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Thomas, M. Lori. „Faith-Based Organizations and Legislative Advocacy: A Qualitative Inquiry“. VCU Scholars Compass, 2008. http://scholarscompass.vcu.edu/etd/1329.
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Since the early 1990s, religion and matters of faith and spirituality have become a focal point in numerous arenas beyond the individual and traditionally sacred. With President George W. Bush's White House Office of Faith-Based and Community Initiatives of 2001, the Charitable Choice provision of the Personal Responsibility and Work Opportunity Reconciliation Act that preceded it in 1996, and the myriad of legal challenges that followed, matters of religion have become paramount in political discourse regarding social welfare. The viability of faith-based social service provision and the organizations providing the direct services have been the focus of speculation, debate, and a growing amount of research. Few studies, however, have explored the role of faith-based advocacy or lobbying organizations in shifting the social welfare climate, in proposing or opposing policy changes in the social welfare system, or in defining social welfare. Little is empirically known about the organizational dynamics of religious advocacy groups whose attempts at structural influence are, in part, affected by theological positions and religiously-informed values.Considering the dearth of research on such organizations, particularly those that operate on the state level, this study explored faith-based advocacy organizations that seek to influence social policy in the Commonwealth of Virginia. Within an interpretive paradigmatic and theoretical framework that allowed for the exploration of meaning associated with advocacy activities, the inquiry asked the following questions, How do faith-based organizations engage in legislative advocacy in the Commonwealth of Virginia? What meaning do the organizations assign to their advocacy activities? The inquiry's findings, congruent with interpretive research assumptions, are tentative in nature and suggest that while the focal organizations' advocacy activities appear similar to other interest groups, their religious mandates for action distinguish them from their secular counterparts. Interpretations of these mandates significantly influence the organizations' decision-making, their representation of multiple constituencies, and their definitions of success. Unlike previous studies that suggest these organizations distance themselves from insider politics, the religious advocates in the study suggest that fidelity to their mandate means actively participating in the political process while retaining their unique voice as representatives of God and religious traditions.
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Chow, Yin Angela. „Investigating and measuring motivation in collaborative inquiry-based project settings“. Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B39848796.
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Landis, Rebecca Danielle. „Community Food Work as Critical Practice: A Faith-based Perspective“. Thesis, Virginia Tech, 2015. http://hdl.handle.net/10919/56581.
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Historically, many faith-based hunger relief efforts address food insecurity through the emergency food system, but they often do not challenge the systemic causes of the need, which according to some, are poverty and inequality. As a promising alternative, community food work is a radical approach to food system change that imbues values of justice, sustainability, and equity into the food system to reduce the pervasiveness of poverty and inequality in society.
I used narrative inquiry as methodology in a faith-based context to explore the role of criticality in community food work. Additionally, I explored the treatment of hegemony in these practitioners' critically reflective practice. I engaged six practitioners in narrative-based interviews and subsequently asked them to read and analyze their own interview. I then gathered all participants for a collective reflection session where we reflected on excerpts from the interviews and used them as a foundation for further dialogue and reflection.
Each practitioner used their faith to varying degrees in the performance of their work. I found significant notions of feeling called to serve, and bringing God's kingdom to earth, but an avoidance to use this work to evangelize. The narratives reflected community food work as a community development effort and extended beyond the context of food. Affirming, trusting relationships serve as a foundation to how this group of practitioners approach their work, and provide the space to interact with their work in radical ways and raise critical consciousness.Master of Science in Life Sciences
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Akuma, Fru Vitalis. „A professional development framework for supporting inquiry-based practical work in resource constrained classrooms“. Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/62900.
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Inquiry-based teaching and learning has been infused in practical work in science classrooms in schools internationally. However, confirmatory rather than inquirybased practical work is prevalent in many South African Physical Science classrooms, especially in resource-constrained schools. Against this background, this study addresses the scarcity in a professional development framework (PDF) to support these teachers. The PDF was developed using a research process based on the development studies approach in educational design research. The process involved three research cycles, including a systematic literature review from an international perspective (cycle one and two) and a multi-method, multi-case study in South African schools (cycle three). In each research cycle consisting of an analysis, design/develop prototype, and formative evaluation phase, design principles were generated or revised as a basis for developing the PDF. The case study included interviews, observation and document analysis in favour of a context and needs analysis. The formative evaluation methods consisted of screening and one-to-one evaluation, with the quality criteria evolving from relevance (content validity) to relevance and consistency (construct validity) and finally to expected practically and expected effectiveness. The primary outcomes included ten design principles and the associated context-specific version of the PDF. The PDF contained eight primary components: learning phases, learning theory, professional development strategy (lesson study), instructional functions (for example, reviewing learning periodically), teacher motivation (intrinsic and extrinsic), instructional design perspective, attending to contextual factors, and professional development goals. The first primary goal was to create an environment that better supports teacher learning and practice in the design and implementation of IBPW in South African Physical Science classrooms in resource-constrained schools. The second primary goal was to enhance the competences, professional identity and practice of teachers in the design and implementation of IBPW. The process involved in developing the PDF in addition to the PDF and the ten associated design principles could be considered by users in interventions towards enhancing the design and implementation of IBPW in the present and other contexts. The users include policy makers and professional development providers. Also, though the PDF is potentially effective and practical, researchers are encouraged to evaluate its actual effectiveness and practicality.Thesis (PhD)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
PhD
Unrestricted
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Singletary, Jon Eric. „A Constructivist Inquiry of Church-State Relationships for Faith-Based Organizations“. VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd/1089.
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Faith-based initiatives have the potential to alter church-state relationships as they remove barriers to the public funding of human services in organizations that promote the role of values, beliefs, and other characteristics of faith. In seeking to "level the playing field" for these faith-based organizations, faith-based initiatives suggest moving away from past practices, where "religious" organizations utilized public funding for the delivery of "secular" human services, and toward the public funding support of organizations whose human service activities are based on faith in a more thoroughgoing manner.This research inquires into meanings assigned to opportunities and risks related to the public funding of faith-based organizations, as articulated by a variety of stakeholders, from government officials to the leaders of faith-based organizations. The guiding research question, What are the meanings of church-state relationships for faith-based organizations?, asks the leaders of faith-based organizations in one Virginia locality, as well as other local, state, and national stakeholders, about their understandings of various aspects of the church-state relationships that develop when faith-based organizations utilize public funds for the provision of human services.The findings of this inquiry, presented in a narrative case study report, and the implications of this case study provide a richer understanding of the multiple meanings that faith-based organizations assign to relationships with government programs, government agencies, and the use of public funds. The multiple meanings of church-state relationships that are offered by diverse research participants provide valuable insights into the complex phenomenon of faith-basis organizations providing human services with government monies. The interpretations offered in this dissertation provide greater knowledge of the role of faith as a basis for publicly funded human services, and furthermore, this knowledge may find value in its recognition of the implications of faith-based, publicly funded human services.
