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1
Tsang, Man-sing. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596580.
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Tsang, Man-sing, and 曾文聲. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958849.
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Goodwin, Dianne Edith. "An exploration of factors facilitating and hindering change in the teaching of botany in primary schools." Thesis, Electronic thesis, 2008. http://upetd.up.ac.za/thesis/available/etd-01152009-134047/.
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Purkey, Kathie Lyn. "The underwater life off the coast of Southern California." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2752.
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This project reviews the basic chemical and geographical features of the ocean, biological classification of marine life, background of the ocean's flora and fauna, and the ocean's environment. These facts are presented through an underwater documentary filmed at various sites along Southern California's coast and complemented with lesson plans designed for grades K - 4.
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Nilsson, Karin. "NO-undervisning i utemiljö : En jämförelse mellan pedagogers inställning till och användande av undervisning i utemiljö i åk 1-3 och åk 4-6." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30959.
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Denna undersökning jämför hur inställning till NO-undervisningen i utemiljö ser ut och hur detta arbetssätt används av pedagoger i åk 1-3 och åk 4-6. Undersökningen har genomförts med hjälp av en enkät som skickats ut till verksamma pedagoger som undervisar i NO. Det visar sig att man i åk 1-3 använder sig av undervisning i utemiljö i större utsträckning än vad de gör i åk 4-6 och att det är pedagoger i åk 1-3 som anser sig ha mest kunskap och erfarenhet av detta arbetssätt. En positiv inställning till arbetssättet finns hos både pedagoger i åk 1-3 och åk 4-6.<br>This study compares how the attitude to science teaching in outdoor environment looks like and also how this approach is used by educators in grades 1-3 and 4-6. This study is based on a survey answered by active educators who teach science. The result shows that educators in grades 1-3 use more teaching in outdoor environment, compared to educators in grades 4-6. It also shows that educators in grades 1-3 believe they have more knowledge and experience of this approach, compared to educators in grades 4-6. Both educators in grades 1-3 and grades 4-6 have a positive attitude to science teaching in outdoor environment.
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Hudson, Peter. "Mentoring for effective primary science teaching." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16002/.
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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
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Swire-Walton, Lena. "Knowledge base for teaching primary science in Jamaica." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ59682.pdf.
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Wagiet, Razeena. "Environmental education : a strategy for primary teacher education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.
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This research focuses on environmental education in initial teacher education, and is grounded in three interlinked and widely recognised assumptions. First, that education for sustainable living can assist in resolving some environmental problems that are contributing to the environmental crises of sustainability currently facing South Africa and the rest of the world. Second, that education for sustainable living can assist in the establishment of a new environmental ethic that will foster a sustainable way of living. Third, that teacher education is a vital process for the attainment of both. These assumptions inform the aim of this research, which is to explore the potential for the implementation of education for sustainable living, and to identify a strategy for this, for initial teacher education, for senior primary school student teachers in the Western Cape. The strategy is derived following the grounded theory approach, developed through the case study method. In the process of identifying the strategy, this study establishes that there are challenges at macro, meso and micro levels that are obstructing the changes necessary for education for sustainable living. Change theory provides the basis for explaining these shortcomings, by helping to identify the barriers that might obstruct the realisation of the changes that are necessary for education for sustainable living. These challenges need to be perceived in the light of overcoming three sets of barriers in the way of the potential implementation of education for sustainable living in teacher education. First are those that can be ascribed to the formal education system that, while clinging to Western, Eurocentric values on the one hand, bave also failed to secure a policy for environmental education on the other. Second are the barriers ascribed to the teacher educators themselves, with the whole notion of their powerlessness at its core. Finally, there are the logistical barriers, which encompass, for example, time and financial constraints. With these barriers as a backdrop, to facilitate the incorporation of environmental education into initial teacher education, the study identifies a need for the development of a strategy to secure that education for sustainable living assumes its rightful place in the curriculum for initial teacher education. This framework emerges from the theory grounded in the interviewees' responses during the research, and from the theory grounded in the literature. Central to this framework is for education for sustainable living to contribute to the realisation of real change, change that would further the transformation of our conflict-riddled and inequitable society towards a more democratic and just one. This thesis demonstrates that the realisation of the changes necessary for education for sustainable living demand a reconstruction of current teacher education in order to secure and to sustain an appropriate and sound education ethic to form the basis of a trans formative teacher education curriculum for sustainable living within initial teacher education. Except formal policy, but central to overcoming these barriers, is the need for professional development programmes for teacher educators. A strategy in this regard, is outlined.
