviews. Information was also collected from over 300 primary and secondary teachers by means of questionnaires, supplemented by a free response section, and interviews. Information was collected, by interviews and from statistical data in the public domain, about all participating schools. The integrated data from the children, their teachers and their schools has been analysed in three different ways: the quantitative data was subjected to a variety of statistical techniques to compare the two sets of data from primary and secondary school as two cross-sections, and to investigate changes for individual pupils taking a longitudinal approach. The qualitative data was subjected to textual analysis and it was also integrated with the quantitative data. These analyses yield conclusions, which inform pedagogy, school management, teacher training, and social justice.
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Roos, Helena. "Inclusion in mathematics in primary school : what can it be?" Licentiate thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-39800.
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Sethusha, Mantsose Jane. "How primary school learners conceptualize the environment and environmental education." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10022007-134249/.
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Vaníček, Jiří. "Introducing topics from informatics into primary school curricula : how do teachers take it?" Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6448/.
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The process of introducing compulsory ICT education at primary school level in the Czech Republic should be completed next year. Programming and Information, two topics from the basics of computer science have been included in a new textbook. The question is whether the new chapters of the textbook are comprehensible for primary school teachers, who have undergone no training in computer science. The paper reports on a pilot verification project in which pre-service primary school teachers were trained to teach these informatics topics.
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Hast, Michael. "Explicit versus tacit knowledge in early science education : the case of primary school children's understanding of object speed and acceleration." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/237250.
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Children are not blank slates when they begin school; instead, they bring prior conceptions about the everyday world with them. Situations of motion are ubiquitous in everyday life, and because of much interchange with the physical world conceptions are affected from a very early age. Yet prior conceptions of motion usually do not comply with accepted scientific views, and therefore conceptions need to be changed within the course of education. A differentiation can be made between explicit declarative knowledge and tacit procedural knowledge. 144 children aged 4 to 11 years were assessed on their explicit understanding of object speed and speed change along a horizontal, down an incline, and in free fall. Study 1 assessed the children's predictions of motion using a range of everyday objects. Their conceptions were further assessed in Study 2 using a tube and two balls of different weights. Study 3 was a computer-presented quasi-replication of the tube-and-balls study. The results of these three studies suggest that children's explicit predictions of motion are limited or incorrect. At the same time, many infancy studies have unveiled underlying knowledge about the physical world, which is considered tacit in its nature. Some researchers posit the idea that this knowledge does not change at its core and persists throughout the lifespan. While infancy research methods would be difficult to apply in a sample of children, judgement tasks may help in tapping tacit understanding in this age range. In Study 4, the children were shown video clips of the same set-up used in Study 3 but with motion occurring, either correctly or incorrectly. The children had to judge whether what they saw in the clips looked correct or not. The results indicate a mismatch between tasks requiring explicit predictions and a task relying on tacit judgements, suggesting judgements are more accurate than predictions. A dual-pathway model incorporating explicit and tacit reasoning is proposed, limitations of the current work are discussed, and suggestions for future work are made. Overall, it is evident that two kinds of understanding about the same topic are available in young children, and it is hoped that early science education can eventually consider this differentiation in order to facilitate conceptual change.
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Mai, Man-ling. "Teachers' perceptions of using English as the medium of instruction in the subject of general studies in a Hong Kong primary school a case study /." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963717.
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Ambross, Johannes Nikolaas. "A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1411.
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With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
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Gray, Lorna Louise. "The management of death and loss in the primary school : an interdisciplinary approach." Thesis, University of Chichester, 2016. http://eprints.chi.ac.uk/4247/.
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This study examines what teachers actively do to manage bereaved primary school children and whether implementation of death and loss education is hampered by lack of government policy, poor finance, teachers'embarrassment, or teachers' workload. An interdisciplinary design incorporates history, psychology, English and the professional discipline of education. It uses a qualitative method to explore whether school policy and practice for helping bereaved children is affected by the wider influence of past historical events and increased pressure on teachers to improve academic results. Qualitative findings are broadened by modest quantitative findings from questionnaires sent to a purposive sample of thirteen Southern England primary schools. These findings support prior research suggesting an absence of school-level death and loss education policy and negligible complementary teacher training via ITT and CPD. Significant findings show that CPD prioritises curriculum subjects which attract supply teacher funding and that the impact of academic testing reduces teachers' time to talk with bereaved children. Identified is the lack of government policy for supporting bereavement in primary schools, contrasting with a wealth of policy for raising academic standards, suggesting a preference for measuring children's wellbeing by academic results rather than emotional happiness. The effect of reduced school-based counselling support, teachers' professional concerns at losing emotional control and the effect of historical events, are factors considered contributory to adult awkwardness with discussing death and loss in schools. An original contribution to knowledge in the fields of educational practice and children's literature explores how teachers could use developmental bibliotherapy for bereaved children. Despite the availability of children's fiction, developmental bibliotherapy is not widely implemented by teachers in Britain. Thesis findings support the need for government policy to improve the wellbeing of bereaved children and for the implementation of school-level death and loss education policies. Appropriate teacher training through ITT and CPD is called for, to maximise teachers' professional confidence with bereaved children.
