To see the other types of publications on this topic, follow the link: Teaching/learning biology.
Dissertations / Theses on the topic 'Teaching/learning biology'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Teaching/learning biology.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Burke, Thora Maria Elizabeth. "The role of teaching-learning media in teaching biology in OBE-classes / T.M.E. Burke." Thesis, North-West University, 2005. http://hdl.handle.net/10394/538.
Full textAbstract:
A review of literature concerning teaching-learning media and the factors that influence the
choice of teaching-learning media was conducted, in order to establish which teaching-learning
media teachers are using to present a lesson, especially in OBE. The classification
of teaching-learning media by different media specialists was looked into, before it was
applied in a Biology lesson. The plant cell and animal cell sketches were used as examples
to draw up transparencies, overlay-transparencies and to build models.
An empirical investigation was undertaken to investigate which teaching-learning media
teachers are using and why they are using certain teaching-learning media. It also
investigated the role teaching-learning media plays in presenting a lesson and what can be
done to help teachers to use more effective teaching-learning media in teaching Biology as
part of Natural Science in the senior phase of OBE.
According to the investigation teachers seem to stay with the traditional teaching-learning
media, such as the chalkboard and textbook, for they are easily available, user-friendly and
cost saving. However, there is a need that more courses should be offered, where teachers
can be trained how to use certain teaching-learning media and how to create their own
teaching-learning media.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.
2
Tajzai, Vagma. "Preschool teachers' perceptions of biology teaching : Biology teaching in an outdoor environment from the child's perspective." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85829.
Full textAbstract:
Abstract This study is about preschool teachers' perceptions of biology teaching in preschool. The study examines three questions based on the purpose of the study that focus on preschool teachers 'perceptions of biology teaching in preschool, the child's perspective as a starting point in biology teaching and preschool teachers' reasoning about the importance of the outdoor environment as a learning environment for biology teaching. The study is based on previous research results that highlight preschool teachers' lack of subject knowledge and uncertainty in science teaching at preschool. In addition, both the preschool curriculum and research studies emphasize the child's perspective in teaching. Learning environment in the form of both indoor and outdoor environment in accordance with previous research studies is a contributing factor in children's learning and development. In this study, the learning environment is highlighted as an outdoor environment in the form of the forest, nature walks and the preschool yard. The study results are based on empirical data collected based on semi-structured interviews with six preschool teachers in two different municipalities in western Sweden. Interviews are then analyzed based on a phenomenographic methodological approach. The results show that preschool teachers' perceptions of the subject of biology and its teaching in preschool are mostly linked to nature, animals, plants, and the human body. The results also show in different ways where the preschool teachers take care of children's questions and perspectives and set it as a starting point in the planning of biology teaching. This is done by planning the teaching with the children where the children get a chance to talk about what they want to learn and do in preschool. Finally, the preschool teachers explained that the learning and teaching environment as an outdoor environment in the form of the forest, walks and the preschool yard has an important role in children's learning in biology.
3
Chandi, Shagufta Shafqat. "Systems thinking as a teaching and learning tool for biology education." Thesis, University of Strathclyde, 2008. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21940.
Full textAbstract:
Biological research is moving towards a more holistic approach (systems biology) in an attempt to bring together the vast range of biological data to make more sense of living systems. This makes demands on scientists and teachers to draw together understandings from many areas of biological study and also to be literate in areas other than biology. It is important that the biology curriculum is modified to reflect this change and to ensure that coherent understanding for meaningful learning can arise. This study aims to explore the ways by which systems thinking as an educational tool can enrich existing biology education practice. The specific aim was to develop systems-based educational material and to explore higher education students' reactions to this material and its impact on their learning processes. The literature on systems biology and systems thinking is reviewed in the context of biology education. The work involved identifying areas of difficulty for first year undergraduates and establishing the views of experienced university teachers and researchers in Scotland about systems biology, systems thinking and biology education. This was followed by the development and application of the systems-based educational material in a selected topic in genetics. The material was later refined and used in Pakistan. The impact of the new material was assessed. The study also investigated the views of experienced academics applying and researching about the use of the concept of systems-thinking in biology education in the Netherlands. The study showed that much of biology education is fragmented and that there are considerable difficulties with learning genetics stemming from its presentation as fragmented content. It also showed that there is widely held view that systems thinking should inform and could improve biology education. A framework based on the concept of systems thinking was used to develop systems-based educational material. This material was well received by first year university undergraduates and college students and made an impact on their learning. Further work needs to be carried out on effectiveness in learning biology while further exploration of the use of systems-based educational principles for biology education is recommended. The study contributed significantly in offering a procedure for developing systems-based educational material.
4
Koo, Sze-tak, and 顧士德. "Can animations assist lower-ability students in learning biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960972.
Full text
5
Maskiewicz, April Lee. "Rethinking biology instruction the application of DNR-based instruction to the learning and teaching of biology /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3206964.
Full textAbstract:
Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2006.Title from first page of PDF file (viewed May 10, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 340-356).
6
Guerrera, Claudia P. "Testing the effectiveness of problem-based learning with learning disabled students in biology." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38197.
Full textAbstract:
The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.
7
Wilkie, Tara V. "Examining the effectiveness of instructive animation : a computer learning environment for teaching learning disabled students biology." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26358.
Full textAbstract:
A computer animated learning environment, INFECTRON, was developed to teach learning disabled (LD) and non learning disabled (NLD) students a biology lesson, INFECTRON uses two different modalities, auditory (narration) and visual (animation), exposing students to dual information processing codes (verbal, spatial), allowing them the flexibility to use a learning style they prefer. INFECTRON teaches students how the body protects itself from invading germs. Students were presented the animation and oral narration concurrently, successively and compared to a control group. Subjects were 30 LD and 30 NLD in grades 7 and 8 attending a large comprehensive high school in Montreal. Measures included a pretest, posttest, reasoning tasks, and a retention test. Results indicated that students (LD and NLD) in the computer conditions (concurrent and successive) outperformed students (LD and NLD) in the control condition on the pre, post and reasoning tasks. No significant differences were found between students (LD and NLD) in the concurrent group and students (LD and NLD) in the successive group on the post test and reasoning tasks. No group differences were found between the LD and NLD students in the computer conditions. It was confirmed that INFECTRON benefits both LD students and NLD students, allowing LD students to perform at par with NLD students on these biology measures.
8
Chan, Sing-fai, and 陳星輝. "A study of collaborative learning in biology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959982.
Full text
9
Perry, Janet Elise. "Envirothon teaching methods: how do they impact learning in the traditional biology classroom?" Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/perry/PerryJ0811.pdf.
Full textAbstract:
My Action Research Project connects the Envirothon contest with a traditional biology classroom. In the Envirothon, a national environmental contest, teams of high school students work together outdoors, solving site-based natural resource questions and problems in aquatics, forestry, soils, wildlife, and a current environmental issue. During this competition, teams rotate from Station to Station, working on a variety of "hands on" tasks specific to each environmental area; the students are also tested on sets of questions that cover a very wide range of information for each topic. "Envirothon Teaching Methods" typically used to successfully prepare teams for this competition involve bringing in knowledgeable professionals to help students learn about each of these environmental areas. The lessons, presented by local natural resource people with expertise and experience, usually focus on providing students with "real world" information. Students typically learn in an outdoor setting and/or use local materials and resources. "Hands on" authentic activities are emphasized as an important way to increase student comprehension of environmental subject matter. In this Action Research Project, I incorporated the same teaching methods commonly used to train students for Envirothon contests into my high school College Biology course. When used by an entire class of students within a traditional school day setting, Envirothon teaching methods had positive impacts on students' comprehension of environmental topics.
10
Robison, Diane F. "Active learning in a large enrollment introductory biology class : problem solving, formative feedback, and teaching as learning /." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1338.pdf.
Full text
11
Robison, Diane Flint. "Active Learning in a Large Enrollment Introductory Biology Class: Problem Solving, Formative Feedback, and Teaching as Learning." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/468.
