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Prows, Lisbeth S. „Science and literature: An integrated model“. CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/726.
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2
Ng, Po-mo, und 吳寶武. „An evaluation of ETV teaching materials in the integrated science subject“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574523.
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Ng, Po-mo. „An evaluation of ETV teaching materials in the integrated science subject“. Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574523.
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Villanueva, Mary Grace Flores. „Integrated teaching strategies model for improved scientific literacy in second-language learners“. Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1107.
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The importance of a scientifically literate society is currently acknowledged both internationally and South Africa. The notion of scientific literacy in South Africa has emerged largely due to the government’s recognition of the role that science and technology plays in economic growth, employment creation, social redress and social development. However, in light of South Africa’s learner performance on international and national assessments such as TIMMS (2003) and PIRLS (2006), as well as the problems of teaching and learning in a second language, there appears to be a primary and pressing need to develop learners’ fundamental sense of scientific literacy (Norris & Phillips, 2003). Expanding learners’ ability to read, write and communicate in science may provide the necessary framework for engaging learners in the critical principles and foundations of the scientific endeavour (Hand, Prain, & Yore, 2001). As such, this study focuses on equipping and training grade six and seven science teachers to develop scientifically literate learners via professional development workshops with a strategy that supports reading, writing, talking and conducting (‘doing’) science through scientific investigations. The typology of triangulation and the mixed method research approach was supported by a fully mixed, concurrent, and equal status design (Leech & Onwuegbuzi, 2007). Quantitative data were collected from the baseline and post-intervention testing of learners’ problem solving skills, as well as their literacy skills in English and isiXhosa. Qualitative measures were generated through classroom observations, teacher interviews and learners’ science notebooks. The study was conducted in two different milieus in the Eastern Cape, South Africa. The first setting, in the rural area of Tyumie Valley near the Hogsback Mountains, was comprised of a sample of grade six and seven (multi-grade classrooms) teachers (n=7) and learners (n=168) from five experimental schools and two comparison schools. The second setting, in the urban townships area east of Port Elizabeth, was comprised of a sample of grade six teachers (n=8) and learners (n=675) from six experimental schools and two comparison schools. Mean differences between the experimental and the comparison groups were computed for the Raven’s Standard Progressive Matrices (RSPM) and the literacy tests, and the data generated were treated with an Analysis of Covariance (ANCOVA). The data suggest that the scientific literacy strategy improved the experimental learners’ problem solving skills. Both experimental groups demonstrated greater gains than that of the comparison schools. However, statistically significant improvements were only detected in Port Elizabeth. Improvements in learners’ literacy skills in isiXhosa and English varied according to each milieu. While the teachers initially identified challenges to learners’ reading and writing abilities, the analysis of learners’ science notebooks suggested that they used writings to support their investigations. Some teachers cited difficulties with certain aspects of the model, such as problems with developing an investigable question and argumentation, yet overall, teachers found the strategy useful for developing learners’ language skills, as well for strengthening their pedagogical practices in science. Teachers’ gradual improvements in the use of the model suggest that they were able to use the scientific literacy strategy to support the cognitive and linguistic development of second-language learners.
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Hung, Cheung-ling. „A study of the teaching methods used by integrated science teachers in Hong Kong secondary schools“. Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803925X.
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Hung, Cheung-ling, und 孔祥齡. „A study of the teaching methods used by integrated science teachers inHong Kong secondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955782.
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Li, Wai-man, und 李偉文. „Factors affecting the use of science equipment in the teaching of unit8 "Making use of electricity" of integrated science in Hong Kong aidedsecondary schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862686X.
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Clauson, Norma M. „The effect of an activity based integrated science curriculum on secondary student attitudes“. CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1072.
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Li, Wai-man. „Factors affecting the use of science equipment in the teaching of unit 8 "Making use of electricity" of integrated science in Hong Kong aided secondary schools“. Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B3862686X.
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Brusic, Sharon. „Determining effects on fifth grade students' achievement and curiosity when a technology education activity is integrated with a unit in science“. Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/37366.
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The purpose of the study was to explore the effect of integrating technological activities with science instruction. The researcher examined whether fifth-grade students' achievement and curiosity relative to the science unit were related to their participation in classes where the experimental treatment was employed. A secondary focus of the study was to determine whether students' curiosity about the unit prior to studying it was related to their achievement.
The researcher used a quasi-experimental,pretest/post test design for the study. The researcher developed and field tested two instruments for use in the study: a measure of curiosity and a measure of students' science knowledge and comprehension relative to the unit studied on changing forms of energy.
The sample (n=l23) was drawn from a population of fifth-grade students in Staunton and Augusta County, Virginia. Classrooms were randomly assigned as treatment and control. Treatment group teachers taught the unit by having students participate in two technological activities that corresponded with the science unit. Control group teachers used traditional science methods (i.e., primarily teacher demonstrations of science experiments) to teach the unit.
Pretest and posttest data were analyzed using correlation analysis and analysis of covariance procedures. The researcher reported a significant difference between treatment group students' and control group students' curiosity, favoring the treatment group. No significant differences were found between groups in science achievement and no significant relationship between students' curiosity and achievement was reported.
The researcher concluded that the integration of technological activities with science instruction may positively affect fifth-grade students' curiosity but may not enhance or deter from their science achievement. Hence, the science-technology linkage shows promise as a useful method of promoting greater student curiosity without negatively affecting their achievement.Ed. D.
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Pickett, Isabel Ann. „Creating a child-centered integrated science/language arts curriculum using a year-long theme“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/672.
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Suntree, Lorie Susan. „Integrated agriscience and career awareness curriculum for elementary and middle school utilizing school gardens“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2070.
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Agriculture is a one billion dollar industry in the state of California, yet science and agriculture are overlooked in elementary and middle schools. Instead, an emphasis is placed on writing, reading, and math, subjects that are tested at the state level. As a result, fourth and eighth graders in California placed 38th out of 41 in a National Science Assessment Test. In the spring of 2003, science will be included in the statewide test; therefore, elementary and middle school will have to address the subject of science and its impact on the school day. In 2002 the California State Board of Education approved a new California Science Framework, which suggests implementing an integrated approach to teaching science in the classroom.
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Myers, Donald L. „Remediation of the misconception held by elementary students that humans are not animals through application of integrated art-science activities“. Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/902510.
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This study was designed to investigate the effectiveness of integrated art-science curricula upon remediation of the misconception held by elementary students that humans are not animals. Quantitative instruments were designed to measure and assess: (1) the existence of the misconception within the test population; (2) the degree to which the misconception existed within grade levels and treatment groups within grade levels; (3) the degree to which any positive level of remediation is achieved; and (4) evaluation of the experimental curricula by participating faculty. Qualitative instruments were applied to measure and assess the reasoning process applied by students for the formation of and any degree of change in the targeted misconception.Two hundred and forty-two students, in grades one, three and five, from a rural elementary school in east central Indiana participated. Enrolllment of students in individual classrooms was accomplished by administration policy of random assignment. Classrooms, by grade level, were randomly assigned to treatment groups by the researcher.Students in control groups at each grade level were instructed according to established curricula of the school. Students in experimental animal science groups were instructed through specifically designed hands-on science activities with the art component being the school's established curriculum. Students in experimental animal art groups were instructed according to specifically designed art activities incorporating observations made during science lessons, with the science component being the school's established curriculum. Students in the both treatment groups received instruction combining the experimental animal science and experimental animal art curricula.Results indicated that students instructed from the experimental curricula demonstrated remediation of the misconception, with students in the both treatment groups of each grade level demonstrating the highest degree of remediation. Students in control groups failed to demonstrate any level of significant remediation while actually demonstrating an increase in the degree to which the misconception was held.Implications presented by the data indicate interdisciplinary approaches to learning to be far more effective in establishing higher levels of comprehension and understanding. Through the combination of the innate behaviorial characteristics of elementary students and the connecting relationships of academic disciplines, presentation of instructional materials will generate higher levels of interest and enthusiasm within both students and teachers. The resultant effect being a more positive learning environment and an increase in achievement.Department of Biology
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Thorne, Rochelle. „Content and language integrated learning (CLIL) as a language support strategy in a grade 8 natural sciences classroom“. Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020903.