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Camper, Cherre. „An Exploration of Home-based Therapists’ Supervisory Experiences: A Phenomenological Inquiry“. NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/16.
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In-home family therapy has become one of the most common options of treatment for providing services to families who do not typically utilize a private clinic (Lawson, 2005; Reiter, 2000; Yorgason, McWey, & Felts, 2005). Researchers have given some attention to the topic of home-based therapy and to general supervision, but little attention has focused on the actual supervision experiences of home-based therapy providers. This phenomenological study explored the supervision experiences of seven past and current in-home therapists: marriage and family therapists (MFTs) and social workers (MSWs). Semi-structured interviews were conducted with the participants, and data was analyzed to develop structured descriptions and meanings via highlighted “significant statements” that described the participants’ experiences (Kvale, 2007). The participants’ descriptive accounts were categorized as 1) in-home therapy descriptions, 2) factors affecting in-home therapy supervision, and 3) effective and ineffective supervisory practices. Implications of the research findings suggested that clinicians’ needs and expectations related to safety, burn out, and supervisory knowledge were often unmet. Supervisory practices that appeared significantly effective were 1) developing trusting supervisor-supervisee relationships, 2) reviewing models and clinical application collaboratively, and 3) actively prioritizing clinician safety and burn out prevention.
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Chow, Yin Angela, und 周燕. „Investigating and measuring motivation in collaborative inquiry-based project settings“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B39848796.
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Mitchell, Linda A. Saye John W. „Using hyperlinked scaffolding to support student work with text-based source documents as part of a problem-based historical inquiry lesson“. Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/MITCHELL_LINDA_55.pdf.
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Roe, Kathryn R. „Enhancing student learning through small group and class discussions following inquiry-based laboratory experiments“. Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Major, William David Eric. „A critical inquiry concerning the justification of programmes of Work Based Learning in the Chester College of Higher Education curriculum“. Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/6476/.
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The case study, which is the subject of this report, was undertaken in the field of Work Based Learning Studies in Higher Education, with the principal empirical research data collected and analysed between June, 2001 and January, 2003. The key issues for investigation related to: • philosophical and educational underpinning for Work Based Learning • empirical research into the Student experience of Work Based Learning The setting for the project was the Centre for Work Related Studies at Chester College of Higher Education. The context of the research was that of the place of Work Based Learning in the Chester College of Higher Education curriculum. The principal method of research was the case study, with sub research methods: • literature search • questionnaire to 312 WBL students (June, 2002) • semi-structured interviews with 31 WBL students (June to December, 2002) Publications resulting from the research : • The Place and Status of Knowledge in Work Based Learning ; November, 2002 ; in Knowledge, Work and Learning ; Conference Proceedings of the Work Based Learning Network of the Universities Association for Continual Education ; p. 162-170 • A More Holistic Form of Higher Education : the Real Potential of Work Based Learning ; December, 2002 ; article in Widening Participation and Life long Learning : The Journal of the Institute for Access Studies and The European Access Network ; Staffordshire University , Vol.4, No.3 ; ISSN 1466-6529 • Learning About Learning through Work Based Learning (provisional title); proposed 2004 ; chapter in Learning About Learning (provisional title) , Kogan Page (for Institute of Learning and Teaching in Higher Education) In addition, the following article is under consideration for publication : • Towards a philosophical underpinning for Work Based Learning : the Ontological Perspective In addition to this Report for the University, a Report setting out recommendations in respect of Work Based Learning provision has been produced for Chester College. Main findings : • That there is evidence to suggest that WBL has the capacity to engage learners in more holistic ways of being and knowing • That there is every justification for HE to recognise the workplace as a bona-fide site of learning • That the central role of critical reflection in WBL is recognised by learners, though much work needs to be done in terms of its facilitation • That WBL may be considered to have a sound philosophical base in both epistemological and ontological terms • That WBL offers a distinctive pedagogy worthy of HE.
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Moore, Lesley Jean. „The power of experiential learning and mindful inquiry : making sense of work-based learning and changing paradigms in practice and education“. Thesis, University of the West of England, Bristol, 2009. http://eprints.uwe.ac.uk/17421/.
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Casey, Davida L. „Awakening Empathy: Integrated Tools for Social Service Workers in Establishing Trust with Young, Single Mothers“. University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504799069495305.
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Kuijpers, Maikel Henricus Gerardus. „Early Bronze Age metalworking craftsmanship : an inquiry into metalworking skill and craft based on axes in the North-Alpine region“. Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708832.
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Johansson, Martin. „Participatory inquiry : Collaborative Design“. Doctoral thesis, Karlskrona : Malmö : Blekinge Institute of Technology ; School of Arts and Communication, Malmö University, 2005. http://www.bth.se/fou/Forskinfo.nsf/allfirst2/729114bd11f9d4bcc1256f6b0045fd91?OpenDocument.
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Mitchell, DeAvin Anthony. „A Collection of 20 Poems: Using Poetic Inquiry in Response to Literature on Race, Work Policy, and Social and Cultural Theory“. The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu16186200315852.
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Briggsta, Cajsa. „Systematiska undersökningar i grundskolansNO-undervisning : En systematisk litteraturstudie om vilka faktorer sominverkar på elevernas lärande med ett särskilt fokus påförmågan att genomföra systematiska undersökningar“. Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25571.