Full textAbstract:
The purpose of this study was to take a case study approach to exploring student learning experiences in a large enrollment introductory biology class. Traditionally such classes are taught through the lecture method with limited instructor-student interaction and minimal student-centered learning (Lewis & Woodward, 1984; Wulff, Nyquist, & Abbott, 1987). Biology 120 taught at Brigham Young University winter semester 2006 by John Bell was chosen as the case for the study due to its large enrollment (263) and its innovative pedagogy. In the classroom, students applied their learning through a variety of student-centered activities including solving problems, discussing concepts with peers, drawing diagrams, and voting. Outside of the classroom students were assigned, in addition to reading from the textbook and homework problems, to teach each week's concepts to another student. Formative feedback was emphasized in classroom activities and through a unique assessment system. Students took self-graded weekly assessments designed to provide regular and timely feedback on their performance. The only traditionally-graded assessment was the final exam. Students were expected to understand, apply, and think analytically with their knowledge and this was reflected in the assessment items. Student learning, as measured by a pretest and a posttest, increased from an average of 44% correct to 77% correct on a set of 22 items common to both tests. Responses to pre and post-surveys indicated that students increased in their orientation towards understanding as apposed to grades during the course. Qualitative data suggested that during the course many students deepened their learning approach and increased in feelings of personal control over their learning.
12
Frans, Marian Kauna Nyanyukweni. "Understanding how grade 11 Biology teachers mediate learning of the topic on transpiration." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017338.
Full textAbstract:
This study emerged in response to the poor performance in Biology at my school. The Ministry of Education Biology (NSSCO) Examiners’ report (2011) for Paper 3 indicates that learners proved to have difficulties in designing experiments, failed to give a distinction between apparatus and the experiment. The 2012 Examiners’ report on transpiration also highlights that learners were not exposed to practical work. Furthermore, the 2012 report notes that teachers need to work on their learners’ drawing and spelling of terms. It is against this backdrop that a qualitative study was conducted at a school in Oshikoto, using a sample of two teachers. The study’s purpose was to investigate how grade 11 Biology teachers mediate learning of the topic on transpiration. Social Constructivism and Pedagogical Content Knowledge formed the framework used to analyse data gathered from document analysis, interviews and observations. The study findings were that teachers use locally available material for demonstration during practical work, elicit prior knowledge, use a chalkboard to summarise content to learners, and use a question and answer method as strategies in mediating learning on transpiration. In addition, the teachers use homework, scaffolding activities, group work, code-switching, feedback on activities, as well as the use of analogies. Despite efforts by participant teachers to mediate learning of transpiration, shortage of equipment for conducting practical work, poor English proficiency among teachers and learners, and little emphasis on graphing by the syllabus proved to be barriers to their efforts. This study thus recommends that in order to improve on teaching transpiration, teachers need to co-plan lessons, conduct practical work, code-switch during lessons, ensure effective assessment, and include lessons on graphing. Furthermore, teachers need continued training on how to teach transpiration.
13
Amutenya, Laina N. "Understanding how Grade 11 Biology teachers mediate learning of respiration: A Namibian case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017331.
Full textAbstract:
The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.
14
Hung, Yuen-mang Venus, and 洪婉萌. "Meaningful learning of cell division and genetics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209665.
Full textAbstract:
Meaningful learning is where the learner actively integrates new knowledge to his or her existing knowledge base. It involves the use of cognitive strategies and self-regulation. What motivates a learner to do so is found to be related to variables like the motivational beliefs, personal goal orientation and affect as well as the perception towards the teacher and his or her classroom context. The study surveyed a group of S6 biology students to examine the correlations between some of the different variables noted above. Students learning of cell division and inheritance is investigated to find out how pedagogy involving hybrid dynamic visualization (integration of dynamic animations to a static diagram) may promote meaningful learning. Two teachers, a subject teacher and a tutor, taught the same topics to the same group. The perception towards these two teachers and their classroom contexts were compared to see how much their perceptions were correlated to the student’s motivational beliefs, personal goal orientation, self-regulated learning behaviour and affect. The findings of the study support previous research that students relate their motivational beliefs and goal orientations to the cognitive strategy used. Besides, female students relate their personal goal orientations, self-regulated learning behavior and emotions to teachers of either gender more than male counterparts. The tutor and her classroom context have been perceived as more mastery goal oriented which aligns with the motivational beliefs and personal goal orientation of the students, whereas the subject teacher is perceived as one with a mixture of both mastery and performance goals and this has no statistical correlation with students’ motivational beliefs, achievement goal orientation or self-regulated learning strategies. The pedagogy seemed to more successfully help students master the concepts of cell division and inheritance and apply them to solve genetics problems compared with traditional teaching. Individual interviews, however, shows that the relevant skills of reasoning are yet to be improved. To conclude, a classroom with a mastery goal orientation through carefully designed pedagogy may promote meaningful learning.published_or_final_version
Education
Master
Master of Education
15
Menzler, Cathryn Ann. "The teaching and learning of ethical decision-making : the teacher's dilemma /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18955.pdf.
Full text
16
McCormick, Sophie Jane Aubrey. "An exploration of the biology teacher's model of Ecodisc, an interactive multimedia resource." Thesis, King's College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362453.
Full text
17
Paton, R. C. "Some investigations into the use and meaning of system in biological education." Thesis, University of Leeds, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233889.
Full text
18
Matoti, Sheila Nokuthula. "An investigation into some learning and teaching problems of biology in Transkei senior secondary schools." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001415.
Full textAbstract:
The aim of this study was to investigate some learning and teaching problems of biology in Transkei Senior Secondary schools. The research focussed mainly on Biochemistry. Biochemistry was treated in the context of biology as a whole to show its relevance to other sections of the syllabus. Questionnaires were administered to standard 10 pupils in 15 senior secondary schools selected randomly from the Central Region of Transkei. Further information on pupils' understanding of concepts taught in Biochemistry , was gained through use of concept tests and concept maps. Interviews were conducted with standard 9 and 10 biology teachers, Subject committee members, Examiners, Subject advisers, Lecturers from the University of Transkei and the Transkei Teachers' In-service College and pupils. Data obtained through the use of those research methods was analysed and discussed. Concept mapping as a teaching strategy was introduced to some standard 9 and 10 teachers who attended courses (biology) at The Transkei Teachers ' In-service College. Some suggestions and recommendations for the learning and teaching of biology were then made
19
Souza, Lyndon Johnson Batista de. "Cooperative learning and the use of the blog as a tool for teaching and learning in biology: a case study." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=15081.