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Ozgur, Birikim. "Perceptions Of 4th And 5th Grade Primary School Students And Their Teachers On Constructivist Learning Environments In Science And Technology Courses." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610067/index.pdf.
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The purpose of this study was to investigate the extent to which Constructivist Learning Environment (CLE) aspects exist in primary level 4th and 5th grade Science and Technology Courses in Turkey as perceived by students and their teachers. Secondly, the study aimed at finding out whether perceptions of students on CLE differ according to certain demographic variables. Finally, the study attempted to explore the extent to which the perceptions of teachers on administrative support have a relationship with their perceptions on CLE.
Subjects of the study involved 1143 primary level 4th and 5th grade students in Turkey during 2006-2007 school year from 6 socio-economic development groups as determined by State Planning Department and their 264 teachers.
Data were collected in 2006-2007 Spring semester through administration of two questionnaires to the students and the teachers. Data analysis was carried out through both quantitative (repeated measures ANOVA, frequencies, means, standard deviations, MANOVA) and qualitative analysis techniques.
The results of the study indicated that students and teachers perceived the current learning environment to be often constructivist. In addition, the results revealed that perception of CLE differed according to socio economic status and technology use of students. Lastly, the results revealed that there is a significant but low correlation between teachers&rsquoperceptions on CLE and their perceptions on administrative support they received. The results revealed that students should be provided with more facilities and teachers be provided with more in-service training opportunities.
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Weiland, Maria. "Hänsyn till helheten : extrahering av en didaktisk modell för det komplexa innehållet i den naturorienterande undervisningen på lågstadiet." Licentiate thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-394108.
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This study focuses on science education in primary school. The aim is to systematize and exemplify the content in primary science, not only scientific content but everything surrounding teaching in science, in the forms of a didactical model. The study was performed in grades 1-3 (ages 7-10) in a Swedish primary- and lower secondary school. Four primary school teachers and their classes were followed in their teaching in science education. The empirical data consists of field notes, video- and audio recordings from in total 17 science lessons. The results show how science education in primary school contains much more than just teaching a scientific content. The results also show how teachers, in relation to, and simultaneously with, the scientific content, also teach students in speaking, reading, writing and in social interaction with others. The three types of content areas that were identified were systematized into a didactical model called ‘didactic score’. The didactic score highlights that all these parts in the teaching situation is performed simultaneously, but that different parts may be fore fronted and other parts may be put in the background during the process of teaching. The teacher has a prominent role in directing the students’ attention towards the different parts in the didactic score, in order to give the students conditions for creating continuity in the learning process.
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Ozdemir, Pinar. "Needs Assessment With Special Emphasis On Individual Differences Based On Teaching And Assessment Methods In Science And Technology Classes By Primary School Teachers." Phd thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608268/index.pdf.
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The purpose of this study was to explore and investigate perceptions and needs of the primary school teachers&rsquoin 4th and 5th grade public schools in Yenimahalle and Ç
ankaya districts related to the teaching and assessment methods based on individual differences in science and technology classes. Furthermore this study investigated the teachers&rsquo
perceptions on new science and technology curriculum in Turkey and their perceptions on individual differences. The research type of this study include survey, causal-comparative, and also qualitative research in nature which are non-experimental research methods. The study was conducted in the 2005-2006 academic year in Ankara. Three data collection methods were used to collect data from primary school teachers. First, a needs assessment questionnaire was administered on 155 primary school teachers. Then, the researcher carried out in depth interviews with 13 primary school teachers. Furthermore an observational case study including video typing in two science and technology classes was carried out. Quantitative part of the study was analyzed by descriptive and inferential statistics by using SPSS (e.g., frequences, percentage analysis, and analyses of variance). Qualitative part of the study was analyzed by using qualitative methods (Generating categories, themes, patterns and coding the data). The findings from quanitative and qualitative data indicated that primary school teachers have various needs to apply teaching and assessment methods based on individual differences related to knowledge, experience, students, parents, administrators, resources, opportunities, time, and science books. Also teachers mostly use new approaches in new Science and Technology Curriculum such as individual presentations.
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Lundström, Johanna. "Professional development for inquiry-based science education in a low stake high support environment : The French ASTEP-program." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146203.
