Dissertations / Theses: 'Chemistry Study and teaching Victoria'

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Wotley, Susan Elaine 1936. "Immigration and mathematics education over five decades : responses of Australian mathematics educators to the ethnically diverse classroom." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8359.

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Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.

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Jensen, Marie-Thérèse 1949. "Corrective feedback to spoken errors in adult ESL classrooms." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8620.

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Muthwii, S. M. "Classroom discourse in chemistry : A study of the teacher pupil discourse events in some Kenyan chemistry classrooms." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378744.

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McCall, Louise 1965. "Can continuing medical education in general practice psychiatry aid GPs to deal with common mental disorders ? : a study of the impact on doctors and their patients." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8363.

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Ladhams, Zieba Meagan. "Teaching and learning about reaction mechanisms in organic chemistry." University of Western Australia. School of Biomedical and Chemical Sciences, 2004. http://theses.library.uwa.edu.au/adt-WU2005.0035.

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[Truncated abstract] This study was carried out to investigate the teaching and learning processes occurring in the topic of reaction mechanisms in three tertiary level organic chemistry courses and focussed on investigating perceptions about the importance of teaching and learning about reaction mechanisms and about the difficult aspects of the topic .... In the organic chemistry courses under investigation, students achieved many of the explicitly stated aims that their lecturers identified. The students rarely achieved implicit outcomes anticipated by the lecturer. Lecturers demonstrate a tendency to use particular structural representations when discussing certain types of reaction process. The study identified that students commonly use these same types when working through particular reaction processes. In addition, it was found that the use of a particular structure could cue students into thinking about only one type of reaction process taking place in a given reaction. The use of language that is consistent with a consideration of only single reaction particles was also commonly observed in lectures. While this can be adequate in some circumstances, other aspects of reaction processes are better considered in terms of multiple reaction particles ... The project proposes an integrated model, which takes into account the many levels (macroscopic, single particle molecular, multiple particle molecular and intramolecular) involved when describing reaction processes. It is felt that a consideration of the levels discussed in this model is useful when teaching and learning about reaction mechanisms.

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Drechsler, Michal. "Models in chemistry education : A study of teaching and learning acids and bases in Swedish upper secondary schools." Doctoral thesis, Karlstad University, Faculty of Technology and Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-783.

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This thesis reports an investigation of how acid-base models are taught and understood in Swedish upper secondary school. The definition of the concepts of acids and bases has evolved from a phenomenological level to an abstract (particle) level. Several models of acids and bases are introduced in Swedish secondary school. Among them an ancient model, the Arrhenius model and the Brønsted model. The aim of this study was to determine how teachers handle these models in their teaching. Further, to investigate Swedish upper secondary students’ ideas about the role of chemistry models, in general, and more specific, of models of acids and bases. The study consisted of two parts. First, a study was performed to get an overview of how acids and bases are taught and understood in Swedish upper secondary schools. It consisted of three steps: (i) the most widely used chemistry textbooks for upper secondary school in Sweden were analysed, (ii) six chemistry teachers were interviewed, and, (iii) finally also seven upper secondary school students were interviewed. The results from this study were used in the second part which consisted of two steps: (i) nine chemistry teachers were interviewed regarding their pedagogical content knowledge (PCK) of teaching acids and bases, and (ii) a questionnaire was administered among chemistry teachers of 441 upper secondary schools in Sweden. The results from the interviews show that only a few teachers chose to emphasise the different models of acids and bases. Most of the teachers thought it was sufficient to distinguish clearly between the phenomenological level and the particle level. In the analysis of the questionnaire three subgroups of teachers were identified. Swedish upper secondary chemistry teachers, on the whole, had a strong belief in the Brønsted model of acids and bases. However, in subgroup one (47 %) teachers’ knowledge of how the Brønsted model differs from older models was limited and diverse. Teachers in subgroup two (38 %) and three (15 %) seemed to understand the differences between the Brønsted model and older models, but teachers in subgroup 2 did not explain the history of the development of acids and bases in their teaching. Instead they (as teachers in subgroup one) relied more on the content in the textbooks than teachers in the third subgroup. Implications for textbook writers, teaching, and further research are discussed.