Full textAbstract:
O debate contemporÃneo sobre o ensino de ciÃncias, no contexto da realidade brasileira, tem se encaminhado no sentido da busca de estratÃgias didÃticas e metodologias que potencialize a melhoria do ensino e da aprendizagem dos alunos. As proposituras que tem emergido desse debate, tem se encaminhado no sentido de trabalhar os conteÃdos em sala de aula com remissÃo ao cotidiano, o uso da Internet e os meios de interaÃÃo que ela tem possibilitado, sobretudo num contexto em que essas tecnologias estÃo visceralmente presente no cotidiano dos alunos mediando relaÃÃes e significados. Neste sentido, a presente pesquisa tem por objetivo geral analisar o potencial pedagÃgico da Aprendizagem Cooperativa associada ao o uso de um blog como ferramenta auxiliar no ensino e na aprendizagem de fotossÃntese no 1 ano do Ensino MÃdio. Deste objetivo emergem outros especÃficos que assim se apresentam: historicizar o Ensino de Biologia, particularmente a partir das mudanÃas normativas provocadas pela Nova LDB; analisar os fundamentos metodolÃgicos da Aprendizagem Cooperativa; aplicar a metodologia Jigsaw de Aprendizagem Cooperativa no ensino de fotossÃntese; favorecer a interaÃÃo dos alunos em um ambiente virtual - blog, permitindo-os aprender cooperativamente; comparar o rendimento de aprendizagem obtido na turma investigada em relaÃÃo à turma controle; conhecer a opiniÃo dos alunos da turma de pesquisa acerca da Aprendizagem Cooperativa e do uso do blog no ensino e na aprendizagem. As questÃes de pesquisa que orientaram este estudo foram assim expressas: Como a metodologia da Aprendizagem Cooperativa pode impactar na melhoria do ensino e da aprendizagem de fotossÃntese? O uso do mÃtodo Jigsaw proporciona a melhoria do ensino de fotossÃntese? Como relacionar o uso do blog com o mÃtodo Jigsaw na melhoria do ensino de fotossÃntese? Esta pesquisa se caracterizou por ser de natureza descritivo-bibliogrÃfica amparada no estudo de caso. à uma pesquisa que assumiu o mÃtodo dedutivo e o indutivo, abrigando tanto a pesquisa bibliogrÃfica como a de campo. A tÃcnica de pesquisa utilizada foi o uso de questionÃrio fechado e o uso do questionÃrio na Escala Likert. O campo da pesquisa foi um colÃgio privado, localizado no Centro da Cidade de Teresina-PI. A pesquisa chegou ao resultado de que à viÃvel utilizar o blog para dar suporte a Aprendizagem Cooperativa, possibilitando o compartilhamento do aprendizado obtido.The contemporary debate on the teaching of science in the context of Brazilian reality, has directed towards the pursuit of teaching strategies and methodologies that leverage the improvement of teaching and student learning. The propositions that have emerged from this debate has been on its way to work the contents in the classroom with a reference to daily life, the use of the Internet and means of interaction that it has made possible, especially in a context where these technologies are viscerally present in students' everyday mediating relationships and meanings. In this sense, this research has the objective to analyze the pedagogical potential of Cooperative Learning associated with the use of a blog as an auxiliary tool in teaching and learning photosynthesis in the 1st year of high school. This aim emerge other specific so that they are: historicizing the Biology teaching, particularly from the regulatory changes brought about by the New LDB; analyze the methodological foundations of Cooperative Learning; apply the Cooperative Learning Jigsaw methodology in photosynthesis education; encourage student interaction in a virtual environment - blog, allowing them to learn cooperatively; compare the yield of learning obtained in the class investigated in relation to the control group; know the opinion of students of the research group on the Cooperative Learning and blog use in teaching and learning. The research questions that guided this study were thus expressed: As the methodology of cooperative learning can impact on improving teaching and learning photosynthesis? The use Jigsaw method provides improved photosynthesis teaching? How to relate the use of the blog with the Jigsaw method in improving the teaching of photosynthesis? This research was characterized as descriptive and bibliographical supported in the case study. It is a search that took deductive and inductive, housing both the literature as the field. The research technique was the use of closed questionnaire and the use of the questionnaire in Likert Scale. The field of research was a private school, located in the City Centre of Teresina-PI. The research came to the result that it is feasible to use the blog to support cooperative learning, enabling the sharing of the lessons learned.
20
Jayatilleke, Buddhini Gayathri. "An investigation of teaching and learning biology at a distance : with special reference to Sri Lanka." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393203.
Full text
21
Pillay, Paramasivan. "How can cooperative learning be developed to enhance the teaching of biology at secondary school level?" Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003439.
Full textAbstract:
This research was undertaken by a group of practising teachers as a collaborative effort to develop a cooperative approach to the teaching of Biology at Secondary School level. The research focussed on Grade 10 learners at three different schools over a period of one full academic school-year. During this time, four complete cycles within an action research framework were completed and reflected upon. Learners were then surveyed by means of a questionnaire and follow-up interviews. The reflective sessions, together with the responses from the questionnaire and interviews, provided a wealth of information with regard to the development of a cooperative approach to teaching. The cooperative classroom is vastly different from the traditional one. Here, new roles are assumed by both teacher and learner. Learners are largely expected to take charge of their learning experience in the classroom. The teacher, while still responsible for facilitating this learning experience, delegates authority to the learners. It was the experience of the group that the relationship between teacher and learner, as well as between learner and learner, vastly improved in the cooperative class where the participants were more relaxed. Over time, learners became more accountable in terms of their work and learning. Learners’ self-esteem and self-confidence grew, and the majority of learners indicated that their understanding of the work improved. Furthermore, the cooperative structure encouraged and developed self-discipline in the learners. In the early stages of this research, the group did find certain behaviour to be inhibiting: excessive noise, laziness, too much tomfoolery, and absenteeism. These problems were easily addressed within the action research framework, and were nearly non-existent by the end of the research. The group also found that: (i) cooperative lessons required more time than traditional lessons, often at the expense (justifiably) of the syllabus, and that: (ii) cooperative lessons played a major role in reactivating learner interest towards the learning process both in and outside the classroom.
22
Lu, Tan-Ni. "An Exploration of Senior High School Student Learning in Biology in Taiwan." The University of Waikato, 2006. http://adt.waikato.ac.nz/public/adt-uow20060824.161733/index.html.
Full text
23
Harris, Molly Ann. "Investigation into the Effectiveness of an Inquiry-Based Curriculum in an Introductory Biology Laboratory." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/HarrisMA2009.pdf.
Full text
24
Katung, Martha. "A study of student attitudes to teaching strategies aimed at encouraging autonomous learning in University level biology." Thesis, University of Glasgow, 1997. http://theses.gla.ac.uk/5434/.
Full textAbstract:
This thesis examines the attitudes of students to teaching strategies that are aimed at encouraging autonomous learning in university level biology. Attitudes determine the learning which occurs within a student as he/she selects from the environment what he/she learns according to his ideas, values and feelings as well as his concepts. Attitudes may indeed lead to a rejection or acceptance of new ideas. Hence there is the need to inculcate the right attitudes in the students. Favourable attitudes to a subject could be promoted by the use of appropriate teaching strategies. The result indicated that :- (1) The students were encouraged to become autonomous in their learning and this position was more evident when the changes were made to the course in 1995/96 session. (2) The laboratory method with its many activities which serve to ensure that each student has an opportunity to participate effectively also indicated that the students were encouraged to think for themselves. (3) The tutorial method which had become more varied and frequent encouraged the students to become more free in airing their views thereby enabling them to become more independent. (4) The project method enhanced the student's ability to carry out their studies independently. (5) The organisation of the course, especially the new course, was considered very good as it facilitated their moving towards autonomy. (6) The Perry model confirmed that the changes made in the course did make a difference in students' attitudes to their learning producing a shift towards a higher degree of autonomy. The findings have shown that students were undergoing changes in their perception and approach to their study while at university.
25
Cheung, Man-lai, and 張敏麗. "The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209691.
Full textAbstract:
Cell division is a topic widely recognized by biology teachers for its importance in the curriculum. However, it is also regarded by teachers and students as a very difficult topic. Students at different school levels often hold many misconceptions in cell divisions. While diagrams have been so commonly employed in biology textbooks to enhance the textual representation of cell divisions, the researcher of this study questioned about the cognitive role of the diagrams in helping students construct new concepts of cell divisions, as well as students’ competence in learning from the diagrams.
This exploratory study was conducted to investigate how secondary school students made use of textbook diagrams to gain new information about cell divisions, if and how the diagrams induced misconceptions in students, the problems students encountered when interpreting the diagrams and captions, and their perceptions of the usefulness of diagrams in learning cell divisions specifically and biology in general.
Twenty-two secondary four students took part in this study. They were provided with a textbook illustration of mitotic and meiotic cell divisions, consisting of schematic diagrams and captions, for self-study. Data was collected from the students’ performance on a task sheet and their responses in individual interview. The task sheet assessed the new concepts (and/or misconceptions) constructed by the students through their (mis-)interpretation of the diagrams and captions in the illustration. The individual interview probed deeper into the students’ cognitive processing of the information in the illustration.
Results showed that the students were able to employ different strategies to interpret the diagrams and captions to construct new knowledge to solve problems in the task sheet. However, they also showed weaknesses and problems in interpreting the diagrams. The problems included superficial processing of diagrams, lack of awareness and skills of interpreting diagram conventions, misinterpretation of temporal relationship among different diagrams or different diagram components. As a result, a number of misconceptions on cell divisions were detected among the students. These included misconceptions related to: (1) changes in chromosome number in cell divisions, (2) crossing over occurring at metaphase I of meiosis, and chromosome arrangement at metaphase I. The study also found that students generally perceived diagrams useful for learning cell divisions, but not for learning biology in general. They seemed to have underestimated the functions of textbook diagrams in representing biology concepts and undervalued the roles that diagrams may play in assessment of their understanding of biological concepts.
