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Dissertations / Theses on the topic 'Scientific teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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1

Veiga, M. L. F. C. S. "A study of the scientific and everyday versions of some fundemental scientific concepts." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384597.

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An attempt was made to investigate two aspects of the learning and teaching context. One deals with how the sets of beliefs or expectations pupils hold about some phenomena affect the sense they make of experiences given to them in science classes. The other deals with the potential effect of the inevitable use of "scientific" and "everyday" language by both teachers and pupils in instruction. A sample of thirty Portuguese students from grade five to grade nine (10-15 years old) were given laboratory experiences and "parallel" everyday phenomena to discuss individually with the interviewer and

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2

Brock, Orion D. "Using Scientific Teaching Principles to Teach Genetic Modification." Capital University Honors Theses / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=caphonors1581601024384515.

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3

Leornard, Samantha Lee. "Scientific literacy and education for sustainable development: developing scientific literacy in its fundamental and derived senses." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1010069.

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The importance of developing learners’ scientific literacy in both the fundamental and derived senses has been highlighted by Norris & Phillips (2003). Development of the derived sense of science, which is dependent on the development of a sound fundamental sense of science, aims at promoting scientifically literate societies who are able to make informed decisions concerning the natural environment and the promotion of sustainable livelihoods. In turn, response to increasing recognition of environmental degradation, the United Nations’ Decade of Education for Sustainable Development advocated

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4

Swanson, David. "Vygotsky's theory of scientific concepts and connectionist teaching in mathematics." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/vygotskys-theory-of-scientific-concepts-and-connectionist-teaching-in-mathematics(3e2fb24f-70bf-4dc0-8282-aff6fb8e3a64).html.

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This thesis can be described in various terms. It is a translation of Vygotsky's theory of scientific concepts, in reality a theory of development, into a theory of mathematics teaching and learning. It is a theorisation, and development, of connectionist pedagogy in mathematics (a relatively underdeveloped, yet exemplary, amalgam of various reform/progressive /meaningful approaches to teaching). And, it is an investigation of the elements and processes involved in mathematical concept development, and the mediating role which classroom tasks can play. Alongside this, these understandings are

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5

Sahin, Safiullah. "Teaching Socio-Scientific Issues (SSI) in Takhar Province, Afghanistan : Methods of Teaching SSI inUpper Secondary Schools." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32348.

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Teaching Socio-scientific issues (SSI) has been identified as an important factor for improving students’ scientific literacy, argumentation, critical thinking, students learning interests and achievement. However, to what extent SSI is included in science teaching, how it is taught (by which methods) and if it is perceived important by teachers is unknown in an Afghan context. Hence, the general aim of this study was to investigate what methods of teaching SSI upper secondary school science teachers’ use, and if there are any methods they perceive as appropriate to use. A second aim was to in

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6

Chiarella, Andrew. "Statistical reasoning and scientific inquiry : statistics in the physical science classroom." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33882.

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Teaching science using an inquiry approach is encouraged by several organisations responsible for defining teaching and learning guidelines in North America. However, using this approach can be difficult because of the complexity of inquiry. One source of difficulty is an inability to make sense of the data. Error variation, in particular, poses a significant barrier to the correct interpretation of data and therefore successful inquiry learning. A study was conducted to examine middle school students' ability to make sense of the data they collected in three related experiments. These data in

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7

Wojnowski, David. "Traditional and Scientific Conceptions of Snakes in Kenya: Alternative Perspectives for Teaching." Kent State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=kent1207830544.

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8

Villanueva, Mary Grace Flores. "Integrated teaching strategies model for improved scientific literacy in second-language learners." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1107.

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The importance of a scientifically literate society is currently acknowledged both internationally and South Africa. The notion of scientific literacy in South Africa has emerged largely due to the government’s recognition of the role that science and technology plays in economic growth, employment creation, social redress and social development. However, in light of South Africa’s learner performance on international and national assessments such as TIMMS (2003) and PIRLS (2006), as well as the problems of teaching and learning in a second language, there appears to be a primary and pressing

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9

Loggenberg, Ernest Wilfred. "Teaching and learning electrostatics using everyday knowledge, indigenous knowledge and scientific argumentation." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008412.

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South African School Curriculum, calls for the integration of IKS within school science (Department of Education, 2006, Department of Basic Education, 2011). Lightning is an area of high interest in the Eastern Cape and is used as the topic in this study which focuses on the integration of indigenous knowledge systems in science education. The study investigated the impact of an intervention strategy framed around the use of scientific argumentation and the integration of everyday knowledge and indigenous knowledge systems (IKS) into the teaching of electrostatics at Grade Ten level. The impac

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10

Wababa, Zola. "How scientific terms are taught and learnt in the Intermediate Phase." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2189.

