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

Fifty years ago there were no stored-program electronic computers in the world. Even thirty years ago a computer was something that few organisations could afford, and few people could use. Suddenly, in the 1960s and 70s, everything changed and computers began to become accessible. Today* the need for education in Business Computing is generally acknowledged, with each of Victoria's seven universities offering courses of this type. What happened to promote the extremely rapid adoption of such courses is the subject of this thesis. I will argue that although Computer Science began in Australia's universities of the 1950s, courses in Business Computing commenced in the 1960s due to the requirement of the Commonwealth Government for computing professionals to fulfil its growing administrative needs. The Commonwealth developed Programmer-in-Training courses were later devolved to the new Colleges of Advanced Education. The movement of several key figures from the Commonwealth Public Service to take up positions in Victorian CAEs was significant, and the courses they subsequently developed became the model for many future courses in Business Computing. The reluctance of the universities to become involved in what they saw as little more than vocational training, opened the way for the CAEs to develop this curriculum area.

The goal of this study is to observe if having more interactivity and media richness in teaching will lead to more meaningful learning and remembering information longer, compared to more traditional teaching such as books and slideshow presentations. It has been revealed that using multimedia tools such as video games, which use different cognitive load-reducing methods, can help the learner use less irrelevant cognitive process. This will lead to more cognitive load being assigned to more relevant materials. Two groups of participants were compared to each other, where one group was asked to play a video game containing historical information about the city of Skövde, while the second group was presented with a slideshow containing the historical information but only as simple text. The results from the experiment suggested that there is a significant difference between the two groups, meaning the participants who were asked to play the video game has less difficulty in recalling information after 7 days compared to the group who only read the slideshow presentation.

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This MA thesis investigates the decision to marginalize History in C2005 at a time when there were expectations of the importance of the discipline in a democratic South Africa. It argues that the marginalization of the discipline in C2005 was not solely based on pedagogical reasons, but that it might have been influenced by political agendas. My research provides support for this view with evidence of the procedures inside the relevant government education policy committees. In addition, it explores the debates and processes that led to the reinstatement of the discipline in the Revised National Curriculum Statement for schools that was approved in April 2002 by the South African Cabinet..."

There is concern that school history is often purposeless, taught by chalk and talk and textbook methods, giving thin and unassimilated information. At a time when subjects are under increasing scrutiny and pressure to justify their existence as relevant in the school curriculum, many of the defects inherent in the 'traditional' approach to history have made it difficult to present a forceful and valid argument for its continued inclusion as a school subject.This has led to the adoption of new approaches which are designed to get pupils more actively involved in their learning. One such approach was adopted by the Schools Council 13-16 project in Britain. It laid emphasis on the methodology of the subject and identified five ways in which history could prove to be a useful and necessary subject for adolescents to study. These were: as a means of acquiring and developing such cognitive skills as those of analysis, synthesis and judgement; as a source of leisure interests; as a vehicle for analysing the contemporary world and pupils' place in it; as a means for developing understanding of the forces underlying social change and evolutioni and, finally, as an avenue to self-knowledge and awareness of what it means to be human (Introduction, p. ii)