The research findings contribute to the literature on misconceptions of cell divisions by uncovering students’ misinterpretation of specific kinds of diagrams as the origin of their learning difficulties. The findings also contribute to the growing literature on students’ visual perception and the power of diagrams for learning from science textbooks. Recommendations were made for textbook authors to improve design of diagrams illustrating scientific concepts, for teachers to equip students with visual literacy skills to learn from diagrams, and for teacher trainers to provide relevant training to pre-service and in-service teachers. Some suggestions for further research were also discussed.published_or_final_version
Education
Master
Master of Education
26
Guerrera, Claudia P. "Testing the effectiveness of problem-based learning through problem generation and problem solving with high school biology students." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23213.
Full textAbstract:
The purpose of this study was to examine the effectiveness of problem-based learning (PBL) as an alternative teaching method in biology. Eighty-one, ninth grade biology students worked collaboratively in groups, of 2 or 3, to generate a fictitious patient case, which was then exchanged, for other students to solve. This process was repeated on two occasions. Data from pre/post questionnaires and groups' verbal and written protocols were analyzed. Results showed that certain cognitive processes strengthened over time. Significant improvements were also noted in the quality and content of students' written scenarios and solutions, and in students' interest in working collaboratively. Overall, this study confirms that PBL has numerous benefits and holds great potential as an instructional method in biology.
27
Presley, Arzu Irfan. "An Investigation Of The Teaching-learning Process Based On Multiple Intelligence Theory In A High- School Biology Course." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606229/index.pdf.
Full textAbstract:
This study sought to investigate the effects of multiple intelligences based instruction (MIBI) and learning styles on ninth graders’
attitudes toward biology, biology achievement, and overall multiple intelligences. This experimental research was conducted in the second term of 2002-2003 educational year in Eregli high school. The sample involved in the study consisted of 64 students from the two different ninth grade classes taught by the same teacher. One class was assigned as the experimental group in which students were exposed to MIBI, whereas the other class was assigned as the control group in which students were exposed to traditional instruction in the unit of diversity and classification of living organisms. The data were obtained from attitudes toward biology scale, unit achievement test, multiple intelligences and Kolb&
#8217
s learning style inventories, interviews with the students and the teacher, and observations in the experimental classroom during the treatment. Multivariate Analysis of Covariance was used for the quantitative data obtained from measuring tools. Results indicated that there was a significant effect of MIBI on students&
#8217
attitudes toward biology and biology achievement, but there was not any significant effect of MIBI on students&
#8217
overall multiple intelligences. In addition, there was not any significant effect of the students&
#8217
learning styles on their attitudes toward biology, biology achievement, or overall multiple intelligences. Moreover, interpretations of the interviews with the students and the teacher, and the observations of the experimental classroom indicated that MIBI had positive contributions on teaching and learning process.
28
Tshiningayamwe, Sirkka Alina Nambashusan. "Implementation of environmental learning in the NSSC biology curriculum component: a case study of Namibia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003446.
Full textAbstract:
In the context of ecological crisis and environmental deterioration, teaching about environmental issues and the preservation of the world’s environment has become increasingly important across the globe (Chi-chung Ko & Chi-kin Lee, 2003). Of the various subjects taught in secondary schools, Science is often perceived as one that can make a significant contribution to environmental education. It is in this light that the study has looked at how Grade 11 and 12 Biology teachers in the Namibian context implement Environmental Learning (EL). This study was constituted as a case study of two schools in Windhoek, in the Khomas region. The study investigated the implementation of EL in the Biology curriculum focusing on the constraints and enabling factors influencing the implementation. This study employed qualitative methods, specifically semi-structured interviews, classroom observations and document analysis in its investigation of EL implementation. Purposive sampling was done and piloting of interview and observation schedules was used to refine the schedules. Ethical issues were taken into consideration throughout the study. The key findings from the study are as follows: - Teachers’ knowledge and interest in environmental education influence how teachers facilitate EL; - There is a mismatch between EL theories and practice; - Teaching of EL is mainly informed by the syllabus and not other curriculum documents, - Current assessment policy and practice impact on EL; and - Possibilities exist for improving EL in Namibia’s Biology curriculum. These key findings have been used to make recommendations for the study which are as follows: - Strengthen the subject content and interest of teachers; - There should be a match between EL theories and practice; - Reorient curriculum documents and other learning support materials used for EL; - Change in assessment approaches; and - Translate constraints of EL into enablers. The study concludes by calling for further research into EL pedagogies. This can be used to improve EL implementation in the region where the study was situated.
29
Castelli, Angela Nicole. "Teacher Perceptions of the Impacts of Environmental Education on the Teaching Process and on Student Learning." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/1104.
Full textAbstract:
TEACHER PERCEPTIONS OF THE IMPACTS OF ENVIRONMENTAL EDUCATION ON THE TEACHING PROCESS AND ON STUDENT LEARNING Angela Nicole Castelli December 2004 (48) Directed by: Terry L. Wilson, Steve L. Spencer, and Raymond A. Poff Department of Physical Education and Recreation Western Kentucky University The Mammoth Cave National Park Environmental Education Partnership (EEP) has worked with schools and teachers to provide the students with curriculum-based environmental education programs on a regular basis throughout the school year. Because of this environmental education partnership, this study addresses the following questions: What are teacher perceptions of the impacts of environmental education on student learning and what are teacher perceptions of the impacts of environmental education on the teaching process? Such impacts included students’ enthusiasm, motivation, and attitudes towards learning. The study also addresses the impact on skills such as thinking skills, language skills, and math skills. The study addresses the impacts on teachers such as enthusiasm, lesson planning and design, instructional strategies, as well as scheduling and restructuring of curriculum in the classroom or schools. The methods of investigation included a survey and interview instrument that was administered by the researcher to 35 teachers that participated in the EEP. After gathering the information from the teachers, the researcher then analyzed the data using descriptive statistics such as mean, standard deviation, and frequency. This information was presented in the forms of tables and graphs. viii The conclusions to this research show that environmental education had a significant perceived impact on student learning and teaching process. The aspects that showed the most impact were on the students’ enthusiasm, motivation, and attitudes towards learning, as well as the teachers’ enthusiasm and lesson planning.
30
Yip, Wing-shun, and 葉榮信. "The difference between traditional learning environment and information enriched learning environment on the acquisition andtransfer of higher order thinking skills in a biological context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960595.
Full text
31
Maro, Wadrine. "Design and evaluation of a professional development programme to support activity-based biology teaching and learning in Tanzanian secondary schools." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/350762/.
Full textAbstract:
This study aims to design, implement and evaluate a professional development programme for biology teachers in Tanzania. The proposed activity-based approach to teaching supported by the 5Es instructional sequence (adapted from Bybee et al., 2006) is new in the Tanzanian secondary schools context. Consequently, this study addresses the following research questions. 1) What are the characteristics of an effective professional development programme that adequately supports learning and teaching of biology in Tanzania? 2) How can a professional development programme be practically designed and implemented to enhance Tanzanian biology teachers’ pedagogical knowledge and skills? 3) What impact does this professional development programme have on teachers’ pedagogy and students’ learning of biology? The study included 675 students, 35 teachers, 7 student teachers, and 3 experts in the field of science education. A design-based research methodology involved both qualitative and quantitative data collection methods and analysis. Teachers’ reactions to the professional development workshop were positive. They were satisfied with the content and follow-up coaching activities. The new knowledge and skills helped teachers to support students through interaction with materials and discussion in small groups to acquire meaningful learning. Findings of classroom observations, teacher interviews, student evaluation questionnaires, and focus group discussions showed that the adoption of the newly developed excitement stage in the 5Es instructional sequence was useful and relevant to teachers’ instructional approaches. It supported them to move away from overly didactic practices to activity-based and student-centred teaching and learning approaches. Student focus group discussions indicated positive opinions about their teachers’ adoption of the new approaches. Students reported differences from their regular classes, which served to enhance better understanding of the taught concepts. These positive changes included, more student involvement in the lesson activities and teachers being more supportive and open to questions. This study has confirmed findings from previous research about the important role of curriculum materials as a component of teachers' professional development experience. In addition, findings of the study demonstrated that the 5Es instructional sequence provided teachers and students with opportunities to practice effective science teaching and learning approaches. It is hoped that this approach is adopted more widely in Tanzanian secondary schools, so that future students may experience success and be inspired to continue their studies of science.
