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Glenn, Antoinette Marie. "A Program Evaluation of Middle School Science Teachers’ Perceptions and Instructional Practices with the Next Generation Science Standards: Science and Engineering Practices." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898873.
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The Next Generation Science Standards (NGSS) is the most recent reform in science education across the United States. The NGSS demands a shift in both teaching and learning. Yet there is no direction on how teachers are to implement this shift in their classrooms. This mixed-methods study examined 12 middle school teachers’ perceptions and the instructional practices within the NGSS Science and Engineering Practices (SEPs) by using interviews and classroom observations. Findings suggest that there was a shift in instructional practices and a varying degree of implementation of the eight SEPs. The data analysis identified ongoing needs related to specific professional development. The researcher concluded that district leaders and school principals need to provide tangible supports to teachers in order to successfully meet the demands of this new vision of science education.
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DeShazo, George Newton. "An evaluation of personality-environmental factors related to job satisfaction of secondary school natural science teachers." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618426.
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The purpose of this study was to examine the relationship among certain personality traits, vocational interests, and demographic factors with job satisfaction among secondary school natural science teachers. Implications for future research and educational practice were explored.;Volunteers teaching secondary school natural science classes in seven Virginia public school districts primarily in the Hampton Rhodes area were subjects for this study. Subjects completed the Myers-Briggs Type Indicator, the Vocational Preference Inventory, The Job Descriptive Index, and a biographical informational questionnaire.;It was hypothesized that (1) there would be a positive correlation between the predominant basic preference, INTJ, and job satisfaction, (2) there would be a positive correlation between congruence of the Holland code IRS and job satisfaction, (3) there would be a positive correlation between differentiation and job satisfaction, and (4) there would be a positive correlation between age, sex, years as natural science teacher, years in present position, total years in education, highest degree earned and job satisfaction.;Hypotheses 1, 2, and 3 were rejected. In hypothesis 4, years in present position and years as natural science teacher were negatively correlated with job satisfaction. Recommendations for further research and future educational practice were made.
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Anchulee, Suwandee McCarthy John R. "Students' perceptions of university instructors' effective teaching characteristics in the faculty of science, Mahidol University." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521342.
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Thesis (Ph. D.)--Illinois State University, 1994.<br>Title from title page screen, viewed April 13, 2006. Dissertation Committee: John R. McCarthy (chair), Ronald S. Halinski, Larry D. Kennedy, David L. Tucker. Includes bibliographical references (leaves 85-89) and abstract. Also available in print.
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Alsubhi, Alaa. "Saudi Science Teachers’ Perceptions of the Effectiveness of the Saudi Arabian Ministry of Education’s Professional Development Program." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1595162069501287.
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Chaplin, Miranda Rose. "EVALUATION OF MOTIVATION AND PROFESSIONAL DEVELOPMENT OF CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) LEAD AND MASTER TEACHERS." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/9.
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Curriculum for Agricultural Science Education™ (CASE) is an instructional system of support that provides professional development, curriculum, and assessments to agricultural educators. Through the CASE model, two CASE Lead or Master Teachers facilitate professional development, known as a CASE Institute. This study utilizes three sets of surveys to describe the motivation for CASE certified teachers applying to become CASE Lead and Master Teachers, determine the effectiveness of the professional development provided to Lead and Master Teachers during the Lead Teacher Orientation, and determine the Lead and Master Teachers’ demographic information.
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Luke, Vance Hopfner Jr. "Evaluation of a math/science inservice based upon participants' perceived changes in attitude and behavior relative to prescribed goals and process components." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184579.
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The purpose of this study was to evaluate the effectiveness of a short-term math/science inservice based upon the participants' perceived changes in attitude and behavior relevant to the projects' goals and objectives. One hundred and three elementary school teachers from twelve schools in an urban school district participated in the inservice. The treatments were administered during two eight hour days, one month apart. The project was designed to improve the participants' attitude and behavior relevant to ten goals that centered around increasing awareness and use of science process and math problem solving approaches to teaching. The evaluation instrument was a pre- and post-treatment survey. Seventy questions were created and apportioned to test twenty hypotheses. Two hypotheses were tested to determine the achievement of each goal. One hypothesis tested the teachers' perceived change in attitude and the other tested the teachers' perceived change in teaching behavior relevant to a specific goal. Goal achievement was determined by comparing changes (significant at the.05 level) in attitude and behavior. All ten attitude hypotheses indicated a significant positive change occurred in attitude. None of the behavior hypotheses showed a significant positive change. It was determined that the inservice was totally effective in changing the teachers' attitude, relevant to the goals, but it failed to make a positive impact upon the teachers' perceptions of their actual practice in the classroom. It was speculated that the failure to affect behavior change was a result of one or a combination of the following four factors: insufficient time lapse to affect behavior, more accurate reporting on the post test, retrenchment resulting from feelings of inadequacy, and fear of venturing out alone primarily due to the lack of organizational development. Suggestions for improving the inservice were based upon proposed remedies for the above four factors.
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Kurup, Rajasekhar Thanukkothu Sankar Pillai. "Investigating science teachers' perceptions of the nature of science in the context of curriculum reform in South Africa." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1175.
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An adequate understanding of the nature of science (NOS) has become increasingly important for science teachers in South Africa as comprehensive curricular reforms over the past decade include promoting informed understandings of the ontological and epistemological bases of scientific knowledge and the methods of science. The main objective of this study was to explore the NOS understandings held by a sample of science teachers in the Eastern Cape Province of South Africa. Data were generated via questionnaires (n=136), semi-structured interviews (n=31), and classroom observations (n=8). The teacher interviews, which were informed by the questionnaire data, enabled further interrogation of the teachers’ philosophical positions. Their classroom practices were examined within the framework of these philosophical positions and the requirements of the new curriculum. The effect of implicit and explicit instruction in NOS on these teachers’ beliefs and classroom activities was also considered. A mixed-method approach informed by positivist and interpretivist perspectives was used for the collection and analysis of the data. The data suggests that explicit instruction in NOS resulted in more informed conceptions of science and the scientific enterprise, and that these conceptions were reflected, to a degree, in their classroom behaviours. However, it was noted that the teachers in this study often held philosophically eclectic views of the nature of scientific knowledge and how scientists develop ideas. Similarly, the South African National Curriculum Statement portrays science in contrasting ways, i.e. often within a modern/realist framework, but in other instances within postmodern/relativistic understandings (particularly in terms of indigenous knowledge systems). As such, an approach which aims at providing a firm foundation for understanding NOS ideas within a modern/realist perspective before emphasising the postmodern/relativist aspects of the scientific enterprise is suggested for teacher training and curriculum development.
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Mutlu, Neset. "The Design And Development Of An Online Professional Development Material For Science And Technology Teachers On Assessment And Evaluation." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12615179/index.pdf.
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The purpose of this study is to design and development of an online professional development material for science and technology teachers in order to solve their problems related with assessment and evaluation issues of constructivist learning. For this purpose, design and development research method was used in design, development and validation of this instructional tool. Research has been performed in two parts. In the first part, design and development of online professional development material was carried out. In this part, ADDIE model with rapid prototyping procedure was used in three phases. To gather science and technology teachers&rsquo<br>perceptions and attitudes towards prototypes, semi-structured interview schedule, Internet Tutorial Attitude Questionnaire, and a Checklist for Product Evaluation was conducted to 21 science and technology teachers in total. These data were analyzed using both qualitative and quantitative methods to reveal considerations of science and technology teachers about these prototypes and to make adjustments on these prototypes accordingly. In second part, final version of this material was evaluated. In this phase, researcher used self-efficacy questionnaire about alternative assessment and evaluation methods and a checklist for material validation. These instruments were administered both before and after use of final version of online professional development material. Descriptive data analysis was conducted to reveal differences in participants&rsquo<br>perceived-knowledge, beliefs, and applications about alternative assessment and evaluation methods after use of online professional development material. Research results disclosed participants&rsquo<br>beliefs and attitudes towards content, design and usability issues of online professional development material. Besides, validation of online professional development material revealed positive changes in participants&rsquo<br>perceived-knowledge, their classroom practices, self-efficacy beliefs and their perceptions about appropriateness of alternative assessment methods&rsquo<br>usage in classroom.
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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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Ward, Kevin. "An Examination of Science NCE Scores of Students of Participating and Nonparticipating Teachers in East Tennessee State University Summer Science Institute." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1944.
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The purpose of this study was to determine the effectiveness of East Tennessee State University's summer science institute training through the effect on mean Normal Curve Equivalent science test scores of students in a Northeast Tennessee school system whose teachers participated in the ETSU summer science institute training. Data analysis were compiled using students' science NCE scores to determine if there were significant differences in scores for those students whose teachers participated in the summer science institutes and those who did not participate. Students' NCE scores were compiled from the middle school setting over a 3-year academic period: 2004-2005, 2005-2006, and 2006-2007. Paired-samples t tests were used to analyze the effectiveness of teacher participation by comparing preparticipation and postparticipation students' science NCE scores for years 3 years. Independent-samples t tests were used to compare students' gender, socioeconomic status (free- and reduced-price meals), and NCE science scores (using 5th grade only) for 2 consecutive years of the study (2005-2006 through 2006-2007). Two analyses were used to determine teachers' participation and the effect on students' NCE science scores among two subgroups: gender and socioeconomic status. For research questions 4 and 5, a mean net gain and NCE raw scores average was performed.
The findings from this study indicated significant differences in years 2004-2005 and 2006-2007 favoring students of teachers who participated in the summer science institutes However, the results from year 2005-2006 showed no significant differences in students' science NCE scores of teachers who participated or did not participate in summer science institutes. In the consecutive year (2005-2006 through 2006-2007) using 5th grade only comparisons, data analyses showed significant differences in students' science NCE scores when performing NCE raw scores comparisons for gender and socioeconomic status. The comparisons for gender showed male students' science NCE scores were higher than were females' science scores. The NCE raw scores comparisons for socioeconomic status showed those students on the meals program had higher science NCE scores than did those students not on the program. There was no significance in students' science NCE scores when using mean net gain scores comparison for gender and socioeconomic status.