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Nikolaos, Christodoulou. "Metaphor in the teaching of environmental science." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10020326/.
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Studies of metaphors in teaching and learning have underlined the important role of metaphors in reasoning, but have sometimes failed to show the effect of metaphor on how scientific concepts are represented, and have sometimes overlooked hidden metaphors in their attempts to be explicit about how metaphor functions. This study investigates metaphor in the context of teaching environmental science. It does not assume any simple correlation between surface linguistic cues and the presence or kind of metaphor. Two theoretical approaches have been chosen, Systemic Functional Linguistics (M. Halliday) which sees language as a social construction of meaning, and Image Schema (M Johnson and G Lakoff) which has developed in cognitive science and cognitive linguistics. These two approaches are used to discuss examples of metaphors from a number of lessons which have been observed and video-recorded, and in a variety of textbooks used as resource materials in teaching environmental science. The choice of environmental science as the subject matter arises from two of its distinct characteristics. One is the fact that ideology triggers and shapes the interests, decisions and choices of materials, issues, arguments, reasons, etc. But there is nothing like one unique ideology, on the contrary conflicts of different ideologies raise differences about what will be selected and how it will be represented. At this point there is a special role taken on by metaphor. Metaphors provide the means for creating differences and similarities, thus bringing together or keeping apart ideologies. Second, the teaching of environmental science does not appear as the teaching of science only, bounded from anything else, but is a blend of accounts of scientific and commonsense knowledge. Metaphors appear at the overlapping points where this blending takes place. It is not the purpose of the thesis to question, or to contribute to, the theoretical perspectives adopted. Rather, its interest is in how these perspectives provide, each in their own way, insights into the nature of the discourse of teaching environmental science, and thus to raise questions about its effectiveness.
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Carre, Clive George. "Subject matter knowledge and teaching performance in primary science." Thesis, University of Exeter, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332004.
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Anosike, Cordelia Nwamaka. "Improving primary science teaching in Nigeria : a workshop approach." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021732/.
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Earlier studies have shown that the majority of the teachers in primary schools in Nigeria are ill-equipped to teach science. It was also established that most of these primary school science teachers had rather poor background and training in science. The present study was therefore designed to establish the efficacy of practical workshops as a way of furthering teachers' professional competency in science. This was done through a field study of these teachers in their teaching environment. The investigation was carried out in three phases. The first phase involved a questionnaire survey covering 180 primary six teachers located in three of the 30 states of Nigeria (Anambra, Kaduna and Plateau). The aim of this survey was to identify the topics in the primary science core curriculum which the teachers found difficult to teach. It was found that the teachers found magnetism a difficult topic to teach. The second phase involved the mounting of a 2-day in-service training workshop on the teaching of magnetism, for fifty teachers located in Anambra state. The workshop was designed as one of the mechanism for improving the knowledge and teaching skills of the teachers in science. The third phase of the study involved post-workshop visits, follow-up interviews and the observation of the teachers in action in their own classrooms. The visits were followed by a 1-day workshop which provided an opportunity for the workshop programme to be evaluated as well as for the teachers to meet for mutual exchanges of experiences. The outcomes of the workshops indicated that the teachers, as a result of their participation in the workshops, had achieved a greater understanding of magnetism and subsequently were able to teach the topic more confidently. The implications of this study for pre-service and in-service teacher education programmes as well as classroom science teaching practice are discussed.
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Kirchhoff, Mary Annette. "Promoting responsible environmental behavior in second grade students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3142.
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This project provides a convenient way to incorporate environmental education into the already exiting curriculum. Many of the environmental lessons and activities provided in this project cover language arts and math standards as well as providing students with the environmental knowledge, sensitivity, and skills they need.
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Rooney, Barbara A., and n/a. "The teaching of science in a primary school : a case study." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.155337.