32
Paterson, Craig Chalmers. "An experimental study of self-regulated learning in biology with special reference to instructional control, locus of control, and academic performance." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/15996.
Full textAbstract:
Bibliography: pages 189-198.Applying theoretical conceptualisations of current theories of self-regulated learning, a biology instructional programme facilitating learner perceptions of control by offering choices in task engagement was undertaken with two intact samples of Caucasian standard ten higher grade biology pupils in Cape Town, with the student groups matched for IQ and ability. A counter-balanced, quasi-experimental research design was implemented for two five-day cycles. Learner locus of control and self-regulatory behaviour were established using, respectively, the Intellectual Achievement Responsibility Questionnaire (Crandall, et al, 1965), and the Motivated Strategies for Learning Questionnaire (Pintrich and De Groot, 1990). The primary aim was to test the prediction that, in contrast to teacher-regulated instruction, academic performance after learner self-regulation would be appreciably greater. Differences between the experimental and control group mean achievement scores at the end of the programme were highly significant.
33
Agboola, Oluwaseun O. "Inclusive Teaching Strategies: An Evaluation of Course Structure and Summative Assessment in Introductory Biology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3221.
Full textAbstract:
Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were evaluated by Bloom’s Taxonomy of Learning. Survey results showed that many instructors used online activities most of the time to supplement face-to-face courses. However, student and faculty viewpoints on assessments offer many interesting insights into how instructors may modify teaching strategies to increase the success of diverse student populations.
34
Judd, Chinwe Jane. "Biology teachers' and senior secondary students' perceptions about problems of teaching and learning ecology in state government secondary schools in Nigeria." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426169.
Full text
35
Cox, Stephanie Elizabeth. "Perceptions and Influences Behind Teaching Practices: Do Teachers Teach as They Were Taught?" BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5301.
Full textAbstract:
Schools face the problem of recruiting and retaining students in Science, Technology, Engineering, and Mathematics (STEM) degrees. One reason that students leave STEM fields is because their introductory classes are too hard or not engaging. These introductory classes are typically taught using a lecture-heavy, instructor-centered approach, contrary to current evidence based pedagogy. Many who call for teacher reform put the blame on the way teachers are educated, which is often not student-centered, citing that because ‘teachers teach the way they were taught,’ current education is also not student-centered. The idea that ‘teachers teach the way they were taught’ is commonly used to promote an agenda for improved teaching training and accepted as fact in the scientific literature. However, little empirical data has been collected to support this conclusion. We aimed first to determine empirically if teachers teach the way they were taught, and second to determine the influences behind teaching practices. We observed, surveyed, and interviewed a sample of 44 instructors at seven colleges and universities throughout the state of Utah who taught select STEM introductory courses. Instruments used included observational, survey, and interview protocols developed specifically for this study during preliminary trials, and inspired by the Reformed Teaching Observation Protocol (RTOP). A paired t-test was used to compare the professors’ teaching practices with their own educational experiences. Interview responses were then grouped into common categories and used to determine the influences behind teaching practices. We discovered that there is a significant difference between how teachers teach and how they were taught during their own educational experience. This finding does not support our hypothesis that teachers teach the way they were taught. Qualitative data from interviews introduces a new hypothesis that teachers teach the way they themselves preferred to be taught, or the way they think students learn best, demonstrating that teachers are taking a much more metacognitive approach to teaching than is suggested by that famous quote, ‘teachers teach the way they were taught.’ Our results suggest that reform classes and workshops develop a more metacognitive approach to exposing future teachers to current, evidence based pedagogy, allowing teachers to reflect on their own learning and experience for themselves the benefits of student-centered learning. These future teachers will then apply what they learn if they are convinced it is a better way to teach students. They will teach the way they were taught because they experienced a positive experience when leaning.
36
Silva, Rafael Bezerra e. "Ecojogo: produÃÃo de jogo didÃtico e anÃlise de sua contribuiÃÃo para a aprendizagem em educaÃÃo ambiental." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14038.
Full textAbstract:
nÃo hÃOs jogos didÃticos, assim como as prÃticas laboratoriais, as aulas de campo, os filmes e vÃdeos, constituem possibilidades metodolÃgicas diferenciadas que podem ser utilizadas para abordagem dos conteÃdos de Biologia (BRASIL, 2006). Para Campos et al. (2002), os jogos didÃticos merecem mais espaÃo na prÃtica de ensino, pois constituem-se em uma importante alternativa para favorecer a aquisiÃÃo e retenÃÃo do conhecimento atravÃs de um clima de alegria e prazer. Na atualidade, a principal demanda do Ensino MÃdio tem sido a preparaÃÃo dos estudantes para o ENEM, que constitui a principal forma de ingresso ao Ensino Superior no Brasil. Nas Ãltimas trÃs ediÃÃes do ENEM, cerca de 40% das questÃes de Biologia estÃo relacionadas aos conteÃdos de ecologia e educaÃÃo ambiental. De acordo com Auad (2005), a educaÃÃo ambiental constitui um problema social urgente. Por conta da relevÃncia dos temas apresentados, o presente trabalho teve o objetivo geral de produzir um jogo didÃtico e analisar a sua contribuiÃÃo para a aprendizagem em educaÃÃo ambiental. Para a realizaÃÃo da pesquisa, um estudo de campo com abordagem quali-quantitativa e de natureza aplicada, foi elaborado um jogo didÃtico de tabuleiro com perguntas e respostas sobre o conteÃdo educaÃÃo ambiental, denominado Ecojogo. O jogo foi reproduzido e utilizado por estudantes de 3 ano do Ensino MÃdio de uma escola da rede pÃblica estadual, em CrateÃs-CE, em trÃs aulas. A coleta de dados foi realizada a partir de observaÃÃo participante e aplicaÃÃo de questionÃrios. Durante a utilizaÃÃo do Ecojogo em sala de aula, observou-se que o uso do jogo produziu um ambiente de ensino e aprendizagem prazeroso, por contar com a interaÃÃo entre os jogadores e a brincadeira competitiva do jogo. A partir da anÃlise dos questionÃrios aplicados, verificou-se que os conhecimentos dos estudantes aumentaram, em mÃdia, 34% apÃs a utilizaÃÃo do jogo. Com relaÃÃo à avaliaÃÃo do Ecojogo em oficina de jogos didÃticos realizada em evento cientÃfico, todos os entrevistados responderam que utilizariam o jogo no ensino de educaÃÃo ambiental, por ser atrativo e abordar assuntos relevantes. De acordo com estes entrevistados, o Ecojogo auxilia a compreensÃo, estimula o raciocÃnio e proporciona uma aprendizagem significativa por abordar os conteÃdos de forma contextualizada e com situaÃÃes-problema. Apesar de reconhecerem importÃncia da contextualizaÃÃo para a compreensÃo dos conteÃdos e preparaÃÃo para o ENEM, alguns entrevistados relataram que esta caracterÃstica retarda a dinÃmica da partida, por conta da extensÃo dos textos das questÃes. Com base nos resultados da pesquisa, concluiu-se que o Ecojogo constitui uma estratÃgia metodolÃgica eficiente para a aprendizagem em educaÃÃo ambiental, e que os professores devem investir no desenvolvimento e uso destes materiais didÃticos no ensino de Biologia. AlÃm do desenvolvimento e uso de jogos didÃticos, faz-se necessÃrio, tambÃm, a divulgaÃÃo e compartilhamento dos procedimentos e materiais produzidos em experiÃncias exitosas, para que o conhecimento seja difundido e, assim, aperfeiÃoado.