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This work examines the learning outcomes of a French professional development program for science education in primary school, ASTEP. The program is based on a partnership between a primary school teacher on one hand and a subject expert on the other. Its uniqueness lies in the fact that the subject expert is a young university student who is challenged to be assessed on his/her learning for academic credits. Compared to most other professional development programs, ASTEP displays an alternative knowledge hierarchy, it is neither top down nor bottom up, but rather a form of knowledge exchange. Data on students´ and teachers´ reflections on the collaboration were analyzed through a grounded theory approach and subsequently organized within the interconnected model of teacher professional growth (IMTPG). Although the analyses indicated significant changes in the practice of the teachers, the learners who individually seem to benefit the most were the university students. The ASTEP program appears to provide a low stake high support scaffold for the students to refine their values and beliefs about a professional life and develop a professional identity.
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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.
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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.
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Sander, Ann-Marie. "Inclusive education in Europe : A systematic literature review about the benefits of inclusive education for primary school aged children with intellectual disabilities." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-52399.
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Inclusive education is one major goal nowadays in the whole world. Looking into policy inclusive education is highly valued and quality and equity shall be ensured that every child can benefit to develop his or her full potential. Looking into Europe there is still a gap between policy and practice, especially when it comes to children with intellectual disabilities. This population is considered as vulnerable faced by increased separation and exclusion. A systematic literature review was conducted aimed to understand the benefits of inclusive education for primary school aged children with intellectual disabilities in European countries. 15 articles published between 2010 and 2021 were analysed using narrative analysis. The findings showed overall good progress of this population within academic achievement, the sense of belonging, participation, socio-emotional and cognitive development, and behavioural outcomes. However, poor outcomes were reported as well. To better understand these benefits, they were discussed using the concept of participation by Maxwell and Granlund, the need to belong according to the theory of human motivation by Maslow and Vygotsky’s socio-cultural theory. It became obvious that nowhere a system is fully inclusive and that there is still a long way to go. Nevertheless, benefits can be seen already which shows a step towards meeting the best interest of the child by making progress towards a full inclusive education system.
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Hurle, Gillian Dawn. "Numeracy support for year two students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/609.
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Research of teaching theories and intervention programs internationally and in Australia suggests that the implementation of numeracy support programs can improve student achievement levels (Fuchs, 2005; Ketterlin-Geller, Chard & Fien, 2008; Van Kraayenoord & Elkins, 2004). An intervention program was conducted for a small group of Year Two students with the aim of improving their numeracy skills over a 20 week period. Results of two mathematics assessments, together with information provided by teachers based on classroom observations and informal assessments were combined to select a group of twelve students who were considered to be at risk of developing mathematical difficulties. The program comprised of two 85 minute lessons and one 40 minute lesson per week in a room adjacent to the Year Two classroom. A social constructivist method of teaching was put into practice within the structure of a small group setting. A case study approach recorded the learning journey of each student with an individual profile of each participant maintained for the duration of the program. At the conclusion of the program data obtained from formative assessments, teacher observations, and feedback from the student participants were used to evaluate the program’s effectiveness. Students who were members of the intervention program improved their level of basic numeracy skills in the areas of addition, subtraction, multiplication, division, and number sequencing, and also demonstrated a positive disposition towards mathematics.
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Katz, Doran A. "A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.
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A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often largely unprepared in regard to their content mastery of the subject, as well as the appropriate pedagogical tools to help guide students through the study of intellectually and emotionally difficult material. Whereas best practice in the field of Holocaust education prescribes the use of primary sources in the teaching of the Holocaust, few studies exist which explore the ways in which teachers select and implement primary sources in their teaching of the Holocaust and the impact it has on what students come to understand about the event.
A case study of one tenth grade World History II classroom provided qualitative data to help explore the ways primary sources were used in the teaching of the Holocaust. This research describes the relationship between the use of primary sources in this classroom and the development of historical thinking skills among students. The data interpreted in this study indicated that the curation choices of the teacher influenced what students came to know and understand about the Holocaust. Additionally, students demonstrated an ability to develop and practice lower order historical thinking skills related to sourcing, as a result of their use of primary sources in a study of the Holocaust.
Findings emerged which indicated that the teacher and her students had unique relationships to the content of the Holocaust and to the study of history more broadly. This study offers insight into the intersections of difficult knowledge, Holocaust education, social studies pedagogy, source curation, and discussions of the skills necessary to learn history meaningfully and critically.
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Drexler, Stina. "Exploring the idea of an Outdoor Primary School : - from the perspective of West European Outdoor Education Professionals." Thesis, Linköpings universitet, Pedagogik och didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157461.
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As past research has found benefits of outdoor education and the current global society is facing a decline in access to beneficial natural spaces due to urbanization (Keniger, Gaston, Irvine & Fuller 2013), the aim of this master thesis research project was to explore the idea of an Outdoor Primary School, a way to provide children the access to beneficial natural spaces. In order to explore this idea, Professional Outdoor Educators (n= 61) were interviewed and asked to fill out a survey about the following aspects: outdoor and indoor spaces, learning activities, curriculum and challenges related to an Outdoor Primary School. There was a wide range of results showing that an Outdoor Primary School is a way to incorporate beneficial ways of learning, such as project-based learning, experience-based and practical learning, social learning, play and student-centered learning in formal schooling. Including learning content and activities that can aid children’s development such as food, animals and sustainability is also possible in an Outdoor Primary School as shown below. Furthermore, an Outdoor Primary School is an institution that can be equipped with beneficial learning environments, such as natural environments, a vast space, spaces for cooking, growing food and keeping animals, quiet zones, play zones and opportunities for creating, building and crafts. These results go in line with previous research about Outdoor Education and related fields, suggesting that an Outdoor Primary School both holds challenges but also is a possible model to bring together many beneficial ways of learning that are already being practiced today.