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Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009.<br>ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural science in the intermediate phase, with specific reference to the way in which isiXhosa (learners’ home language) is used alongside English (the resource language and medium of teaching and learning). My research investigated teaching and learning practice materials in two classes and studied the roles of English and isiXhosa in mediating cognitively challenging subject content, particularly natural science conc

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11

Malhotra, Vasudha. "Teachers' perspectives on teaching of socio-scientific issues (SSIs) in Indian science classrooms." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/15428/.

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This thesis explores the teachers’ perspectives on the teaching of Socio-Scientific Issues (SSIs) and the factors that influence their teaching. SSIs are those contemporary issues that are deep rooted in sciences, have an impact on society, involve moral and ethical reasoning and are controversial in nature. The study has been conducted in the context of Indian science classrooms, with fourteen upper primary and secondary stage science teachers from five schools. Three of the five selected schools are Green Schools, which have an explicit focus on the teaching of environmental SSIs. The data w

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12

Daniels, Nicolette Deidré. "The promotion of scientific literacy within a museum context." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1343.

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Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also genera

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13

Quek, Chwee Geok. "A national study of scientific talent development in Singapore." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154146.

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14

Leung, Wai-hung, and 梁偉雄. "Characterizing and fostering students' knowledge building and scientific understanding." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38962238.

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15

Muspratt, Alexander Walter, and n/a. "Representing Scientific Knowledge in High School Textbooks: a Corpus Study." Griffith University. School of Cognition, Language and Special Education, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060913.150726.

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This thesis reports a computational corpus study of textbooks used in high school science programs in Queensland, Australia. The central research issues concern: 1. how textbook authors deploy linguistic resources in representing scientific knowledge; 2. whether or not authors deploy linguistic resources differently across the disciplines of science, and for younger and older readers; and, 3. whether or not variation in the deployment of linguistic resources can be interpreted in terms of the processes and mechanisms for establishing reliable and valid scientific knowledge. The thesis first su

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16

Kedem, Oved. "'Temporarily definitive' : the planning, development, production and educational implementation of a series of films and its effects on students' conceptions and views regarding the nature of science." Thesis, University of Salford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313998.

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17

McMillan, Barbara Alexander. "Inquiry in early years science teaching and learning, curriculum design and the scientific story." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ62656.pdf.

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18

Lozano, Albert Steven. "Science education at an elementary school: Teaching the scientific processes to English language learners." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1246.

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19

Clegg, Tamara Lynnette. "Kitchen science investigators: promoting identity development as scientific reasoners and thinkers." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37278.

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My research centers upon designing transformative learning environments and supporting technologies. Kitchen Science Investigators (KSI) is an out-of-school transformative learning environment we designed to help young people learn science through cooking. My dissertation considers the question, 'How can we design a learning environment in which children discover the utility of science in their lives and their own scientific capabilities?' I have explored this question in the context of designing and enacting KSI. We designed the environment (i.e., activities, facilitation, and technology sup

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20

Holveck, Susan, and Susan Holveck. "Teaching for Conceptual Change in a Density Unit Taught to 7th Graders: Comparing Two Teaching Methodologies - Scientific Inquiry and a Traditional Approach." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12414.

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This mixed methods study was designed to compare the effect of using an inquiry teaching methodology and a more traditional teaching methodology on the learning gains of students who were taught a five-week conceptual change unit on density.

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21

Ingram, Kenneth Phil. "The development of scientific concepts through literacy as a mediational tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1906.

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22

Schmidt, Martina, and University of Lethbridge Faculty of Education. "Putting rational constraints on divergent thought : the development of scientific reasoning." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999, 1999. http://hdl.handle.net/10133/103.

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The purpose of this study was to investigate how students in Grade Five and Six generate explanation for scientific phenomena and how they evaluate the quality of these explanations. In part, this was done by analyzing the in-class explanations that the students gave in response to questions stemming from two topics in the 1996 Alberta program of studies for Grade Five Science. In addition, the students shared their own perceptions of the sources of their questions and ideas and the methods by which they evaluated them. Analysis of in-class discussions and activities occurred on an ongoing bas

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23

Cravins, Candice L. "An Exploration of Object and Scientific Skills-Based Strategies for Teaching Archaeology in a Museum Setting." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2774.