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Jenkins, Dave A. "Teaching First-Semester General Chemistry Using 3D Video Games following an Atoms First Approach to Chemistry." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248376/.

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The unified learning model (ULM) focuses on students' engagement, motivation, prior knowledge, and working memory. This study employs the use of video games to assess students' learning through a 3D chemistry gaming environment. In this human-subjects research, students carried out missions and applied reasoning to solve problems appropriate for general chemistry content. For learning to occur, students must be engaged and motivated as stated in the ULM. Learning cannot necessarily be accomplished by experience alone, and critical thinking is required to turn the experience into learning. The interpretation of educational theory applied to video games and this proposed study are discussed. A moderately positive correlation was found between exam score and study time (playing the game). Essentially the more time spent playing the game or an online activity the higher the exam scores. There was an alpha level less than 0.05 (p < 0.05) between the experimental group and non-traditional group (no game or online activity). Supporting that there was a statistically significant difference between groups, the null hypothesis was accepted between the game and online activity. Furthermore, as stated under the ULM, engagement is necessary for optimal learning.

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Nhi, Phan Thi. "A study of chemistry teaching with environmental issues at Nhatrang University of Fisheries." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24224.pdf.

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Goold, Annegret, and mikewood@deakin edu au. "Factors affecting success in undergraduate computer programming." Deakin University. School of Management Information Systems, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051111.120545.

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The aim of the research is to investigate factors that may explain success in elementary computer programming at the tertiary level. The first phase of the research included the identification of possible explanatory factors through a literature review, a survey of students studying introductory computing, a focus-group session with teachers of computer programming and interviews with programming students. The second phase of the research that was called the main study, involved testing the identified factors. Two different groups of programming students - one group majoring in business computing and another majoring in computer science - completed a survey questionnaire. The findings of the research are as follows. Gender is of little significance for business students but there is an adverse gender penalty for females in computer science. Secondary school assessment is inversely related to outcomes in business computing but directly influences outcomes in the first programming unit in the computer science course. As in prior research, previous knowledge and experience were demonstrated to matter, A range of other variables was found to be of little importance. The research suggests that different problem-solving techniques might be relevant in business compared with those of use in computer science.

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Molina, Cathy D. "First-Semester General Chemistry Curriculum Comparison of Student Success on ACS Examination Questions Grouped by Topic Following an Atoms First or Traditional Instructional Approach." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799539/.

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This study uses the ACS first-term general chemistry exam to determine if one curriculum approach is more effective in increasing student success than the other based on their performance on the ACS exam. Two chemistry curriculum approaches were evaluated in this study; the traditional curriculum (TC) and the Atoms First (AF) approach. The sample population was first-semester general chemistry students at Collin College in Frisco, TX. An independent sample t-test was used to determine if there were differences in overall performance between the two curriculum approaches on two different versions of the ACS exam. The results from this study show that AF approach may be a better alternative to the TC approach as they performed statistically significantly better on the 2005 exam version. Factor analysis was used to determine if there were differences between the two curriculum approaches by topic on the ACS exam. Eight different topics were chosen based on topics listed on the ACS Examinations Institute Website. The AF students performed better at a statistically significant level than the TC students on the topics of descriptive chemistry and periodicity, molecular structure, and stoichiometry. Item response theory was used to determine the chemistry content misconceptions held by the students taught under both curriculum approaches. It was determined that for both curriculum groups the same misconceptions as determined by the Zcrit values persisted.

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Chambers, Rebecca Anne. "ABILITY GROUPING IN A COLLEGE CHEMISTRY LABORATORY COURSE." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275393.