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The 'Discipline Review of Teacher Education in Mathematics and Science' (Department
of Employment, Education and Training, 1989, p 81) concludes that science in primary
schools is in a state of crisis. This finding is not new as there have been concerns about
primary school science for many years. It is likely that one of the reasons why the
problem remains could relate to the attitudes and beliefs that teachers hold about the
subject and its importance in the primary school curriculum.
Another reason put forward relates to the limited background experiences in science of
many primary school teachers. In particular, their knowledge of content matter and
strategies for teaching the subject is limited. As a consequence, many primary teachers
do not feel confident to teach science so they avoid it or teach only units with which they
are familiar. This leads to inconsistent science teaching and an ineffective science
curriculum in many primary schools.
The research question, What factors influence the teaching of science in a primary
school?' is investigated through a case study of a primary school. Teachers' attitudes to,
and beliefs about, the subject are explored in relation to their background experiences,
teacher education and knowledge of science. How these factors influence their
classroom teaching is explored through the context of the physical environment and
culture of the school, the culture of teaching and the instructional leadership of the
principal.
The case study is based on information obtained from teacher surveys and interviews,
journal entries and school documents. A typology which helps clarify factors influencing
the teaching of science is developed. It provides insight into the problems of teaching
the subject and how they may be addressed. A case study of the principal adds to the
typology by providing the principal's perspective of science in the school.
It is likely that the school featured in the case study is representative of many primary
schools. The findings and recommendations may therefore have wider implications and
may contribute to more effective teaching of science in many primary schools.
14
Rabbat, Ralph R. 1978. "Technology enabled science teaching : software framework for electromagnetism." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/84808.
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Russo, Iris Jackeline. "The impact of children's literature on the environmental awareness of a population of second grade students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3348.
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This project aimed at helping second grade children gain environmental sensitivity and awareness by infusing the existing English Language Arts curriculum with environmental activities. The purpose is to demonstrate how one can infuse the California state's mandated curriculum, Houghton Mifflin, with children's literature in order to promote environmental sensitivity and awareness.
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Everton, Debra Jean. "Exploring the islands: An educator's manual for teaching primary students about the Channel Islands." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/894.
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Hiltunen, T. (Tuomas). "Learning and teaching programming skills in finnish primary schools:the potential of games." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201605221873.
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Teaching and learning of programming skills is becoming a mandatory part of Finnish primary school curriculum in the fall of 2016. Teaching of these skills will start from the grade one. The decision of starting teaching programming skills for 6–12 year old students is creating a new situation to the field of basic education in Finland. The current situation is creating challenges for teachers, students and for the planning of the new curriculum. It seems that currently there is not much existing official information and material for Finnish class- teachers considering teaching programming skills. In this study I am trying to map out the new situation from the point of view of teachers. The main research question of this study is: What is the role and importance of teaching and learning programming skills in Finnish primary schools?
For this thesis I have reviewed existing literature on the learning and teaching of programming for school children. As a research method I have used qualitative content analysis for analyzing the results of the interviews with teachers. I have mapped out their opinions and suggestions considering the teaching of programming skills, why it is important and how it could be taught. The role of games or game-based environments has been strongly recognized in this study. I have also tried to clarify the position of programming as a learning subject in Finnish basic education. In this study, I am concentrating on learning and teaching of programming skills at grades 1–6 at Finnish primary schools. As results, I will point out that the teaching and learning of programming skills in basic education can be beneficial for society and for the development of children’s cognitive skills, but there are also many challenges involved. In addition, I am introducing two frameworks based on the gathered data.
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Ng, Wee-Loon. "A study of Singapore female primary teachers’ self-efficacy for teaching science." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/606/.