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I denna studie var syftet att ta reda på vilka faktorer som enligt tidigare forskninginverkar på elevers lärande vid utförandet av systematiska undersökningar i NOundervisningen,med ett särskilt fokus på förmågan att genomföra systematiskaundersökningar. Frågeställningen har besvarats genom en systematisklitteraturstudie där tidigare forskning på området har analyserats och diskuterats.Databaserna Eric (Ebsco), Summon, NorDiNa och avhandlingar.se har använts föratt hitta relevant litteratur som har avgränsats till vetenskapliga artiklar,avhandlingar och licentiatuppsatser. Efter kvalitetsgranskning och genomläsningav de utvalda texterna har gemensamma teman utkristalliserats och texterna hardärefter diskuterats och jämförts med varandra. Resultatet visade att faktorer somatt uppmärksamma elevers intresse, låta dem använda sina tidigare erfarenheter isitt lärande och att ha en medveten och tydlig kommunikation är viktiga förelevernas kunskapsinhämtning vid systematiska undersökningar. Andra viktigafaktorer som studiens resultat visade var att en varierad frihetsgrad ochsvårighetsgrad vid laborationer samt att ge eleverna möjlighet att inte bara utföraegna undersökningar utan även få kritiskt granska, jämföra och bedömatillförlitlighet hos andra forskningsresultat är viktig för att eleverna ska fåmöjlighet att utveckla förmågan att genomföra systematiska undersökningar.so
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Boone, Robert. „EXPLORING THE IMPACT OF WORK-BASED LEARNING OPPORTUNITIES FROM THE STUDENT PERSPECTIVE: THE DEVELOPMENT OF CAREER PATHWAYS, WORKFORCE EXPECTATIONS, AND THE TRANSMISSION OF CULTURAL CAPITAL“. UKnowledge, 2019. https://uknowledge.uky.edu/epe_etds/64.
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Understanding the practical implications of work-based learning opportunities (WBLOs) is complex. Although WBLOs are not new learning environments, understanding and clearly defining them is increasingly necessary. In Kentucky, WBLOs are part of the political discourse in post-secondary education. The Council on Postsecondary Education (CPE) and local/regional economic and workforce development agencies have incorporated strengthening and growing WBLOs into their strategic plans.
By interviewing students that have completed WBLOs at three colleges in the Kentucky Community and Technical College System (KCTCS), this study intended to explore student perspectives of WBLOs by asking the following research questions: 1) What role do WBLOs play in transmitting dominant workplace cultural capital and how has that transmission impacted student career pathway decisions? 2) What impact do WBLOs have in developing workplace expectations post-graduation?
The dissertation is produced in three manuscripts, including a companion piece written in collaboration with Lauren McCrary, examining faculty perspectives of WBLOs in Kentucky. The second manuscript is an essay addressing the concept of workforce mis-alignment between the skills possessed by post-secondary graduates and the need of industry. The third manuscript is a review of the research, which was conducted to explore student perspectives of WBLOs in relation to the research questions.
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Jansson, Sandra, und Nathalie Larsson. „Undersökande arbete i NO : En studie om hur lågstadielärare som arbetar med NTA jämfört med andra lärare uppfattar undervisning med ett undersökande arbetssätt“. Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84971.
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Syftet med denna studie är att bidra med ökade kunskaper om hur lärare använder och uppfattar undersökande arbete samt undersöka om det finns några skillnader beroende på om de använder sig av NTA-materialet eller inte. Dataempirin samlades in genom semistrukturerade intervjuer från tio lågstadielärare där hälften använde sig av NTA-materialet. Resultatet visar att det inte är några större skillnader mellan de två grupperna i varför lärare använder sig av ett undersökande arbete och vad eleverna ska lära sig. Skillnaderna fanns främst i hur lärarna använder sig av undersökande arbete och vilka förutsättningar som finns på skolan för att arbeta undersökande. Det fanns ett tydligt samband mellan hur de arbetade och lärarnas engagemang och intresse. Lärarnas yrkeserfarenhet och ämneskunskap visade sig även ha en stor betydelse vid användningen av arbetsmetoden.The purpose of this study is to contribute with increased knowledge of how teachers use and perceive inquiry-based work methods as well as to see if there are any differences depending on if they use the NTA-material or not. The data was collected through qualitative interviews where ten primary school teachers were interviewed. The results shows there are no major differences in why teachers use inquiry-based work methods and/or what students will learn when the methods are used. The differences rather appeared in how the teachers used the inquiry-based work methods and what type of prerequisites that are available. Furthermore, there was a strong correlation between what methods they used and the teacher’s engagement. Lastly the teachers professional experience and subject knowledge proved to have a significant meaning when using the work method.
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Vilches, Silvia L., Beth S. McDaniel, Haley Sherman, Brianna Burks, Allie Merritt, Terra Jackson und Synithia W. Flowers. „Engaging with a Prevention Approach: System Supports Needed in Child Abuse and Neglect Prevention“. Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/13.
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Public policy has been shifting from child abuse and neglect (CAN) intervention toward prevention, using public health style frameworks, which emphasize shared community and legislative responsibilities to support families (Browne, 2014; CDC, 2014). Analysis of qualitative data from statewide focus groups held in 2019 in Alabama with 99 community-based CAN prevention workers shows strengths in community collaboration, but also, struggles to help families meet basic needs because of lack of community resources, such as transportation and quality child care, and other barriers, including stigma. The results demonstrate confusion between prevention, which is intended to build family resilience to avert crisis, and intervention, meant to reunite families after child protection services involvement. We recommend researchers consistently link CAN research to prevention frameworks so as to build meaningful understanding how to create better prevention programs. Future practitioners should understand prevention, and be prepared to document their work so as to demonstrate need.
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Broderick, Jane Tingle, und Seong Bock Hong. „Planning Inquiry Based Early Childhood Curriculum“. Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4211.
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Lunde, Torodd. „När läroplan och tradition möts : Om lärarfortbildning och undersökande aktiviteters syfte inom den laborativa NO-undervisningen i grundskolans senare del“. Licentiate thesis, Karlstads universitet, Institutionen för ingenjörs- och kemivetenskaper, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33305.