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Gillbert, Catherine. "Female-friendly chemistry : an experiment to change the attitudes of female cégep students towards applied chemistry." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28758.

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This experiment demonstrated that it is possible to use classroom intervention to change the attitudes of female college students towards theoretical and applied chemistry. A pilot study was used to test the experimental design, develop measuring instruments and obtain some preliminary information on the attitudes of college science students. The experiment was of the pretest, post-test, experimental, control group design with a total sample size of 204 students. The treatment experienced by the experimental group consisted of a modified curriculum that included information about topics found by the researcher to be of interest to women, information about how chemistry benefits human health and the environment, a laboratory manual containing profiles of prominent Canadian women chemists and visits by women chemical engineers. Regression analysis of the data showed a significant positive change in the attitudes of the female students in the experimental group (p $<$.05) and there was some indication that more of them were contemplating a career in the theoretical or applied physical sciences. The experiment indicated the importance of sensitizing college instructors to the needs of female students. A series of recommendations for college instructors and the Ministry of Education resulted from this work.

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Fung, Yue Ling. "Development of a self-study and interactive study platform for the enhancement and improvement of learning and teaching in physical chemistry /." View abstract or full-text, 2008. http://library.ust.hk/cgi/db/thesis.pl?CHEM%202008%20FUNG.

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Ashby, Patrick Decla. "Critical Science Education in a Suburban High School Chemistry Class." Thesis, 2016. https://doi.org/10.7916/D84T6J5P.

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To improve students’ scientific literacy and their general perceptions of chemistry, I enacted critical chemistry education (CCE) in two “regular level” chemistry classes with a group of 25 students in a suburban, private high school as part of this study. CCE combined the efforts of critical science educators (Fusco & Calabrese Barton, 2001; Gilbert 2013) with the performance expectations of the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013a) to critically transform the traditional chemistry curriculum at this setting. Essentially, CCE engages students in the critical exploration of socially situated chemistry content knowledge and requires them to demonstrate this knowledge through the practices of science. The purpose of this study was to gauge these students development of chemistry content knowledge, chemistry interest, and critical scientific literacy (CSL) as they engaged in CCE. CSL was a construct developed for this study that necessarily combined the National Research Center’s (2012) definition of scientific literacy with a critical component. As such, CSL entailed demonstrating content knowledge through the practices of science as well as the ability to critically analyze the intersections between science content and socially relevant issues. A mixed methods, critical ethnographic approach framed the collection of data from open-ended questionnaires, focus group interviews, Likert surveys, pre- and post unit tests, and student artifacts. These data revealed three main findings: (1) students began to develop CSL in specific, significant ways working through the activities of CCE, (2) student participants of CCE developed a comparable level of chemistry content understanding to students who participated in a traditional chemistry curriculum, and (3) CCE developed a group of students’ perceptions of interest in chemistry. In addition to being able to teach students discipline specific content knowledge, the implications of this study are that CCE has the ability to affect students’ critical science thinking in positive ways. However, to develop longer lasting, deeper critical insights that students use to participate in science-related issues outside of class, critical science education must be enacted longitudinally and across disciplines. Furthermore, it must be enacted in ways that either prompt or help students to transfer classroom learning outside of the classroom as they engage in critical issues in the classroom.

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Lin, Dongyi, and 林東毅. "The Study of Scaffolding Theory in Polymer Chemistry by Tablets Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/04397990089664676892.