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Higgins, Ruben, and Adegran Olof Thalberg. "Miljöundervisningen i F-3 – svårt men fullt möjligt. Environmental education in primary school – difficult but fully possible." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31536.
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Syftet med detta examensarbete är att undersöka yrkesverksamma lärares upplevelser av möjligheter och utmaningar i sin miljö- och hållbarhetsundervisning. Detta då vi genom egna erfarenheter genom reaktioner från vänner och bekanta eller i samtal med lärare under vår vfu uppfattat No-ämnen, där även miljö- och hållbarhetsundervisningen ingår, som för komplext och abstrakt för att kunna läras ut i åldrarna F-3. I vårt arbete har vi studerat lärare i årkurs F-3 för att undersöka vilka utmaningar och möjligheter som upplevdes i miljö- och hållbarhetsundervisning. Vi har även analyserat traditioner i miljöundervisningen för att diskutera hur komplexiteten i hållbarhetsfrågor kommer fram. För att kunna genomföra vår undersökning använde vi oss av semistrukturerade intervjuer som efter transkribering användes i en innehållsanalys. I resultatet fann vi att lärarnas förmåga att använda närmiljön fungerade som en möjlighet att praktiskt förankra undervisningen samt lägga den på en passande nivå för eleverna. Under utmaningar var det bristen på tid som tydligast framkom.Normerande miljöundervisning med inslag av en faktabaserad tradition, är det perspektiv som dominerar i lärarnas berättelser. Den mer komplexa pluralistiska traditionen var däremot inte så tydlig.The purpose of this study is to investigate the teachers' perceptions of opportunities and challenges in the environmental and sustainability education. This because through our own experiences and reactions from friends, acquaintances but also conversations with teachers during our internship, we have perceived the subject of science to be conceived as too complex and abstract to be taught in primary school. In our study, we have interviewed teachers in grades K-3 to examine the challenges and opportunities experienced in environmental and sustainability education. We have also analyzed the traditions of environmental education to discuss how the complexity of sustainability issues is portrayed. To carry out our study we used semi-structured interviews and after transcribing them they were used in a content analysis. In the result, we found that teachers' ability to use the local environment served as an opportunity to anchor the practical teaching and put it on a suitable level for the students. The lack of time was the most prominent challenge reported by the teachers. Normative environmental education with elements of a factual tradition, is the perspective that dominates the teachers' stories. The more complex pluralistic tradition, however, was not so clear.
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Nolan, Kathryn. "Biodiversity Education and Sustainability Consciousness : A study on the effect of biodiversity education on the sustainability consciousness of Irish Primary School Students." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166398.
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As we come to the end of the decade declared as United Nations Decade for Biodiversity 2011-2020, the impact humans are having our planet is clear. The current primary school children are the future decision makers, consumers and electors; therefore, they must be exposed to approaches that can assist development that is sustainable and that will prevent further degradation of our planet. A key way to achieve this is to transform the education current and future generations of children will receive. Education must address sustainable development to support the formation of responsible citizens, eager to actively engage in decision-making processes, environmental issues and societal matters. This can be assisted through a focus on a specific approach to Education for Sustainable Development, Biodiversity Education. To add to current research about this approach to ESD, I investigated the effect biodiversity education had on the sustainability consciousness of primary school children. I chose a qualitative method of data collection and analysis through focus group, semi-structured interviews with 5th class students. The results showed that the participants' sustainability awareness, regarding two of the three dimensions of sustainable development, was highly developed; the environmental dimension and the social dimension. There was less evidence of a consciousness for the economic dimension of SD. Therefore, biodiversity education had a positive influence on the participants' sustainability consciousness, making them more aware of sustainability issues and action-oriented to address these issues. However, they lacked one dimension of sustainability; therefore, their sustainability consciousness was not fully developed. Further research is needed to analysis and interpret the rationale as to why the economic dimension was less developed in these participants who attended a school that promotes biodiversity education.
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Ntombovuyo, Klaas. "An investigation of the effective use of information and communication technologies (ICT) for primary school teachers in the transfer of knowledge." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1052.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.
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Chan, Yung. "A study of changes in belief structures of preservice primary teachers involved in peer collaboration in science." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36666/1/36666_Digitised%20Thesis.pdf.