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Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would improve both language and science skills amongst Grade 8 learners in a Natural Sciences classroom. The researcher used a concurrent embedded mixed method design, including both quantitative and qualitative methodologies to gather data. An experimental test design with English Home Language classes and Afrikaans Home Language classes was employed. Hypothesis Testing was used as a statistical analysis to compare the pre-test and post-test results in order to ascertain the impact of CLIL intervention. In addition, the poster-activity and an open-ended questionnaire was used to qualitatively ascertain the impact of CLIL on learner literacy skills. The results showed that CLIL intervention improved learner performance significantly when compared to learners who were not exposed to CLIL. In addition, CLIL lessons were perceived as effective and learners verified that the approach was beneficial to their learning process.
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Lui, Chung-wai, und 呂宗偉. „A study of the understanding of key concepts and processes in unit 5 "solvents and solution" of the Hong Kong integrated science syllabusby the science majors of a college of education“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627012.
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Thomas, Dana Katharine. „Design and development of a unit model for integrated instruction“. CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1050.
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Cheung, Chun-chun, und 張珍珍. „A comparison of the effects of two approaches: classwide peer tutoring & classwide peer tutoring withoutreinforcement on the spelling performance in integrated science“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958552.
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Arndt, Katie. „Self-study of a Supervisor Making Connections in an Integrated Instructional Third Space in Elementary Mathematics and Field Experience“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6459.
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Too often teachers see mathematics as a culturally neutral subject. Teacher educators need to be aware of their own practice and how it impacts the facilitation of preservice teacher learning, in particular in relation to elementary mathematics and culturally responsive teaching. This qualitative self-study focused on understanding a teacher educator’s enactment of an espoused platform in an integrated instructional third space of an elementary field experience and an elementary mathematics methods course in relation to culturally responsive teaching and mathematics. The research questions guiding this self-study were: (1) In the context of the selfstudy, to what extent do I enact my espoused teacher education platform in the integrated instructional third space that exists at the intersection of an undergraduate elementary field experience and an undergraduate elementary mathematics methods course in relation to culturally responsive teaching and mathematics?; with one sub question (a) What facilitators and challenges do I face as I try to navigate living out my espoused platform within this third space?; (2) In the context of the self-study, how do I transform as a teacher educator while engaging in the process of framing and reframing my platform within this integrated instructional third space? The study took place in the unique context of an integrated instructional third space with the same person who served as the instructor of the mathematics methods course and field supervisor.
Data collection included the researcher’s teacher education platform, field notes from observations, and field notes from pre and post conferences with preservice teachers, documents and artifacts from teaching, and a researcher’s journal. The findings pointed to a set of routines of practice for teacher educators to engage in while facilitating preservice teacher learning about culturally responsive teaching and mathematics knowledge for teaching. The routines of practice included: probing questions, utilizing personal connections, offering suggestions, modeling, and targeted activities. The findings also included facilitators and barriers to the process of working with preservice teachers in the integrated instructional third space in relation to their learning of culturally responsive teaching and mathematics; they include: relationships with preservice teachers, relationships with collaborating teachers, and critical conversations. This study has implications for teacher education program design, mathematics course development, field experience course development, and teacher educator professional development.
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Yusof, Norashikin. „Bruneian secondary teachers' lived experiences of teaching science through EMI (English as a Medium of Instruction) : a Gadamerian analysis applying key concepts from CLIL (Content and Language Integrated Learning)“. Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=230598.
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Robertson, Laura, LaShay Jennings, Huili Hong, Karin Keith und Chih-Che Tai. „Forces and Motion (PS2): An Integrated K–8 Hands-On Approach Supporting the NGSS and CCSS ELA“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/769.
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Pun, Jack Kwok Hung. „An exploratory study of the teaching and learning of secondary science through English in Hong Kong : classroom interactions and perceptions of teachers and students“. Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:6cf46e43-74ff-45f0-9794-5aa8b0fb1552.
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Previous studies have shown that teachers and students using English as the medium of instruction (EMI) in science classrooms encounter many language challenges with teaching and learning processes. Problems include the limited English communication skills of science teachers, the lack of EMI training for science teachers, the students' different language abilities and science teachers' beliefs that they are not responsible for addressing students' language needs in science. Teachers' lack of language awareness has led to poor teaching practices and limited interactions in the classrooms. This lack of language awareness, in turn, suggests that there are limited opportunities for students to learn English as a second language in the science classroom. This study extends the research on EMI classroom interactions in Hong Kong (Lo and Macaro, 2012) to the previously unexamined context of senior secondary science classrooms. A total of 19 teachers and 545 students from grades 10 and 11 EMI science class were recruited in Hong Kong from 'early-full EMI' schools (full EMI instruction from grades 7 to 12) and 'late-partial EMI' schools (Chinese medium from grades 7 to 9 and partial EMI instruction from grades 10 to 12). The project used multiple sources of qualitative data (i.e. semi-structured interviews and 33 videotaped classroom observations) to explore the similarities and differences in classroom interactions during the first and second years of the senior science curriculum (grades 10 and 11) in the two types of EMI schools. This project also investigated these science teachers' and students' perceptions of EMI teaching and learning processes, their preference of instructional language and their beliefs about teaching and learning in the EMI environment. Interviews also probed teachers' language awareness, teachers' and students' belief about EMI, students' self-concepts in science (students' perceptions or beliefs about their ability to do well in science, see Wilkins, 2004)) and their perceptions of language challenges and coping strategies in EMI classrooms. The results from the observational data show similar interactional patterns in both early-full and late-partial EMI science classrooms when measured as percentages of interaction time, distribution of time between teacher and student talk and frequency of pedagogical functions. However, the nature of the interactions is different. In late-partial EMI schools, overall, there are more (but shorter) student initiations and responses, more use of higher-order questions from the teachers but less direct feedback to students. Both teachers and students tend to use their L1 more. In both types of schools, there was less interaction time and a lower maximum length of student turns and more L1 use in grade 11 than in grade 10. The discourse analysis of the four biology lesson transcripts also shows that both early-full and late-partial EMI students predominantly produced incomplete sentences consisting of short, technical nouns or noun phrases referring to scientific items. Science teachers rarely made any attempts to correct their students' language mistakes, nor did they encourage students to produce a complete sentence. This lack of teacher feedback on students' L2 language production perhaps reflects the fact that EMI science teachers rarely provide comprehensible input to facilitate students' L2 language learning. These findings suggest the important role of the teacher's modified input in teacher-student interaction in developing students' content knowledge and language skills. The adoption of EMI appears to lead to the development of students' comprehension of content knowledge more than development of their language production skills. As a result of their language shortfalls, the students' L2 productive skills remain under-developed despite English instruction. This lack of language support by teachers appears to indicate a gap between the aims of the EMI policy and its implementation. The interview and questionnaire data show that the science teachers from both the early-full and late-partial EMI schools held many of the same views about their EMI teaching experiences, but they differed in their attitudes towards the value of English language skills and their language awareness. The early-full EMI teachers believed English language skills were important and these early-full teachers have a higher language awareness than the late-partial EMI science teachers. Students from both types of schools also held similar views about their EMI learning, indicating that they welcome the adoption of EMI instruction. However, while the late-partial EMI students see EMI as an opportunity to improve their English, those in the early-full EMI schools believe that EMI discouraged them from learning. By providing an evidence-based, pedagogically focused analysis of teacher and student classroom interactions and their perceptions, this research sheds light on ways to improve the quality of instructional practices in different EMI classrooms in Hong Kong and in similar contexts around the world.