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Fair, Andrew George. "An evaluation of a model of teacher professional development in a science and mathematics intervention programme for teachers and learners." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97135.
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Thesis (MEd)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: South Africa is in the midst of a mathematics and science education crisis that challenges all key role-players. The Institute for Mathematics and Science Teaching at the University of Stellenbosch (IMSTUS), was involved in several university-school partnership (systemic intervention) projects that sought to provide continuing professional development to mathematics and science teachers and to help them make a greater impact on the learners that they teach. One of these intervention projects was the Sciences and Mathematics Initiative for Learners and EducatorS (SMILES) that targeted mathematics and science teachers and learners in under-resourced schools in the Western Cape.
The effects of an intervention aimed at supporting and enhancing teacher professional development will only be seen in the learners once teachers have accepted and mastered the pedagogies proposed. Professional development that does not “enthuse, support, train and renew, and encourage” will probably fail. When considering this, the question that must be asked is whether the SMILES project was in fact enthusing, supporting, training, renewing and encouraging. The purposes and aims of the SMILES project with specific reference to professional development of science teachers were to enhance teachers’ pedagogical content knowledge and address the critical issues confronting science education of which three are: constructivist teaching, understanding the nature of science, and scientific argumentation. The characteristics of effective professional development, the core features of professional development and the theoretical constructs to evaluate professional development of teachers were used in this study to evaluate the effectiveness of the model used in the SMILES project.
A concurrent version of the mixed method approach was adopted for the collection and analysis of the data. Although causality is always difficult to prove in a school setting because of the many variables that affect student performance, improved student achievement is the ultimate litmus test for teacher professional development effectiveness. Analysis of the National Senior Certificate results of the project schools compared with the National and Provincial results indicated that the project schools on the whole fared better than the National results. The project schools outperformed the national and provincial results for Life Sciences in 2011, 2012 and 2013 by at least four percentage points. The highest result achieved was 85,5% in 2011. In 2012 and 2013 these results were 82,7% and 83,0% respectively. In Physical Sciences the project schools started with results below that achieved nationally (34,7%) and then ended up with a pass percentage within half a percentage point of the provincial result (72,1%). The Mathematics results were not as positive. The project schools started by achieving a 63,4% pass rate and ended with a percentage pass rate of 63,3% having initially taking a dip down to 51,3%. At the end of the intervention the Mathematics results were better than the national results but were 10% lower than the Provincial average.
Although it is difficult to pin down the results solely to the effects of the intervention, the comparison with provincial and national results reasonably controls for most of the extraneous variables including variations in enrolments in these subjects. On the affective side it is almost certain that the attitude of the learners and the teachers toward their respective subjects improved during the tenure of the project. This could have had a positive effect on the National Senior Certificate results achieved by the project schools.<br>AFRIKAANSE OPSOMMING: Suid-Afrika is midde in 'n wiskunde en wetenskap onderwyskrisis wat alle sleutelrolspelers uitdaag. Die Instituut vir Wiskunde en Wetenskaponderwys aan die Universiteit van Stellenbosch (IWWOUS), was betrokke by verskeie universiteit-skool vennootskapsprojekte (sistemiese intervensie) wat gepoog het om voortgesette professionele ontwikkeling te bied aan wiskunde en wetenskap onderwysers en hulle te help om 'n groter impak op die leerders wat hulle onderrig, te maak. Een van hierdie intervensie-projekte was die Wetenskappe en Wiskunde-inisiatief vir leerders en opvoeders (SMILES) wat wiskunde en wetenskap onderwysers en leerders, in hulpbronarm skole in die Wes-Kaap, geteiken het.
Die impak van 'n intervensie wat daarop gemik is om onderwyser professionele ontwikkeling te ondersteun en bevorder, sal eers in die leerders waargeneem kan word, wanneer onderwysers die voorgestelde pedagogieë aanvaar en bemeester. Professionele ontwikkeling wat nie "begeester, ondersteun, oplei en vernuwe asook aanmoedig” nie, sal waarskynlik misluk. Hierdie stelling in ag genome, is die vraag wat gevra moet word, of die SMILES-projek werklik onderwysers begeester, ondersteun, opgelei, vernuwe en aangemoedig het. Die doelstellings en doelwitte van die SMILES projek, met spesifieke verwysing na die professionele ontwikkeling van Wetenskap-onderwysers, was om onderwysers se pedagogiese inhoudelike kennis te versterk en om kritieke kwessies waarmee wetenskap-onderwys gekonfronteer word, aan te spreek. Drie van hierdie kwessies is, konstruktivistiese onderrig, begrip van die aard van wetenskap en wetenskaplike argumentering. Die eienskappe van effektiewe professionele ontwikkeling, die kern kenmerke van die professionele ontwikkeling en die teoretiese konstrukte om professionele ontwikkeling van onderwysers te evalueer, is in hierdie studie gebruik om die doeltreffendheid van die model wat in die SMILES-projek gevolg is, te evalueer.
'n Gelyklopend gemengde-metode benadering is gevolg vir die insameling en ontleding van die data. Hoewel oorsaaklikheid altyd moeilik is om in 'n skoolopset te bewys, as gevolg van die baie veranderlikes wat studente se prestasie beïnvloed, is verbeterde studente prestasie die uiteindelike lakmoestoets vir doeltreffendheid van professionele onderwyser-ontwikkeling. Ontleding van die Nasionale Senior Sertifikaat-uitslae van die projek-skole, in vergelyking met die nasionale en provinsiale resultate, dui daarop dat die projek-skole oor die algemeen beter gevaar het as die nasionale uitslae. Die projek-skole het die nasionale en provinsiale skole se resultate vir Lewenswetenskappe in 2011, 2012 en 2013 met ten minste vier persentasie punte oortref. Die hoogste resultaat behaal was 85,5% in 2011. In 2012 en 2013 was hierdie uitslae onderskeidelik 82,7% en 83,0%. In Fisiese Wetenskappe het die projek-skole met resultate onder wat nasionaal behaal was (34,7%) begin, en geëindig met ʼn uiteindelike slaagpersentasie binne 'n halwe persentasiepunt van die provinsiale resultate (72,1%). Die wiskunde-uitslae was nie so positief nie. Die projek-skole het begin met 'n 63,4% slaagsyfer en geëindig met 'n slaagpersentasie van 63,3% na ʼn aanvanklike insinking na 51,3%. Aan die einde van die intervensie was hul Wiskunde-resultate beter as die nasionale resultate, maar 10% laer as die provinsiale gemiddelde.
Alhoewel dit moeilik is om die resultate slegs vas te pen aan die gevolg van die intervensie, dien die vergelyking met provinsiale en nasionale resultate as redelike kontroles vir meeste van die eksterne veranderlikes insluitend variasies in inskrywings in hierdie vakke. Op die affektiewe vlak is dit byna seker dat die gesindheid van die leerders en die onderwysers ten opsigte van hul onderskeie vakke verbeter het tydens die projek. Dit kon moontlik 'n positiewe uitwerking op die projek-skole se Nasionale Senior Sertifikaat resultate gehad het.
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Tobler, Kalin. "Keeley Probes as a Tool for Uncovering Student Ideas: How Do Teachers Use Formative Assessment Probes to Plan and Adapt Instruction?" PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2650.
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Formative assessment probes, known as Keeley probes, are one tool teachers use to reveal students' scientific misconceptions, so that they can move them closer to conceptual understanding. The purpose of this research was to document how four elementary school teachers used formative assessment probes to plan and adapt instruction to improve student learning. Specifically: How did teachers choose appropriate probes? What learning goals did teachers hope to address by using the probe?? What instructional sequences did teachers envision when planning to use a probe? What did teachers notice when analyzing student data from a probe? How did teachers use the information to modify their instructional practice?
This exploratory study addresses key issues by exploring through qualitative methods how four elementary teachers used Keeley formative assessment probes in the classroom through a series of individual and group interviews. The results, reported as case studies and themes, indicate that Keeley probes may be used to help teachers strengthen their pedagogical content knowledge and as an anchor for classroom discussions. Teachers reported that students were highly engaged when considering Keeley probing questions. Teachers in this study had questions about how to analyze data collected through formative assessment, and what instructional steps they needed to take to address misconceptions.
The central finding of the study is that a teacher's subject-area knowledge as well as the ability to identify students' misconceptions and make instructional decisions based on those ideas, both elements of pedagogical content knowledge, play a key role in how effectively teachers use Keeley formative assessment probes towards improving learning.
Ultimately, this study showed that while the use of Keeley probes did improve opportunities for students to deepen scientific understanding, a gap still exists between the potential of formative assessment and the practical work of integrating ongoing formative assessment to improve teaching and learning.
This exploratory study underlines the need for a new approach in professional development for elementary science teachers, and sheds light on what happens when teachers try Keeley probes, a promising formative assessment tool and strategy, in the real world of the classroom.
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Angulo, Jamie Michelle. "Teacher beliefs about the teaching and learning of science." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1610.
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Sloan, Stella. "A two and three dimensional high school geometry unit implementing recommendations in the National Council of Teachers of Mathematics curriculum and evaluation standards." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/647.
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Lombard, Elsa Helena. "Identifying the need for the development of an instrument to determine senior phase teachers' science-assessment competence." Thesis, Port Elizabeth Technikon, 2002. http://hdl.handle.net/10948/100.