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The Swedish curricula for compulsory school science emphasize laboratory inquiry-based science teaching (IBST) to develop pupils’ critical thinking. In contrast, several studies indicate that teachers within the Swedish teaching tradition almost solely emphasize laboratory work as a way to gain students understanding of traditional science content. In this thesis the aim is to investigate how this gap emerged in lower secondary science teaching and to investigate possible ways to bridge this gap between curricula and tradition. Two studies were carried out. In the first study, the aim was to explore how science teachers met the curricula’s expectations of involving pupils in IBST. The result is based on twelve teachers reflecting in groups about their own inquiry activities. Two strategies were identified. Hybridization (existing laboratory activities were transformed) and imitation (investigative inquiry as carried out on national tests was imitated). The way scientific practices are represented in such activities is probably limiting pupils’ potential for critical thinking in everyday life. In the second study, possibilities to bridge gaps between the laboratory tradition and IBST in curricula were explored within a teacher professional development program. Tensions between key ideas of laboratory work in Swedish teaching tradition and IBST, as discussed in international literature, were made explicit. It was then used as a point of departure to negotiate upon the purposes of involving students in laboratory work. The result was based on ten teachers divided in three groups. Eventually, two out of the three groups did explicit articulated awareness of different purposes linked to different types of laboratory activities. The third group showed limited awareness although they developed similar activities as the two other groups. This indicates that teaching tradition is an important variable when implementing new ideas and worthy taking into account and challenge.Baksidestext Grundskolans läroplan för naturämnena betonar laborativt undersökande arbete i syftet att utveckla elevers kritiska tänkande medan undervisningstraditionen betonar laborationer i syftet att ge ökad förståelse för ämnesinnehåll. Syftet med denna avhandling var att undersöka hur detta glapp gestaltar sig i senare delen av grundskolan och hur detta glapp kan överbryggas. I delstudie ett utforskades lärares sätt att tillmötesgå förväntningar om undersökande arbete. Två strategier identifierades: hybridisering (befintliga laborationer omformades) och imitering (nationella prov härmades). Det finns risk för att dessa aktiviteter framställer naturvetenskapliga praktiker på ett sätt som ger begränsade förutsättningar för kritiskt tänkande i vardagsliv. I delstudie två utforskades möjligheten av att använda spänningar mellan läroplan och laborationstradition som utgångspunkt för att överbrygga glapp mellan läroplan och tradition. Spänningar synliggjordes och var utgångspunkt för förhandling om syften med laborationer. Resultatet visade att två utav totalt tre grupper i slutändan explicit skiljde på olika syften med olika laborativa aktiviteter. Detta indikerar att laborationstraditionen är en viktig faktor, värd att ta med i beräkningen, när undersökande arbete ska införlivas.
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Broderick, Jane Tingle, und Seong Bock Hong. „Inquiry-based Early Childhood Curriculum Development: Using Materials to Facilitate Representation“. Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/4210.
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Broderick, Jane Tingle, und Seong Bock Hong. „Inquiry-based Early Childhood Curriculum Development: Using Materials to Facilitate Representation, National Association for the Education of Young Children“. Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4221.
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Lockner, Isabella, und Emma Wiberg. „Varför vill ni inte lyckas? : En kvalitativ studie om styrkebaserat förhållningssätt i organisationer“. Thesis, Umeå universitet, Pedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-173268.
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Ledare vill att medarbetare skall vara engagerade i sitt arbete och i organisationen som helhet. Ett sätt att uppnå detta är att arbeta utifrån ett styrkebaserat förhållningssätt vilket har flera positiva effekter i organisationer såsom att behålla medarbetare och öka lönsamheten. Utgångspunkten i detta är att fokusera på styrkor och möjligheter istället för svagheter och problem. Trots att tidigare forskning har visat att ett styrkebaserat förhållningssätt är effektivt har inga studier undersökt vilka faktorer som påverkar om en organisation använder sig av metoden eller inte. Syftet med den här studien var att undersöka vad som gör att vissa organisationer väljer att arbeta utifrån ett styrkebaserat förhållningssätt och andra inte samt vad som krävs för att lyckas med implementeringen. Detta har utforskats genom semistrukturerade intervjuer med fem specialister inom området. Därefter gjordes en tematisk analys av resultatet. Studien visade att många inom organisationer har en positiv inställning till det styrkebaserade förhållningssättet när de får höra om det men att det är få som känner till det. Skulle det styrkebaserade förhållningssättet och dess effekter vara mer kända skulle detta förhållningssätt kunna tänkas vara mer etablerat i organisationer. Att många fokuserar på problem och svagheter framför möjligheter och styrkor beror på fostran i problembaserade tankebanor. För att lyckas med implementeringen behöver organisationen vara mogen för förändring samt genomföra en bedömning av sitt utgångsläge. Eftersom ett styrkebaserat förhållningssätt passar i alla organisationer men inte alla situationer behöver organisationen klargöra hur utvecklingen ska se ut i sin organisation. Det kräver ett tydligt mål med implementeringen samt att ledningen står bakom initiativet och driver hela förändringsprocessen tillsammans med medarbetarna. Studien visade också att det är av stor vikt att ha uthållighet och genomföra hela processen utan genvägar.
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Moran, Renee, Huili Hong, Karin Keith, LaShay Jennings und Natalia Ward. „The Integration of Computational Thinking in an Inquiry Based ELA Classroom: Fun with Robotics and Coding“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5946.
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Have you ever wondered how to integrate the latest technology into the English Language Arts (ELA) Classroom? In this fun and interactive session, you will get to tinker with the newest technology such as the Dash Robot and the Blockley and Wonder Robotic apps. Presenters will demonstrate how to use computational thinking to increase student motivation as well as student analytical skills. Participants will leave the session with various resources and ideas about how to integrate robotics and computational thinking into their ELA class immediately!
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Gao, Shuting. „Learner support for distance learners : A study of six cases of ICT-based distance education institutions in China“. Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-82487.
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This thesis focuses on learner support in Chinese distance education. It draws a picture of Chinese modern distance education, covering the major issues in the field of learner support, and small group work as peer support. The aim of the study is to find out whether or not the learner support, that distance students at university level obtained, has the tendency to support students’ deep learning. The aim has been achieved by examining learner support in six institutions of ICT-based distance education in China. Three other sources of learner support are investigated. The main objectives of the study are: 1) to describe the distance students’ characteristics; 2) to examine their learning habits, learning organizations, and their interactions; 3) to investigate the student support provided by the institutions; family support; societal support; and peer support in the form of small group work. The purpose of this study is to define current practices of learner support in the six distance education institutions, determining the extent of similarities and differences on learner support services among these institutions. The study is applying a case-study approach, using qualitative and quantitative methods to investigate the six Chinese distance education institutions. During the first stage, several field visits were conducted in different research sites with on-site participant observation, non-participant observation and interviews for obtaining knowledge of Chinese distance education. In the second stage, a survey with a student questionnaire was distributed to students present and others online, in total 587. In addition, semi-structured interviews with staff members (administrators, instructors and tutors), individual students, and student focus groups were performed. The present research is one of the few in-depth case studies that focus on the relation between learner support system and different approaches to learning. On the basis of these research findings, the importance of a well-designed learner support system for the distance learner, a system for fostering creative, critical or independent thinking skills, or deep learning, in line with Chinese cultural and social conditions, is underlined.