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Malan, Sharon Brenda. „The development of an integrated problem-based learning (PBL) approach in a post-matriculation programme at the University of Stellenbosch“. Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1231.
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Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008.It is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.
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Bohrer, Marcos. „O ensino médio técnico integrado visto por quem sente e vê: os jovens fronteiriços e o professor de geografia“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/163769.
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A presente pesquisa tem como objetivo analisar os sentidos e as expectativas que os jovens da primeira turma (2015) do IFPR – Campus Avançado Barracão/PR atribuem ao Instituto Federal de Educação, Ciência e Tecnologia (IF) e ao Ensino Médio Técnico Integrado (EMTI). Além disso, o presente trabalhou buscou caracterizar o grupo de estudantes por meio do perfil socioeconômico e simbólico, bem como referenciar o papel da Geografia escolar presente no Projeto Pedagógico Curricular (PPC). Por meio do olhar dos jovens, busca-se analisar o papel do EMTI para eles, bem como os significados que conferem ao IF e às aulas de Geografia. Ao considerar que, a partir da expansão e interiorização da Rede Federal de Educação Profissional, Científica e Tecnológica (RFEPCT), se cria uma nova realidade escolar nos mais remotos espaços, torna-se necessário compreender o papel do IF e das aulas de Geografia. Ou seja, parte-se do pressuposto de que o IF possibilita uma nova prática escolar; para tanto, deve-se repensar o papel das aulas de Geografia. A fim de possibilitar esse intento, a pesquisa apresenta uma abordagem qualitativa baseada nas premissas do paradigma da complexidade. O caminho metodológico percorrido inicia com ums revisão bibliográfica, análise de documentos e pesquisa de campo. Por meio da pesquisa bibliográfica e documental, foi possível entender como se deu a expansão da RFEPCT. Após esse passo, empregou-se o grupo focal e a produção escrita. Para inferir a produção escrita, utilizou-se a técnica da Análise Textual Discursiva (ATD). Participaram da pesquisa doze jovens da primeira turma de EMTI do IF. A proposta do trabalho visou dar voz aos jovens que habitam e estudam na fronteira. Dessa forma, a pesquisa revelou que o IF é construtor de topofilias e que a possibilidade de cursar o EMTI superou as expectativas dos jovens. Por meio do campus, os jovens passaram e conceber a educação como uma possibilidade de ascensão social. Igualmente importante revela-se que existe um sentimento de pertencimento dos jovens à fronteira e aos seus elementos. Há uma relação muito forte das aulas de Geografia com o cotidiano deles. Portanto, revela-se que o IF possibilita uma nova realidade escolar e, por isso, torna-se importante repensar concepções sobre a RFEPCT e o ensino de Geografia.This research aims the analysis of the senses and expectations that the young people, from the first group of IFPR - Barracão Advanced Campus, attribute to the Federal Institute of Education, Science and Technology (IF) and to the Integrated Technical High School (EMTI). Through the eyes of young people, we seek to analyze the role of EMTI for them, as well as the meanings they attribute to the IF and the Geography classes. Considering that, as a result of the expansion and internalization of the Federal Network of Professional, Scientific and Technological Education (RFEPCT), a new school reality is created in the most remote spaces, it becomes necessary to understand the role of the IF and the Geography classes. In other words, this research is based on the assumption that the IF makes a new school practice possible and, for that, the role of Geography classes should be rethought. To enable the study, this research presents a qualitative approach based on the premises of the complexity paradigm. The methodological path covered includes a bibliographical review, document analysis and field research. Through the bibliographical and documentary research, it was possible to understand how the RFEPCT expansion occurred. Then, focal group analysis was applied and the writing process was done. On the writting process, we used the technique of discursive textual analysis. Twelve young people from the first group of the EMTI of the IF participated in the study. The proposal of the work aimed to give voice to the young people who live and study in the border, as well as to understand their senses and expectations regarding IF, EMTI and Geography classes. The research revealed that the IF is a top-philist builder and that attending the EMTI has exceeded the expectations of young people. Across the campus young people pass on and conceive of education as a possibility of social ascension. It is equally important to show that there is a sense of belonging with the border area and its elements. There is a very strong relationship of Geography classes with their daily lives. Therefore, it is revealed that the FI makes a new school reality possible and, therefore, it becomes important to rethink our conceptions about RFEPCT and the teaching of Geography.
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Salmela, Johanna. „Physical Activity Integrated into Teaching in Schools in Finland“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29374.
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Background: Physical activity levels have dropped among children worldwide over the past decade, and physical inactivity has become a global public health problem. The majority of the time of a school day is spent sedentarily; therefore, schools and teachers have a significant role affecting the physical activity levels and sedentary time of children.Aim: The aim of the study was to examine, describe, and discuss primary school teachers' perceptions and experiences of physical activity integrated into teaching in schools in Finland.Methods: Eight Finnish primary school teachers participated in the research. The data was collected by semi-structured interviews conducted online. Thematic analysis was employed to interpret the data collected from the interviews. The phenomenology of perception and the body by Merleau-Ponty was applied as a theoretical framework.Results: The teachers had positive perceptions of physical activity integrated into teaching; however, their practices varied slightly between individuals. Teachers had experienced several benefits within the phenomenon. In addition, there were some constraints experienced; however, those restricted teachers only to some extent from integrating physical activity into teaching. The teachers had a positive feeling of their already existing competence; however, all teachers were open to further knowledge and training.Conclusion: Most of the teachers have become aware of the effect of accomplishing learning by letting the students use the whole body to embodied knowledge. The results indicate the importance of teacher education to develop and cover the skills required from a teacher in integrating physical activity into teaching.
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Cox, Linda Carol. „Teaching vocabulary through integrated curriculum improves reading comprehension“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.
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This investigation was designed to determine if teaching vocabulary through integrating English and Social Studies curricula would provide tenth grade students who are poor readers with strategies to improve their reading comprehension. The strategies used were designed to support struggling readers and English language development students to connect denotative and connotative meanings of words found in the novel Animal Farm to their social studies class' content.
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Bellini, Elizabete Maria. „Proposta de uma sequência didática para o ensino de eletroquímica e a sensibilização ambiental quanto aos impactos do descarte de pilhas e baterias“. Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3205.