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According to Bandura, self-efficacy is defined as an individual’s judgment of their capability to organize and execute the courses of action required to attain designated types of performances. It has been proposed that there is a strong relationship between Science teaching efficacy beliefs and Science teaching behaviors (Sarikaya, 2005). Research has shown that the self-efficacy of teachers affects the performance of their students. Female teachers in Singapore primary schools made up more than 80% of the teaching population and with many reports that teachers are shunning Science and that women possess low Science self-efficacy, one would expect that could be the case for Singapore female teachers as well. Despite this, the ‘Trends in International Mathematics and Science Study’ (TIMMS) 2007 reported that the scores of Singapore primary four students were amongst the top internationally and this was not the first time they had achieved such accolade. There was also no significant difference between the boys’ and girls’ results in the TIMMS. The aim of this study is to determine the self-efficacy of Singapore female primary Science teachers relative to their male counterparts (N=80), and identify enablers and barriers faced by high and low efficacy female Science teachers. A mixed methods approach was used in this research. Analysis of the Science Teaching Efficacy Belief Instrument (STEBI - A) revealed that although male teachers reported significantly higher PSTE scores relative to female teachers, an independent samples t-test showed that the difference was not significant. For the STOE, again Male teachers scored higher than females but given the very small difference between the means, the difference was not significant. It is believed that the trend is probably reflective of a phenomenon that male teachers have higher PSTE than their female counterpart but naturally the data does not support this claim. From the STEBI-A scores, four female teachers were selected for a semi-structured interview to explore in depth accounts of Singapore female primary teachers’ attitude towards teaching Science. Recommendations are made to raise self-efficacy of the female teachers and to optimise primary Science teaching in Singapore.
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Carroll, Michael. "Experience, intention and practice in the teaching of 5-14 primary science." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/5329/.
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This research used quantitative and qualitative research methods to examine the experience, intentions and practice of pre-service primary students in order to determine the nature of student teachers’ paradigms of science. The research identified a dissonance between the students’ aspirational rhetoric and the actuality of the experiences they provide for learners. This research framed the discourse of teaching and learning in terms of objectivist and constructivist paradigms. It was argued that the objectivist paradigm of science teaching has historically been dominant in science classrooms; however, it is the constructivist paradigm which is linked to an effective pedagogy in science education. This research examined the students’ school qualifications in science, stated confidence levels in teaching the 5-14 science curriculum and the students’ views on how best to take forward teaching and learning in primary science. The students were fond to be poorly qualified in science; however, it was shown that this has not had any adverse effect upon the pre-service students’ self-rated confidence levels in teaching primary science. Confidence indices were found to be consistently high, albeit slightly lower with respect to Physics. This research has also shown that there is a consistent pattern of increasing confidence with progression through the BEd course, and consistently low levels of confidence with respect to the PGCE students. This study identified a dissonance between the pre-service students’ experience of science and how they propose to teach science. It was shown that the pre-service students’ experience was negatively orientated, and firmly rooted within the objectivist paradigm. However, it was found that the students’ stated intentions are framed in terms of the constructivist paradigm. The research also determined that the students are confident that they possess the professional skills necessary to take forward teaching and learning in primary science.
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Benavides, Aerin Benavides. "Meanings teachers make of teaching science outdoors as they explore citizen science." Thesis, The University of North Carolina at Greensboro, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10123698.
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<p> This descriptive case study examined the meanings public elementary school teachers (N = 13) made of learning to enact citizen science projects in their schoolyards in partnership with a local Arboretum. Utilizing Engeström’s (2001) framework of cultural-historical activity theory (CHAT), the Arboretum’s outreach program for area Title 1 schools was viewed as an activity system composed of and acting in partnership with the teachers. The major finding was that teachers designed and mastered new ways of teaching (expansive learning) and transformed their citizen science activity to facilitate student engagement and learning. I highlight four important themes in teachers’ expansive learning: (a) discussion, (b) inclusion, (c) integration, and (d) collaboration. Teacher learning communities formed when colleagues shared responsibilities, formed mentor/mentee relationships, and included student teachers and interns in the activity. This program could serve as a model for elementary school citizen science education, as well as a model for professional development for teachers to learn to teach science and Environmental Education outdoors.</p>
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Graves, Deborah Bybee. "A primary unit on the desert." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/152.
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Cone, Christina Schull. "Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2098.
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Elementary education has become increasingly divided into subjects and focused on the demand for high math and reading scores. Consequently, teachers spend less time devoted to science and art instruction. However, teaching art and science is crucial to developing creative and rational thinking, especially for observation and questioning skills. In this study, third grade students attending an urban school in Portland, Oregon received instruction of an art strategy using observational and quantifying drawing techniques. This study examines, "Will an art strategy observing the local environment help students make observations and ask questions?" and "In what ways are student learning and perspectives of science affected by the art strategy?" The independent variable is the art strategy developed for this study. There are three dependent variables: quality of student observations, quality of questions, and themes on student learning and perspectives of science. I predicted students would develop strong observation and questioning skills and that students would find the strategy useful or have an increased interest in science. The art scores were high for relevance and detail, but not for text. There were significant correlations between art scores and questions. Interviews revealed three themes: observations create questions, drawing is helpful and challenging, and students connected to science. By examining science through art, students were engaged and created strong observations and questions. Teachers need to balance unstructured drawing time with scaffolding for optimal results. This study provides an integrated science and art strategy that teachers can use outdoors or adapt for the classroom.