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The focus of this study is the competences expected of teachers in the senior phase to assess the Natural Sciences learning area. In order to be in line with the new developments, the South African science teacher will need relevant assessment training in order to utilise appropriate techniques that are in line with the new educational philosophy. The question arises: What competences do teachers need for assessing science in the senior phase? An ethnographic case study was implemented as research methodology in the descriptive research paradigm. The investigation comprised observing the classroom practices of a sample of three senior phase science teachers in two primary schools and in one secondary school in the Port Elizabeth region. The data obtained from the observations were triangulated with related artefacts produced by both the teachers and the learners in each case. In order to establish these expected competences a document analysis was done from a selection of South African documents. The descriptions of the real life assessment practices of the sample of science teachers were then compared with the competences expected by the South African education system. The comparison between the real-life assessment practices and the expected practices concurred with Shepard’s (2000, p.12) belief that the abilities needed to implement classroom assessment “are daunting”. The classroom-based assessment practices of the sample of teachers revealed a variety of assessment beliefs, practices and competence. The needs of these teachers are so diversified and intense that individualised professional development is needed if sustained implementation of the new curriculum and accompanying assessment competences is to be facilitated. The research established the need to develop an instrument that the science teachers can use to assess their own competence. There should be training modules drawn up in line with this instrument. Teachers should be able to choose the professional development modules that would address their own unique needs
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Coccaro-Pons, Jennifer. "A Mixed Method Study of Prospective Teachers' Epistemic Beliefs and Web Evaluation Strategies Concerning Hoax Websites." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3911.
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Teachers need to be equipped with the tools necessary to evaluate content on the Internet and determine if it is a credible source, or a hoax website since they are expected to instruct and prepare students on how to evaluate the sites which is now a relevant phenomenon. The purpose of the mixed‑method study was to obtain an understanding of the web evaluation strategies of prospective teachers regarding the evaluation of hoax websites and how their epistemic beliefs may influence their evaluation. Another aspect of this study was to find out what outcomes resulted from providing guidance, or not to prospective teachers before evaluating the hoax websites.
Seventy‑two prospective teachers from undergraduate education courses completed an online questionnaire, where they evaluated four websites (two hoaxes and two credible) and completed questions regarding their epistemic beliefs. Two groups of prospective teachers were selected. Group A was the control group and Group B was the experiment group. Group A simply took the online questionnaire. However, Group B was provided with an overview of a specific web evaluation strategy, the WWWDOT Framework, before taking the online questionnaire. Sixteen participants were interviewed. Interestingly, almost half of the participants (48.6%), trusted at least one of the hoax websites.
The study concluded that teaching the WWWDOT Framework helped to increase the number of people that did not trust the aesthetically appealing hoax website in Group B. Regarding epistemic beliefs, prospective teachers, who displayed feeling‑based epistemic beliefs, tended to trust the hoax website that was aesthetically appealing in Group A. The qualitative results provided additional insights and supported the quantitative data. The qualitative research suggests that lateral reading, spending sufficient time to read and evaluate and knowing the definition of a hoax website as being the most important web evaluation strategies displayed by those that did not trust the hoax websites.
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Ritchie, Ron. "An evaluation of a practitioner's approach to the initial and inservice education of teachers in primary science based upon a constructivist view of learning." Thesis, University of Bath, 1993. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357636.
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Plack, Leah. "Using the Task Analysis Process with Teachers to Uncover Language Demands within an Eight-Week NGSS Summer Course." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4014.
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The state of Oregon has adopted the Next Generation Science Standards as well as the English Language Proficiency standards, both of which affect elementary school teachers. These standards adoptions challenge teachers and professional developers to rethink how they approach science conceptual understanding and language acquisition. The Math Science Partnership K-6 Instructional Specialist Grant made the decision to incorporate a Task Analysis process, which asks the participant to analyze the demands of a content-based task in the domains of content knowledge, analytical skills and language, into six eight-week summer courses focused on the Next Generation Science Standards. A pre and post-assessment was created to determine if any growth in teacher understanding of the demands of a science task could be observed as a result of engaging in the Task Analysis process. A four point rubric was created to score participant responses. Two research questions were developed: 1. How well does the ELPA21 Task Analysis tool help participants understand the language demands of a science task when used as part of an NGSS summer professional development course? 2. How effective is a work sample and scoring rubric protocol for measuring the impact of the Task Analysis process? Participants showed statistically significant growth in their analysis of a science task from pre to post-assessment responses, with particularly strong growth demonstrated in the domains of content and language. Further coding of responses revealed that participants frequently discussed vocabulary as both a language and content knowledge demand of a science task.
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Hoffenberg, Rebecca Sue. "An Investigation into Teacher Support of Science Explanation in High School Science Inquiry Units." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1103.
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The Framework for K-12 Science Education, the foundation for the Next Generation Science Standards, identifies scientific explanation as one of the eight practices "essential for learning science." In order to design professional development to help teachers implement these new standards, we need to assess students' current skill level in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland metro area and the scientific explanations the students produced in their work samples.
Teacher Instructional Portfolios (TIPs) were analyzed with a TIP rubric based on best practices in teaching science inquiry and a qualitative coding scheme. Written scientific explanations were analyzed with an explanation rubric and qualitative codes. Relationships between instructional practices and explanation quality were examined.
The study found that students struggle to produce high quality explanations. They have the most difficulty including adequate reasoning with science content. Also, teachers need to be familiar with the components of explanation and use a variety of pedagogical techniques to support students' explanation construction. Finally, the topic of the science inquiry activity should be strongly connected to the content in the unit, and students need a firm grasp of the scientific theory or model on which their research questions are based to adequately explain their inquiry results.
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Peter, Zola Witness. "An evaluation of personnel provision policy in selected public secondary schools in the Eastern Cape province." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/213.
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The Eastern Cape Department of Education has a constitutional and legislative mandate to provide quality public education in all public schools within the province. The commitment to improve also involves ensuring effective educator personnel provisioning in public secondary xii schools. However, despite various legislative and policy measures relating to educator personnel provisioning, serious concerns have been raised. There have been concerns over the shortage of educators. There are concerns over the lack of suitably qualified educators, especially in Mathematics and Science subjects. Disparities have been noted between legislative and policy directives with regard to educator personnel provisioning and the expectations of educators based on the realities in public secondary schools. The complications and challenges thereof have called upon for the appraisal of educator provisioning. The objective of the study is to describe and explain the nature and place of personnel provisioning in public secondary schools. Thereafter, evaluate its application at selected public secondary schools in the Eastern Cape Province. The basic intention is to prove that the educator personnel provision policy implementation in public schools needs to be examined and possibly changed for effective results. Basically, personnel provisioning is the first step in the personnel process. It is classified into: Human resources determination; and the Filling of posts The process of filling public personnel posts involves recruitment, selection, appointment, placement, transfer and promotion. In evaluating personnel provisioning policy in public secondary schools, a research study has to be conducted. As an integral part of scope of study, the survey area includes public secondary schools, provincial department offices and educator union/association offices. The questionnaire is used as the appropriate data collection instrument for this survey. The total population for the study are provincial department officials, public secondary school principals, school governing body chairpersons and educator unions/associations. xiii When data was analysed and interpreted, there were various significant findings. The respondents’ demographic details provided a significant insight into the study and its findings. They ensured divergence of opinions and understanding of the personnel provisioning. Regarding human resources determination and the filling of posts in public secondary schools, it was found that there are challenges in terms of the employment of suitably qualified educators. These include among other issues educator dissatisfaction and lack of effective procedures in the filling of posts. This also results in educator shortage in public secondary schools.
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Strand, Krista Lynn. "An Investigation into Intermediate Grades Teachers' Noticing of the Mathematical Quality of Instruction." PDXScholar, 2016. https://pdxscholar.library.pdx.edu/open_access_etds/2709.
Full textAbstract:
The Mathematical Quality of Instruction (MQI) is an important feature of a classroom mathematics lesson. Before teachers can strengthen the MQI of their own lessons, however, teachers must first be able to notice MQI-related features of instruction. The purpose of this dissertation is to investigate intermediate grades teachers’ MQI-related noticing as they go through a ten-week research-based MQI professional development (PD) program. Specifically, this dissertation is guided by two research questions: (1) How do individual teachers’ noticing of MQI-related features of instruction shift as they go through an MQI-focused professional development program? and (2) How do teachers approach the task of noticing students’ engagement in mathematical practices?
To address the first research question, I developed a multi-level framework out of a priori noticing categories in combination with data from 73 PD teachers’ individual typed responses to two video clips of mathematics instruction, in order to characterize degrees of individual teachers’ noticing of MQI-related features of instruction. I then used a mathematized version of the framework along with non-parametric statistical analyses to explore shifts in the teachers’ noticing of MQI-related features of instruction at three different time-points throughout the PD. I also illuminated the nature of these shifts by exploring snapshots of two teachers’ MQI Noticing journeys as they progressed through the PD. To address the second research question, I used thematic analyses of transcripts of one group of five teachers’ discussions in order to identify noticing perspectives exhibited by the group as they engaged in the specific task of discussing potential instances of students’ engagement mathematical practices during the PD sessions.
The findings highlight and explicate the variation in teachers’ MQI Noticing, and it establishes that shifts in such noticing are possible as teachers progress through research-based MQI PD.
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De, Beer (nee Jordaan) Maria C. "Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die Aardwetenskappe." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1728.
Full textAbstract:
Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.<br>The numerous changes to the South African education system since January 1998
have had far reaching effects on schools and the training of educators (Government
Gazette, 31 May 2002:13). Changes in subject content have occurred in various
subjects, and the General Science (now Natural Science) syllabus is no exception.
The General Science syllabus previously catered mainly for Chemistry, Physics and
Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject
matter on Physical Geography (Climatology, Astronomy, and Geomorphology)
(Department of Education, 2002b:6). The problem with this is that educators that
previously taught General Science are not necessarily qualified to present the Physical
Geography component of the new syllabus. This study investigates the impact of the
changes in the new curriculum.
The review of existing literature on curriculum development in Natural Science
education in South Africa emphasises key changes made in the development and
implementation of C2005 and the Revised National Curriculum Statement (RNCS). It
also explores the characteristic features of misconceptions, before considering specific
misconceptions in Natural Sciences.
The first part of the two-tiered empirical investigation is based on the results of
questionnaires and interviews completed by different groups of Natural Sciences
educators. The questionnaires, which drew in part on existing questionnaires used in
similar studies, were based on information used for the literature review.