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Contém produto: Produto Educacional 1: manual do professor. Produto Educacional 2: manual do aluno.O crescente avanço científico, tecnológico e a ampla acessibilidade à informação atribuem à escola a função de tornar conhecimentos sobre Tecnologia de Informação (TI) significativos a indivíduos inseridos em uma sociedade em constante transformação. Para tanto, a escola precisa de metodologias educacionais que propiciem aos jovens uma maior autonomia para que sejam qualificados a participar de forma ativa na comunidade, promovendo mudanças que produzam progressos para o desenvolvimento da cidadania. Um dos pilares desta construção é o Ensino de Ciências, onde se destacam os saberes referentes à disciplina de Química que são importantes para o desenvolvimento econômico, social e tecnológico da população. Entretanto, o Ensino de Química no espaço escolar está distante da vida prática do adolescente e da sociedade, restringindo-se à memorização de fórmulas, nomenclaturas e teorias. Para esta investigação científica, estabeleceu-se como objetivo analisar se os conhecimentos sobre gerenciamento de resíduos e logística reversa articulados à conteúdos de Eletroquímica, no Ensino de Química, podem sensibilizar alunos do 2º ano do Ensino Médio quanto aos impactos ambientais causados por descarte inadequado de pilhas e baterias, por meio de uma proposta de desenvolvimento e aplicação de uma Sequência Didática (SD). O delineamento metodológico para este estudo envolveu a pesquisa participativa e uma abordagem quanti-qualitativa. A pesquisa foi aplicada no Colégio Estadual Zumbi dos Palmares no município de Colombo, Região Metropolitana de Curitiba, e destinada a quatro turmas de 2º ano do Ensino Médio, totalizando 96 discentes. Os resultados foram obtidos utilizando como instrumento de coleta de dados questionários anterior e posterior à aplicação da Sequência Didática (SD), com perguntas abertas e de múltipla escolha. Foi possível ponderar que os estudantes já tinham um certo conhecimento sobre os impactos ambientais decorrentes do descarte inadequado de pilhas e baterias, sabiam sobre postos de coleta, conseguiram avaliar e declarar que tipo de pilha utilizam em seu cotidiano. Após a aplicação da SD, foi possível evidenciar que houve compreensão quanto ao conteúdo de Eletroquímica, além da sensibilização ambiental dos participantes. Disponibilizou-se o produto educacional com versões para professor e educandos a fim de tornar mais hábil o processo de ensino dos educandos, pretendendo, desta maneira, contribuir com a reflexão e o trabalho dos docentes e discentes no Ensino de Química.
The scientific and technological progress, as well as the wide accessibility to information, all assign to school the function of making knowledge about Information Technology (IT) meaningful to individuals who are inserted in a society which one is in constant transformation. Therefore, the school needs educational methodologies to provide Youth a great autonomy, in order to help them to be better qualified and participate in an actively way in their community promoting importante changes towards progress and development of citizenship. One of the main pillars of this construction is the elementary and middle school Science Education which emphasizes the knowledge related to the discipline of Chemistry so important for the economic, social and technological development of the population. However, the Chemistry for teaching in school environment is far from the real life of the adolescents and society. It remains limited to the memorization skills of formulas, nomenclatures and theories. Thus, the objective of this scientific investigation was to analyze if knowledge about waste management and reverse logistics, articulated to the contents of Eletrochemistry in the Teaching of Chemistry, can sensitize second year-students of High School about the environmental impacts caused by inappropriated disposal of used batteries. In this regard, it was created, developed, and applicated a Didactic Sequence (DS) as a tool to raise students awareness about those environmental impacts. The methodological development for this study was to envolve a participatory research and a quantitative-qualitative approach. The research was applied at the Zumbi dos Palmares State College in the city of Colombo, Metropolitan Region of Curitiba, and was destined to four high school classes, totaling 96 students. The results were obtained by using data collection instrument - the questionnaires – they were used before and after the application of the Didactic Sequence (DS), with open and multiple choice questions. It was possible to consider that the students already had a certain knowledge about the environmental impacts, resulting from the inadequate disposal of batteries. They knew about collection points, they were able to evaluate and declare what type of battery they use in their daily lives. After the application of DS, it was possible to show that there was understanding of the content of Electrochemistry. In addition, there was the environmental sensitization of the participants at the end of this research. The educational product was to provide with teachers and students versions in order to make the teaching and learning process more proficient so that it contributes to the reflection and works for teachers and students in the Teaching of Chemistry.
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Waner, Lisa Marie. „An integrated, thematic, literature-based unit for middle school“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/876.
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Fu, Jie. „A Study of Learning Styles, Teaching Styles and Vocabulary Teaching Strategies in Chinese Primary School : How Do They Differ and How Can They Be Integrated?“ Thesis, Högskolan Kristianstad, Sektionen för Lärarutbildning, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-1053.
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Jacobson, David William. „A Comparison of the Effectiveness of Traditional U.S. History Instruction Versus U.S. History Instruction Integrated with Decision Training on Content Knowledge and Decision-Making Competence“. Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11539.
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xiii, 139 p. : ill. (some col.)The purpose of this study was to explore the effectiveness of training in decision-making on U.S. history content knowledge and on decision-making competence. All sophomores (
Committee in charge: Dr. Gerald Tindal, Chairperson; Dr. Keith Hollenbeck, Member; Dr. Paul Yovanoff, Member; Dr. Jean Stockard, Outside Member
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Sa'ud, Udin Syaefudin. „The development and management of a course on an integrated curriculum approach for pre-service elementary teachers : a case study at the Institute of Teaching and Educational Sciences (IKIP) Bandung, West Java, Indonesia /“. The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567771429.
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Jensen, Clara. „Att lära matematik genom musik:Musikintegrerad matematikundervisning“. Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40666.
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This literature review looks into the effects of integrating music in mathematics teaching andhow it influences the problem solving ability. A systematic search for scientific articles was madeto investigate the research area. All together 13 scientific articles were chosen, which presentedvarious ways to integrate music in mathematics teaching and which had found different resultsin their studies. Generally, the articles presented positive effects of integrating music inmathematics teaching to develop students’ problem solving ability and mathematical learning.Similarities and differences between the presented articles were compared in the results of thisstudy, which showed common features in the characters of music and mathematics. In this study,problem solving is used in a wide definition which includes arithmetic, communication,reasoning and mathematical concepts
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Nadershahi, Nader A. „Assessment of case-based integrated learning as a part of dental curriculum reform“. Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/97.
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There has been a growing call for change in the management of dental education programs, and, in response to this call, the faculty and staff at the University of the Pacific Arthur A. Dugoni School of Dentistry developed the Pacific Dental Helix Curriculum management model. The first major component of this curriculum was the development of the Integrated Clinical Science Strand of the Helix focused on multidisciplinary and case-based andragogies. The mixed method research design was used to identify common aspects of Case-Based Learning and multi-disciplinary teaching through a qualitative analysis of curricular materials and to analyze their impact on selected student outcomes of pre and post-change through statistical analysis. The outcomes chosen for the quantitative portion were surrogate measures of National Board Scores and grade point averages to represent knowledge and skills. The overall analysis of the quantitative data shows negligible impact on the outcomes being measured. We know from the literature that active learning models motivate and engage students at a higher level in their learning and better prepare them to solve problems creatively versus a traditional educational model, so it is significant to see that there were no decreases in performance with a move to a more engaging curriculum. This study offers foundational information for future curriculum design, pedagogy, and assessment.
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Hooker, Mary. „A study on the implementation of the Strengthening Innovation and Practice in Secondary Education initiative for the preparation of Science, Technology, English and Mathematics (STEM) teachers in Kenya to integrate Information and Communication Technology (ICT) in teaching and learning“. Thesis, Queen's University Belfast, 2017. https://pure.qub.ac.uk/portal/en/theses/a-study-on-the-implementation-of-the-strengthening-innovation-and-practice-in-secondary-education-initiative-for-the-preparation-of-science-technology-english-and-mathematics-stem-teachers-in-kenya-to-integrate-information-and-communication-technology-ict-in-teaching-and-learning(e1d24d01-54fc-4967-abb0-c29b5d80e973).html.