This dissertation was motivated by the decline in percentage of the number of Standard 10 pupils who offered History for the National Senior Certificate (Matriculation) Examination in the Mathole Directorate in the Ciskei from 1987 - 1990. The research revealed that the decrease in the number of pupils doing History in Standard 10 did not indicate loss of interest in the subject. Instead, the multiplicity of new subjects introduced in the school curriculum and some peculiar subject combinations in some schools forced some pupils (reluctantly) to reject History as a school subject. Those who chose to do History in Standard 10 showed their liking for the subject and expressed their interest in it. The study took the form of a survey through the use of questionnaire and informal chats with pupils and teachers on their views about History as a school subject. A questionnaire was designed for pupils offering History in Standard 10 and administered in four of the eight Senior Secondary Schools in the Mathole Directorate in Ciskei. Generally, work on pupils' interest in and attitude towards History as a school subject is very rare. Some of the few available works merely compare pupils' liking for History as opposed to other school subjects and when the response is not favourable; conclude that pupils in Senior Secondary Schools do not enjoy studying History. Pupils' interest in and attitudes towards the subject, the extent of their interest, the causes of their attitude and the internal and external influences on their interest in and attitudes towards the subject were neglected by earlier works, but have been given attention in this study. As a result of very little available work and material, pupils' responses to the questionnaire formed the basis of the material used in this work. A large number of pupils' responses was put in tables according to sex instead of schools. Where applicable, X2 tests were administered to see if there were any appreciable statistically significant differences between the responses of the boys and girls. In most cases where the X2 tests were applied, no statistically difference was noticed. The study showed more boys than girls showing interest in and positive attitudes towards History. The general picture of the study showed a deviation from the view commonly expressed by other studies that pupils in modern Senior Secondary Schools do not like History. As this study revealed, it is not the subject itself that pupils did not like, but the way it is handled by some teachers and lack of teaching aids to concretise events. This leads to the role of Teacher Training Institutions: which must be to produce the versatile, duty-conscious and innovating History teacher to revolutionise History teaching to make History alive to pupils.

When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.
Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.

博士
玄奘大學
中國語文學系碩博士班
98
Education is the cornerstone of a country. And the initiative education has the heavy effect to Personality Molding. A textbook for ignorant people in the Tang Dynasty have a Remarkable advances have been made .In DunHuang, not only governments’ but also private education are popular. By these books,we can understand the historic documents of DunHuang Handwritten Books and the mass historical sense systematically and comprehensively . The purpose of this study is to make sure its historic-material value of this book regarding the Tang Dynasty history through proofreading the content ,the style and the development of the historic test book, to inspect the meaning of the mass historical sense, and to analyze the author’s ideas of compiling historic documents. In other words, I hope to understand the common historical sense in DunHuang thoroughly and deeply.

碩士
國立臺中教育大學
美勞教育學系碩士班
94
This study is mainly about the progress of the contemporary art thinking on the art history teaching methods, and on the development of the Big Idea art integrated curriculum, which focus on the students experience by art history oriented teaching curriculum. Besides observing the development of the teaching curriculum process, a researcher should reconsider the structure of the teaching curriculum by the students’ learning and exploring procedure. However, the study how postmodern art thinking influence the learning method of art history and interaction between a teacher and the students in a classroom. The purpose of this study is to help students getting aesthetic training and experiences through the integrated art history classroom activities. This study is based on the research of inquiring the change of the art history teaching method from the art perspectives, exploring the basic theory and the related concept of Taiwanese art history teaching, developing core of the integrated art history curriculum, and evaluating the teaching result of art history integrated curriculum. The action research associates the teaching practice with the theory of art history teaching method by two sections of curriculum planning. With the structure of the theory and the planning of the curriculum, the researcher teaches the Taiwanese art history, analyzes the teaching processes, and finds the answers of the studying questions. During the research, one finds the combination of art history teaching and the Big Idea is a useful model that can touch students’ life. Therefore, this discussion about community and power topic should be in the planning of the curriculum. After considering the students’ pre-requisitie knowledge, step-by-step, one can improve students’ high thinking ability about the art history. During the student-oriented teaching process, one can help students to construct the aesthetic training and experience about the art history through the criticism teaching method of discovering, communicating, introspecting, and six art history teaching steps.

碩士
國立臺灣師範大學
課程與教學研究所
101
Teacher’s teaching is the key element in classroom, which is not only affected by the education context, but also related to teacher’s background, experience and teaching profession. Moreover, students’ characteristics, interests and competence might make effect on teacher’s teaching as well. All factors make teaching environment complicated and dynamic, and thus, teachers must be considerate while teaching and interacting with their students. Hence, it is necessary to discuss and analyze teachers’ teaching transformative processes and the influence elements of transformation. This study aims to understand teachers’ transformative processes and the influence elements of transformative act in classrooms. The purposes of the study are as follows: (1) discover teachers’ teaching transformative processes; ( 2) analyze the influence elements of teaching transformative processes on teaching; (3) provide some suggestions for teacher. To fulfill the above-mentioned purposes, in-depth interview, participant observation and teaching documents are employed to collect empirical data in this qualitative case study. Teacher’s teaching transformative act may differ by the following elements: (1) teachers’ background and experience; (2) the understanding of learners. Keywords: teaching, teaching for transformation, teaching processes