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Tufféry-Rochdi, Chantal. „Les ressources au cœur des pratiques des professeurs de mathématiques : le cas de l'enseignement d'exploration MPS en seconde“. Thesis, La Réunion, 2016. http://www.theses.fr/2016LARE0010/document.
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Notre questionnement trouve sa source dans la mise en place, dans le cadre de la réforme du lycée de 2010, de l'enseignement d'exploration Méthodes et Pratiques Scientifiques (MPS) en Seconde. Cet enseignement pluridisciplinaire, visant à initier les élèves à la démarche scientifique dans le cadre d'un projet, a conduit les enseignants de mathématiques, à interroger et à modifier leurs pratiques. Nous proposons d'analyser ces changements sous l'angle des ressources et du travail des enseignants sur ces ressources. Nous mobilisons les cadres théoriques de la double approche didactique et ergonomique (Robert, 2010a ; Rogalski, 2010) et de l'approche documentaire du didactique (Gueudet et Trouche, 2010). Notre recherche est conduite à partir du suivi de professeurs de mathématiques impliqués en MPS et engagés dans différents collectifs disciplinaires et pluridisciplinaires. Ce suivi est complété par des entretiens avec les collègues des autres disciplines. Nous avons aussi effectué une étude sur l'offre des ressources disponibles pour l'un des thèmes proposés. Cette étude s'inscrit dans le programme de recherche ReVEA (Ressources Vivantes pour l'Enseignement et l'Apprentissage), soutenu par l'ANR. Notre thèse propose de montrer l'impact des ressources et de leur manque depuis la compréhension de la tâche prescrite jusqu'à la tâche effective, ainsi que celui des différents collectifs dans lesquels le professeur de mathématiques est impliqué. Elle questionne également les effets de ce travail sur le développement professionnel concernant en particulier la conception et la mise en œuvre de séances fondées sur des démarches d'investigationOur questioning emerges from the establishment of a new teaching, called Scientific Methods and Practices (MPS), as part of the French high school reform in 2010. This multidisciplinary teaching, which aims to initiate pupils to a scientific approach, leds mathematics teachers to question and to change their practices. We propose to analyze these changes in terms of resources and the way teachers work on these resources. We retain two approaches: the double approach didactic and ergonomic of the teaching practices (Robert, 2010a; Rogalski, 2010) and the documentational approach of didactics (Gueudet et Trouche, 2010). Our research is conducted from observations of mathematics teachers involved in MPS and engaged in different disciplinary and multidisciplinary collectives. These observations are supplemented by interviews with colleagues in other disciplines. We also performed a study of resources available for one of the themes proposed. This study is part of the research program ReVEA (Living Resources for Teaching and Learning), supported by the ANR. Our thesis aims to show the impact of resources and lack of resources from understanding the prescribed task to the effective task, and also the impact of the different collectives in which the mathematics teacher is involved. It questions as well the effects of this work on professional development, especially regarding the inquiry-based science teaching
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Norris, Jessica R. „FOOD LANDSCAPES: A CASE STUDY OF A COOKING AND ART- FOCUSED PROGRAM FOR TEENS LIVING IN A FOOD DESERT“. VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3575.
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This study constructs themes and propositions about the experiences of youth participants in the fall 2013 Food Landscapes program at the Neighborhood Resource Center in Richmond, Virginia. During the program, youth participated in cooking-based volunteerism with adults with disabilities and created short videos about their experiences. In this study, I analyzed pre- and post-program participant interviews, twice-weekly program observations, and facilitator reflections to understand how Food Landscapes affected youths’ conception of community engagement and communication strategies. This case study offers insight into how youth experience after-school programming of this design. Based on my findings, youth develop and rely upon a sense of togetherness in out-of-school programs. Togetherness as a bridge to commitment strengthens participation. Individually, youth need to form personal connections to and/or empathy with the content areas of the program in order to derive meaning, critically reflect, and problem solve. Furthermore, the youth articulated their perceptions of the community and the program by developing, organizing, and voicing their ideas of cooking/food, volunteering, and art making. By sharing research about the experiences of youth in after-school programming, organizations and educators can better construct, facilitate, and sustain youth participation and engagement.
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Koh, Kok Chuan. „Modeling Alcohol Consumption Using Blog Data“. Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271843/.
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How do the content and writing style of people who drink alcohol beverages stand out from non-drinkers? How much information can we learn about a person's alcohol consumption behavior by reading text that they have authored? This thesis attempts to extend the methods deployed in authorship attribution and authorship profiling research into the domain of automatically identifying the human action of drinking alcohol beverages. I examine how a psycholinguistics dictionary (the Linguistics Inquiry and Word Count lexicon, developed by James Pennebaker), together with Kenneth Burke's concept of words as symbols of human action, and James Wertsch's concept of mediated action provide a framework for analyzing meaningful data patterns from the content of blogs written by consumers of alcohol beverages. The contributions of this thesis to the research field are twofold. First, I show that it is possible to automatically identify blog posts that have content related to the consumption of alcohol beverages. And second, I provide a framework and tools to model human behavior through text analysis of blog data.
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Lundberg, Christoffer. „CoFramer : Ett diskussionsformat för djupa diskussioner på publika forum med låg Information Overload inspirerat av Philosophy for Children“. Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76277.