The didactic games such as laboratory practices, outdoor class, movies and videos are different methodological possibilities which can be used for address the contents biology (BRASIL, 2006). For Campos et al. (2002), the didactic games deserve much more space in the practice of teach, because they are an important alternative to get and retain the knowledge through a clime of joy and pleasure. Nowadays, the main claim of the Secondary School has been the preparation of students for ENEM, which is the main way to enter in the university in Brazil. In the last three editions of the ENEM, about 40% of the Biologyâs questions were related to ecology and environmental education. According to Auad (2005), the environmental education is an urgent social problem. Because of the relevance of this issue presented, this study had as a general objective to create a didactic game and analyze its contribution as a tool for learning environmental education. For the achievement of this research, an outdoor study was made with approach in quality, quantity and applied nature, as well was developed a didactic game board with questions and answers about environmental educational named Ecojogo. The game was prepared and used in three lessons by students from a 3rd grade state public Secondary School in the town CrateÃs-CE. The data collection was carried out by watching partakers and the application of questionnaires. During the usage of the Ecojogo in the classroom, it was noticed that the use of the game created a pleasant teaching and learning environment, because of the interaction between players and the funny process of the game. From the analysis of the questions applied, was verified that the studentâs knowledge increased in an average of 34% after using the game. Related to the evaluation of Ecojogo in didactic games held in Scientific event, everyone answered that they would use the game in the teaching of environmental education classes, because it is attractive relevant topics. According to those people who were interviewed, the Ecojogo helps to understand, stimulates thinking and provides a significant capacity, because it approaches the contents in context with problem situations. Although recognizing the importance of contextualization for understand the contents and preparation for ENEM, some peoples who was interviewed, reported that this feature slows the departure dynamic, because of the size of the questions. Based on the surveyâs results, it was concluded that the Ecojogo is an efficient methodological strategy for learning environmental education, and that teachers should invest in development and usage of didactic materials for teaching Biology. Besides of developing and using didactic materials, it is also necessary spread and share products and materials produced in successful experience, in order to this knowledge be released and, thus, improved.
37
Nunes, Marcelo da Rocha. "A problemática do vocabulário científico e o estudo etimológico como facilitador do conhecimento escolar de Biologia." reponame:Repositório Institucional da FURG, 2013. http://repositorio.furg.br/handle/1/4798.
Full textAbstract:
Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-04-10T17:07:15Z
No. of bitstreams: 1
Marcelo da Rocha Nunes.pdf: 1269471 bytes, checksum: 9c94d2dbb261c21454253e87f86a01af (MD5)Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-04-10T18:59:33Z (GMT) No. of bitstreams: 1 Marcelo da Rocha Nunes.pdf: 1269471 bytes, checksum: 9c94d2dbb261c21454253e87f86a01af (MD5)
Made available in DSpace on 2015-04-10T18:59:33Z (GMT). No. of bitstreams: 1 Marcelo da Rocha Nunes.pdf: 1269471 bytes, checksum: 9c94d2dbb261c21454253e87f86a01af (MD5) Previous issue date: 2013
A biologia é uma área do conhecimento que detém um grande número de termos científicos específicos. Essa enorme gama de termos acaba por se tornar uma dificuldade a mais aos estudantes dessa área. Conscientes dessa dificuldade, sugerimos o estudo etimológico dos termos da biologia com forma de facilitar o entendimento e a compreensão lógica evitando a memorização desnecessária e propiciando uma maior significação das palavras. Em busca de averiguar como é feito o estudo/ensino do vocabulário científico na escola e se a etimologia é utilizada dentro desse ambiente, essa investigação teve como objetivo investigar as dificuldades da alfabetização científica e a utilização da etimologia pelos educadores como ferramenta facilitadora do conhecimento. Essa pesquisa qualitativa teve sua metodologia dividida em duas partes: no primeiro momento, elaboramos entrevistas com oito professoras de quatro escolas da rede pública estadual com o intuito de saber que técnicas utilizam na sala de aula para explicar os termos científicos, suas dificuldades e percepções e analisadas segundo a metodologia da Análise Textual Discursiva. A partir da análise das entrevistas pudemos observar que o vocabulário da biologia se apresenta como um desafio para professoras e alunos e que a etimologia é utilizada na sala de aula pela maioria das professoras, pois acreditam que essa técnica facilita o entendimento do termo a ser estudado. Outras dificuldades também foram relatadas e nos chamaram muito a atenção, como a falta de interesse dos alunos pelo estudo e a insatisfatória compreensão da língua materna. Num segundo momento, tivemos o livro didático como questão. Em suas páginas buscamos saber como a etimologia e os conceitos científicos são trabalhados, além de analisar o glossário quanto o número de termos disponíveis, em relação aos capítulos sobre Citologia. No tocante aos livros, vimos que há um grande número de termos no capítulo analisado e que desses, menos de 15% possuem uma explicação etimológica, já que os termos ainda são trabalhados com conceitos prontos, fechados e que não permitem maior reflexão.
Biology is a knowledge area that holds a large number of specific scientific terms. This huge range of terms eventually become a difficulty for students in this area. Conscious of this difficulty, we suggest the etymological study of biology terms like form to facilitate understanding and logical comprehension avoiding unnecessary memorization and providing greater meaning of the words. In search to find out how is done the study / teaching of scientific vocabulary in school and if the etymology is used within that environment, this research aimed to investigate the difficulties of scientific literacy and the use of etymology by educators as a facilitating tool knowledge. This qualitative research was the methodology divided in two parts: at first, we elaborate interviews with eight teachers from four public schools in order to know that techniques are used in the classroom to explain the scientific terms, their difficulties and perceptions and analyzed according to the methodology of the Discourse Textual Analysis. From the analysis of the interviews we found that the vocabulary of biology as a challenge for teachers and students and that the etymology is used in the classroom for the majority of the teachers, because they believe that this technique facilitates the understanding of the term to be studied . Other difficulties have also been reported and have received much attention, like as lack of student interest in the study and unsatisfactory understanding of maternal language. After that, we had the textbook as a question. In its pages we look for to know how the etymology and scientific concepts are worked, besides analyzing the glossary as the number of terms available on Cytology chapter. In those books, we saw that there are a large number of terms in the chapter analyzed and of these, less than 15% have an etymological explanation, since the terms are still worked with ready concepts, closed and not allowing further thinking about.
38
Maguvhe, M. O. "A study of inclusive education and its effects on the teaching of biology to visually impaired learners." Thesis, Pretoria : University of Pretoria, 2005. http://upetd.up.ac.za/thesis/available/etd-08102005-112348.
Full text
39
Hudson, Maren. "Examining the Understanding of Inquiry-Based Learning and Teaching Among Undergraduate Teachers and Students." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3338.
Full textAbstract:
One of the main aims of inquiry is to engage students as active, not passive, participants in science. The purpose of this study is to describe science educators’ and students’ views about inquiry-based instruction in order to better understand and improve implementation of evidence-based teaching strategies. Inquiry-based techniques have been shown to improve student understanding of scientific concepts, yet, there continue to be challenges in implementing these techniques. This research project utilizes Q Methodology, a research method that captures both common and disparate measures of subjectivity, to identify commonalities and defining viewpoints about inquiry-based teaching and learning. Three significantly different viewpoints were identified and each viewpoint represents differences in teaching styles and classroom environments. Additionally, consensus items reveal students and instructors highly value relating science to everyday life; however, a lack of importance is placed upon peer learning and use of open-ended questions.
40
Anna, Karla Simões de Sant. "Diversidade metodológica como estratégia para a apredizagem significativa de conceitos de biologia." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-29032017-095253/.