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The aim of this research study was to critically appraise the innovation model in relation to teacher development for ICT use in classroom practice associated with the Strengthening Innovative Practice in Secondary Education (SIPSE) project conducted in Kenya secondary schools. The model integrated an ICT Competency Framework for Teachers (ICT-CFT) and a Technology Pedagogy and Content Knowledge (TPACK) framework into a phased modular approach for teacher professional development. The research addressed key questions related to: the object of ICT use as perceived by head teachers and teachers; and the characteristics of teacher design for ICT use in STEM teaching and learning as evidenced in classroom activities at different stages of their professional learning journey. The study used a qualitative design based research (DBR) methodology that was enhanced with the use of a ‘TPACKtivity’ lens combining TPACK and Activity Theory (AT) to explore, explicate and communicate the findings. The study was conducted with a purposive sample of twenty-four teachers, four head teachers and four schools drawn from the wider SIPSE programme intervention. The qualitative research methods included interviews and focus group discussions. Data were also drawn from documentation of lesson plans and peer-to-peer lesson observations. The findings presented participant accounts of tensions and dissonances with the introduction of technology into their school and classroom practices that reflected similar issues in the literature. However, the findings elucidated some unexpected teacher design narratives for technology use to support and innovate STEM teaching and learning. They further revealed the importance of classroom processes as the centre stage for fostering teacher collective design conversations for ICT use solutions. In this the research contributes to the current discourse by offering a TPACKtivity framework centred on authentic classroom settings as a basis for developing and appraising models of professional development for ICT use that can inform practice, policy and research.
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Pitcairn, Erica Glenn. „An integrated approach to teaching Aegean archaeology and archaeological science“. Thesis, 2015. https://hdl.handle.net/2144/15453.
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Outlined here is a course that would serve as an introduction to archaeological science, specifically within the context of Aegean Prehistory. The main objective of this course is to expose students early in their archaeological careers to a variety of methods and questions, and to depart from the culture-historical perspective that typifies introductory survey courses. The class structure is equal parts lecture and discussion, moving between learning how the methods work and evaluating case studies. All graded assignments build on one another, guiding the students through designing their own research project. The ultimate goals of the assignments are to build key writing and professional skills, develop a basic understanding of research design, and to instill confidence that the student can contribute to the production of knowledge, whatever field he or she decides to pursue.
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Huang, Ya-Fang, und 黃雅芳. „A Study of Science Activity Integrated Festival Thematic Teaching in Kindergarten“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/63468945568767610748.
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LIANG, KENG-CHI, und 梁耿奇. „Effects of Film Integrated Instruction on Natural Science Teaching for Elementary School Students“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/78884734704346540521.
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碩士大葉大學
管理學院碩士在職專班
102
Abstract This study implements Design of Experiments to examine two different teaching methods conducted in a fifth-grade science and experimental methodology course. Participants in the study included forty students from two fifth-grade classes at an elementary school in Taichung, Taiwan. Students from two classes were randomly divided into two groups, the experiment group and the control group. The experimental group received film-integrated instruction, while the control group, received traditional textbook instruction. Students in both groups attended their respective classes eight times, after eight times of science and experimental classes, learning achievement tests and feedback surveys were administered to the forty students to measure the learning outcomes resulting from each instructional methodology. Student attitude toward film-integrated instruction in the experiment group was also analyzed. The results are shown below: 1. Among the five measurements of “learning attitude”, which are indicated to learning motivation, learners’ interest, learners’ participation, learning habits, and learners’ satisfaction, used in the feedback survey, significant differences between the control and experimental groups were observed only with regards to learning motivation. 2. The result shows that better learning effects were observed in the experimental group. 3. Overall, students in the experimental group had a positive impression towards film-integrated instruction. Finally, based on the results of this study, the authors offered potential methods of implementation of film-integrated with the hope that teachers, schools, and researchers may rely on this study and its recommendations in the future. Keywords: film-integrated instruction、Learning effect、Learner Attitude
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Hui-chen, Huang, und 黃慧貞. „The effect of environment education integrated elementary science and technology by STS teaching“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/04016153534439529508.
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碩士國立臺中教育大學
自然科學教育學系碩士班
94
ABSTRACT The purpose of this study is to investigate the effect of environment education integrated elementary science and technology by STS teaching on environmental cognition, attitudes, behavior intention and interest in learning and to find out the difference between two different groups of students and teacher after the different teaching methods. Quasi-Experimental Study was used in this study. Two groups of students from the sixth grade of Nam Yang Elementary School of Taichung County were selected. The experimental group received STS teaching methods; the control group received exposition-teaching methods. Instruction consisted of six classes over a four-week time period. Students in the two groups were given the researcher-compiled-Questionnaire and Scale before and after teaching. Analyzing the quantitative and qualitative datum, the results of the study are as follows: 1. The result of the questionnaires shows that there are no significant distinctions among different genders, parents' occupation and parents' educational degree. The source of students' environmental knowledge is form television, parents, teacher and newspaper. 2. Students have good environmental cognition. Showing lots of positive attitude and behavior intention. 3. There were the significant positive effects in environmental cognition, attitude and behavior intention in the experimental group. But there was only positively effect in environmental cognition in the control group. 4.Before teaching there were no significant effects between two groups in environmental cognition, attitude, behavior intention and problem solving. The result of the analysis of covariance （ANCOVA）show that there were significant distinctions in environmental attitude, behavior intention and problem solving, but no significant distinctions in environmental cognition. 5.Both groups of students had different despondences of learning content, interest, feeling and ability training. The experimental group showed positive despondences, but the control group did not. 6.After teaching, the teacher established the STS teaching concept and promoted the ability of teaching design. It is very helpful to teachers in the future. Based on the findings, some suggestions are provided for implementation of environment education and future research. Key words：STS teaching, exposition-teaching, environmental cognition, environmental attitude environmental behavior intention
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吳麥生. „The Impact of Science Teaching Activities Integrated Science Game Towards the Learning Motivation Inclination Held by Fourth Graders“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/85409724015170717066.
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碩士臺北市立教育大學
自然科學系碩士班
99
The purposes of the study were to investigate the impact of Science Teaching Activities Integrated Science Game (STAISG) towards the inclination of learning motivation and students’ learning attitude toward these activities. This was a quasi-experiment design. The participants were two homogeneous classes of fourth graders in New Taipei City. The researcher assigned one class as Experiment Group (EG) and the other class as Comparative Group (CG) randomly. The EG group accepted the STAISG teaching, and the CG group accepted general teaching. The STAISG was designed based on the curriculum with game. The research lasted ten weeks and taught once per week. The research instrument “The Test of Inclination of Learning Motivation Toward Science (TILMS) was designed by Hsu(2008). A week prior instruction, the students of EG and CG were given pretest. Posttest was administered a week after instruction. After each teaching unit, students filled out a learning feedback sheet. After data collection, descriptive statistics was progressed in order to analyze the distribution of students score. Then, ANCOVA analysis was used to explore the difference of TILMS between EG and CG. Finally, qualitative data, such as learning feedback sheet, interview and journal log, were adopted to understand students’ attitudes toward STAISG. The finding of this study showed that there was no significant difference between the EG and CG in the scores of TILMS. However, the overall TILMS scores and scores of four factors of the EG were higher than those of the CG. The difference of the score of “Relevance” in two groups was the largest. The findings from feedback sheet, interview and teachers’ journal log, most EG students enjoyed STAISG very much and felt learning much more interesting and fun. According to teacher’s reflection, the researcher suggests that STAISG is worthy to encourage for teachers.