The second part of the empirical investigation consisted of interviews conducted with
Natural Sciences Departmental Heads at randomly selected schools. An attempt was
made to determine how these senior educators experienced the implementation of
C2005 and RNCS and what their attitude to the new curriculum were. The data
obtained from the questionnaires and the subsequent interviews were categorised,
interpreted and coded for statistical processing.
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Fiser, Timothy Paul. "Impact of Teacher Feedback on the Development of State Issued Scoring Guides for Science Inquiry and Engineering Design Performance Assessments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/991.
Full textAbstract:
In 2010, Oregon Department of Education (ODE) developed a set of rubrics designed to score a state required performance assessment targeting Science Inquiry (SI) and Engineering Design (ED) skills. During the development of the rubrics, ODE invited six panels of teachers to provide feedback on an early draft of the rubrics. This case study analyzed the teachers' feedback and the revisions of the rubrics to identify the types of feedback teachers offered and how ODE used that feedback to develop the rubrics. The results showed the teachers' feedback focused on defining the skills students were asked to demonstrate and distinguishing levels of student performance. There was clear evidence that the teachers' feedback had a substantial impact on the development of the rubrics. These results suggest that teachers can add substantial value during the development of a state issued assessment tool.
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Hultqvist, Andreas, and Tobias Hultqvist. "Developing an Analysing a Web Application made for Teachers to Evaluate Students' Performance : Utveckling och analys av en webbapplikation för examinatorers analys av elevers lärande." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176985.
Full textAbstract:
The need to learn programming increases as more jobs require basic programming skills and computer knowledge. Compulsory school is adding programming to the curriculum, which leads to challenges due to both teachers and students are new to this subject. Even at the university level some students get in touch with programming for the first time in their lives. This thesis aim to develop a web application that can be used by teachers as a reliable and informative tool when evaluating the learning process of its students, by combining data collected through user interactions while solving programming related puzzles in Python, with answers from periodic self-evaluation surveys. The study shows that the web application can be seen as a valid tool when evaluating the students' learning process.
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Cronk, Carol Elizabeth. "Effects of mathematics professional development on growth in teacher mathematical content knowledge." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/139.
Full textAbstract:
The purpose of this project was to determine if there was a correlation between teachers' scores on fractions items on project assessments and the percentage of participation time in professional development activities.
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Sickel, Jamie L. "TPACK Development in Science Teacher Preparation: A Case Study in Queensland, Australia." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1457379586.
Full text
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Jacobs, James A. "School Climate: A Comparison of Teachers, Students, and Parents." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3476.
Full textAbstract:
This study was designed to examine the benefits of positive school climate and to measure the perceptions of school climate for intermediate grades in a Northeast Tennessee School district. An online school climate survey was used to collect responses from participants in intermediate grades and focused on the 3 major components of school climate: school engagement, school environment, and school safety. Data were collected for 2 consecutive years in 2016-2017 and 2017-2018. Response totals included 1,955 student responses, 116 teacher responses, and 210 parent responses that were analyzed and used for this study. Of the student totals, some students that were in 5th grade in 2016-2017 may have completed the survey again as 6th graders in 2017-2018.
Findings indicated that there were no significant difference in the perceptions of students, parents, and teachers in school climate over a 2-year span for this district. Research indicates there are multiple benefits to a positive school climate, including higher academic achievement, lower chronic absenteeism, and a decrease in discipline referrals.
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Brown, Anna Elisabeth. "Getting Ahead or Left Behind? The Politics and Policy of Education Reform in the United States." Oberlin College Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1307045945.
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Song, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.
Full textAbstract:
This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending by school districts increased a significant amount and NCLB raised teacher pay and the number of teachers entering the profession with graduate degrees. Within schools, NCLB appears to have directed instruction towards math and reading and away from other subjects as teachers strove to achieve proficiency on the new accountability measures implemented by NCLB.
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Bozza, Elizângela Cristina. "Ciências versus biologia: (des)encontro entre ensino fundamental e ensino médio." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/1862.
Full textAbstract:
Acompanha: Entrando no ensino médio: caderno de avaliação diagnóstica de conteúdos em biologia<br>O presente estudo diz respeito a uma pesquisa de natureza qualitativa. Tem origem na experiência docente de sua autora em Ciências e Biologia, diante da recorrente problemática acerca da defasagem dos conteúdos biológicos pelos alunos na passagem do Ensino Fundamental para o Ensino Médio. Existe aí um hiato contraproducente à aprendizagem. Os alunos mostram dificuldades em acompanhar conteúdos dentro da disciplina de Biologia, os quais já teriam sido estudados durante o Ensino Fundamental, mesmo que em menor grau de profundidade e complexidade, na disciplina de Ciências. Assim, a questão de pesquisa que orientou este estudo consistiu em identificar qual é o repertório de conhecimentos em Biologia que estão presentes entre alunos iniciantes da 1ª série do Ensino Médio, para identificar uma possível defasagem e recolher dados que possam nortear ações que reduzam as deficiências de aprendizagem. Para isso, elaborou-se um Produto Educacional, o “Entrando no Ensino Médio: Caderno de Avaliação Diagnóstica de Conteúdos em Biologia”, que contemplou 10 questões de conhecimentos estudados em Ciências no Ensino Fundamental e que serão aprofundados em Biologia na 1ª série do Ensino Médio. Cada questão disposta em tal material agregou justificativas fundamentadas em autores da área de ensino de Ciências do exterior e do Brasil, além de justificativas emanadas da experiência docente da própria prática da autora/mestranda. O Caderno foi implementado em março de 2015 com três turmas de 1ª série do Ensino Médio de uma escola pública de Curitiba, Paraná, Brasil. A escolha das três questões para análise decorreu da ponderação sobre o número de acertos/erros e sobre considerações importantes nas respostas efetuadas. A metodologia utilizada foi a Grounded Theory (Metodologia Fundamentada nos Dados), em razão de ser uma abordagem que nasce da prática da pesquisa, permitindo que o problema proposto fosse aproveitado como fonte de informações, e as análises dos dados qualitativos pudessem ser enraizadas (grounded) nos dados coletados. A pesquisa abrangeu 116 alunos e os resultados indicam a existência de uma fragmentação de conhecimentos biológicos na interface Ensino Fundamental-Ensino Médio, que deriva de vários aspectos, dentre eles político, social e burocrático, mas também pedagógico, no qual os professores podem agir. A utilização do Caderno permitiu obter informações que se configuraram subsídios às estratégias de avaliação e ações futuras. Uma avaliação diagnóstica mostrou-se útil para que o(a) professor(a) possa analisar os conhecimentos trazidos por seus alunos, para então direcionar suas aulas, procurando adequar metodologias e conteúdos às necessidades mais relevantes da turma, buscar a articulação curricular, além de conceder a necessária atenção para o processo de avaliação, dentre outros, de modo que os discentes possam de fato compreender e participar das aulas. Afinal, se o professor não pode interferir nas condições de entrada do aluno, pode (e deve) interferir em suas condições de saída.<br>The present study concerns a qualitative study. It originates from the teaching experience of its author in Science and Biology before the problem recurring on the lag of biological content by students in the transition from Elementary School to High School. Then there is a gap counterproductive to learning. Students show difficulties in following content within the Biology discipline, which have been studied during the Elementary School, even to a lesser degree of depth and complexity, in the discipline of Science. So the research question that guided this study was to identify what is the repertoire of knowledge in Biology that are present among beginning students of the 1st grade of High School, to identify a possible discrepancy and collect data that can guide actions to reduce the deficiencies of learning. For this, it was elaborated an Educational Product, the "Entering the High School: Notebook Diagnostic Contents Evaluation in Biology", which included 10 questions of knowledge studied in Science in Elementary School and will be deepened in Biology in 1st grade of High School. Each issue arranged in such material added justifications based on authors of the Sciences teaching area the outside and Brazil, as well as justifications issued by the teaching experience of the practice of the author/master student. The Notebook was implemented in March 2015 with three classes of 1st High School grade of a public school in Curitiba, Paraná, Brazil. The choice of the three issues for analysis was the result of consideration of the number of hits/errors and on important considerations in made answers. The methodology used was Grounded Theory (Based Methodology in Data), in reason of to be a methodological approach that is born from the practice of research, allowing the proposed problem was tapped as a source of information, and analysis of qualitative data could be rooted (grounded) on the data collected. The survey covered 116 students and the results indicate the existence of a fragmentation of biological knowledge in Elementary-High School education interface, derived from various aspects, including political, social and bureaucratic, but also pedagogical, in which teachers can act. Using the Notebook provided information that configured subsidies assessment strategies and future actions. A diagnostic evaluation was useful for the teacher to analyze the knowledge brought by his students, and then direct their classes, looking fit methodologies and content to the most relevant needs of the class, seek curricular articulation, besides to grant the necessary attention to the evaluation process, among others, so that the students can indeed understand and participate in class. After all, if the teacher cannot interfere with the student's entry, can (and should) interfere with their output conditions.
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Honorato, Angel. "Um recorte sobre a educação em astronomia nas escolas municipais de Curitiba no contexto da formação e atuação de professores de ciências do ensino fundamental, de documentos oficiais nacionais, estaduais (Paraná) e das diretrizes curriculares municipais para educação em Curitiba." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2801.