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Richer, Gaelen Kathleen. "Environmental education resource for fifth grade science instruction." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3395.
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The goal of this project was to develop an environmental education resource for fifth grade teachers using the California Science textbook. The goal is for teachers to be able to use this guide as a convenient resource to incorporate environmental education and environmental literature into science instruction.
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Ekiz, Durmus. "Exploring primary school teachers' preactive teaching and practical theories of teaching science : multiple case studies from Turkey." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366474.
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Alfajjam, Hasan M. H. F. A. "Teaching primary science with computer simulation : an intervention study in State of Kuwait." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/8493/.
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This thesis describes an investigation into use of interactive computer simulations software in primary science education. The research questions are what effects teaching with interactive computer simulations have on students’ achievement, their conceptual change in particular science topics and on their attitudes. The question was investigated in an intervention study that tested use of simulations in two different pedagogical environments. The first environment used simulations in a computer laboratory, with students using blended learning (combining computer-based learning with non-computer learning). In this environment students worked independently on the computer. The second environment is class teaching. In this environment, the simulation was used on one computer, controlled by the teacher, in front of the class. The study also investigated ease of use and looked into practical consideration of computer-based teaching expressed by students and teachers. Three science topics were studied. The novelty of the research is using computer simulations in an Arabic nation, which has widespread use of traditional didactic-oriented pedagogy. Recent educational reforms have made demand for more student-oriented teaching, with use of practical experiments in primary science. This major change is difficult to implement for practical reasons, and the study therefore asks if computer simulations may work as an alternative approach to reach the same aims. The theoretical frameworks for the study are constructivism, conceptual change and cognitive multi-media theory. The first of these looks at the role of the student in learning, the second takes into consideration that students enter school with intuitive knowledge about natural phenomena and the last explains learning with use of computers. The theoretical frameworks were used to guide development of the simulation software and the intervention. The participants were 365 students in year five (10-11 year olds) and eight science teachers in Kuwait, located at eight different primary schools. All schools were single sex, with half the schools of each gender. All teachers were female. The study used a quasi-experimental design and separated the students into two experimental groups and two control groups. The first experimental group, which used simulations in computer labs, had 91 students in four primary schools (two boys’ and two girls’ schools). A matching control group with the same number of students was established in the same schools. The other experiment group had 92 students using simulations in the classroom. This group was also matched with an appropriate control group. The eight teachers taught both experimental and control group students. The control groups used traditional teaching. The experiment was carried out in the academic year 2010-2011. The study measured effects of the interventions with pre- and post achievement tests and attitude questionnaires. Students in the experimental groups also answered a usability questionnaire. A sub-sample of students and all teachers were interviewed for triangulation of the questionnaire data and to learn more about experiences with using the simulation software. The results of the study revealed no statistically significant difference (at the 0.05 level) in achievement or attitude between the students who used computer simulations in the computer laboratory. Students, however, who were taught with simulations in the classroom scored significantly higher on both achievement tests and attitude questionnaires. This benefit applied also to conceptual change of specific topics. In general, the interviews revealed that science teachers and students were satisfied with the simulation program used in science teaching and learning. However, the interviews indicated that there were some problems related to infrastructure and use of computers in the teaching that might have influenced the outcome of the study. These problems are relevant also to use of computer simulations in science teaching more widely.
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McOsker, Megan. "Student Understanding of Error and Variability in Primary Science Communication." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/McOskerM2009.pdf.
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Deal, Michael William. "Net Primary Production in Three Bioenergy Crop Systems Following Land Conversion." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309362383.