自2001年推行課程改革以來，課程發展議會和教育局力倡以「探究學習」作為中國歷史科的教學策略；與此同時，香港考試及評核局亦引入「歷史資料題」作為本科公開考試的評核題目，可見其受重視之程度。初中中國歷史科雖仍然沿用1997年頒佈的課程文件，然而不論是教科書的編寫，或是教師的日常課堂教學，亦加入了歷史探究和史料學習的元素。本研究透過與來自六所中學的十二位任教初中中國歷史科教師和三十一位中三級學生的訪談，檢視歷史探究和史料學習在香港初中中國歷史科的實踐概況。綜合而言有三項重要發現。
第一，課程變革下，香港中學的教學範式起了巨大轉變，一方面帶動教師反省本科教學的本質；另一方面促進學科教師能接納和掌握以學生和能力為本的教學範式和策略。再加上新高中學制施行，加劇學科之間的競爭，修讀中國歷史科學生人數銳減，直接影響學科的生存空間。以上各項變化，引發歷史探究和史料學習在初中中國歷史科的開展，正反映教師在回應課程和新高中學制改革下「審時度勢」的課程實踐。
第二，研究發現教師在教學層面實施這種模式時，產生理念與實踐之間落差。究其原因是源於歷史探究理念與中國傳統史學之間的張力，以及教師對歷史知識與探究能力之間關係的理解。這反映在實踐過程中，未有充份注意學科本身的特質，形成張力，甚至衝突，導致在教學層面產生兩難局面。在課程實踐過程中，教師從中判斷取捨和調適，結果在實踐程度時有所限制，因時、因人而形成差異。
第三，研究亦探討學生在這種學習模式下學習結果，就知識方面而言，他們對於理解歷史時序、變遷和因果關係的概念都傾向以「個別」事件、線性發展過程和史實知識為主，未能充份運用這些概念建構「歷史圖像」，解說複雜交錯的歷史現象。技能方面，香港中國歷史科課程和教學當中，缺乏全面培養和提高學生的中國語文理解和表達能力的策略，影響學生理解和應用歷史資料的能力。同時，學生表示對掌握史實知識較有信心，但對史論知識和歷史探究方法卻拿捏不足。態度方面，學生認為學習歷史能與自己生活處境結合，成為理解當前社會各種現象的對照，同時，歷史探究可增加學習歷史的興趣。
就上述三項發現，再參考相關歷史探究與史料學習的理論文獻和實證研究，本研究提出兩項建議。對課程設計者而言，課程組織要突破編年體與議題取向的兩極爭議，課程內容則要協助學生釐清歷史概念涵義，建立歷史圖像觀念。對課程實踐者而言，其一是宜嚴謹而有系統地將歷史思維能力和學生認知階段配合起來並作出規劃，設定各年級需達致的學習目標，並在課堂活動設計貫徹執行，以喚起學生持久學習歷史的內在動機。其二是建立歷史探究與史料學習的課堂常規，協助學生克服學習難點 。
"Enquiry study" has been advocated by Curriculum Development Council and Education Bureau as a teaching strategy in secondary Chinese History since the curriculum reform launched in 2001. Also, the "data-based question" was introduced as an assessment question type in the public examination of Chinese History. Although the junior secondary Chinese History teaching is still following the curriculum document of 1997, the historical enquiry and source-based study elements have been included to the textbook and daily teaching practice. This research interviewed 12 junior secondary Chinese History teachers and 31 S3 students from six secondary schools in order to examine the implementation of the historical enquiry and source-based study in junior secondary Chinese History in Hong Kong. The three major research findings are as follows.
First, there is a teaching paradigm shift under the curriculum reform. This not only promotes teachers’ self-reflection on the nature of the subject they teach, but also facilitates their adoption and mastery of the student-centered and generic skill-based teaching paradigm and strategy. In addition, given the dramatic drop in the number of students taking Chinese History under the new senior secondary reform, the competition among subjects has become more intense. The survival of Chinese History as a subject has become a critical concern of subject teachers. In response to the above changes, the historical enquiry and source-based study was initiated as a "pragmatic approach" to the curriculum change and new senior secondary reforms.
Second, there is a discrepancy between the philosophy and the implementation of historical enquiry and source-based study in classroom teaching. Such discrepancy was originated from two factors namely: "the tension between the philosophy of enquiry and the traditional Chinese historiography" and "the relationship between historical knowledge and competence in making enquiry study". It was revealed that the tensions and conflicts were formed due to inadequate understanding of the nature of the subject. In order to deal with this dilemma, teachers may exercise more professional judgment and adaptation in their classroom teaching. However, the effectiveness of implementation is subject to personal and contextual differences.
Third, the research has examined the students’ learning outcomes through historical enquiry and source-based study. In knowledge aspect, students have shown understanding of the concepts of chronology, change, and cause and effect in an individual historical event, a linear historical process and historical facts. Yet, they cannot use these concepts to construct a holistic "historical picture" to explain the complicated historical phenomena. In skills aspect, the relative lack of Chinese interpretive and expressive skills training in Chinese History teaching has limited in the students’ understanding and use of the historical sources. Moreover, students have shown more confidence in handling factual knowledge than in historical interpretation and enquiry competence. Finally, for the attitude aspect, students hold the view that learning history can help them to understand the interactions, diversities and rapid changes in today’s world. Besides, historical enquiry can arouse students’ interest in studying history.
Based on the above research findings together with reference to the literature review and empirical studies of historical enquiry and source-based studies, two recommendations are proposed. For the curriculum developers, they should break through the polarised conflict between chronological framework and theme-based curriculum organisation. Also, they should clarify the implication of historical concepts and, build the concept of ‘historical picture’. As for the curriculum implementers, teachers should try to sustain students’ motivation through a well-planned school-based history curriculum with clear learning objectives developed in line with the history thinking capacities and cognitive development of students at different stages. Moreover, teachers can help students to overcome their learning difficulties in by institutionalising the regular teaching and learning practices of historical enquiry and source-based study.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
區寶文.
Parallel title from added title page.
Thesis (Ed.D.) Chinese University of Hong Kong, 2015.
Includes bibliographical references (leaves 206-216).
Abstracts also in English.
Ou Baowen.