Full textAbstract:
Acompanha produto: "Guia didático de astronomia: introdução aos conceitos relacionados ao Sol e a Terra"<br>Essa dissertação é desenvolvida sob os eixos teóricos Educação em Astronomia e Formação de Professores. A literatura da área aponta a necessidade da formação continuada na área de Educação em Astronomia para os profissionais que atuam no Ensino de Ciências. Considerando importante a Educação em Astronomia desde os primeiros anos de formação no Ensino Fundamental, investigou-se os documentos oficiais que versam sobre o Ensino de Ciências desse segmento, buscando analisar como a Astronomia é contemplada. Também foi feito um estudo com um grupo de professores da rede municipal de Curitiba, a partir da análise de um questionário investigativo sobre a formação, atuação e expectativas de um material didático de Astronomia. A análise dos documentos oficiais indica que, no geral, a Astronomia é prevista nos documentos, sendo que em alguns as indicações são apresentadas com maiores detalhes que em outros. Em especial no documento municipal de Curitiba, a Astronomia é amplamente indicada desde os primeiros anos do Ensino Fundamental, e esse fato tende a ser uma tendência nacional com o advindo de um novo documento orientador – a Base Nacional Comum Curricular. Entretanto, nenhum dos documentos trata da formação do professor que estará em sala de aula desenvolvendo os conteúdos dessas diretrizes e/ou base. A investigação com os professores corrobora com a literatura da área, indicando falhas na formação inicial e necessidade de formação continuada na área: os professores têm pouco ou nenhum contato com disciplinas de Astronomia (de conteúdo ou de metodologia de ensino) em sua formação inicial e continuada. Essa investigação também se contrapõe com os documentos oficiais, pois a Astronomia parece ser trabalhada em sala de aula em somente um ano do Ensino Fundamental. Por outro lado, os professores dão indício de um material de formação continuada que poderá vir a colaborar com a Educação em Astronomia nas escolas municipais. Toda essa investigação culminou na elaboração do produto dessa dissertação: um guia didático de Astronomia, em que se apresenta alguns conteúdos previstos no documento oficial do município, considerando as expectativas dos professores para um material didático que possa auxiliar em sua formação continuada e indicações apresentadas em estudos anteriores da literatura da área. O material foi pensado de maneira a introduzir alguns conceitos básicos previstos no documento oficial do município e apresentar oportunidades de aprofundamento ao professor. O conteúdo é desenvolvido por meio de textos interativos com imagens, vídeos, hiperlinks, exercícios, indicações de atividades práticas, textos complementares de aprofundamento cultural e indicações de atividades virtuais (por meio de softwares específicos).<br>This dissertation is developed under the theoretical axes Education in Astronomy and Teacher Training. The literature of the area points to the need for continuing education in the area of Astronomy Education for professionals who work in Science Teaching. Considering important the Education in Astronomy since the first years of formation in Elementary School, we investigated the official documents that deal with the Teaching of Sciences of this segment, trying to analyze how Astronomy is contemplated. A study was also carried out with a group of teachers from the municipal network of Curitiba, based on the analysis of an investigative questionnaire on the training, performance and expectations of an astronomy teaching material. The analysis of the official documents indicates that, in general, Astronomy is foreseen in the documents, and in some the indications are presented in more detail than in others. In particular in the municipal document of Curitiba, Astronomy is widely indicated since the first years of elementary school, and this tends to be a national trend with the coming of a new guiding document - the National Curricular Common Base. However, none of the documents deals with the teacher training that will be in the classroom developing the contents of these guidelines and / or basis. The research with the teachers corroborates with the literature of the area, indicating shortcomings in the initial formation and the need for continuous training in the area: teachers have little or no contact with astronomy disciplines (content or teaching methodology) in their initial formation and Continued. This research also contrasts with the official documents, as Astronomy seems to be worked in the classroom in only one year of elementary school. On the other hand, the teachers give evidence of a material of continuous formation that can come to collaborate with the Education in Astronomy in the municipal schools. All this research culminated in the elaboration of the product of this dissertation: a didactic guide of Astronomy, which presents some contents foreseen in the official document of the municipality, considering the expectations of the teachers for a didactic material that can aid in their continued formation and indications presented in Previous literature studies in the area. The material was designed in such a way to introduce some basic concepts foreseen in the official document of the municipality and to present opportunities of deepening to the teacher. The content is developed through interactive texts with images, videos, hyperlinks, exercises, indications of practical activities, complementary texts of cultural deepening and indications of virtual activities (through specific software).
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Sarfo, Solomon. "Factors that impede the formation of basic scientific concepts during teacher training in Ghana." Thesis, 2009. http://hdl.handle.net/10500/3172.
Full textAbstract:
The investigation aimed at identifying the factors that accounted for the teacher trainees’ low understanding of basic scientific concepts and the appropriate strategies needed to rectify these obstacles.
In this investigation thirty open ended questions were administered to test three hundred teacher trainees’ understanding of science concepts. Also, observations were conducted during science lessons to monitor the participation of trainees.
The teacher trainees’ poor background in science was identified.
Inflexible teaching methods such as lecturing and provision of pointers to correct answers by teachers contributed.
Teacher trainees lacked the necessary conceptual, logical and linguistic background, and the vocabulary to express themselves in English.
Most science lessons did not consider media integration, but were conducted through verbal communication. Teacher trainees employed ineffective study techniques in learning science.
Recommendations included reading assignments, laboratory work, media integration and the employment of effective study techniques in the teaching and learning of science.<br>Teacher Education<br>Thesis (M. Ed. (Didactics))
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Chen, Pei-Yin, and 陳佩吟. "An Evaluation Study of Quality Elementary Science Teachers' Training Curriculum." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/35665656177978123974.
Full textAbstract:
碩士<br>國立臺北教育大學<br>自然科學教育學系碩士班<br>98<br>With the diversification trend in teacher education, the "Primary Science Teachers’ Training Curriculum" has declined. In this case, it has been one of the major problems of science education reform. In this study, the background of research is set in the Department of Science Education at the National Taipei University of Education. Through the "Professional Standards for Elementary Science Teachers" of the dimensions of assessment of their course content and syllabi, and to achieve the degree of evaluation indicators, this study aims to discuss the education curriculum and the instructors of Quality Elementary Science Teacher Training Curriculum, and the 13 pre-service teachers who takes this course. Finally, through the CIPP evaluation model, it goes to analyze the curriculum to nurture the effectiveness of pre-science teachers.
First of all, in the way of semi-structured interview, it is going to interview the instructors of “quality elementary science teacher course.” In this way, it can be found that there are seven related courses that reach the highest score on "Course Selection and Development." And there are five evaluation indicators can not be reached which has to be checked thereafter. Secondly, the in-depth analysis of the learning process during the course files and questionnaires to understand the natural science pre-service teachers of learning and professional development of the situation. The results showed that "The Introduction of Science Education " to guide pre-service teachers gain a better understanding of current trends and policies of science education, and the experience of teaching practice and preliminary; "The Study of Native Biological " course pre-service teachers training curriculum rich knowledge of local biological meaning, to be responsive to the needs of teaching; "Elementary Science Curriculum Pedagogical Content Knowledge and Clinical Practical Training" course, through the interaction of theory and practice, strengthening for natural science teaching ability, further accumulation of their teaching experience. This study provides current science teacher education curriculum planning, pre-positioning of science teachers and future research directions are discussed.
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"On course evaluation--: a study of the course evaluation data for science faculty." 2000. http://library.cuhk.edu.hk/record=b5895788.
Full textAbstract:
Yiu Tat-choi.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2000.<br>Includes bibliographical references (leaves 68-69).<br>Abstracts in English and Chinese.<br>Chapter 1 --- Introduction --- p.1<br>Chapter 1.1 --- Student Ratings of Instructors --- p.2<br>Chapter 1.2 --- Research Plan and Difficulties Encountered in the Study --- p.4<br>Chapter 2 --- Data and An Overall Picture of Study --- p.7<br>Chapter 2.1 --- The Questionnaire and Data Collection Method --- p.7<br>Chapter 2.2 --- Pilot Study --- p.8<br>Chapter 2.3 --- Data Editing --- p.12<br>Chapter 2.3.1 --- Clerical Error --- p.12<br>Chapter 2.3.2 --- Strange Patterns --- p.13<br>Chapter 2.4 --- Missing Items ´ؤ Item Nonresponse --- p.14<br>Chapter 2.5 --- Missing Items - Unit Nonresponse --- p.16<br>Chapter 2.6 --- Effective Class Size --- p.21<br>Chapter 2.7 --- Imputation of Item Nonresponse Data --- p.23<br>Chapter 2.8 --- Overall Picture of Study --- p.25<br>Chapter 3 --- Data Analysis I: Logistic Regression --- p.28<br>Chapter 3.1 --- Conditional Independence --- p.29<br>Chapter 3.2 --- Partial Correlation --- p.30<br>Chapter 3.3 --- Simultaneous p-value --- p.31<br>Chapter 3.4 --- Logit Model --- p.32<br>Chapter 3.5 --- Logit Model for Ordinal Variables --- p.35<br>Chapter 3.6 --- Iteratively Reweighted Least Squares (IRLS) Algorithm --- p.36<br>Chapter 3.7 --- Criteria for Assessing Model Fit --- p.38<br>Chapter 3.7.1 --- Assessing the Fit of the Model --- p.39<br>Chapter 3.7.2 --- Pearson Chi-Square and Deviance --- p.40<br>Chapter 3.8 --- Interpretation of the Coefficients of The Weighted Logistic Re- gression Model --- p.42<br>Chapter 3.8.1 --- Nominal Independent Variable --- p.42<br>Chapter 3.8.2 --- Continuous Independent Variable --- p.45<br>Chapter 4 --- Data Analysis II: Adjusted Instructor Score --- p.49<br>Chapter 4.1 --- Removing Effects of Class Characteristics Factor and Adjust- ing the Score --- p.50<br>Chapter 4.2 --- Adjusted Instructor Score (AIS) --- p.54<br>Chapter 4.3 --- Estimate Standard Error of AIS by Bootstrap Method --- p.55<br>Chapter 5 --- Conclusion --- p.58<br>Chapter 5.1 --- Comparison Between the AIS and Average Score --- p.58<br>Chapter 5.2 --- Discussion --- p.60<br>Appendix A1: Course Evaluation Survey Form --- p.63<br>Appendix A2: Course Evaluation Supplementary Form . --- p.64<br>Appendix B: Descriptive Statistics for Response Rate --- p.65<br>Appendix C: The Descriptions of Class Characteristics Dummy Variables --- p.67<br>Bibliography --- p.68
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粘宜蓁. "Design and Evaluation of Pre-service Science Teachers’ Digital Game Literacy Training." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82605579030249791298.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>資訊教育學系<br>100<br>The purpose of this research was to develop the digital game literacy of pre-service science teachers, to design a digital game literacy training, and to explore the influence of the digital game literacy training on the pre-service science teachers. Selection checklists of general digital game and science learning game were developed to select appropriate games as the training materials, and the guidebooks of selected games were also developed.