Full textAbstract:
Em oito anos de experiência ministrando aulas para o Ensino Médio, foi possível perceber as constantes deficiências com relação aos conceitos de biologia, principalmente no que diz respeito à estrutura do DNA e como a síntese de proteínas é realizada. Há uma grande dificuldade dos alunos compreenderem tais conceitos, e isso se dá muito provavelmente por se tratar de um assunto de grande abstração e que requer certa dose de imaginação e criatividade, visto que essas estruturas só são visualizadas por meio de imagens em livros, dificultando assim a assimilação e o entendimento do assunto. O objetivo deste trabalho foi investigar se a utilização de metodologias diversificadas (seminários, elaboração de jogos e produção de vídeos) contribui para o processo de ensino aprendizagem, promovendo um aprendizado significativo e efetivo sobre os conceitos de citologia, DNA e síntese de proteínas. A pesquisa foi realizada com dois grupos de 25 alunos da 2ª série do Ensino Médio, sendo aplicada a diversidade metodológica na turma 1 e metodologia tradicional na turma 2 (controle). Foram aplicados questionários antes e após a utilização das estratégias metodológicas descritas acima. Os dados coletados demonstram que a utilização de metodologias diversificadas contribui para o processo de aprendizagem dos alunos.In eight years of experience teaching classes to high school, it was revealed the continued shortfalls in relation to biology concepts, especially with regard to the structure of DNA and how protein synthesis is performed. There is great difficulty students understand these concepts, and it occurs most likely because it is a matter of great abstraction, and that requires a certain amount of imagination and creativity, as these structures are only displayed through pictures in books, making it difficult so assimilation and understanding of the subject The objective of this study was to investigate whether the use of different methodologies (seminars, preparation games and video production) contributes to the process of teaching and learning, promoting a meaningful and effective learning about the concepts of cytology, DNA and protein synthesis. The survey was conducted with two groups of 25 students of the 2nd year of high school, being applied to methodological diversity in the class 1 and class 2 in the traditional method (control). Questionnaires were administered before and after the use of methodological strategies described above. The collected data show that the use of diferente methodologies contributes to the learning process of student.
41
Hollingsworth, Amy B. "Q Methodology as a Needs Assessment Tool for Biology Graduate Teaching Assistants Participating in an Instructional Training Program." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1384775755.
Full text
42
Souza, Rosa Andrea Lopes de. "A viagem de Alfred Russel Wallace ao Brasil: uma aplicação de história da ciência no ensino de biologia." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-13042015-144132/.
Full textAbstract:
Esta dissertação, inserida em linha de pesquisa de \"História, Filosofia e Cultura no Ensino de Ciências\", abordou a inserção de um episódio da História da Ciência no ensino de Biologia da educação básica. A pesquisa, caracterizada por uma abordagem inclusiva da História da Ciência no ensino de Biologia, foi orientada pelos seguintes objetivos: 1) desenvolver o estudo de um episódio histórico envolvendo a viagem do naturalista inglês Alfred Russel Wallace (1823-1913) ao Brasil, no século XIX; 2) desenvolver um estudo empírico de utilização de episódio da História da Biologia no ensino e aprendizagem de conteúdos de Biologia por meio da elaboração, validação, aplicação e avaliação de uma sequência didática; 3) investigar os efeitos da utilização de um episódio de História da Biologia sobre aspectos motivacionais e emocionais dos alunos durante o ensino e aprendizagem de conteúdos de Biologia. A viagem de Wallace à Amazônia foi analisada segundo a metodologia de pesquisa em História da Ciência, fazendo uso de fontes primárias e secundárias. Foram investigadas a formação inicial do pesquisador e as motivações para a realização da viagem segundo o contexto das expedições científicas do século XIX. Foram ainda discutidas as principais contribuições que ele desenvolveu, particularmente sobre as palmeiras amazônicas. Esse estudo gerou um material que pode servir de subsídio ao professor que deseje abordar esse episódio histórico em sala de aula. A partir desse episódio, foi elaborada uma sequência didática baseada nos estudos de Wallace sobre as palmeiras amazônicas. As palmeiras estudadas por Wallace serviram de base para os alunos realizarem atividades relacionadas à classificação biológica, ao uso de chaves dicotômicas de identificação e à elaboração de uma matriz de classificação filogenética. A sequência didática foi composta de oito aulas desenvolvidas com diferentes estratégias de ensino e aprendizagem, com uso de materiais instrucionais especialmente elaborados para cada aula. Após processo de validação, a sequência didática foi aplicada em duas turmas de 2º ano do Ensino Médio, de uma escola pública, no município de São Paulo, no primeiro semestre de 2013. Foi realizada triangulação de dados obtidos por meio de gravação e transcrição das aulas, bem como aplicação de dois questionários validados pela literatura: um destinado a avaliar motivação e outro a avaliar emoção situacional dos alunos. A análise dos dados obtidos levou à elaboração de uma representação gráfica mapeando as disposições motivacionais e emocionais dos alunos durante as interações de ensino e aprendizagem da sequência didática. Como resultados principais da pesquisa empírica que podem contribuir para a área de ensino de Ciências Naturais em que abordagens históricas estão inseridas, destacam-se evidências de que os alunos responderam positivamente à aprendizagem de conteúdos científicos atuais considerados complexos e distantes do seu dia a dia, como é o caso da classificação filogenética, após esse estudo ter sido provocado a partir dos estudos de Wallace na Amazônia. Esta pesquisa também contribui com a divulgação de uma metodologia para investigar aspectos motivacionais e emocionais dos alunos na aprendizagem de conteúdos de Biologia. Finalmente, estabeleceu alguns parâmetros sobre a contribuição da História da Ciência no ensino de Biologia.This dissertation, set in search of \"History, Philosophy and Culture in Science Education\" line, addressed the insertion of an episode of the History of Science in Biology teaching of basic education. The research, characterized by an inclusive approach of the History of Science in teaching Biology, was guided by the following objectives: 1) develop the study of a historical episode involving the journey of the English naturalist Alfred Russel Wallace (1823-1913) to Brazil in the nineteenth century; 2) develop an empirical study of using episode of the History of Biology in teaching and learning content biology through the development, validation, implementation and evaluation of an instructional sequence; 3) investigate the effects of using of an episode of the History of Biology on motivational and emotional aspects of learning content for students of Biology. A trip to the Amazon Wallace was analyzed according to the methodology of research in History of Science, using primary and secondary sources. The initial training of the researcher and the motivations for the provision of travel were investigated according to the context of the scientific expeditions of the nineteenth century. We also discuss the major contributions he has developed, particularly on Amazonian palm trees. This study generated a material that can serve as a subsidy to the teacher who wishes to address this historical episode in the classroom. From this episode, we created a teaching sequence based on the studies of Wallace on the Amazon palm trees. Palm trees studied by Wallace served as the basis for students to carry out activities related to biological classification, the use of dichotomous keys for identification and development of a phylogenetic classification matrix. The teaching learning sequence consisted of eight lessons developed with different strategies of teaching and learning, using a specially designed instructional materials for each class. After the validation process, the teaching learning sequence was applied to two groups of 2nd year of High School, a public school in São Paulo, in the first half of 2013. Triangulation of data obtained through the recording and transcription of the classes as well as application of two validated questionnaires in the literature was performed: one designed to assess motivation and to review other students\' situational emotion. The data analysis led to the development of a graphical representation mapping the motivational and emotional dispositions of students during interactions of teaching and learning instructional sequence. As the results of empirical research that can contribute to the area of teaching natural sciences in that historical approaches are inserted, are evidence that the students responded positively to learning of scientific considered complex and current content away from their daily lives, such as the phylogenetic classification, after this study have been caused from the studies of Wallace in the Amazon. This research also contributes to the dissemination of a methodology for investigating motivational and emotional aspects of learning content students in Biology. Finally, set some parameters on the contribution of the History of Science in teaching Biology.
43
Keller, Brenda J. (Brenda Jo) 1942. "Effect of Three Different Types of High School Class Schedules (Traditional, Rotating Block, and Accelerated Block) on High School Biology Achievement and on Differences in Science Learning Environments." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278645/.
Full textAbstract:
This study analyzes the effect of three different high school scheduling options on the delivery of biology instruction, on student achievement, and on student perceptions of their instructional activities. Participants were biology students and teachers from twelve high schools in a north Texas urban school district of 76,000. Block classes had 11 to 18 percent less instructional time than traditional classes. Texas Biology I End-of-Course Examination achievement results for 3,195 students along with student and teacher surveys provided information on instructional activities, attitudes, and individualization. Using an analysis of variance at a j i< .01 the following results were found; student achievement was significantly different for each of the scheduled comparisons groups, test score means were not statistically significant between the scheduled comparison groups for different ethnic groups, economically disadvantaged students, and magnet students. No significant differences were found between the science learning activity index for each of the scheduled groups. Student response data when disaggregrated and reaggregrated into program groups found a statistically significant higher index of science activity at a p. < .01 for magnet students when compared to both the regular and honor students. Regular program students had a significantly higher index of individualization than honors program students. Accelerated and rotating block classes were found to hold a significantly more positive attitude about their science learning conditions than did the traditional students. These data suggest that during the first two years of block scheduling, the initial impact of block scheduling, where total time for science is reduced, results in lower student achievement scores when compared to traditionally scheduled classes. Yet, block scheduled student attitudes and perceptions about science learning are significantly more positive than the traditionally scheduled students.