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Osborne, Jonathan Francis. "Young children's understanding of science in 4 domains and its development through a constructivist approach to teaching." Thesis, King's College London (University of London), 1994. https://kclpure.kcl.ac.uk/portal/en/theses/young-childrens-understanding-of-science-in-4-domains-and-its-development-through-a-constructivist-approach-to-teaching(5929f3ec-78a9-44b3-a745-ae677dbe85ca).html.
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So, Wing-mui Winnie, and 蘇詠梅. "Teacher thinking: a comparison of science elective and non-science elective primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958941.
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Joyce, Jack Peter. "The simulation method : a teaching technique for environmental education in secondary schools." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/15958.
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Bibliography: pages 196-203.<br>The need to establish teaching techniques for Environmental Education in the South African secondary school context was perceived. The simulation method was identified as one such technique which became the focus of this study, because it was believed by the researcher to be compatible with the aims and objectives of Environmental Education. A simulation activity aimed at Standard 9 pupils was devised (based on a particular environmental issue i.e. nuclear vs coal-powered electricity generation). To demonstrate that this activity could affect pupils' environmental knowledge, concepts, attitudes and behavioural intentions, a series of 3 questionnaires was designed to capture the results of the simulation activity. A pilot test was conducted using both the simulation activity and the questionnaires. The results of the pilot test were then analysed after which appropriate changes were made, particularly concerning ambiguity and design problems in the questionnaires. The revised simulation activity and questionnaires were then implemented in 8 Cape Education Department English-speaking secondary schools with a sample population of some 206 pupils. Results analysed from the 3 questionnaires indicated that statistically significant changes had occurred among the pupils. This confirmed that the simulation activity could be utilised as a means of teaching various aspects of environmental education. However, the research also showed that the simulation activity is a teaching technique which needs to be used in conjunction with other supportive methodologies.
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Westover, Jay Allen. "Integrating environmental education into the curriculum through environmental community service learning." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2083.
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The goal of environmental education is to increase individuals' ecological knowledge, awareness of associated environmental problems, and motivation to evaluate and implement solutions. This project combined the concepts of environmental education with community service learning to create a new method of curriculum integration: environmental community service learning. The California state standards for environmental education, service learning, language arts, mathematics, science, and social studies were integrated into four thematic units using the teaching methodologies of cooperative learning, authentic assessment, and reflection. The integrated, thematic units of this project could be used by educators in a multi-disciplinary, team teaching scenario on in a single classroom setting as either sequential, thematic units of study or independent activities.
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Juca, Maria Ester Weyne. "A study of constructivist teaching practices with primary science teachers in north-eastern Brazil." Thesis, Online version, 1994. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.241023.
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Harwood, Peter James. "An investigation into a constructivist approach to raising primary teachers' confidence in teaching science." Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6008/.
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Platt, Rita Dalgaard. "Teachers as curriculum planners in science : a case study of a primary teaching team." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31309.
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Efforts to improve the quality of schools and to create rich and productive learning environments for all children have historically been a continuous ebb and flow of planned change, innovations and reforms. The purpose of this study was to examine how a team of three teachers worked collaboratively to plan, develop and present a science unit of study to their "family grouped" students. The inferred intent of the Year 2000 initiatives seems to recognize the power and the potential in the experience of the classroom teacher. It recognizes not only the teacher's ability to work collaboratively in a team but also to be the curriculum planner and facilitator of learning experiences. This study examines three phases of curriculum development: the pre-instructional planning and creation of Science Discovery Boxes for primary children; the instructional phase of actual classroom activities; and the evaluation and reflections by the teaching team on their curriculum planning and translation experience. The findings of the study emphasize the importance these teachers place on collaborative team work as they outline numerous personal qualities that are essential for collaborative work. The findings also indicate that the teachers were involved in a change process prior to the Provincial implementation initiatives indicating the need for a shift in educational paradigms. The study suggests that greater in-service in science education be provided for teachers with the same vigor as given to other subject areas such as Language Arts, and that greater recognition be given to the role that everyone's life experiences play in personal and professional growth and change processes that are a complex and valuable component in the lives of teachers.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Shongwe, Doctor Petrus. "Environmental education in primary schools in Bophuthatswana : a case study in curriculum implementation." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003396.
Full textAbstract:
This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of comparing the teacher's responses with Primary Environmental Education Teacher Competencies as suggested by Glasgow and Robinson (1986) and Lahiry et al (1988). The information was deduced from the teachers responses from semi-structured interviews and were qualitatively analysed.