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Li-Li, Chiao, und 喬莉莉. „The influences of science teaching integrated with the history of science on the nature of science and science-related attitudes for the elementary students“. Thesis, 2004. http://ndltd.ncl.edu.tw/handle/29093200793770399642.
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碩士臺北市立師範學院
科學教育研究所
92
The purpose of this study was to determine the feasibility and the influences of science teaching integrated with the history of science on the nature of science, science attitude and attitudes towards science for the elementary students: Two units of material --“day, night and four seasons” and “earth planet in the solar system”-- were selected as the science history courses, and the quasi-experiment method was conducted through this study. We evaluate the impacts of science teaching integrated with the history of science by comparing the difference of learning between the experimental group, whom was taught with science history, and the control group, whom was taught by the regular material. Before the compare teaching began, a pilot survey about the science on the nature of science, science attitude and attitudes towards science for the above two groups’ students was performed. The same survey was conducted again when the two units course are finished., and the results were compared and analyzed with the initial survey to obtain an understanding of the possible improvement, especially for the experimental group. Interviews were also conducted with a few selected students, based on the researcher’s observation of their learning ability and the quality of their homework, to gain further understanding of the impact of the integrating science with the standard science curriculum. The Major results of this study are: 1. The experimental group is significantly different with the control group, and the students of experimental group got a higher measurement score than control group in all the three areas, nature of science, science attitude and attitudes toward science. 2. The increase of score in the area of nature of science is the most significant among the three areas. 3. Though the increase of score in the area of scientific attitude and of attitudes toward science is not as good as nature of science, yet reaches a remarkable difference in statistics.
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Hui-Hsuan, Chuang, und 莊蕙瑄. „Effect of Science Writing Heuristic Strategy Integrated in Inquiry Laboratory Teaching – An Action Research“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/02850770747552892359.
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碩士國立彰化師範大學
生物學系
99
The purpose of this study is to investigate the impact of incorporating science heuristic writing in inquiry laboratory teaching on the scientific writing ability and learning outcomes of senior high school students. The subjects are composed of sixty-five students in two 11th grade classes , who received a three-cycled action research lasting for one semester. The study consisted of two parts: quantitative and qualitative methods. The quantitative method involved a researcher-designed SWH rating scale which was used to grade student’s writing and the researcher-designed Biology Achievement Test. The test was used before and after as well as during the process of incorporating SWH in inquiry laboratory teaching. The data were analyzed by t-test and repeated measures analysis to understand the change in students’ scientific writing ability and learning outcomes.The qualitative data sets include student’s science writing works, teacher’s reflection journals, and interviews. The qualitative data were transcribed, coded, and were used as the supplement of quantitative data. The results show that students’ Biological learning outcomes increase positively, particularly significant in the concept of “ Pollen Germination and Shape Observation”.At the writing stage of “Beginning questions ”, students’ writing scores on “ Pollen Germination and Shape Observation” are significantly higher than “ Stoma Observation and the Measure of Transpiration”; at the writing stage of “Evidence”, students’ writing scores on “ Factors that Affect Photosynthesis”significantly higher than “ Stoma Observation and the Measure of Transpiration”. At the writing stage of “Reflection”, students’ writing scores on “Pollen Germination and Shape Observation” higher significantly than “ Stoma Observation and the Measure of Transpiration”. In addition, the results of this study revealed the problems the teacher met: increased pressure on students and teacher due to the unfamiliarity with the new writing strategies and teaching strategies, and the time limit of instruction. At last, the research provides suggestions for future studies and teaching, in hopes of being good reference for future researchers.
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Chen, Shih Huan-Peng, und 陳施煥鵬. „The Impacts of Science Museum Resources Integrated into Science Teaching for the 8th Graders’ Learning Achievement, Motivation, and Perceptions in Learning Science“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/57391571565531878889.
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碩士國立彰化師範大學
科學教育研究所
104
The purposes of this study were to investigate the impacts of science museum resources integrated into science teaching for the 8th graders’ learning achievement, motivation, and perceptions in learning science. This study used the quasi-experimental approach. Thirty-one students in the experimental group, received the science teaching integrated science museum resources, and 27 students in the control group, received traditional didactic instruction. Three instruments were adopted to examine the effects of the two teaching approach. Two validated instruments, students’ motivation toward science learning (SMTSL), and student perceptions of learning science (SPLS) to survey student’s variety of learning motivations and learning perceptions. The other instrument was achievement test to assess students’ learning achievement. Furthermore, 6 students in the experimental group were interviewed. The learning sheets of the experimental group were collected. The paired-sample t test, one-way ANCOVA, and nonparametric test were used to examine the change of the two groups’ learning achievement, motivation, and perception in learning science. The qualitative data were analyzed to support the interpretation of the quantitative analysis. The findings were as follows: 1. The learning achievement of the experimental group and the control group were similar. 2. The teaching integrated science museum resources was able to enhance student’s science learning motivation and perceptions of learning science. 3. After the teaching integrated science museum resources, student’s interest, enjoyment, and aesthetics were increased significantly. Based on the finding, the teaching integrated science museum resources would not reduce student’s learning achievement. Instead, it is able to enhance students’ learning motivation and perceptions of learning science. If teachers integrate science museum resources into teaching appropriately, their student’s motivation and interest in learning science would be improved.
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TUNG, CHIU-HUNG, und 董秋紅. „The Influence of Teaching Integrated with Science History on the Fifth Grade Students’ Outcomes including the Nature of Science, Attitudes toward Science, and Science Achievements“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/99985285383442605679.
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碩士國立台北師範學院
自然科學教育研究所
93
The purpose of this study is to discuss the influence of teaching integrated with science history on the fifth grade students’ outcomes including the nature of science, attitudes toward science, and science achievements. The research method depends primarily on quantitative research as well as on qualitative research secondarily. The samples derive from ones of the fifth graders in one elementary school in Taipei County. Based on the quasi-experimental design, one class was the experimental group who received the teaching integrated with science history, and the other one was the control group who didn’t. The research tools used by this study include “the Nature of Science Scale”, “the Attitude toward Science Scale”, and “Achievement in Natural Science Test”, additionally with the assistance of study sheets, questionnaire, and interviews, in order to understand students’ experiences and thoughts about teaching integrated with science history. In the process of analyzing data, the pretest-and-posttest data of each questionnaire were analyzed with analysis of covariance to understand the influence of teaching integrated with science history on pupils. Here are the results of this study： (1) In the perspective of “the Nature of Science Scale”, the experimental group got more grades than the control group and was significantly different from it. (2) In the perspective of “the Attitude toward Science Scale”, the experimental group got more grades than the control group and was significantly different from it. Further analyzing, “the Attitude toward science subscale” and “the Attitude toward Scientists subscale” were found to be up to significant difference. However, “the Attitude toward Learning Science subscale” didn’t reach significant difference. (3) In the perspective of “Achievement in Natural Science Test”, the experimental group got more grades than the control group but wasn’t significantly different from it. (4) The stories about scientists have a positive effect on pupils. Many students imply that they like scientific stories, which help them in science learning. Stories involved in historical events about conflicting concepts are easier to grasp students’ attentions and make them participate in discussion. In the process of teaching, the similarity between the progress of students’ concept development as well as their knowledge construction and the track of scientific development can also be found. Moreover, taking advantage of media such as computers or televisions contributes to interaction between teachers and students.