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Archaeologists are increasingly asked to justify the meaning and importance of their work to the public through the development of outreach and education programs. As repositories of culture, museums provide a perfect medium to assist in the promotion of an archaeology that is both relevant and engaging. Many archaeology education programs advocate “doing” or “learning about” archaeology, placing strict emphasis upon stewardship messages and the dangers associated with looting and site destruction. While this approach to teaching makes excellent sense from a modern cultural resource management

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24

Gyllenpalm, Jakob. "Teachers' Language of Inquiry : The Conflation Between Methods of Teaching and Scientific Inquiry in Science Education." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-42694.

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The objective of this thesis is to describe and analyse customs of science teaching in secondary schools and teacher education programmes in Sweden in relation to the notion of “inquiry” in science education. The main focus is on customs of language use and the educational goal of learning about scientific inquiry as distinct from the related goals of learning to do inquiry and learning canonical science content. There is also an exploration and description of different teaching approaches associated with “inquiry”. Previous research has noted that a key issue for reaching the goal of learning

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25

Al, Sultan Adam Ali. "THE RELATIONSHIP BETWEEN PRE-SERVICE ELEMENTARY TEACHERS’ SCIENTIFIC LITERACY AND THEIR SELF-EFFICACY IN TEACHING SCIENCE." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1290.

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The purpose of this study is threefold. First, this study examined pre-service elementary teachers’ scientific literacy levels. Second, this study examined pre-service elementary teachers’ personal and subject-specific self-efficacy levels toward teaching science. Third, this study investigated the extent to which pre-service elementary teachers’ scientific literacy levels and subject-specific self-efficacy levels are related. This study involved 49 pre-service elementary teachers (4 male and 45 female) registered in two science methods courses at a mid-sized university in the Midwestern Uni

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26

Cotterman, Michelle Elizabeth. "The Development of Preservice Elementary Teachers’ Pedagogical Content Knowledge for Scientific Modeling." Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1253577387.

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27

Belcher, Cheryl D. "A descriptive analysis of the perceived importance and use of scientific research-based instructional strategies among West Virginia teachers." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=754.

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28

Ahmed, Zaiboenisha. "Teachers’ perception of the integration of socio-scientific issues in their science classes." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1856.

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Thesis submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the FACULTY OF EDUCATION AND SOCIAL SCIENCES at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2014<br>The purpose for this study was to reveal the perceptions held by science teachers on the integration of socio-scientific issues in their science teaching. Also pertinent to this investigation was an understanding of what these teachers saw as the purpose(s) of such integration, how they purported to carry out the integration in their classroom, and how they perceive the role of social justice in scienc

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29

Bossér, Ulrika. "Exploring the complexities of integrating socioscientific issues in science teaching." Doctoral thesis, Linnéuniversitetet, Institutionen för kemi och biomedicin (KOB), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-69369.

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Socioscientific issues, SSI, can briefly be described as societal issues in which science plays a role. Dealing with SSI in science education is a means to prepare and empower students for active and responsible participation in a complex, democratic society. The implementation of SSI-based teaching calls for classroom practices in which scientific evidence alongside for example social and ethical perspectives are considered. Discourse-based teaching activities are emphasized as a means to provide opportunities for students to practice negotiations of SSI and explore diverse viewpoints on the

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30

Carthell, Alicia J. Mrs. "My Internship with the Center for Teaching, Learning, and Technology (CTLT) at Murray State University." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1134051375.

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31

Callaghan, Jean, University of Western Sydney, and School of Science. "The relationship between scientific understandings of voice and current practice in the teaching of singing in Australia." THESIS_XXX_SS_Callaghan_J.xml, 1997. http://handle.uws.edu.au:8081/1959.7/730.

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Scientific knowledge of vocal function and vocal health has increased greatly in recent decades, with new technology capable of displaying the larynx in operation, measuring muscular effort, and acoustically analysing vocal sound. This research addresses five key questions: 1/. What is the current body of voice science knowledge relevant to singing? 2/. What do singing teaching practitioners currently know about the voice? 3/. How do practitioners' understandings of voice influence their teaching of vocal techniques? 4/. How does singing teaching in Australia relate to bel canto precepts? 5/.

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Callaghan, Jean. "The relationship between scientific understandings of voice and current practice in the teaching of singing in Australia /." View thesis, 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030922.122808/index.html.

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33

Kvarnström, Josefin. "Consistency and heritability of personality in red junglefowl (Gallus gallus) : Applying scientific research methods when teaching biology." Thesis, Linköpings universitet, Biologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-94246.

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Observations of consistency in behavioural responses in animals suggest that animals have personality, a term previously mainly used when describing humans. The expression of differences in personality, similar to expression of variation in behaviour, is in principle dependent on genetic background, environmental factors and experiences. Therefore, by estimating heritability one can determine to which extent the genes affect the phenotypic expression of behaviour. This has rarely been done for variation in animal personality. The aim of the present study was therefore to estimate the consisten

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34

Arnold, Michael Stuart. "Teaching a scientific mental model. A case study : using analogy to construct a model of thermal processes." Thesis, University of York, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317714.