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The study aimed at investigating to what extent and in what ways a peer collaboration program based on constructivist views and hands-on activities affected the science teaching self-efficacy beliefs of a group of preservice primary teachers in a Hong Kong context. The beliefs concerning the students' perceptions of their capability to teach science were grounded in Bandura's social cognitive theory of behaviour and motivation. This theory predicts that given certain experiences in which individuals perceive themselves to be competent in undertaking a particular behaviour they will engage and persist in the behaviour even in the face of adversity. The peer collaborative learning was underpinned by a constructivist inspired teaching approach with different strategies such as preset questions, concept mapping, students designing experiments, and small group discussions. The research design included both quasi-experimental and interpretive methodologies, giving rise to a rich data set. 186 full-time preservice primary teachers completing a science content module offered by the Hong Kong Institute of Education participated in the study. The research employed a Chinese version of the widely used Science Teaching Efficacy Beliefs Instrument that was specifically modified and validated by the candidate. It was confirmed that preservice primary teachers' science teaching self-efficacy increased significantly after completion of the program. Notwithstanding this statistical finding, large variations in the magnitude, and direction, of the change in individuals' science teaching self-efficacy were documented. Interview and observational data were employed to explore why such variations occurred. Ten assertions based on the research findings are presented, and their implications for science teacher education and primary science teaching in Hong Kong are discussed.
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Wright-Stone, Tonya Suzanne. "General Education Diploma Students' Familial Attachment Experiences Influencing Premature High School Departure." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/193.
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Lowered academic achievement and premature departure from high school continue to plague the educational system, creating the need for greater insight into experiences affecting students' classroom performance. Much is known about academic achievement; however, less research has focused on the role of familial attachment on premature departure from high school. Guided by attachment theory, the purpose of this interpretative phenomenological study was to gain insight into General Education Diploma (GED) students' familial attachment experiences influencing premature departure from high school. The research questions focused on GED students' primary caregiver and educational experiences. Participants (n = 14) consisted of current or previous GED students 18-30 years of age. Data were gathered from semistructured interviews and a Life Map used to capture expression of feelings through symbols. Interview transcriptions were hand-coded by bracketing words and phrases for composite textual descriptions. Data interpretations were bolstered by committee member checking and participants' review of extracted data. Findings revealed a close connection between the types of attachment formed with primary caregivers and early departure from high school, but participants were more strongly influenced by external influences such as relationship conflicts, health crises, domestic violence, abuse, loss, and paternal abandonment. This study offers insight to educators, counselors, and those within the criminal justice system on these students' emotional and mental needs.
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Vu, Thi Loan. "Teacher agency and the enactment of curriculum: The case of primary school EFL teachers in Vietnam." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2480.
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A recent development in language policy research is a focus on teacher agency and its role in reform implementation. Teacher agency is considered a lens through which to understand the interplay between policy and practice. However, it remains an underexamined research area, especially in English as a Foreign Language (EFL) contexts, despite a small number of recent studies, and in Vietnam.
To advance the limited knowledge in the literature, this qualitative case study research aimed to examine how primary EFL teachers in Vietnam exercise agency in response to the national English language education policy. With a focus on dynamic bottom-up language policy practices, this research provides narratives and analyses of teachers’ classroom practices to show how individual teachers exercise agency in their teaching of English. Four primary EFL teachers from different schools in one province in Vietnam were selected as the case study teachers. Data were collected from multiple sources, including interviews, classroom observations and documents.
The findings showed that the Vietnamese primary EFL teachers had great space to exercise agency within the curriculum, which was considered to be prescriptive. They could assume great freedom in teaching the ways they wished due to the lack of support for, and supervision over, their work. However, teacher agency was not synonymous with reform implementation. It was exercised for both beneficial and non-beneficial purposes. In addition, teacher agency was situation- and context-specific. The case study teachers exercised agency in different directions, and to different degrees, depending on the meanings they gave to the curriculum requirements and the resources they could mobilise from their specific working contexts.
The findings, as mentioned, have been further developed into a model to theorise teacher agency in the context of English language policy enactment. The model represents how different factors at the workplace and professional characteristics of a teacher affect the direction and the degree of teacher agency. In the primary-school EFL context of Vietnam, as shown in this study, the special status of English and its teachers seemed to allow EFL teachers greater freedom to exercise agency. However, how, and to what extent, each teacher exercised agency depends on the individual teacher’s perspectives and commitments.
As a result of teachers exercising agency, the curriculum was found to be enacted in different ways in each of the teachers’ classrooms; nor was it being delivered as expected; due to personal and contextual constraints, it was not fully implemented by any case study teacher. Therefore, hindrances to the innovative pedagogy promoted in the curriculum have also been revealed in this study. These include teachers’ misunderstandings of the new pedagogy’s principles, resistance from the teachers and other socio-contextual constraints.