碩士
國立彰化師範大學
科學教育研究所
90
This study is inquired into the mathematical cognition of the first grade students in the vocational school in teaching experiments based on the history of mathematics and raised the growth of teaching ability of the researcher. The study applied action research and qualitative research. The researcher adopted the work sheets for the mathematical activities to teach and designed an environment to help students to solve problems by cooperative learning. During the interaction of teacher and students, the researcher used the information processing approach to analyze the students’ learning about mathematics and analyzed the triangulation according to work sheets, learning diary, evaluation, interviews, teaching diary, and so on for ensuring the research validity. The findings of this study are in the following ： The aspect of the mathematical cognition. 1.The students were forced to memorize the multiplicative identities without comprehension. 2.The students dealt with quadratic equation by different ways, such as generate-test method, across-multiplication and formula of root besides the completing the square taught by the researcher. 3.The students’ efforts in learning were confirmed during the manipulation. Some of them pieced up the cardboard, folded the paper and calculated the dot. It stood for that students used mathematical knowledge during the manipulation. 4.The same mathematician’s anecdote gave the students different feelings or meanings. Some of them thought that they would be never as successful as those famous mathematicians since they didn’t have the gifts for mathematics. The aspect of the growth of teaching ability. 1.The researcher found out the blind spots of teaching by reflection. After reviewing the teaching raw data, the researcher found out his teaching misconception besides no manipulation right away after interviews with students. 2.The researcher improved his ability of making work sheets. During making work sheets, the researcher read documents about the history of mathematics to enhance the events and perspectives, and adopted the separation principle to divide the topics into parts clear and manipulative. 3.The researcher improved his ability of using information processing approach. The reason was that those methods such as students’ manipulation and discussion belonged to the information processing approach’s category and help to analyze students’ mathematical cognition. 4.The researcher realized that the importance of learning from the students. The reason was that learning from students made the researcher knows how to make work sheet to lead student learn from their learning problems and difficulties. 5.The researcher had to use different teaching strategies. The researcher could use cooperative learning or encouragement and reward to design an environment to assist student to learn better.