This training invited 6 pre-service science teachers who are with educational program for secondary school to participate the training of the general digital games
and science learning games. Each time of the training took 4 hours, and there’s 3 times of training in 2 weeks, with overall 12 hours of training time. The researcher collected
the results of pre-test and post-test of the general digital gaming literacy scale and the science learning games questionnaire to see the changes of these pre-service science teachers in general games literacy and opinions on science learning games after the digital game literacy training.
The results showed that although some participants scored lower marks in the post-test of the general digital gaming literacy scale, discussing and sharing did help
pre-service science teachers understand the characteristics of games. The science learning game training did increase the positive opinions of the pre-service teachers on the application of learning games in the learning of science.
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Naidoo, Jaqueline Theresa. "An evaluation of the impact of a life science module on teachers' scientific literacy." Thesis, 2003. http://hdl.handle.net/10413/4741.
Full textAbstract:
The Advanced Certificate in Education Programme was launched in 2002 at the School of Education, Training and Development, University of Natal,
Pietermaritzburg, in an attempt to upgrade and retrain science educators, given the drastic shortage of qualified science educators in South Africa. This research study investigated the development of scientific literacy within a group of fifteen educators during the first semester of their two-year Advanced Certificate in Education Programme. The study focused on scientific literacy and the relationship between language comprehension skills, readability and scientific literacy. This study aimed to examine whether the Natural Sciences and Biological Sciences module of the Advanced Certificate in Education Programme was effective in raising the level of scientific literacy of educators. Both quantitative and qualitative methods were employed in the collection of data. Students wrote a pre-test at the beginning of the first semester and the same test was written as the post-test at the end of the first semester. Semi-structured interviews with tutors were also conducted. Responses of students in the Student Evaluation Questionnaire, given at the end of their first year of study, were analysed to ascertain their perceptions about the tutors, their knowledge and understanding of the content and skills of the modules and the learning material. The questions used in the achievement test were adapted from the question bank of the Science Achievement Test used for Grade 8 learners in the Third International Mathematics and Science Study-Repeat in 1998/1999. The same achievement test was used in the pre-test and post-test, using questions from the Life Science and Scientific Inquiry and the Nature of Science content areas. The results from this research study indicated that although the level of scientific literacy of educators improved, it was not statistically significant. The study also highlights that language and comprehension skills and inability of students to express their answers in writing hampered their performance in the scientific literacy test. This was demonstrated by the significant positive correlation between language comprehension and readability with scientific literacy. Specific areas of conceptual difficulty were also highlighted in this study.
Implications of these findings for further research and delivery of mixed-mode programmes are discussed.<br>Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2003
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Jett, Pamela M. "Teachers valuation and implementation of formative assessment strategies in elementary science classrooms /." 2009. http://digital.library.louisville.edu/cgi-bin/showfile.exe?CISOROOT=/etd&CISOPTR=888&filename=889.pdf.
Full text
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蔡耀仁. "The Study on Teacher Professional Development Evaluation for Elementary Science Teachers in Taichung County." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/32588440277534015273.
Full textAbstract:
碩士<br>國立新竹教育大學<br>進修部數理教育碩士班(自然組)<br>99<br>This study aimed to explore the opinions of elementary science teachers on teacher professional development evaluation in Taichung County.The 564 elementary science teachers were purposive sampled as the subjects of this study.Within that,270 science teachers participated the evaluation in 2006-2009 schooling years,and others 294 were not.The questionnaire method were used. The data were analyzed by descriptive statistics, t-test, one-way ANOVA and Scheffé method.
The main conclusions of this study were as follows:
1. Elementary science teachers in Taichung County had high level of agreement to the “Teacher professional development evaluation”,and there is significant difference in the agreement level of science teachers who have different ethnographic.
2. Elementary science teachers in Taichung County who with better teaching efficacy had higher level of agreement to the “Teacher professional development evaluation”
3. Elementary science teachers in Taichung County agreed with "Teacher professional development evaluation" that is formative evaluation and professional development-oriented.
4. Elementary science teachers in Taichung County hope that the form of "Teacher professional development evaluation" is teacher self-evaluation, and classroom observation-based.
5. Elementary science teachers in Taichung County had high level of agreement to the complementary measure of "Teacher professional development evaluation".
6. The elementary science teachers' in Taichung County recommendations of the evaluation were:
a. Science teachers should have the abilities to prime for the “science teacher’s professional literary", followed by "teaching skills" or "education research".
b. Science teachers’ professional development should be directed to "interact with experienced teachers","self learning",and " refresher course " ,and " academic degree study" was sort later.
Finally, this study were also offered some suggests to the educational administration agencies, the elementary schools,and science teachers ,in order to promote the “teacher professional development evaluation”.
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Lyu, Xiaoxin. "Assessing In-service Secondary Science Teachers’ Views of Nature of Science and Competence in Understanding Scientific Argumentation about Socio-scientific Issues." Thesis, 2019. https://doi.org/10.7916/d8-2srh-2823.
Full textAbstract:
Despite recent efforts to promote scientific argumentation, and to achieve reconceptualized views of the nature of science, including sociocultural accounts, little is known about In-service Secondary Science Teachers’ understanding of the nature of science and cognate aspects. This includes sociocultural aspects and competence in engaging in scientific argumentation about socio-scientific issues. Moreover, there is limited information on how in-service secondary science teachers’ views of the nature of science and their competence in generating scientific argumentation about socio-scientific issues are related, if at all. This also includes their professional skills in applying modern views of scientific argumentation in teaching science. This study of 13 in-service secondary science teachers used a mixed-methods approach. Descriptive statistics and correlation analysis were utilized to analyze data collected using the Scientific Epistemological Views instrument for evaluating teachers’ views of nature of science from a sociocultural perspective. Responses from the socio-scientific issue item – Global Warming – for evaluating teachers’ competence in understanding scientific argumentation were analyzed using a three-point scale rubric. Correlation analysis between five domains of the Scientific Epistemological Views survey and three components of argumentation and interview data were used to determine the relationship between teachers’ understanding of nature of science and competence in generating scientific argumentation. To future explore the evidence showing that these teachers could learn some of the basic modern ideas about scientific argumentation, I designed an online learning module with pre-post questionnaires assessing learning gains. Findings of this study highlighted that this group of teachers had an appreciable prior understanding of certain aspects of nature of science and scientific argumentation. The multi-correlation network diagrams generated from analyzing the in-service secondary science teachers’ responses to the Scientific Epistemological Views survey items highlighted the cohesiveness of their group-based percepts regarding the nature of science. It also showed that there were two content themes in the organization of the network diagrams; i.e., 1) the epistemological bases and 2) methodological aspects of the practices of science. Nevertheless, few science teachers were able to generate a cohesive explanation for the set of informed components of scientific argumentation. It was also found that an informed view of the nature of science did not necessarily indicate informed understanding of scientific argumentation. A further correlation analysis (one-tailed, p < 0.05) between results of the Scientific Epistemological Views survey and components of scientific argumentation showed that the invented and creative and changing and tentative features of science significantly related to Argument and Counterargument, respectively. Close examination of written responses to the Scientific Epistemological Views survey and socio-scientific issues items, as well as interview data from selected in-service secondary science teachers, further supported the above finding. The changing and tentative (CT) feature of science is found to be significantly and positively related to the total score participants received in the Global Warming questionnaire (one-tailed, p < 0.05). Regarding the online learning module about scientific argumentation, pre- and post- surveys of learning outcomes showed good gains from a theoretical perspective after the science teachers completed the online learning module, despite relatively high scores on pre-test items. The learning objectives created by the participants showed that they value students’ use of valid evidence in the process of supporting their claims, though the focus of such process varied. Further, in their reflective evaluation of the learning module, teachers prefer the addition of workshops that could provide them with practical techniques and related resources for facilitating scientific argumentation within their classrooms.
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Austen, Karryn Lynda. "Natural Sciences teachers' conceptualisation of 'science and society' in South African curriculum documents." Thesis, 2018. https://hdl.handle.net/10539/25656.
Full textAbstract:
A research report submitted to the Faculty of Science,
University of the Witwatersrand, Johannesburg, in partial
fulfilment of the requirements for the degree of Master of
Science.
Johannesburg, 2017.<br>The potential for South African science teachers to become powerful
agents of transformation needs to be explored. Speaking of Fensham's
(2002) term “educo-politics” Aikenhead (2010) argues that, "all science
teachers are constantly engaged in ‘educo-politics'” (Aikenhead,
2010:615). In this study I attempted to uncover some of the socially critical
aspects of science and society related themes.
This study investigated how science and society themes outlined in the
Natural Sciences Curriculum and Assessment Policy Statement (CAPS)
(Department of Basic Education [DBE], 2011) are understood and valued
by teachers. The study provides an account of how science teachers
under the direction of the curriculum statement conceptualise the
pedagogical use, and social value, of Specific Aim 3 in their regular
teaching of Grade 9 Natural Sciences. The Science-Technology-Society-
Environment (STSE) currents presented by Pedretti & Nazir (2011)
provided a theoretical framework from which this inquiry was conducted
and structured.
This was a qualitative, small-scale study limited to 32 participants. The
theoretical foundation of this study was influenced by the ideology and
pedagogical frameworks which underpin science and society philosophies
and movements in science education. An evaluation of the Natural
Sciences CAPS (DBE, 2011) using such frameworks informed the
development of the two research instruments used. A questionnaire was
administered to 32 Grade 9 Natural Sciences teachers from government
schools in the Johannesburg-West and Johannesburg-North districts in
Gauteng. Three of the questionnaire participants were then interviewed
using a semi-structured interview schedule. The participants varied in age,
race demographics, distribution of home languages, professional
qualifications and years of teaching experience. The schools where
participants teach were varied in terms of demographics and available
resources.