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Wang, Su-Huei, und 王素慧. „A Study on the Effect of Teaching Science History Integrated into Sixth Grade Science Class Toward Student’s Critical Thinking and Attitude Toward Science“. Thesis, 2007. http://ndltd.ncl.edu.tw/handle/15823640851192605165.
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碩士臺北市立教育大學
自然科學系碩士班
96
The purposes of this study were to integrate the effect of science history into sixth grade science class toward students’ critical thinking abilities, critical thinking disposition, and attitude toward science. This was a quasi-experimental research that was designed to be Solomon four-group design, and supplemented by qualitative data. The participants were four classes sixth graders conveniently sampled from an urban elementary school in Taipei City. The researcher adopted Test on Critical Thinking Abilities (TCTA), Test on Critical Thinking Disposition (TCTD), and Questionnaire on Learning Science Attitude (QLSA). Three units were selected as the teaching materials in the research, namely “weather changes”, “life and reproduction”, and “electromagnetic force”. The experimental group was taught with material integrating science history, while the control group was taught with regular material. Pre-test and post-test were held, data were statistically analyzed to investigate students’ critical thinking abilities, critical thinking disposition, and attitude toward science. Also, open-ended questionnaire and interviewing techniques were used to further explore the rationale. The major findings of this study were as follows: (1) Experimental group got significantly higher TCTA score than control group (P<.001). (2) Experimental group got significantly higher TCTD score than control group (P<.001) . (3) Experimental group got significantly higher QLSA score than control group (P<.001) . According to these results, some conclusions of this study were as follows: (1) Teaching science history would improve students’ critical thinking abilities. (2) Teaching science history had positive effects on students’ critical thinking disposition. (3) Teaching science history had positive effects on students’ attitude toward science.
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Chen, Yu-Ying, und 陳育瑛. „To Articulate Teaching Exemplars Integrated with History of Science Through Redesign Process with Critical Approach“. Thesis, 1998. http://ndltd.ncl.edu.tw/handle/76797180516920627355.
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碩士國立高雄師範大學
科學教育學系
86
This research was based on the idea of redesign process presented by Kenneth G. Wilson and Harbermas'' critical theory, as well as the exemplar constructism presented by Kuhn. It articulated the teaching exemplars, which had been integrated with history of science, through redesign process with critical approach. It also discuss the construction of redesign process system and provided what the research group had learned for the scholars to refer to. This research adapted the method of co-operative action inquiry and organized the research group by means of the ideas of redesign process. It discussed the key issues about how to integrate history of science into teaching. In addition, we hoped to reach the goal of articulating teaching exemplars in the interweavement of theory and practice with the help of the group members'' critical conversation and discuss. According to the performance of redesign process, the research brought up the main discoveries and outcomes: 1.The teaching exemplars combined with context could help teachers to understand the direction of integrate history of science into teaching and provide them with practical assistance in learning how to integrate history of science into teaching. 2.This research integrated the agreement of the research group in every issue by dint of offering the teaching exemplars integrated history of science, which had been articulated in the redesign process. 3.The research group could share quite a few knowledge and experience in redesign process; thus they could get improvement both in teaching theory and in teaching practice. The researchers also put forward their feelings and suggestions in the redesign process.
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Fu, Chiu Ming, und 邱明富. „An Action Research of the History of Science integrated Science Teaching to promote Elementary School Children’s Viewpoints of the Nature of Science and Attitudes toward Science“. Thesis, 2003. http://ndltd.ncl.edu.tw/handle/97271255480534451598.
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碩士國立屏東師範學院
數理教育研究所
91
An Action Research of the History of Science integrated Science Teaching to promote Elementary School Children’s Viewpoints of the Nature of Science and Attitudes toward Science Abstract This study adopted Action Research and explored the influence on 4th elementary students’ understanding of the nature of science and attitudes toward science through integrating the history of science into elementary school teaching in the domain of “Science & Life-Technology.” The nature of science researching group, including the researcher and five classmates, hold regular meetings, to develop “the model of students’ understanding of the nature of science”, which according to the “Capability Index of the Nature of Science in the Nine-Year Curriculum” and related literatures. Within “ The Power ”, “ The Living Things in The Water ”, “Photosynthesis” and “ The Shape And The Revolution of The Earth ” courses, we chose adequate materials on the history of science, developed the supplementary teaching materials, set the teaching goals and designed the questions to guide students to discuss the nature of science. With continuously revising, we hope to show a possible model of integrated the history of science into elementary school teaching. We selected the researcher’s students to be the participants and conducted the analysis through multiple assessment instruments such as teaching activities, teaching videotapes, students’ workbooks, the adequate questionnaires, the questionnaire of “the nature of science of elementary students” and “the instrument of interviewing the nature of science of elementary students” developed by the research group, and ” the questionnaire of elementary students’ attitude toward the nature of science” to understand the change of the students’ understanding of the nature of science and the influence on attitudes toward science. The results showed that the teaching models integrating the history of science into the elementary school teaching in the domain of “Science and Life-Technology” could enhance the participants’ understanding of the nature of science and their attitudes toward science. The researchers also gave suggestions to teaching and research in the future. Key words: history of science, the nature of science, attitudes toward science, elementary students
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Ying-Ni, Wu, und 吳盈妮. „The influences of science teaching integrated with the history of science on the conceptual Learning and toward science attitudes for the fifth grade students“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/67649946585981064007.
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碩士國立台北師範學院
自然科學教育研究所
93
The purpose of this study is not only to determine the feasibility and the influences of science teaching integrated with the history of science on the conceptual learning and toward science attitudes, but also to gain further understanding of the impact when students learn the history of science.The quantitative approach was adopted in association with qualitative data to help with interpretation. Sample students from fifth grade class in Taipei county were divided into experimental group (n=34) and control group (n=34) respectively, in accordance with an un-equal pretest-posttest quasi-experimental research design. Two units of material --“The Sun and Star” and “The Combustion and Rusting”-- were selected as the science history units. We evaluate the impacts of science teaching integrated with the history of science by comparing the difference of learning between the experimental group, whom was taught with science history, and the control group, whom was taught by the regular material. The instruments used in this study were: "The tests of conceptual learning about science" and " the scale of attitudes towards science”, " study sheets "," learning affected files " and" interviews " were also used after every instruction to uncover the student’s affect during learning. The results of the study are as followings: 1.The experimental group is significantly different with the control group in the conceptual Learning of all（F=4.689，p<.05）.For the unit of “the sun and star”, the students of experimental group got a higher measurement score than control group, but the experimental group isn’t significantly different with the control group. For the unit of “the combustion and rusting”, the students of experimental group got a higher measurement score than control group, and the experimental group is significantly different with the control group（F=8.374，p<.05）. 2. The experimental group is significantly different with the control group in attitudes toward science（F＝5.883，p <.05）, and post-test scores of scales on learning interest toward science is significantly higher than pre-test scores, but the importance of science, attitudes toward science activity, and attitudes toward scientist and scientific career not. 3. The science history instruction has significantly influence on elementary fifth grade pupils, who show positive attitude towards science history. Moreover, they started to be aware of the overall progress of science as well as the role scientist play in the history of science. 4. Through teaching integrated with the history of science, the positions of teachers and students were defined. The teaching became student-centered. Meanwhile, teachers also benefit from the student-oriented teaching regarding their' professional growth.
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王安順. „The Effects of Socioscientific Issues Integrated with Science Teaching on the Junior High Students’ Learning Attitude“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/45954899740387341464.