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碩士
靜宜大學
應用化學系
102
This study is to explore the design of the theoretical scaffolding teaching in the chemistry class, to be applied the research on the tablet (iPad), and to discuss the theoretical scaffolding with the students who are with different learning characters to get the conclusion. The object who attended general courses of Life-chemistry class in polymer chemistry courses divided into groups with random numbers of 30 people, one of groups is using by e-learning teaching systems, and the other one is using scaffolding tablet teaching systems. And we collected the scores of the exam as a comparison between before and after teaching. After having further proposals, providing scaffolding for the future learning theory is applied to different contexts and references. The following conclusions are collected after the end of the courses of polymer chemistry courses and analyzed by ANOVA according to each student’s characters. In polymer chemistry courses, the result with using scaffolding teaching on the tablet is better than e-learning platform’s. The students who are with low prior knowledge got more improvements than high prior knowledge ones. The effects for those who are in field-independent learning of scaffolding teaching are more suitable in polymer chemistry courses.

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Hansen, Sarah. "Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations." Thesis, 2014. https://doi.org/10.7916/D83B5X9H.

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Visual problem solving with multiple representations is a critical component of chemistry learning and communication. Understanding how students comprehend and utilize visual representations is key to improving chemistry education, and a multimodal approach to understanding how students tackle visual stoichiometry problems offers insight into misconceptions and difficulties that they face. A mixed methods approach was used, employing multimodal data (eye-tracking, drawings, oral responses, and visual problem solving scores) to study participant interaction with representations and develop a framework for understanding college general chemistry students' metavisualization skills. Student performance during a PhET interactive simulation chemistry game was investigated using eye-tracking and qualitative analyses of a talk aloud protocol to isolate key mental blocks contributing to the participants' misconceptions. Cluster analysis and principal component analysis of gaze patterns revealed that participants follow coherent patterns when solving visual problems with multiple representations with respect to the equation, submicroscopic representations, and numbers provided in the question. Participants were divided into high and low score groups based on quantitative analysis of responses to key questions associated with the conservation of mass in stoichiometric analysis and the groups were further investigated using the of multimodal responses from individuals within each group. Eye-tracking and cluster analysis were found to be valuable tools for framing how students solve chemistry problems with multiple representations.

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Lo, Yu-Shih, and 羅宇詩. "The Study of Scaffolding Theory In Water Chemistry By Web- Based Teaching." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/86800409678357091283.

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碩士
靜宜大學
應用化學研究所
90
This web site applies the computer auxiliary teaching method to represent " the chemical of water" which is difficult to comprehend in teaching and understanding. The students can build a bridge between web site and the science of abstract and real scene in our daily lives, then followed by" scaffolding teaching " .It is focused on the processes of" Auxiliary building ". The method is based on the science of real questions which the foundation of experience and technical knowledge that experts share some of burden of knowledge that students can promote zone of proximal development. And students can also expand the basic knowledge to build a perfect knowledge system. The result of the study has shown, (a) The web page design: According software designer and chemical teacher, the web page design structure, context of teaching, status of operation, and the whole design system are very active and interesting. (b) Learning effect: Statistical analysis show that students who visit the web site progress in their learning. Through ANOVA analysis results, the scaffolding chemical learning web site has a good effect in low innate knowledge. As we classify students by different collage department, we can know non- chemical students use this web site to improve their knowledge of "Chemistry of Water". In the part of learning type appears that the field-dependent learning has greater effect by scaffolding teaching. And gender difference did not influence the learning effect.

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Ruangruchira, Natsuda. "Effects of advance organizers on student acheivement in general chemistry." Thesis, 1992. http://hdl.handle.net/1957/36395.

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The purpose of this study was to investigate the effectiveness of an expository advance organizer on the achievement of students in a general chemistry course. The subjects included 181 first year college students enrolled in 12 sections of general chemistry at the Chulachomklao Royal Military Academy, Thailand. The subjects were randomly assigned by section into two treatment and control groups. The treatment groups received an advance organizer or an introductory passage prior to instruction. The control group received no treatment prior to instruction. The equivalence of the control and two treatment groups at the beginning of the study was determined by the application of a teacher-made pretest. No significant differences in chemistry achievement were found among the three groups. Prior to classroom instruction and laboratory instruction, the advance organizer group received expository organizers, and the introductory passage group received introductory passages to read and study. The treatment period covered 21 days of instruction. Upon completion of all study material, a teacher-made achievement posttest covering the material taught during the study was administered to all groups. The posttest was administered again two weeks later as a retention test. Achievement test scores were analyzed by use of a one-way analysis of variance. The results indicated that the advance organizer group performed significantly better than the control and introductory passage groups on the achievement posttest and retention test. Theses findings provided evidence that an expository organizer facilitated learning and retention of general chemistry more than an introductory passage and no treatment. These results supported Ausubel's Advance Organizer Theory in the facilitating effects of advance organizers on student achievement.
Graduation date: 1992