The findings from this study suggests many implications for policy makers, Education Department managers and school leaders. For policy makers, this study proposes that teacher agency should be taken into account when making policy. It also provides educational managers and school leaders with suggestions on how to promote positive teacher agency for successful reform implementation, which has so far not been achieved in Vietnam.
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Bao, Wenwen. "Using technology based student led discussions to promote constructive learning in Chinese primary schools." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41754/.
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The many valuable aspects of Chinese education have been seen throughout the world. For example Chinese teachers have been invited into the UK to instruct UK teachers on how to improve the quality of Mathematics education there. However, from 2001 onwards the government of China has sought to import pedagogies from the West in order to tackle observed problems with their own education system. Many scholars feel the problems the government were trying to address – the lack of critical thinking, a tendency to rote learning and an exam focused mind-set – would lead to failure for these techniques. However, these studies have all been with older students in high school and beyond. Little or no work has focused on students in the primary grades. Casual observation of Chinese primary school students would imply that they have no trouble in coming up with ideas and discussing them. The initiative for the study in this thesis has therefore been to see if this age range of students would be open to discussion based classes. A study was undertaken to determine if the removal of the teacher from control of the discussion would facilitate this age group to partake in face to face discussion. Other aims were to see whether constructivist learning would result or would the face based, hierarchical Confucian background education system prevent this. The original study was encouraging and as a result a technology based intervention was developed to see if this could help to improve the discussion and would allow further opportunities for students to feel able to engage. To encourage this the new system was also made anonymous. A third study was introduced to see if this approach could prove beneficial to the teachers also as to get such approaches adopted in Chinese schools the teachers would also need to see the benefit of the approach. The resultant study has demonstrated that not only do Chinese primary school students engage in face to face study but they also can be further encouraged by use of an online system. Further developments also indicate that the system can be valuable to the teachers who can use it as an aid to find out the preconceptions of their students and thus help them in developing a more focused curriculum. The thesis ends by describing ways in which this study can continue to have a positive impact in developing students’ critical thinking skills.
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LUZ, ROSALINA PIRES DA. "CLASSROOM USE OF THE SCIENCE SCHOOLBOOK IN PRIMARY SCHOOLS OF THE MUNICIPAL DEPARTMENT OF EDUCATION OF RIO DE JANEIRO: CHALLENGES AND TENSIONS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=27594@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
Essa pesquisa teve como objetivo analisar o uso do Caderno Pedagógico no ensino de Ciências em turmas do ensino fundamental da Secretaria Municipal de Educação/Rio de Janeiro. Procuramos compreender como o professor utiliza e avalia o caderno pedagógico e como ele é incorporado em sua prática em sala de aula. A pesquisa é de natureza qualitativa e foram utilizados os seguintes recursos metodológicos: entrevistas, observações das aulas de ciências e aplicação de questionários aos alunos. O referencial teórico tem como base estudos sobre as recentes reformas educacionais influenciadas por princípios neoliberais (Afonso, 2012; Ball, 2012; Freitas, 2014), discussões sobre o ensino apostilado no Brasil (Adrião 2009; Marcondes, 2013) e reflexões acerca das atuais tendências para o ensino de ciências (Carvalho, 2004; Krasilchick, 1992; Delizoicov, 2008). As conclusões da pesquisa indicam que a adoção do caderno pedagógico influencia o modo de ensinar ciências. Todos os professores pesquisados utilizam o caderno como norteador, alguns como o único recurso didático, enquanto outros utilizam o caderno, porém, complementam suas aulas com outras atividades de elaboração própria. O uso do caderno como norteador minimiza, nas escolas pesquisadas, o desenvolvimento do Projeto Político Pedagógico. Como o conteúdo do caderno está diretamente vinculado às questões da Prova Bimestral, o que é cobrado nessas provas determina o que vai ser ensinado em sala de aula. A pesquisa mostrou, ainda, que os professores reconhecem vantagens e limitações no uso do caderno não adotando uma postura passiva diante deste material, ao contrário, fazem adaptações e adequações à realidade de sua turma.
The purpose of this research was to analyze the classroom use of the Science schoolbook in primary schools of the Municipal Department of Education of Rio de Janeiro. We sought to understand how teachers employ and evaluate the schoolbook and how it is incorporated into their teaching practice. The research has a qualitative nature, and the following methodological resources were employed: interviews, observation of Science classes, and questionnaires administered to students. The theoretical framework is based on studies on recent educational reforms influenced by neoliberal principles (Afonso, 2012; Ball, 2012; Freitas, 2014), debates on schoolbook-based teaching in Brazil (Adrião 2009; Marcondes, 2013), and reflections on current Science teaching trends (Carvalho, 2004; Krasilchick, 1992; Delizoicov, 2008). The conclusions of the research indicate that adopting the schoolbook influences the way of teaching Science. All teachers researched use the schoolbook as a guiding tool. Some use it as their single teaching resource, whereas others employ it along with complementary activities devised by themselves. In the schools researched, the use of the schoolbook as a guiding tool minimizes the development of the Political Pedagogical Project. Since the contents of the schoolbook are directly linked to the Bimonthly Examinations, what is asked in those exams determines what will be taught in class. The research also showed that since teachers acknowledge both advantages and limitations regarding the use of the schoolbook, their approach toward it is not passive; on the contrary, they make adjustments and adaptations to the their students reality.