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Al-Hor, Abdul Aziz Mohamed. "Co-operative learning and the new primary science curriculum in the State of Qatar." Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1515/.
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De, Vries Heleen. "Professional development in environmental education : case studies in primary schools." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50429.
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Thesis (MEd)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: This study was contextualised in the broad process of change and transformation in
education in South Africa In this study I investigate how SWAP (Schools Water
Project) as a resource could possibly enable teachers to use the local environment as
a means of promoting environmental learning in their classes: a professional
development process for teachers. The purpose of this study is to understand and
give meaning to the processes of professional development that might be made
possible through using SWAP as suggestion materials for teaching about water quality
issues in a local water source close to schools. This process was framed in my
research question, "could an in-service process using SWAP as learning support
material enable professional development in teachers working at rivers in a local
environment?" It is organised as a number of delimited or bounded case studies within
an interpretive paradigm. In this study the bounded systems are primary schools
represented by a selection of teachers from the participating schools. The research
process involved a short period of training for teachers to familiarise themselves with
the resource, a supported field trip to provide an opportunity for hands on application
and follow-up support visits to assist teachers with field trips and implementation of
SWAP activities in their classroom practice.
Data was generated at various stages and suggests that materials are an important
facet of professional development and the SWAP materials proved to be a useful tool in this regard as evidenced through the development of new skills, acquisition of new
knowledge and new ways of teaching. Issues that emerged were that in-service
processes need to be organised over long periods of time and support is needed at
school level to ensure meaningful implementation of curriculum innovations. An
important insight developed is that professional development processes in schools
occur in complex systems and are thus influenced by many factors that either support
or hinder the process. These factors need to be recognised as impacting factors and
taken into account during such processes so that they can benefit the process
maximally and not hinder initiatives.<br>AFRIKAANSE OPSOMMING: Hierdie studie is globaal geraam binne die transformasie proses in onderwys in Suid
Afrika, met die fokus op die nuutgevonde belangrikheid van omgewingsopvoeding in
die hersiene Kurriulum 2005. Die studie fokus op hoe "n
waterkwaliteitmoniteringstoetsstel (SWAP) moontlik kan bydra tot leerkragte se gebruik
van die onmiddelike omgewing om omgewingsopvoeding in die klaskamer te
bevorder; "n professionele ontwikkelingsproses vir leerkragte. Die doel van die studie
is om die prosesse betrokke by die professionele ontwikkeling van leerkragte te
verstaan, verklaar en daaraan betekenis te verleen. In die geval is die prosesse
gekataliseer en ondersteun deur SWAP materiaal te gebruik om onderrig te gee oor
waterkwaliteitknelpunte wat dalk bestaan rondom "n varswaterbron naby die skool.
Hierdie proses word gestel in die navorsingsvraag: kan "n indiensopleidingsprogram
wat SWAP as leerondersteuningsmateriaal aanwend bydra tot die professionele
ontwikkeling van leerkragte om hulle onmiddelike omgewing as "n onderrigmiddel te
gebruik? Verder, hoe verloop hierdie proses en wat verhinder of ondersteun die
proses? Wat is die invloede op die leerkragte wat professionele ontwikkeling
ondersteun of verhinder?
Die navorsing is georganiseer in die vorm van 5 gevallestudies binne "n
interpretivistiese navorsingsraamwerk. Die navorsingsproses het 'n kort werkswinkel
vir leerkragte, "n uitstappie na hul naaste rivier waar hulle die toetse gedoen het en "n
kritiese refleksie daarna, ingesluit. Die leerkragte is verder bygestaan deur opvolgbesoeke waar die fasiliteerder hul bygestaan het op uitstappies na die rivier en
klasbesprekings.
Data is gegenereer tydens verskeie stadiums van die proses en wys dat SWAP
materiaal "n baie goeie ondersteuning was vir die ontwikkeling van nuwe vaardighede,
die verkryging van nuwe kennis en die gebruik en ontwikkeling van nuwe strategiee in
die klaskamer.
Om sinvolle implementering van kurrikulum innovasies te verseker het ek gevind dat
sulke professionele ontwikkelings projekte oor langer periodes geimplementeer moet
word en dat gekonsentreerde ondersteuning by die skool nodig is om te verseker dat
die indiensopleiding optimaalondersteun word.