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35

Zambrano, Chaguendo Alfonso Claret. "The history of heat and temperature and its relationship to the design of a teaching sequence and to a student conceptual framework." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10020207/.

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36

Yang, Li-Hsien, and 楊麗仙. "Scientific Inquiry Teaching Practiced By Kindergarten Teacher." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/71933306766265520686.

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碩士<br>樹德科技大學<br>兒童與家庭服務系<br>101<br>The purpose of this study was to understand the processes of Scientific Inquiry Teaching by teacher, the children’s science learning and teachers’s reflecton during the whole study. The subjects were young children in the class of the researcher, and the thematic topic of the eight-week science course was ‘’Floating and Sinking’’. Both quantitative and qualitative methods were used for data analyses in this study. By professional dialogue, all documents, verbatim video-taping of the teaching, and the before and after T-tests of the lesson, the researcher

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37

Chen, Chia-Hung, and 陳嘉宏. "Magic-Mirror Polygon Scientific Teaching aid Design." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/99430503213422965067.

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碩士<br>國立臺中教育大學<br>科學教育與應用學系科學教育碩士班<br>103<br>In order to develop supplementary teaching aids of regular polygon, this study based on the law of Geometrical Optics makes use of bi-mirror to design the teaching aids and materials of “Magic-Mirror Polygon.”The researching process was divided into two phases, including design and development, and popularization. Experts checklist, and the implementary questionnaires between teachers and students were used to collect and analyze the researching result. The phase of design and development included the analysis of scientific contents and the design o

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38

Shieh, F. Y., and 謝甫宜. "The Research of Scientific Play based Teaching Model for Students' Scientific Learning Effects." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/66694824193476254032.

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博士<br>高雄師範大學<br>科學教育研究所<br>99<br>Abstract: In this paper, we inquired and defined the meaning and definition of science play, as a context for scientific learning and cognitive development to promote students interests, engaging in and mastery feeling actively. Its effects on teaching science, we tried to construct a Science Play based teaching model to promote the effects of science teaching. Choosing five junior high schools, and comparing the experimental group with controlled group in each of the schools. The result on learning effects interests to students and promote students’ conceptual

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Tsai, Hsing-Ju, and 蔡幸如. "Exploring The "POE & Scientific Interpretation with Text Scaffolding" Teaching Method for Graduate Students to Design Experiment, Teaching and Scientific Inquiry Abilities." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6e59jw.

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碩士<br>國立臺北教育大學<br>自然科學教育學系<br>107<br>In present study, 14 graduate students who took the course of "Advanced Entomology" in one University of Education, were selected as subjects, and case-based teaching was conducted to train them to design experiments and teaching by using the teaching method "POE & Scientific Interpretation Text scaffolding". First, the course design is divided into three phases, including: teaching the general theory of entomology and the "POE & scientific interpretation of the text scaffolding" pedagogy theory to acknowledge them a concept of entomology; furthermore, and

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PAN, Ya-fang, and 潘雅芳. "Relationship between scientific belief,teaching belief and teaching behavior about junior high school teachers." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/05326000527882927188.

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Pan, Ya-Fang, and 潘雅芳. "Relationship between scientific belief,teaching belief and teaching behavior about junior high school teachers." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/35426845224111720123.

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Park, Young-Shin. "Analyzing explicit teaching strategies and student discourse for scientific argumentation." Thesis, 2005. http://hdl.handle.net/1957/28724.

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Scientific inquiry in K-12 classrooms tends to be procedural, lacking opportunities for students to gain understanding of how scientific knowledge is constructed through reflection, debate, and argument. Limited opportunity to develop scientific argumentation skills prevents students from practicing the scientific thinking needed to understand the nature of scientific knowledge and the role of scientific inquiry. To solve this problem in science education, recent research has focused on how to support student opportunities to learn scientific argumentation in the context of learning science co

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Parkinson, J., and R. D. Adendorff. "The use of popular science articles in teaching scientific literacy." 2004. http://eprints.ru.ac.za/457/1/The_use_of_popular_science_articles_in_teaching_scientific_literacy.pdf.

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This article considers the use of popular science articles in teaching scientific literacy. Comparing the discourse features of popular science with research article and textbook science – the last two being target forms for students – it argues that popular science articles cannot serve as models for scientific writing. It does, however, suggest that popular articles can make science more accessible to students, and so can play a useful role in the teaching of scientific writing as well as in the teaching of science. This is because popular science articles view scientific findings as provisi

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CHEN, PO WEN, and 陳博文. "The Effectiveness of Scientific Inquiry Teaching on the Fifth Graders." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/36656247466404971936.