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Porc, Gabriela, and Luisa Bundy. "The effectiveness of CLIL for English language learning in Swedish primary schools." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30522.
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We live in an increasingly interconnected world where being bilingual or multilingual is the norm. Content and Language Integrated Learning (CLIL) is an effective way to practice important skills for global citizens. The importance of the ability to communicate across cultures in other languages is increasing globally in schools through the expanding use of languages and the inclusion of bilingual education opportunities. It is in school that students can become proficient language users while they learn the content of other language areas. This study presents an overview of four teachers' perceptions of implementing CLIL at the primary school level in Sweden. Hence, the aim is to highlight the effectiveness of CLIL and determine what underlying factors seem to be beneficial and/or challenging when using the method. Four qualitative interviews complemented with four lesson observations were conducted in three international primary schools. The results revealed several success factors, such as heightened skills in oral communication and cognition, increased intercultural awareness and language development. Although the findings showed several beneficial factors, some challenges emerged. For example, the teachers mentioned difficulties in convincing colleagues to participate and in addressing students’ different academic levels in English, as well as the potential loss of vocabulary in their first language when using English exclusively. In sum, perceptions about language and language learning have been shown to highlight both benefits and challenges in using methods such as CLIL. However, CLIL does appear on balance to be effective in that it promotes content learning as well as enhances students’ multilingual development.
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Nyambe, Thomas Nyambe. "Primary school teachers' experiences of implementing assessment policy in social studies in the Kavango region of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96958.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The aim of the study was to investigate primary school teachers’ experiences of implementing assessment policy in the Social Studies learning area. After adopting the new learner-centred schooling to replace the old teacher-centred education system in Namibian schools in 1990, the Ministry of Education made it mandatory to implement assessment policy in the schools. During the implementation of assessment policy teachers were forced to change their assessment practices from traditional testing and evaluation to continuous assessment. The study employed an interpretive research design to construct data during the exploration of the teachers’ experiences in teaching. Document analysis, lesson observations and in-depth interviews were used to collect the data. One of the main findings of the study is that teachers do not use assessment to inform their own practices, but rather only to record marks. Despite a world trend towards assessment for teaching, assessment, in this case, was only used as an instrument of teaching. It was also found that assessment policies did not take local contextual circumstances of schools and communities into consideration. As a result, of the de-contextualization of these policies, teachers are negatively positioned in the system because they have to adhere to departmental demands and policy prescriptions on the one hand while, on the other, working in contexts that are not conducive to effective teaching. Schools in such contexts therefore, need to be provided with the necessary infrastructure, guidance and support to facilitate the effective implementation of assessment policies.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om laerskoolonderwysers se ervarings van die implementering van assesseringsbeleid in die Sosiale Studies leerarea te ondersoek. Na die goedkeuring van die nuwe leerder-gesentreerde onderrig om die ou onderwyser-gesentreerde onderwysstelsel in Namibiese skole in 1990 te vervang, het die Ministerie van Onderwys dit verpligtend gemaak om ʼn nuwe assesseringsbeleid in die skole te implementeer. Onderwysers was dus genoodsaak om hul assesseringspraktyke aan te pas vanaf tradisionele toetsing en evaluering na deurlopende assessering. Die studie het ’n interpretatiewe navorsingsontwerp gebruik om data tydens die verkenning van die onderwysers se ervarings te konstrueer. Dokument-analise, les observasies en in diepteonderhoude is gebruik om data te versamel. Die vernaamste bevindings van die studie is dat opvoeders nie assessering gebruik om hul eie praktyke te informeer nie, maar eerder net op punte op te teken. Ten spyte van ʼn teenoorgestelde wêreld-tendens, was assessering, in hierdie geval, nie aangewend vir onderrig nie, maar slegs van onderrig. Daar is ook bevind dat assesseringsbeleide nie plaaslike teenwerkende kontekstuele omstandighede van skole en gemeenskappe in ag neem nie. As gevolg van die dekontekstualisasie van hierdie beleide, word onderwysers negatief geposisioneer in die stelsel omdat hulle moet uiting gee aan departementele voorskrifte binne kontekste wat nie bevorderlik is vir effektiewe onderrig nie. Daarom moet skole in sodanige kontekste voorsien word van die nodige infrastruktuur asook leiding en ondersteuning ten einde die implementering van assesseringsbeleide meer effektief te maak.