碩士
弘光科技大學
護理研究所
105
Disadvantages of traditional teaching methods are teacher-oriented, in a lecture style and inflexible; students are generally passive learners without critical thinking. Recently, the concept of “flipped classrooms＂is popular; in that way, students are actively involved in knowledge acquisition and construction as they participate in and evaluate their learning. In view of few researches applied flipped teaching in nursing education, the study aims to implement flipped teaching to the course “Nursing History” in order to understand students’ learning performance, effect, viewpoints and satisfaction. Case study research is adopted in the study. There are 60 subjects, who are students of Nursing Department in a two-year college of continuation education in central Taiwan. In addition to participant observation, the relevant data are collected with questionnaire in using Hong MOOCs. The main findings are as follows. (1) The subjects whose average grade reached 80 accounted for 50 % of the students taking the course. The subjects had good academic performance from good to excellent. (2) The subjects made progress in using E-System. (3) Instruction objectives were achieved on the whole. (4) As to evaluate the instructor, the subjects positively agreed on the instructor’s professional acknowledge, teaching enthusiasm, and willing to help students out after class. However, the items, adjusting teaching methods according to students’ learning or feedback and evaluating students’ grades fairly, were scored lower in the final than in the midterm. (5) There was no statistical significant difference on students’ self-evaluation; however, the scores were higher. (6) In general, the subjects acknowledged the implement of flipped teaching in the course with satisfaction. With the study, we hope to provide a reference for nursing instructors who implement flipped classroom teaching in the future.

碩士
國立臺北教育大學
課程與教學研究所
98
Abstract Teacher while delineating a teaching blue print, rely on impossibly and only is a theories knowledge, include among them of is the teacher is personal a set of processing teaching affairs produced is in the teaching field the area of system. The researcher wants to investigate how teacher in the junior high school carry on the teaching, fored the actual teaching that the teacher is real in the classroom and combines "teach what" with "how to teach", is the concern focus of this research. The history part focusing teacher's teaching to learn realm at the society. According to the above-mentioned research motive, this research aim is inquiring into history teacher's history cognition toward textbook in junior high school, and this study using a case study to enforce on inspiring the teaching process of teacher’s historical thinking. The teacher of individual case is for research object, experience successively five months ( 2007.6~2008.1 ) of the observation of the classroom scene, assist with interview, document analysis etc. strategy, get a following research detection and conclusion: 1. The individual case teacher's foundation of the history cognition, because of the academics knowledge learned by it, practice teaching experience and the practice guides a teacher and attends school experience and influences very much. 2. The individual case teacher still over-emphasizes the professor of statement knowledge in the operation the curriculum, the only a little amount history knowledge has the meaning of the history academics "investigation". 3. The individual case teacher is in the statement the ideal concerning how let the student learn historical viewpoint, often is actual with it of operation curriculum and fall to differ. 4. The individual case teacher believed deeply the accumulation of teaching knowledge and teaching experience and contribute to the curriculum operation of history teaching. Finally researcher according to the research put forth a suggestion to the junior high school teacher, junior high school and follow-up researcher as a result.

The purpose of this dissertation is to clarify the emergence of quaternions in order to make the history of quaternions less opaque to teachers and students in mathematics and physics. ‘Quaternion type Rotation Groups’ are important in modern physics. They are usually encountered by students in the form of: Pauli matrices, and SU(2) & SO(4) rotation groups. These objects did not originally appear in the neat form presented to students in modern mathematics or physics courses. What is presented to students by instructors is usually polished and complete due to many years of reworking. Often neither students of physics, mathematics or their instructors have an understanding about how these objects came into existence, or became incorporated into their respected subject in the first place. This study was done to bridge the gaps between the history of quaternions and their associated rotation groups, and the subject matter that students encounter in their course work.