'n Baie belangrike bevinding was dat die professionele ontwikkelingsproses plaas vind
midde in die komplekse sisteem van 'n skool wat deur "n groot aantal faktore beinvloed
word, beide ondersteunend of afbrekend. Hierdie faktore/invloede moet erken en in ag
geneem word as beinvloedende faktore sodat die proses in leerkragte maksimaal kan
gefasiliteer word.
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Lee, Oi-lan Anna, and 李愛蘭. "A study of the beliefs of science and non-science student teachers of a college of education on teaching primary science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957225.
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Kalumba, Evaristo. "Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003453.
Full textAbstract:
The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.
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So, Wing-mui Winnie. "A longitudinal investigation of Hong Kong primary school teachers' thinking about science teaching and learning." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23457090.
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Hatfield, Denise Truex. "Addressing second and third grade California science and social science content standards through environmental literature." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3056.
Full textAbstract:
In response to the federal legislation No Child Left Behind, schools across the country implemented required reading programs for classroom instruction. Open Court's Reading program meets this criterion for many schools. The text in Open Court Reading for grades two and three was evaluated for science and social science content standards that would be supportive of environmental education. Supplemental lessons from Project Learning Tree, Project WILD, and Project WET were identified.
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Vinjwa, Nobuzwe. "A critical investigation of selected Cape and Transkei environment study programmes in junior primary schools." Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003363.
Full textAbstract:
The introduction of Environment Study (ES) into the Junior Primary (JP) phase of the school was to facilitate the young learners' development of a sense of place, time and social identity. ES is important in the JP phase because it introduces pupils to the world around them and the environmental issues that affect their lives. ES in the JP phase can also provide pupils with the basic knowledge for survival in a changing world. ES in the JP phase is primarily designed to aid the pupils' development of a sense of identity. As with geography, it is concerned with space, place and time; and these are the criteria that should be taken into consideration in developing the child's sense of identity. Implementation of ES is largely influenced by the expertise and experience of the teachers, which will, in turn, influence their interpretation of the ES syllabus. The goals of ES require teachers to be able to use a variety of teaching strategies and to develop and use a variety of teaching resources. This study investigates existing ES programmes in a number of selected schools in the Cape, DET and Transkei in order to establish the extent to which pupils' developing sense of time, place and social identity are taken into consideration. Observations and interviews were conducted to assess the current ES syllabi for the Cape, DET and Transkei schools in relation to Catling's (1987) criteria; and to evaluate existing ES programmes in the six selected schools in the Grahamstown, Umtata and Mqanduli districts to ascertain the extent to which they met Catling's criteria. The results reveal that in all the Education Departments' syllabi, pupils' needs to developing a sense of time, place and social identity, as suggested by Catling's (1987) criteria, were considered only to a limited extent. Even in the syllabi where these were developed, it was by mere coincidence. Secondly, the programmes in the different schools observed did not meet Catling's criteria sufficiently, because the teachers were ignorant of Catling's criteria. Conclusions are drawn and recommendations made for teachers' awareness of Catling's criteria to be promoted, so that teachers can apply these in their teaching of ES; and for both Cape and Transkei ES programmes in the JP phase to be revised.
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Parks, Karin J. "Integrating environmental education into the curriculum through the use of a nature trail." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/614.
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Abu-Hola, Imfadi R. A. "Jordanian primary students' science achievement and attitudes towards science stemming from small cooperative-group and lecture-demonstration teaching methods." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363948.
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So, Wing-mui Winnie, and 蘇詠梅. "A longitudinal investigation of Hong Kong primary school teachers' thinking about science teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242303.
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Al-Barakat, Ali Ahmad Ghaleb. "Primary science textbooks as a teaching and learning resource in the United Kingdom and Jordan." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368305.
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Franklin, Sophie Danielle. "Exemplary primary science teaching : what does it look like and how can it be achieved?" Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707709.
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Mona, Elmon Henis. "An application of multimedia in English Second Language mathematics and science classroom at George Mhaule Primary School in Mpumalanga Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1776.
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Baker, Nancy Jean. "Integrating mathematics in the primary classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/867.
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