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碩士<br>國立屏東教育大學<br>數理教育研究所<br>95<br>This study aimed at exploring the effectiveness of scientific inquiry teaching on the fifth graders. The study adopted quasi-experimental method and 59 fifth graders of a Kaohsiung County elementary school were used as the subjects. A class of 30 students was used as the experimental group, to receive scientific inquiry teaching strategies on glasses unit. However, another class of 29 students was designated the control group to receive traditional lecture teaching on the same unit. Both groups received a pretest and a posttest of scientific inquiry ability,

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Tseng, Chiouyun, and 曾秋雲. "The Design and Teaching for Scientific Toys of Electromagnetic Induction." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/15868040712488043006.

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碩士<br>國立臺中教育大學<br>科學應用與推廣學系科學教育碩士班<br>100<br>The main purpose of this study was to design electromagnetic induction of science toys, develop a teaching to improve students’ concept of the basic principles of electricity, and to explore the difficulty encountered and the resolved methods. First, the researcher utilized a green life concept to design and develop six kinds of electromagnetic induction science toys. Each generating device was modularization that’s the components are changeable. The features of those toys includes: the material are easy available, low consumption, reusable, and sim

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Sikkes, Ryan Timothy. "Science teachers' conceptions of scientific concepts." Thesis, 2006. http://hdl.handle.net/1828/1989.

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The purpose of this study was to examine practicing teachers' understandings of the use of misconceptions in building new scientific knowledge as well as their personal understandings of common scientific misconceptions. 91 participants from a non-random sample of teachers who teach science at the grades 5 through 8 levels completed a paper-based questionnaire of which 6 were subsequently interviewed. The data collected included demographic data (gender, age, teaching experience, and educational background), a self-assessment of personal content knowledge, a survey of classroom practices utili

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Wu, Ling-Ling, and 吳聆綾. "Case Study on the Scientific Inquiry Teaching Implemented by Kindergarten Teacher." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/10714186680297411519.

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碩士<br>國立屏東大學<br>幼兒教育學系碩士班<br>104<br>This paper aims to explore the influence of a kindergarten teacher with 19-year teaching experience after participating in the team of scientific inquiry teaching, and to study the difficulties of the teacher in conducting scientific inquiry teaching mode as well as her reflections after the teaching. With qualitative research, the methods for collecting materials by questionnaire, interview, classroom observation and video recording as well as the teacher’s original videos of scientific teaching, video records by the scientific inquiry teaching team, and al

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Chen, Jun-Xiong, and 陳俊雄. "An Action Research: Creative Teaching for Scientific Creativity at Eight Grade." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/27394926367133611491.

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碩士<br>國立高雄師範大學<br>科學教育研究所<br>92<br>The purpose of this research is to investigate how to make use of strategies which are proposed by Sternberg & Williams (1996) for develop student creativity in the course of creative teaching for scientific creativity. And to analyze the performances and developments of scientific creativity, creative personalities, learning motivation of student in the course. And, is the learning environment helpful to develop student scientific creativity？ This is an action research of the teacher and the eighth-grade students participant in creative teaching

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chaung, mn-shiung, and 莊敏雄. "Construct "Scientific Platform" to assist Natural Science Teaching In Elementary School." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/96612746910085005224.

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碩士<br>國立花蓮師範學院<br>國小科學教育研究所<br>91<br>Construct “Scientific Platform” to assist Natural Science Teaching In Elementary School CHAUNG MN-SHIUNG Abstract What students have to learning? How to learn? These are very important issues in elementary school. Students must play the main role in learning, we ought not just to teach them how to learn from textbook, we should offer excellent inquiry environment for learning. Through action research, this study connected formal and informal education and combine them together. Constructing the “Scienti

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HSU, WEN-CHUEN, and 許雯雀. "Exploring the Effectiveness of Integrating Scientific Communication Strategies into Inquiry Teaching for the Sixth Grade Students’ Scientific Explanation Ability." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/56531804086940769465.

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碩士<br>國立屏東大學<br>科普傳播學系數理教育碩士班<br>104<br>In this study, action research approach was taken for the sixth grade students in remote areas to explore what are the effectiveness of building students’ scientific inquiry model, scientific explanations performance and science learning outcomes by integrating different scientific communication strategies into inquiry teaching. During the action study in one semester, the researcher collected students’ responses of teaching and researcher’s self-reflection to improve teaching materials and used data analysis and literature review to correct action s

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