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Cunha, Paulo Jorge Ramalho da. "As potencialedades das tecnologias de informação e comunicação: um estudo de intervenção numa escola do ensino básico." Doctoral thesis, Universidade de Évora, 2009. http://hdl.handle.net/10174/12313.
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O presente trabalho resultou de uma investigação realizada numa escola privada do ensino básico em Portugal. Com ele, pretendeu-se estudar as potencialidades da utilização prática das Tecnologias de Informação e Comunicação (TIC) pela comunidade escolar, nomeadamente pelos docentes, pelos alunos do 8° ano de escolaridade e pelos seus encarregados de educação. De modo a operacionalizar este propósito, partiu-se da seguinte questão orientadora: De que forma é que as potencialidades educativas das TIC poderão ajudar a transformar a escola?
Os objectivos da investigação que se afiguraram mais relevantes foram, em concreto, os seguintes: 1) caracterizar a disponibilidade de meios e ambientes informáticos dos professores e dos encarregados de educação da escola em estudo; 2) estudar as concepções que os professores, os alunos e os respectivos encarregados de educação da mesma escola evidenciavam sobre a utilização das Tecnologias de Informação e Comunicação (TIC) no espaço escolar; 3) perceber como a comunidade escolar avaliava a integração da plataforma informática A Turma do Vasquinho na dinâmica escolar; 4) analisar se o uso da plataforma informática A Turma do Vasquinho parecia incentivar a classe docente para o desenvolvimento de competências tecnológicas; e 5) compreender de que forma a introdução da plataforma informática A Turma do Vasquinho poderia estimular a formação de comunidades.
A presente investigação apostou na combinação de procedimentos de pesquisa quantitativos e qualitativos, configurando uma abordagem metodológica que, globalmente, se aproximou do estudo de caso, embora com uma vertente interventiva.
0 estudo empírico implicou, em concreto, duas grandes fases metodológicas. A primeira fase teve como principal finalidade a introdução efectiva e consistentemente estruturada das TIC no contexto escolar. Com esse propósito, e em parceria com um conjunto de professores de diferentes disciplinas do 8° ano de escolaridade, foi desenhada e implementada a plataforma tecnológica A Turma do Vasquinho.
Na segunda fase, e tendo por base um conjunto de procedimentos metodológicos diversificados, de entre os quais se destacam o questionário, a entrevista semi-estruturada, a observação directa e a análise documental, procurou-se analisar o modo como os alunos, os seus encarregados de educação e os professores avaliavam o impacto da intervenção educativa realizada e materializada e, consequentemente, a integração das TIC na dinâmica escolar.
Da evidência recolhida emergiram indicadores substantivos que permitem inferir que as TIC poderão, de facto, ver actualizado aquele que, a nosso ver, constitui o seu maior valor pedagógico acrescentado: o potencial de inovação educativa que poderá transformar a forma como os actores educativos (alunos, professores e encarregados de educação, nomeadamente) aprendem, sentem e vivem a escola.
### Abstract - The present study is the result of a research made in a primary education private school in Portugal. It was intended to study the practical use of the potentialities of the Information and Communication Technologies (ICT) by the school community, namely the teachers, the pupils of the eighth grade and their parents. In order to achieve this purpose, we started with the following question-guide: In what way can the educative potentialities of the ICT help to transform the school?
The aims of this research that appeared to be more relevant were, in concrete, the following ones: l) to inquire into the availability of the computer science resources and environments of the teachers and parents in the school in study; 2) to examine the conceptions that the teachers, students and their parents of the same school demonstrated about the use of the Information and Communication Technologies (ICT) in the school environment; 3) to perceive how the school community evaluated the introduction of the computer science platform, called A Turma do Vasquinho, in the school dynamics; 4) to analyse if the use of the computer science platform, called A Turma do Vasquinho seemed to stimulate the teacher class for the development of technological abilities; and 5) to understand in which way the integration of the computer science platform, called A Turma do Vasquinho is able to stimulate the formation of communities.
This research is set on a range of procedures mixing research through a quantitative-qualitative complementary view and represents a methodological approach that, in global terms, is similar to a case study even though with an intervening character.
The empirical study implied, in detail, two long methodological stages. The first one had as its main purpose the actual and consistently structured introduction of the ICT in the school context. With this purpose, and in a partnership with a group of teachers who teach different subjects to the eighth grade of primary education, a computer science platform, called A Turma do Vasquinho, was drawn and implemented.
In the second stage, and based on a set of diversified methodological procedures, among which there stood the questionnaire survey, the direct observation and the half-structured interview, we tried to analyse the way the pupils, their parents and the teachers were evaluating the impact of the educational intervention taking place and, consequently, the integration of the ICT in the school dynamics.
From the evidence found there have emerged substantive indicators which allow us to conclude that the ICT will actually be able to make come true their most precious pedagogical added value, in our opinion: the potential for educational innovation which may transform the way how the education partners (pupils, teachers and parents) learn, feel and live their school life.