The study found that participants did not communicate a clear
understanding of the principles which form science and society in the Natural Sciences CAPS. Time constraints, deviation from science content
and limited usefulness for science learning were commonly cited to justify
limited science and society practices. Furthermore, participants regularly
made statements which communicated their belief in the superiority of
science in terms of its explanatory value. In this regard participants
showed insensitivity to the cultural barriers students may experience when
learning science.
This study has contributed to our understanding of how South African
science teachers conceptualise and use science as society themes as
outlined in the Grade 9 Natural Sciences CAPS. The findings of this study
confirmed that the effects and consequences of the prescriptive elements
and nature of the Natural Sciences CAPS (DBE, 2011) need to be critically
evaluated. Although curriculum reform in South Africa was intended to
empower teachers in their decision-making about what and how to teach,
over-reliance on work schedules and Learning Support Materials (LSMs)
results in the constriction of teacher agency (Stoffels, 2008). Such
tendencies were observed in this study and hence it is suggested that this
aspect of teacher agency be explored in further research.
KEY WORDS
Science and Society
Scientific literacy
Humanistic science education
Curriculum
Teachers
Science-Society-Technology
Science-Society-Technology-Environment
Socioscientific Issues<br>EM2018
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Lin, Su-chiao, and 林素嬌. "A Study on the Evaluation Factors That Elementary School Teachers Use for Select Popular Science Supplementary Materials: The Field of Science and Technology." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/82599792372778422069.
Full textAbstract:
碩士<br>南華大學<br>出版與文化事業管理研究所<br>100<br>This study aims to learn the evaluation factors that teachers use for select popular science materials and to analyze demographic variables and other variables with teachers’ selections of popular science materials.
This study is an exploratory study. In order to obtain more precise research results, a questionnaire survey and interviews are undertaken as the research methods. The objects of the study are the science teachers in Yunlin, Chiayi and Chiayi County. The data is collected from a questionnaire survey with a stratified sampling. 300 questionnaires are issued and the valid questionnaires are 291. Data is analyzed with independent-sample t-test, chi-square test and analysis of variance (ANOVA). The interview subjects are four science teachers. The purpose of the interviews is mainly to learn about the evaluation factors and viewpoints teachers select popular science as their supplementary materials.
The survey results:
1. The teachers with scientific background are about 60 percent. The rest of the teachers have no scientific background.
2. The dimensions influencing the teachers’ selections for popular science supplementary materials are as follow in order of importance: the continence of use, topics, students’ learning background, and official competence indicators.
3. Each evaluation factor is regarded as important considerations. There are no obvious differences among these evaluation factors. The top seven factors are as follows:
? Correctness of scientific concepts
? Precise scientific expressions
? Teaching objectives
? Convenience for teachers to use
? Students’ interests
? Students’ reading comprehension
? New knowledge
4. The results of this study found that teachers with different background variables show no significant differences. There are only some significant differences on the teachers with different majors.
Finally, according to the study results, this study proposes the conclusions and suggestions to the educational administration authorities, the schools, and the future studies as references.
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Mhlanga, Eugene Sabelo. "Student evaluation of career readiness after completing the science education course at Nazarene Teachers College, Kingdom of Swaziland." Diss., 2017. http://hdl.handle.net/10500/23532.
Full textAbstract:
This exploratory study sought to determine how the current science education curriculum at Nazarene Teachers College contributes to the final (third) year’s students’ career readiness from their own perspectives.
A self-administered questionnaire was used for data collection. The target population was 150 third year students; 110 responded to the questionnaire which had a response rate of 79%.
To describe the biographical information of the respondents, frequencies and percentages were used. Tables of frequency distribution were then used to deduce the respondents’ responses to the group of questionnaire questions that probe the various career readiness concepts. Scale reliability testing was also used to determine the reliability of career readiness concepts. An overall measure of career readiness was calculated for each respondent and the effect of biographical properties as part of evaluation of respondents.
The empirical (quantitative survey)showed that the science education course at the Nazarene Teachers College indeed prepares the students for their career readiness with specific reference to the teaching profession although some aspects can be improved. Therefore, it was recommended that there should be increased time allocated to science education and its teaching approaches; that a suitable science laboratory with all the required equipment for experiential learning should be constructed; the current curriculum content with regards to the relevance for primary school science should be reviewed; and the lecturers should be workshopped on the use of interactive methods of teaching science to facilitate active engagement with students. This study reveals that the science education course at the Nazarene Teachers College strengthened the students’ attitudes towards teaching science; improved their skills and confidence to teach science and enabled them to focus on a learner-centred approach.
Students indicated that the use of specific teaching methods and the use of teaching aids contributed in a significant way to their preparation as teachers in the classroom. However, the students rated the contribution science makes to society as of minor importance<br>Curriculum and Instructional Studies<br>M. Ed. (Natural Science Education)
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Rhodes, Basil Godfrey. "Heurostentics and subject didactic skills in the training of biology teachers." Thesis, 2014. http://hdl.handle.net/10210/11666.
Full text
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Mogale, Khutso Charles. "Exploring how unqualified senior phase natural science teachers conduct practical work in grade seven in Lebopo Circuit." Diss., 2018. http://hdl.handle.net/10500/26865.
Full textAbstract:
Abstracts in English, Xhosa and Zulu<br>The rationale behind this study was, to explore how unqualified natural science teachers in grade seven conduct practical work. Furthermore, the study explored an understanding of some of the experiences, beliefs and views of unqualified NS teachers. This was a qualitative study. Data was collected through classroom observations and semi-structured interviews. The three cases were interviewed and observed separately. This study was guided by main research question: How do unqualified grade seven natural science teachers facilitate practical work in the senior phase? Which was further unpacked into three sub-questions: How do unqualified NS teachers define practical work? What are the views, aims and objectives of unqualified NS teachers about practical work? How do unqualified NS teacher conduct practical work? The study revealed that in all three cases, practical work was conducted consecutively as poorly, outstandingly, and excellently. Moreover, an intensive professional pedagogical development is recommended for natural science teachers.<br>Isizathu emva kwesi sifundo sasiyihlolisise indlela abafundisi bezesayensi bezendalo abangafanelekanga ngayo kwiibakala ezisixhenxe ezenza umsebenzi osebenzayo. Ngaphezulu, uphando luhlolisise ukuqonda kwamanye amava, iinkolelo kunye neembono zabafundisi be-NS abangafanelekanga. Oku kwakufundwe ukufaneleka. Idatha yaqokelelwa kumagumbi okufundela kunye noonononongo olulungelelanisiweyo. Amatyala amathathu axoxwa ngumbutho kwaye athathwa ngokwahlukileyo. Olu pho nonongo lukhokelwa ngumbuzo ophambili wokuphanda: Ootitshala abangabalulekanga bakala be-sayensi bendalo abasixhenxe banceda njani umsebenzi osebenzayo kwisigaba esiphakamileyo? Yiyiphi enye eyayixhaswa kwimibandela engaphantsi kwemibuzo emithathu: Ootitshala abangenasigxina be-NS bachaza njani umsebenzi osebenzayo? Ziziphi iimbono, iinjongo kunye neenjongo zabafundisi be-NS abangafanelekanga malunga nomsebenzi osebenzayo? Umfundisi ongenagunyaziwe we-NS uqhuba njani umsebenzi osebenzayo? Uphononongo lubonakalise ukuba kuzo zonke iimeko ezintathu, umsebenzi osebenzayo wenziwa ngokulandelelanayo, ngokugqithiseleyo, nangokugqwesileyo. Ngaphezu koko, uphuhliso olunzulu lwezobugcisa lunconywa kubafundisi bezesayensi zendalo.<br>Isizathu esilandelayo kulolu cwaningo kwakuwukuhlolisisa ukuthi othisha bezesayensi engokwemvelo abangafaneleki yini ebangeni lesi-7 ukuqhuba umsebenzi osebenzayo. Ngaphezu kwalokho, lolu cwaningo luhlolisise ukuqonda okunye okuhlangenwe nakho, izinkolelo nokubukwa kwabafundisi be-NS abangafaneleki. Lokhu kwakuyi-study qualitative. Idatha yaqoqwa ngokusebenzisa ukuhlolwa kwamakilasi kanye nezingxoxo ezihleliwe. Amacala amathathu axoxwa futhi ahlonishwa ngokwehlukana. Lesi sifundo sasiqondiswa umbuzo oyinhloko wocwaningo: Abafundisi abangayifaneleki bangabafundi abayisikhombisa besayensi yemvelo benza kanjani umsebenzi osebenzayo esigabeni esiphakeme? Yikuphi okwakungeniswa phakathi kwemibuzo emithathu engaphansi: Abafundisi abangaqiniseki NS bachaza kanjani umsebenzi osebenzayo? Yiziphi imibono, izinhloso kanye nezinhloso ze-NS abangaqeqeshiwe mayelana nomsebenzi osebenzayo? Ngabe uthisha we-NS ongagunyaziwe uqhuba kanjani umsebenzi osebenzayo? Ucwaningo luveze ukuthi kuzo zonke izimo ezintathu, umsebenzi osebenzayo wenziwa ngokulandelana, ngokungafani, nangokugqamile. Ngaphezu kwalokho, ukuthuthukiswa okujulile kwezobuchwepheshe kunconywa othisha bezesayensi yemvelo.<br>Science and Technology Education<br>M. Ed. (Natural Sciences)
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Huang, Heng Chin, and 黃恒欽. "Study on the Semi-Structured Interview Evaluation Instrument of Basic Teaching Competencies and Knowledge for Junior High School Physical Science Teachers." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/00574496672442226791.
Full textAbstract:
碩士<br>國立高雄師範大學<br>物理學系<br>88<br>ABSTRACT
Based on Shulman’s idea on teaching conception that teaching is an intellectual and imaginative process, not merely a behavioral one, this study was aimed to offer a reliable semi-structured interview evaluation instrument for the purpose of evaluating the basic teaching competence and knowledge of physical science (PS) teachers in junior high school.