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Syftet med studien är att presentera ett designkoncept för publika diskussioner på nätet med målet att uppnå djupare diskussioner och minska mängden information overload. Arbetet använder metoden Concept Driven Interaction Design (CDID) som går ut på att skapa ett designkoncept utifrån flera olika teorier som appliceras genom interaktionsdesign. Ett designkoncept innehåller tre delar: ett namn, ett syfte och huvudprinciper. CDID innehåller sju steg som arbetet är utformat efter: 1. Concept Generation – Summeras i en tabell som jämför diskussioner i forum (med flera antagande) och diskussioner med hjälp av metoden Philosophy for Children (P4C), samt annan teori. 2. Concept Exploration – Åtta olika designaspekter identifieras utifrån jämförelsetabellen. 3. Internal Concept Critique – Designaspekterna jämförs med två snarlika diskussionsformat. 4. Design of Artifacts – Designkoncept version 1 skapas. 5. External Design Critique – Intervjuer utförs för att undersöka intervjupersonerna generella erfarenheter av online diskussioner, testar antagandena från jämförelsetabellen och ge direkt feedback på första versionen av designkonceptet. 6. Concept Revisited – Ändringar görs baserat på intervjumaterial och direkt feedback. 7. Concept Contextualization – Designkonceptet kopplas tillbaka till litteraturen. Studien resulterar i ett designkoncept kallat CoFramer och stödjer dessa huvudprinciper som ställs i kontrast till material som identifierats genom intervjuerna: Tabell 1: CoFramers huvudprinciper och faktorer från intervjuer om diskussioner på forum. CoFramers huvudprinciper | Från intervjuer om diskussioner på forum Strukturerad början och slut | Diskussion utan tydligt slut Begränsat antal deltagare | Stor mängd deltagare Minimum antal deltagare | Många inaktiva åskådare Explicita deltagare | Lite information om deltagare Gemensamma förutsättningar | Otydlighet kring deltagares förutsättningar Begränsad informationstäthet per inlägg | Långa inlägg och/eller snabba inlägg Den röda tråden och parallella trådar | Oftast parallella trådar Aktiv samtalsledare | Outredda missförstånd Studien indikerar på att CoFramer bör resultera i mer strukturerade diskussioner och som utsätter användaren för en lägre mängd information overload och mindre grounding cost jämfört med vad som vanligtvis uppstår i publika diskussioner online.The focus of this essay is to develop a design concept for online public discussions with deep discussions and low information overload. The method used is Concept Driven Interaction Design (CDID) which involves constructing a design concept by applying a variety of theories in tangible interaction design. A design concept has three basic parts: a name, high-level goals and outlines generic principles. CDID includes seven steps which is used in this work: 1. Concept Generation – Formatted into a table that compare forum discussion (with several hypothesis) compared to discussions with the method Philosophy for Children (P4C) and other theories. 2. Concept Exploration – Eight distinct design aspects are identified from the comparison table. 3. Internal Concept Critique – The design aspects are compared to three similar discussion formats. 4. Design of Artifacts – Design concept version 1 is created. 5. External Design Critique – Interviews are conducted to explore their general experience of online discussions, investigate the hypothesis from the comparison table and to seek direct feedback on the first draft of the design concept. 6. Concept Revisited – Changes are made to the design concept based on the interview material and the direct feedback. 7. Concept Contextualization – The design concept is related to the original literature. The result of the study is a design concept named CoFramer. CoFramer’s generic principles are summarized and contrasted against factors identified from the interview material in this table: Tabell 2: CoFramer’s generic principles and interviews about online discussions. CoFramer’s generic principles | From interview material on forum discussion Organized start and ending | Discussions without clear ending Limited number of participants | Large number of participants Minimum number of participants | Large number of inactive spectators Explicit participants | Low information about participants Common conditions | Vagueness in participants conditions Limited information density per post | Long posts and/or fast posts The red thread and parallel threads | Often parallel threads Active facilitator | Unresolved misunderstandings The study indicates that CoFramer would create more structured discussions with a lower amount of information overload and less grounding cost compared what normally arise in public online discussions.
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Ellison, Cassandra J. „Recovery From Design“. VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4884.
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Through research, inquiry, and an evaluation of Recovery By Design, a ‘design therapy’ program that serves people with mental illness, substance use disorders, and developmental disabilities, it is my assertion that the practice of design has therapeutic potential and can aid in the process of recovery. To the novice, the practices of conception, shaping form, and praxis have empowering benefit especially when guided by Conditional and Transformation Design methods together with an emphasis on materiality and vernacular form.
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Tsakeni, Maria. „The influence of teacher professional identity on inquiry-based laboratory work in school chemistry“. Thesis, 2015. http://hdl.handle.net/2263/44262.
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Amidst calls to incorporate inquiry meaningfully into the practice of laboratory work in secondary school chemistry and calls to investigate how teachers negotiate their professional identities under widespread reforms in education, this study sought to explore the interface of teacher professional identity and how teachers facilitate inquiry for learners during practical activities. Utilising a social constructivist lens and a qualitative case study approach, the study focused on three inquiry actions; namely, question posing, experiment procedure design and articulation of solutions through a teacher identity lens. Data capture comprised a mix of semi-structured interviews, focus group interviews, observations, field notes and a research journal. Data was analysed utilising the content analysis method.
Findings were fourfold. First, teachers displayed four identity positions in Inquiry-based Laboratory work, which was interwoven with their professional training, personal school experiences, beliefs and attitudes and sense of agency. Second, teachers’ professional identity influenced how they engaged learners in question posing, experiment design procedure and giving solutions as inquiry actions. Third, teachers held strong beliefs in chemistry as a two-pronged subject and utilised laboratory work to consolidate and develop learner understanding of scientific concepts and theories. And fourth the manner in which teachers facilitated inquiry in the chemistry laboratory manifested as an interface between teacher professional identity and the principles of IBLW.Thesis (PhD--University of Pretoria, 2015.
Science, Mathematics and Technology Education
Unrestricted
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McGee, Amy Elizabeth Campbell. „Artwork/Streetlives, Street-involved Youth in Thunder Bay: A Community-based, Arts-informed Inquiry“. Thesis, 2010. http://hdl.handle.net/1807/24826.