44
Grillo, Kelly J. "An investigation of the effects of using digital flash cards to increase biology vocabulary knowledge in high school students with learning disabilities." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4907.
Full textAbstract:
The field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to failure due not to a lack of understanding biology but the vocabulary associated with the content. In an attempt to impact high school students with learning disabilities'success in biology, a vocabulary intervention was investigated. Research suggests as more and more content is compressed into science courses, teachers are looking toward technology to assist with vocabulary mastery. The current research study examined the effects of a digital flash card intervention, Study Stack, versus a paper flash card intervention in biology for students with LD by measuring students'word knowledge and overall biology course achievement. Findings from repeated measures ANOVA showed a statistically significant increase on both the vocabulary assessment as well as the course grades in biology over time. However, the test of between effects considering card type yielded no differential change on vocabulary assessment and course grades in biology. Based on qualitative data, students interviewed liked the tool and found it to be helpful in learning biology terminology.ID: 030423499; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 212-221).
Ph.D.
Doctorate
Education
45
Roma, Vanessa Navarro. "Os livros didáticos de biologia aprovados pelo programa nacional do livro didático para o ensino médio (PNLEM 2007/2009): a evolução biológica em questão." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-31052012-104844/.
Full textAbstract:
As pesquisas sobre o ensino da evolução biológica e as teorias evolutivas dos últimos 30 anos apontam para obstáculos no processo de ensino e aprendizagem, desde a Educação Básica até a Superior, em vários países. Dos diferentes aspectos relevantes sobre a evolução biológica investigados até o presente momento a dissertação visou responder a pergunta: como a evolução biológica e as teorias evolutivas se apresentam na organização dos nove livros didáticos de Biologia avaliados e recomendados pelo Programa Nacional do Livro Didático para o Ensino Médio 2007/2009? Objetivou-se, assim: (1) descrever a estrutura e o padrão de distribuição do conteúdo biológico compartilhado entre os nove livros didáticos de Biologia destinados ao ensino médio avaliados e recomendados pelo PNLEM (2007/2009) destacando a evolução biológica e Teorias Evolutivas; (2) descrever as unidades e/ou capítulos específicos dessas obras didáticas que tratem a evolução biológica e as teorias evolutivas como objeto de estudo; (3) localizar conceitos evolutivos pré-determinados ao longo de todas as obras didáticas amostradas de forma a identificar o padrão de distribuição dos assuntos que associem diretamente à evolução biológica. Para a execução do trabalho o quadro metodológico baseou-se na pesquisa qualitativa com as seguintes etapas: (1) levantamento do nome das unidades, capítulos, tópicos e sub-tópicos dos livros didáticos amostrados; (2) caracterização dos capítulos específicos por meio de categorias adaptadas da literatura; (3) localização de termos (unidades perceptíveis) diretamente relacionados aos conceitos evolucionismo, evolução biológica, seleção natural, adaptação biológica, ancestralidade, variação genética e filogenia no texto principal dos capítulos específicos e não-específicos da amostra.During the last 30 years, the research about teaching of biological evolution and evolutionary theories, points out to obstacles in the process of teaching and learning. This can be noted from elementary school level all the way through college level education, and it is present in several countries. Despite others aspects of biological evolution so far investigated, this dissertation is aimed to answer the following question: How are biological evolution and evolutionary theories presented in the organization of the nine Biology textbooks that have been evaluated and recommended by the Brazilian National Program for High School Textbooks (PNLEM 2007/2009)? To answer this question, this study is intended to do the following: (1) Describe the structure and distribution pattern of biological content shared among the nine high school biology textbooks evaluated and recommended by PNLEM (2007/2009), highlighting the biological evolution and evolutionary theory. (2) Describe the sections and/or specific chapters of these textbooks that approach biological evolution and evolutionary theories as objects of study. (3) Localize the evolutionary concepts predetermined over all the textbooks surveyed, to identify the distribution pattern of matters directly involving biological evolution. In order to achieve the goals of the present work, a methodological framework based on a qualitative approach was established by using the following steps: (1) Identification of the name of the sections, chapters, topics and subtopics of the sampled textbooks. (2) Characterization of the specific sections through categories adapted from the literature. (3) Localization of terms (perceptible units) directly related to the concepts evolution, biological evolution, natural selection, biological adaptation, ancestry, genetic variation and phylogeny in the main body of the specific and non-specific sections of the sample textbooks.
46
Serrano, Teresa Maria Baião Espadinha. "Relatório da prática de ensino supervisionada em ensino de biologia e de geologia no 3º ciclo do básico e no ensino secundário." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14719.
Full textAbstract:
O presente relatório foi elaborado no âmbito do processo de creditação da Prática de Ensino Supervisionada do Mestrado em Ensino de Biologia e Geologia no Ensino Básico e Ensino Secundário, e tem como objectivo relatar os aspectos inerentes à prática de ensino desenvolvida durante o ano lectivo 2009/2010 na Escola Básica do 2.º e 3.º Ciclos de Moura. O relatório encontra-se estruturado em cinco principais capítulos e subcapítulos: Preparação Científica, Pedagógica e Didáctica; Planificação, Condução de Aulas e Avaliação de Aprendizagens; Análise da Prática de Ensino; Participação na Escola e Desenvolvimento Profissional; ABSTRACT:This report was prepared to complete Master Degree on Teaching of Biology and Geology in the 3rd cycle of basic and Secondary Education, (grades 7 to 12) and its objective is to relate the teaching practice that took place in Basic School of 2º and 3º cycle (Moura) during the academic year 2009/2010. This report is structured in five chapters and subchapters: Scientific, Educational and Teaching Preparation; Planning and Learning Assessment; Teaching Analysis; Participation in School and Professional Development.
47
Mthethwa-Kunene, K. F. E. "Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43191.
Full textAbstract:
Recent trends show that learners’ enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools’ performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers’ PCK as well as how PCK was assumed to have developed.
The data were analysed in an attempt to determine the individual teachers’ school genetics’ content knowledge, related knowledge of instructional strategies and knowledge of learners’ preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners’ preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of genetics-related learners’ preconceptions and learning difficulties despite having taught the topic for many years. There were some instructional deficits in their approaches and techniques in teaching genetics. The teachers failed to use physical models, teacher demonstration and/or learner experimentation in their lessons (or include them in their lesson plans) to assist learners in visualizing or internalizing the genetics concepts or processes located at the sub-microscopic level. The teachers’ PCK in genetics teaching was assumed to have developed mainly through formal university education programmes, classroom teaching experiences, peer support and participation in in-service workshops. The implications for biology teacher education are also discussed.Thesis (PhD)--University of Pretoria, 2014.
lk2014
Humanities Education
PhD
Unrestricted
48
Mockel, Lindsey Joan. "Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1420.
Full textAbstract:
This research study investigated the effect of using the think aloud protocol while reading informational text on students' ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when reading short articles related to scientific evidence for evolution. The researcher measured student's ability to read and understand science text by comparing scores from a reading skills pre-assessment and post-assessment from each student. Student surveys were conducted to gather feedback on the effectiveness of the strategy in teaching students to use a literacy strategy while reading science text. Data were analyzed using descriptive statistics.
49
Kanime, Justina Kashuupulwa. "An investigation into how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017345.
Full textAbstract:
This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
50
Lai, Man-kit, and 黎文傑. "Junior secondary pupils' learning in the biological concepts included in the CDC science (Forms I-III) syllabus 1986 and prerequisite forthe CDC human biology (Secondary IV-V) syllabus 1987 of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955794.
Full text