There were two components in this study: 1) the establishment of a semi-structured interview evaluation instrument, and 2) the practice of this evaluation
instrument.
The establishment of such an instrument included defining the domains of teachers’ essential teaching knowledge and competence, setting the criteria of teacher’s teaching performance, and fixing the standard teachers should attain. References included relevant literature, research group discussions, and experts’ suggestions. The established of this instrument was completed after the pilot
evaluation had been conducted and further amendments had been made.
To examine the reliability of this instrument, the evaluators were divided into two groups to do the evaluation. The first group had received training of evaluation procedure before they used the instrument for evaluation; the second group had read only user’s manuals before they conducted an evaluation. The result was that both the inter-raters reliability and the mutual agreement ration in the first group were better than that in the second group. That meant the first group owned higher consistency and stability. Therefore, it is essential for the evaluators to receive training of evaluation procedure before they do the evaluation to increase
the reliability of this instrument.
Regarding the instrument itself, there are four characteristics of this instrument:
1. Evaluators are required to receive training of evaluation procedure to ensure a high reliability of this instrument.
2. Evaluators should adopt the high-inference evaluation method and record actual contents of interviews as the base for evaluation.
3. There are five methods provided to meet the different needs of schools or institutions in examining the qualification of teachers.
4. A complete user’s manual of this instrument is provided to facilitate the application of this instrument.
46
黃恆欽. "Study on the Semi-Structured Interview Evaluation Instrument of Basic Teaching Competencies and Knowledge for Junior High School Physical Science Teachers." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/10724820377782055643.
Full textAbstract:
碩士<br>國立高雄師範大學<br>物理學系<br>88<br>Based on Shulman's idea on teaching conception that teaching is an intellectual and imaginative process, not merely a behavioral one, this study was aimed to offer a reliable semi-structured interview evaluation instrument for the purpose of evaluating the basic teaching competence and knowledge of physical science (PS) teachers in junior high school.
There were two components in this study: 1) the establishment of a semirstrutured interview evaluation instrument, and 2) the practice of this evaluation instrument.
The establishment of such an instrument included defining the domains of teachers' essential teaching knowledge and competence, setting the criteria of teacher's teaching performance, and fixing the standard teachers should attain. References included relevant literature, research group discussions, and experts' suggestions. The established of this instrument was completed after the pilot evaluation had been conducted and further amendments had been made.
To examine the reliability of this instrument, the evaluators were divided into two groups to do the evaluation. The first group had received training of evaluation procedure before they used the instrument for evaluation; the second group had read only user's manuals before they conducted an evaluation. The result was that both the inter-raters reliability and the mutual agreement ration in the first group were better than that in the second group. That meant the first group owned higher consistency and stability. Therefore, it is essential for the evaluators to receive training of evaluation procedure before they do the evaluation to increase the reliability of this instrument.
Regarding the instrument itself, there are four characteristics of this instrument:
1.Evaluators are required to receive training of evaluation procedure to ensure a high reliability of this instrument.
2.Evaluators should adopt the high-inference evaluation method and record actual contents of interviews as the base for evaluation.
3.There are five methods provided to meet the different needs of schools or institutions in examining the qualification of teachers.
4.A complete user's manual of this instrument is provided to facilitate the application of this instrument.
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Maepa, Malesela Matthews. "The experience of social sciences secondary school teachers on the changing curriculum:a case study of Mankweng cluster Capricorn District in Limpopo Province." Thesis, 2017. http://hdl.handle.net/10386/1998.
Full textAbstract:
Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2017<br>This study aimed at exploring the experiences of Social Sciences teachers in secondary
schools with regard to the implementation of the evolving curriculum policies in schools.
In order for the study to be successful, a comprehensive literature review was done, and
not only teachers, but also Curriculum advisors and circuit managers were selected and
interviewed for the researcher to gain insight of the daily experiences in schools as they
work with teachers on daily basis. The interviewees were from the Capricorn District in
Mankweng circuit.
The researcher used data collection instruments in a form of questerviews and
individual interviews. The instruments were guided by the objectives of the study. The
sampling was made in this cluster taking into cognisance its vastness, since it consists
of 5 circuits which are Mankweng Circuit, Kgakotlou Circuit, Mamabolo Circuit, Lebopo
Circuit and Dimamo Circuit. The total number of schools in all the circuits is 62. The
study focused on the chosen high schools which comprised 2 schools per circuit and a
minimum of 2 and maximum of 4 teachers per school were interviewed. One circuit
manager and curriculum advisor were also interviewed in the study.
The study’s findings revealed that there is a lack of thorough training. This is in spite of
the fact that the department hosts a series of briefings which do not seem to achieve the
expected outcomes due to the limited time allocated. In the view of teachers, training
serves as a cornerstone for the implementation of the curriculum policies. Findings also
showed that teachers were overloaded due to low enrolment as many children prefer
schools with a good infrastructure which many rural schools lack. Poor enrolment
results in limited teachers who are overloaded as they end up having to teach many
subjects. Since teachers are partners in education, the study made recommendations
that teachers be given enough training to overcome implementation challenges.
Teachers should also further their studies in order to improve their knowledge regarding
curriculum changes. The universities should also serve as partners in empowering
teachers with policy developments. Lastly, teachers should be assessed more often on
curriculum policies to avoid the incorrect implementation of policies
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Van, Heerden Joan Pamela. "Evaluation methods of the physical science course for the secondary teacher's diploma at black colleges of education." Thesis, 2014. http://hdl.handle.net/10210/11198.
Full text
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Kriek, Jeanne. "Construction and evaluation of a holistic model for the professional development of Physics teachers via distance education." Thesis, 2005. http://hdl.handle.net/10500/2245.
Full textAbstract:
Student performance in Mathematics and Science education is a source of concern for education authorities in South Africa. This was supported by the latest TIMSS results which were released in December 2004. As in the previous studies, TIMSS and TIMSS-R, South African learners were again outperformed by the learners of all other participating countries (Reddy, 2004). To ensure learner achievement in mathematics and science, we need committed, qualified and experienced teachers in these subjects.
In this study a holistic professional development (HPD) model was constructed, tested and evaluated using practicing Grade 10 - 12 teachers. The model developed teachers' content knowledge, teaching approaches and professional attitudes simultaneously. After analysis of the model we found that improving teachers' content knowledge builds their confidence in teaching their subject. This in turn motivates teachers to perform better in their jobs: they come to class better prepared, eager to do a job they know they are good at, no more coming late, no more plodding through uninspiring one-way lessons. They are turned into better professionals with a positive work ethic. Their improved classroom practices lead to higher enrolments of science learners and improved learner achievement, the crown of successful science teaching.
The HPD model was developed in three phases. In the first phase baseline information was obtained to determine problems that exist with the teachers' content knowledge, teaching approaches and professional attitudes. After data analysis it was found that all three of these dimensions needed development.
In the second phase the initial development of the HPD model took place. An intervention programme was structured and the effect of the programme on the teachers' content knowledge, teaching approaches and professional attitudes were analysed. Successful elements of the initial model were extracted and developed further, in addition new elements were added.
In the third phase the HPD model was developed further. Analysis of the data showed the following effect on the teachers: they were extricated from a vicious cycle where poor content knowledge leads to lack of confidence which caused unwillingness to spend time on task (poor professional attitudes, ineffective teaching approaches). Instead they became part of a virtuous circle where improved content knowledge leads to increased confidence, enjoyment and a willingness to spend more time on task (better professional attitudes and effective teaching approaches).
The HPD model was evaluated using international benchmarks, such as the Standards for Professional Development of the National Research Council of New York, USA. Recommendations and possibilities for future research are discussed.<br>Mathematical Sciences<br>D.Phil.(Mathematics, Science and Technology Education - Physics Education)
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Dessie, Askalemariam Adamu. "Teachers' practices of assessment for learning in science education at East Gojjam preparatory schools, Amhara Regional State, Ethiopia." Thesis, 2015. http://hdl.handle.net/10500/21029.
Full textAbstract:
Empirical research evidences have confirmed the pedagogical power of formative assessment to improve students‟ learning, particularly in science education. Thus, this study investigated science teachers‟ practice of assessment for learning in second cycle secondary schools at East Gojjam Zone, Amhara Regional State. To meet this objective mixed method research design, particularly concurrent mixed method was used. The subjects of the study were all of science teachers in the randomly selected schools. Questionnaire, semi-structured interview, and observation were used to collect the data. From 186 science teachers, 153 teachers properly filled and returned the questionnaire. Moreover, 8 purposively selected teachers were included in the interview and observation sessions. To analyze the quantitative data, frequency, percentage, mean, standard deviation, one-sample t-test, multiple regression, MANOVA, and ANOVA were used. For the qualitative data content analysis was used. The results of the quantitative and qualitative data showed that the practice of assessment for learning in the selected schools was very low. Most science teachers administered tests, home works, assignments, and class works at the end of the lesson to consolidate what they taught and to collect marks, but they did not integrate different assessment for learning methods throughout their instruction for the sake of learning. Teachers mentioned lack of science resources, large class size, shortage of instructional time, inadequate school support, lack of appropriate professional development activities, lack of instructional materials, students‟ and teachers‟ negative perception on formative assessment, teachers‟ lack of knowledge and skill about formative assessment, and large content of courses as major factors for not implementing assessment for learning. Besides, this study revealed a significant relationship between teachers‟ perception and school supports with teachers‟ overall practice of assessment for learning. Teaching experience has also significant effect on the combined practice of assessment for learning, particularly teaching experience significantly affects the collection of learning evidences than other factors. However, class size, subject taught, and teaching load per week have no significant effect on the combined practice of assessment for learning. Moreover, the pre-service and in-service assessment trainings have no significant contributions to the practice of assessment for learning. Therefore, comprehensive and relevant assessment trainings should be given for science teachers on a regular basis to integrate assessment with daily instruction to improve learning.<br>Curriculum and Instructional Studies<br>D. Ed. (Didactics)