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碩士國立新竹教育大學
數理教育研究所
101
This research aims at the impact of socioscientific issues integrated with science teaching on junior high students’ attitude to learning about science. This study adopts nonequivalent pretest-posttest control group design (of Quasi-Experimental Design). The subjects are the junior high school students in Hsinchu City. They comes from two classes, with 26 (14 boys & 12 girls) in the experimental group and 26 (15 boys & 11 girls) in the control group. The experimental group receives three units of socioscientific issues integration teaching, while the control one accepts the traditional teaching. “Questionnaire on Different Learning Styles” and “Questionnaire on Attitudes to Learning Science” are the tools used in this thesis. As for the data analysis, Descriptive Statistics, T-test, Two-way ANOVA and Two-way ANCOVA are adopted. The main results of this study are as followed: 1.The students receiving socioscientific issues integration teaching perform significantly better in learning attitudes, motivation along with learning strategies than they used to. 2.The students receiving socioscientific issues integration teaching possess better attitudes (to the subject Science, the course and the teacher) than the control group, and have better motivation and learning strategies. 3.In students’ attitudes to the course as well as the teacher and their various strategies, different pedogogies do not at all correlate with distinctive genders, learning styles and academic scores, and no significant correlation in their attitudes to learning science and their motivation is found. 4.Pedagogy is highly correlative with academic performance in terms of students’ attitude and motivation to learning science. Lower achievers do better after they receive socioscientific issues integration teaching. The traditional teaching differentiates them from the average and high achievers. 5.Genders make no difference in learning the subject, the course, the motivation and learning strategies, except for the fact that girl students are more friendly to the teacher. 6.Learning styles have little to do with attitudes to learning the subject, the course as well as to the teacher, and with strategies. But sequential-type students are superior in motivation to the analytical, interpersonal and imaginative types. 7.Students’ learning strategies are not closely related to their scores. High achievers’ attitudes are remarkably better than low achievers’. And learners of both high and middle levels are more open to the teacher.
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He, Meng-Zhe, und 何孟哲. „Inquire how Mentor Teacher assist Novice teachers to Use Information Technology Integrated into Science TeachingInquire how Mentor Teacher assist Novice teachers to Use Information Technology Integrated into Science Teaching“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/12255588436291607630.
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碩士國立臺北教育大學
自然科學教育學系碩士班
98
This study first explored elementary school teacher’s perspectives, difficulties, and solutions of integrating information technology into science teaching through questionnaire survey of 300 elementary school science teachers in Taipei County. Then, researchers formed a group consist of three senior teachers and one junior teacher to discuss indispensable beliefs, designing curriculum and implement in integrating information technology into science teaching by focus grouping interview. After the discussion, videos of instructional cases were created and their reliability and validity were tested using the CIPP evaluation model. Finally, senior teachers and junior teacher interacted on an Internet platform. Through view and emulate the instructional cases, the junior teacher promotes competences for Integrating Information Technology into science teaching. The study revealed that (1) 90% of the surveyed elementary school teachers held a positive attitude toward integrating information technology into science teaching, regard as integration is helpful for both teachers’ instruction and students’ learning; (2) Teachers encountered many difficulties in integrating information technology into science teaching, including lacks of information technology facilities, competences for integrating information technology into science teaching, and inconveniently obtained teaching resources. (3) The main solution of the senior teachers was to use various information technology facilities such as projectors, computers, and the Internet to assist their instructions. The strategies for implementing information integrated into science teaching could be diverse, and principles and procedures proposed by the senior teachers could be a reference for curriculum design; (4) Videos of instructional cases offered by senior teachers could assist junior teachers to observe instructions, helping them improve their teaching competences. Based on the findings, this study proposed the following suggestions: (1) Junior teachers can watch the instructional cases of senior teachers when designing information integrated into science teaching. Then, improve their competences through observation, practice, and independent accomplishment of instructional designs; (2) When implementing information integrated instructions, suggest to adopt more constructivist-oriented strategies that are ensure higher learning effectiveness for pupils, such as POE; (3) Teacher training institutions are suggested to integrate practical cases and theories into their instructions on how to implement information integrated into science teaching. By integrating of theories and practice, they can increase the effects of their instructions.
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Chen, Fen-Lan, und 陳芬蘭. „Teaching Assessment of Science and Technology Curriculum Integrated with Environmental Education at Elementary Schools in Taimali Area“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/63847510863889275680.
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碩士國立屏東科技大學
熱帶農業暨國際合作系所
98
Since the industrial revolution in nineteenth century, human civilization and technology had advanced greatly, this also accelerated the destruction of the natural environment. The emerging issues of global warming, species extinction, resource depletion, and landslide diastrophism have made human beings aware of the importance of environmental protection. August 2009 Morakot typhoon hit Taiwan and caused a great disaster loss in southern Taiwan. Taking care of the environment and practicing protection action should be everyone's responsibility.The aim of this study is to evaluate the effect of Science and Technology Curriculum integrated with environmental education on the learning effectiveness of higher-graded students in the elementary schools of Taimali hsiang, Taitung County. Qualitative research and quantitative analysis were used to compare the differences between the experiment group and the control group. The collected data included pre-learning and post-learning questionnaires, learning sheets, pre-learning, post-learning quizzes, etc. Results demonstrated that the Curriculum of integration of environmental education into Science and Technology could significantly improve the students’ knowledge related to topics of typhoon and mudslides. In addition, it also had positive effects on the students’ environmental attitude, according to the results of questionnaires. For the teachers, knowledge, teaching skills, and ability to design the curriculum were significantly elevated. Together, integration of appropriate teaching materials, techniques, and activities into the curriculum is a feasible approach to achieve the goal of environmental education.
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Sithole, Khulekani Elliot Stephen. „An Integrated approach to technology education as a means of enhancing achievement in mathematics and science“. 1997. http://hdl.handle.net/10500/16049.
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The purpose of this study is to formulate guidelines upon which Technology
Education can be put into operation in the South African schools with
specific reference to standard eight students. The objective is to formulate
Technology Education guidelines suitable for and within the broad
framework of the South African curricula.
In attempting to translate Technology Education curriculum to South Africa,
the author explores the state of advancement in Technology Education in various developed and developing countries. The status, principles and
theoretical assumptions of Technology Education are also explored. The
role of the teacher in the Technology Education programme is also
discussed. Guidelines for Technology Education, including Technology
Education teaching strategies, guidelines for Technology Education
assessment standards and guidelines for integrating Technology Education, Science and Mathematics are also formulated. The author qualifies the significance of Technology Education in South
Africa through a pilot study over a year. The subjects of this (pilot) empirical
study consisted of a total of 175 standard eight students, 77 of who were in
a control group, who had received no tuition in Technology Education. A
group of 98 received tuition in Technology Education for a year.
The normal end of the year examination in 1994 measured academic
performance of the two groups. Performance in 1993 is also used in the
statistical analysis. The Univariate Analysis of Variance (ANOVA) is applied
in the analysis of data. Statistically significant differences are found between
the academic performance of these two groups in relation to the overall
Examination marks, English, Science and Mathematics marks.
Statistically significant differences are also found between the 1993 and
1994 performance of the experimental group after receiving Technology
Education tuition in standard eight in terms of the overall Examination, marks, English, Science and Mathematics marks. In the control group, no statistically significant differences were evidenced in
Mathematics, English and Science when comparing marks in 1993 and in
1994. It is only applicable in the average Examination mark. These results
confirm the role that Technology Education plays in enhancing performance in Science and Mathematics including English.Curriculum and Institutional Studies
D. Ed. (Didactics)