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Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.

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Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.
This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.
This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.
The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.

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Robertson, Kathryn. ""It really felt real": the introduction of simulated patients to the Communication Skills Course for third year medical students at the University of Melbourne." 1999. http://repository.unimelb.edu.au/10187/2148.

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Communication skills are essential to the practice of medicine, and are now included in most medical curricula. Training in communication skills requires an experiential approach to teaching and assessment that focuses on mastery of performance. Simulated patients were introduced to the Communication Skills course for third year medical students at The University of Melbourne in 1995. This thesis describes the evaluation from the first two years of their use, and is set within the body of literature regarding this innovative educational method. The fundamental research question was: Did the introduction of simulated patients represent an improvement and enrichment in the teaching of communication skills to third year medical students? A qualitative evaluation was undertaken by focus groups with students, tutors and simulated patients, and by student questionnaire. (For complete abstract open document)

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Elliott, Michael Jeffrey. "On the role of the laboratory in learning chemistry." Thesis, 2006. http://hdl.handle.net/2152/2529.

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Tuckey, Helen Patricia. "Testing and improving students' understanding of three-dimensional representations in chemistry." Thesis, 1989. https://hdl.handle.net/10539/24348.

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A Dissertation submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, for the degree of Master of Education.
Three-dimensional visualisation is an important skill in chemistry but one in which many students experience difficulty. The main aims of this research were to identify the nature, extent and particularly the reasons for university students' difficulties in three-dimensional thinking and to devise teaching strategies for overcoming them. The research was restricted to the simpler aspects of three-dimensional thinking; it dealt only with rotation and reflection of simple molecules. The component steps required for the solution of three-dimensional problems were identified, and students' competence in these steps was tested. Pretest results showed that the students initially had poor visuaIisation skills. The main reasons for their difficulties were identified to be: (a) inability to visualise the three-dimensional structures of molecules, using the depth cues; (b) lack of precise understanding of the meaning of the phrases used in the questions (such as rotation about the X-axis; reflection in the XY plane); (c) inability to visualise the orientation of the axes and planes and of the positions of the atoms after an operation. A ninety minute remedial instruction programme on those aspects which caused difficulty was found to be enough, as shown by an analysis of covariance, to improve the students' visualisation skills very significantly (p < 0,01).
AC 2018

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Jivan, Roshni Chagan. "Attitudes of learners towards physics and chemistry." Thesis, 1999. http://hdl.handle.net/10413/4378.

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The study investigated the attitudes of high school learners towards Physics and Chemistry. The learners were in Sastri College, a high school in Kwa-Zulu Natal. The study also investigated the relationship between attitude and performance. The sample consisted of 50, Grade 12, Physical Science learners. The data was collected by means of a questionnaire, a semi-structured and individual interviews and the matriculation results from the Department of Education and Culture. The SPSS package was used to analysis the quantitative data. The interviews were used to qualify and elaborate on the statistical findings. The findings showed that majority of the learners had a positive attitude towards Physics while few learners had positive attitude towards Chemistry. It was also found that attitude did not affect the performance of the learners and there was no gender difference between attitudes and performance.
Thesis (M.Ed.) - University of Durban-Westville, 1999.

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Dissertations / Theses on the topic 'Chemistry Study and teaching Victoria'

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