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Artwork / Streetlives is a community-based, arts-informed, research project which addresses harm reduction amongst street youth in Thunder Bay, Ontario. Nine street-involved participant researchers (supported by a team of researchers and community organizations) used art making and storytelling as ways of understanding the risks specific to street-involved youth in Thunder Bay. Due to the heterogeneous nature of the participant researcher group and a majority of Aboriginal research participants, a novel approach was used to create principles of research collaboration, in pursuit of the principles of ownership, control, access and possession for ethical research with Aboriginal peoples. The participant researchers found that their most common experience was their vulnerability to governmental social services and law enforcement personnel and policies. They further agreed that the risk of losing their children to child protection services is a source of increased vulnerability and a barrier to accessing treatment. They all agreed that the process of art making was fruitful and were surprised by the clarity and evocative nature of their artwork, finding that meeting weekly to do art is gratifying and therapeutic. They were interested to discover that the art they created, just by telling their stories, contained strong prevention messages they would have been influenced by as younger people. As such the participants want to continue making art, and showing their work, particularly to young people, social service providers, and law enforcement officers, who they think are in the best position to learn from it. This project is building capacity in the community (by teaching artmaking, group work, organizing, critical thinking, and presentation skills), is contributing to scholarship, and significantly and positively impacting the lives of the participant researchers. This work is represented in traditional academic prose and as collaborative fiction.
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Yang, Yi-Fang, und 楊翊方. „The Influence on Students’Creative Thinking and Inquiry Ability with Inquiry-Based Teaching in Project Work in the Department of the Electrical Engineering at Vocational-Technical Senior High School“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/nwkjnk.
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碩士國立臺北科技大學
技術及職業教育研究所
104
The Ministry of Education (MOE) has included project work course was as a required course for all professional clusters at vocational technical schools. The objective of the course based on the academic theory in which through experimentation, inspection, and test processes, imagination and creativity can be elicited, with practical applications in product design and production. Although the MOE emphasizes the spirit of pragmatism, other than design and art related departments, other departments rarely have the opportunity to learn creative thinking. In addition, project work courses are mainly intended to enable students to acquire practical experience, but they fail to cultivate students’ creative idea design ability and inquiry ability at the same time. Therefore, this study explored the impact of project work courses with applications of inquiry teaching in high school department of electrical engineering on student creative idea design ability and inquiry ability. Based on the research topic, relevant domestic and foreign literatures were collected. With the guided inquiry model of Chung Chien-Ping (2010) as the framework, 8-week teaching experiments were conducted. With two third-year classes of the Dept. of Electrical Engineering as research participants, the quasi-experimental research as the research method, and the Nonrandomized control group, pretest-posttest design, one class served as the experimental group, where project work course teaching through inquiry teaching was commenced; the other class served as the control group, where teaching was commenced using the traditional narrative teaching method. Based on the experimental findings, the following conclusions were drawn: 1. Inquiry teaching method enhanced the inquiry ability (problem identification, design planning, implementation verification, analysis and interpretation, communication dialectics) of the students in the experimental group. 2. Inquiry teaching enhanced the creative idea design ability of students (creativity, fluency, total score). 3. The quantity of creative thinking points of students in the experimental group increased through inquiry teaching. 4. Inquiry teaching enhanced the learning satisfaction of students in the experimental group.
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Masilo, Motshidisi Marleen. „Implementing inquiry-based learning to enhance Grade 11 students' problem-solving skills in Euclidean Geometry“. Thesis, 2018. http://hdl.handle.net/10500/24966.
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Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0: μinquiry-based facilitation = μtraditional axiomatic approach. This study emphasises a pragmatist view that constructivism is fundamental to realism, that is, inductive inquiry supplements deductive inquiry in teaching and learning. Participants in this study comprise schools in Tshwane North district that served as experimental group and Tshwane West district schools classified as comparison group. The two districts are in the Gauteng Province of South Africa. The total number of students who participated is 166, that is, 97 students in the experimental group and 69 students in the comparison group. Convenient sampling applied and three experimental and three comparison group schools were sampled. Embedded mixed-method methodology was employed. Quantitative and qualitative methodologies are integrated in collecting data; analysis and interpretation of data. Inquiry-based-facilitation occurred in experimental group when the facilitator probed asking students to research, weigh evidence, explore, share discoveries, allow students to display authentic knowledge and skills and guiding students to apply knowledge and skills to solve problems for the classroom and for the world out of the classroom. In response to inquiry-based facilitation, students engaged in cooperative learning, exploration, self-centred and self-regulated learning in order to acquire knowledge and skills. In the comparison group, teaching progressed as usual. Quantitative data revealed that on average, participant that received intervention through inquiry-based facilitation acquired inquiry-based learning skills and improved (M= -7.773, SE= 0.7146) than those who did not receive intervention (M= -0.221, SE = 0.4429). This difference (-7.547), 95% CI (-8.08, 5.69), was significant at t (10.88), p = 0.0001, p<0.05 and represented a large effect size of 0.55. The large effect size emphasises that inquiry-based facilitation contributed significantly towards improvement in inquiry-based learning and that the framework contributed by this study can be considered as a framework of inquiry-based facilitation in Euclidean Geometry. This study has shown that the traditional axiomatic approach promotes rote learning; passive, deductive and algorithmic learning that obstructs application of knowledge in problem-solving. Therefore, this study asserts that the application of Inquiry-based facilitation to implement inquiry-based learning promotes deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Euclidean Geometry.Mathematics Education
Ph. D. (Mathematics, Science and Technology Education)
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Dias, Ana Filipa Lopes. „O ensino por investigação e a aprendizagem cooperativa no 1º ciclo do ensino básico“. Master's thesis, 2015. http://hdl.handle.net/10400.26/8266.
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A escola deve proporcionar, para além da aprendizagem de conteúdos científicos específicos, a formação integral dos alunos, desenvolver competências e atitudes que permitam a sua intervenção e transformação na sociedade de que fazem parte. Neste sentido, o presente projeto procura compreender de que forma a aprendizagem cooperativa, enquanto metodologia de trabalho, contribui para o processo de aprendizagem de todos os alunos através do ensino por investigação.
Este estudo insere-se numa metodologia de base qualitativa, assumindo uma abordagem próxima da investigação-ação e tem como objetivo descrever, interpretar e analisar o trabalho dos vários grupos da turma, discutindo se as potencialidades da aprendizagem cooperativa se adequam às tarefas de natureza investigativa. Nesta perspetiva, dá também a conhecer as ideias e as aprendizagens dos alunos ao longo desse processo.
Neste estudo participaram 26 alunos de uma turma de 2.º ano de escolaridade, em contexto de estágio III, no âmbito do Mestrado em Educação Pré-Escolar e Ensino 1.º Ciclo do Ensino Básico, bem como a professora cooperante.
A implementação das tarefas de cariz investigativo foi ao encontro do Modelo dos 5 E´s de Bybee (et al., 2006). Este descreve uma sequência de ensino que desempenha um papel significativo no processo de desenvolvimento curricular e promove o ensino por investigação.
A análise dos resultados obtidos permite encarar com otimismo a utilização e o contributo do trabalho cooperativo em contexto de atividades de natureza investigativa para a aprendizagem dos alunos, pois parece contribuir para a melhoria das aprendizagens ao nível da inclusão dos alunos na turma, das competências científicas, da aprendizagem dos conceitos científicos assim como para o desenvolvimento de algumas das competências transversais propostas pelo currículo.School must provide, in addition to the specific scientific content learning, the integral students formation, to develop skills and attitudes that allow their intervention and transformation in society. Accordingly, this project seeks to understand how cooperative learning, as a working methodology, contributes to the learning process of all students through Inquiry-Based Science Education. The present study has a qualitative methodology, inspired in a research-action approach and aims to describe, interpret and analyze the work of the various class groups, discussing the potential of cooperative learning within inquiry-based tasks, as well as to describe and analyze students’ ideas and understanding throughout this process. This study had the participation of 26 students of a 2nd year class, in the context of stage III, of the Masters in Preschool Education and Teaching 1st Cycle of Basic Education, and the cooperating teacher. The inquiry-based tasks were implemented according to Bybee’ 5E model (2006). This model describes a teaching sequence that plays a significant role in the curriculum development process and promotes Inquiry-Based Science Education. The results analysis allows us to face with optimism the use and the contribution of cooperative work in the context inquiry-based tasks for student learning. They seem to contribute to the improvement of learning in terms of students’ inclusion in the class, of scientific expertise, the development of thought, as well as for the development of transversal skills proposed by the curriculum.
Escola Superior de Educação, Instituto Politécnico de Setúbal
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Kristlová, Lucie. „Oxid uhličitý ve výuce přírodovědných předmětů (studijní opory pro gymnázia)“. Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-298813.
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Charles University in Prague - Faculty of Science Department of Teaching and Didactics of Chemistry Albertov 3, 128 40 Praha 2, Czech Republic CARBON DIOXIDE IN SCIENCE EDUCATION (STUDY AIDS FOR GRAMMAR SCHOOL) Bc. Lucie Kristlová lucie.kristlova@gmail.com In this thesis the principles of Framework Educational Programme and method IBSE alias Inquiry Based Science Education were summarized. The results of international research PISA 2006 were evaluated. In 2006 the focus was on scientific literacy. In the theoretical part the study supporting documents on the theme Carbon Dioxide were worked up. The documents would serve teachers of Chemistry and Biology mainly at the grammar schools. Methodically processed materials were created such as presentation, worksheet and subject matter of chemical experiments with the inclusion of the author solutions. The worksheet was verified by pupils at grammar school.
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Kunnath, Bobby Joseph. „The effect of computer simulations on Grade 12 learners' understanding of concepts in the photoelectric effect“. Diss., 2017. http://hdl.handle.net/10500/24547.
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The study investigated the impact of computer simulations on the teaching and learning of photoelectric effect in Grade 12. The Grade 12 Physical Sciences curriculum has components of physics and chemistry. The photoelectric effect is a section in the physics curriculum and examination in the National Senior Certificate. In this case study, thirty learners were randomly divided into three groups in one rural school in the Frances Baard district in the Northern Cape Province. A randomised pre-test - post-test control group design was implemented. Data were collected through pre and post tests, by observation of the lessons and learner interviews. An analysis of variance performed showed that there was no significant difference on pre-test scores for the three groups. A paired -sample t-test on the post-test scores discovered that the Teacher-Centred Experimental Group (TCEG) performed better than the Learner-Centred Experimental Group (LCEG); (t statics, t (9) = -6.135, p < 0.05). In addition, the Control Group (CG) where the teacher used the traditional method of teaching performed even better than the Learner-Centred Experimental group. An analysis of covariance on the post-test scores with learners' pre-test scores as the covariate showed a significant effect on the instructional group favouring the TCEG (F (2,29) = 52.763, p < 0.05). The Hake's normalised gain, Science and Technology Education
M. Sc. (MSTE)
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Shandu-Phetla, Thulile Pearl. „Designing and implementing mobile-based interventions for enhancing English vocabulary in ODL“. Thesis, 2017. http://hdl.handle.net/10500/23638.
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Students in Open Distance Learning (ODL) face a myriad of challenges including a low proficiency in English. While research has identified vocabulary as important in improving language proficiency and the pertinent role of interaction in vocabulary development, there
remains a dearth of research on how to enhance vocabulary in ODL, a context which is characterised by the distance between students and the institution. In searching for an intervention that would support vocabulary development, including interaction, while taking
cognisance of the distance between students and lecturers, this study explored the use of mobile learning (mlearning). Because mlearning technologies offer ubiquitous flexibility and accessibility, they were deemed fit for purpose for ODL which is established on the principles
of openness, flexibility and student‐centredness. Using the design‐based research (DBR) method within a pragmatic paradigm, this study
designed, implemented and evaluated mobile‐based interventions for vocabulary development. The first phase of the study involved the analysis of the problem through a literature review. The literature and theoretical framework were used to ground the second phase of DBR, which included the development of the intervention prototype in the form of a mobile‐based vocabulary development app called VocUp. The intervention was implemented, tested and refined in three iteration stages, which formed the third phase of DBR. The iterations included a VocUp only stage, followed by a WhatsApp only stage, and ended with a VocUp plus WhatsApp stage. The last phase of DBR involved a reflection and a production of artefacts and guidelines for practice in ODL. Data were collected through interviews and WhatsApp chats from students registered for a first‐year English module. The results were 1) that vocabulary should be explicitly taught, allow for rehearsal opportunities and contain assessment while acknowledging the
instrumental role of interaction; 2) mobile interventions should balance the pedagogic benefits with the technological qualities; and 3) the advantages and challenges of using WhatsApp and VocUp can be successfully combined into a hybrid model of both platforms.
This study’s contribution to the body to knowledge includes the newly‐designed VocUp as an artefact; a revised model of the CoI theoretical framework called MODeL as well as principles guiding the application of the MODeL in authentic ODL contexts.English Studies
D. Litt. et Phil. (English)