Dissertations / Theses on the topic 'Junior cycle'

This thesis is concerned with curriculum policy enactment in the field of lower secondary education in Ireland. The research illuminates the experiences of teachers and school leaders in three pilot schools who were enacting a new Junior Cycle (JC) curriculum on a trial basis, prior to national roll-out to schools across the country. This reform, recognised by many as the most significant in the history of Irish education, has been marked by slow introduction, fragmentation and high levels of contestation from teacher unions. The initial aim of this research was to generate theory on the perspectives of key stakeholders regarding their enactment of this new curriculum, as described in A Framework for Junior Cycle, released by the Department of Education and Skills (DES, 2012). The research agenda lay within the interpretivist paradigm and followed a grounded theory methodology. The main method employed was both group, and individual, focussed interviews. Ball’s policy cycle (with modifications by Lesley Vidovich) provided a conceptual framework through which to analyse how teachers and leaders in the pilot schools had interpreted The Framework and translated it into practice across different levels of policy enactment. As the study progressed, the nature of what was being generated through the process of theory construction indicated that what was of central concern for participants was matters to do with context. Thus, in keeping with interpretive and grounded theory approaches to research, it was deemed necessary to re-orientate the aim to allow for a more specific interrogation of the contexts that influenced the enactment of The Framework. Consideration was given to the influence of school and system contexts on actors’ interpretations of JC reform and its translation into practice. The results of the study suggest that curriculum policy and the management of the reform process at a system level influenced actors’ interpretations of JC reform, whilst the management of school policy and participant values influenced its translation into practice. A new concept, contextual leverage, illuminates how policy can be managed to bring about a shared meaning of the purpose of JC curriculum at a school and system level. A context-centric theoretical model is presented, which reconciles the other concepts constructed in the study to describe how JC reform has been contextually mediated and institutionally rendered. Consequently, this study offers a contribution to knowledge that responds to the dearth of contextualised policy responses in the change literature. It looks to move beyond the truism that ‘context matters’ in curriculum policy enactment through illuminating what contexts matter, how they matter and why. This research presents, and expands upon, statements regarding why context matters for schools, for policy analysis and for system level governance. Context, in this regard, is not bleached into the background of the policy landscape but rather becomes a centralised, active force through which we can understand and mediate change better.

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This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country
Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país

Years of high stakes testing and managerial directives to improve student test scores created a trend of teachers’ declining sense of efficacy and agency. Researchers have yet to examine the perceptions of teachers following requirements to improve student engagement and school climate in an effort to improve academic performance following the authorization of local and national educational accountability reforms. The purpose of this study is to examine how teachers perceive their efficacy and agency in response to the addition of nonacademic measures and the requirement of documented input from teachers and other stakeholders into educational policy planning procedures. Veteran K-12 teachers’ responses to survey and interview questions were coded, analyzed, and organized into themes to generate an educational theory. Grounded Theory Methodologies (GTM), Culturally Responsive Methodologies (CRM) and Critical Pedagogy (CP) informed data collection methods and theoretical foundations for this study. The creation of a safe dialogical space between the practitioner researcher and participants developed a relationship for both to engage as co-researchers. Teachers discovered renewed senses of efficacy and agency while acknowledging their leadership potential in schools and the community. This study and further practitioner research with teachers in schools will inform pre-service education training programs and confirm teachers’ role as critical intellectuals in American society.

Le but de l'éducation est d'aider les individus à construire leur personnalité, et c'est le rôle de la formation scolaire de les aider à acquérir la culture nécessaire ainsi que le pouvoir de mieux juger afin de vivre mieux. La culture a un aspect universel et un aspect contingent. La culture jusqu'au 20ième siècle comprend essentiellement les humanités et les arts, mais par la suite la connaissance des sujets scientifiques acquière une signification très importante. La culture n'implique pas seulement la connaissance des textes classiques. Le philosophe Jose Ortega y Gasset, d'origine espagnole, décrit la culture " mission de l'université " en 1930 : " la culture est un système de diverses idées que chaque époque possède. Plus précisément, c'est un système de diverses idées qui caractérisent une époque donnée". Quel est le système des diverses idées de notre temps ? Nous dirions que c'est la science. La caractéristique principale de la culture moderne est qu'une grande partie de son contenu provient du domaine scientifique. Cependant, au début des années 90, la désaffection pour la science est devenu un phénomène constaté non seulement au Japon mais aussi en France et dans d'autres pays du monde1). Le Japon, un pays de petite surface, et pauvre en ressources naturelles a pu avoir une croissance économique sans précédent après la deuxième guerre mondiale grâce à la rénovation technique basée sur la science. La société économique moderne a été appuyée par la science et par la technologie au sens large du terme. Depuis longtemps, on considère que la société de 21ième siècle est basée sur la connaissance et , si l'on pense à l'avenir des pays, la désaffection des jeunes pour la science est une situation alarmante. Comment comprendre ce phénomène . En réalité, ce n'est pas la première fois que la séparation entre la connaissance littéraire et scientifique est observée. Charles Percy Snow, qui était conseiller de la Science du gouvernement britannique a déjà sonné l'alarme dans son ouvrage " The two Cultures " en 1959 : " L'incompréhension complète de la science est le centre qui influence tout ". En effet, parce qu'un intellectuel littéraire ne comprend rien à la science, il devient de plus en plus anti-scientifique. De l'autre coté, parmi les scientifiques, l'incompréhension s'accentue entre les scientifiques littéraires et les scientifiques des sciences appliquées. Le progrès et le développement des sciences et technologies ont conduit à la spécialisation et à la scission des études. Durant le 20ième siècle, les cas d'incompréhension mutuelle se sont enchaînés. Cette attitude " de ne pas essayer de se comprendre mutuellement " pourrait être liée fondamentalement à la désaffection de la science de nos jours. Cette observation de Snow constatée au sein de la communauté scientifique se prolonge à la société entière au fur et à mesure des années, et devient apparente lors des années 90. L'attitude de la société " des adultes " influence le sens des valeurs des enfants [. . . ]
The goal of the education is to help people build their personality, and it is the role of the school training to help them acquire the necessary liberal arts as well as the power of having a better judgement to a better living. Liberal arts has a universal and a contingent aspect. Until the 20th century the liberal arts essentially contains the Humanities and the Arts, but later the knowledge of scientific subjects acquires a very important meaning. The liberal arts does not only imply the knowledge of the classical texts. The philosopher Jose Ortega y Gasset, of Spanish origin, described the liberal arts " Mission of the University " in 1930: “the liberal arts is a system of various ideas which is possessed by each era. More precisely, it is a system of various ideas which characterize a done era “. What is the system of the various ideas of our time? We would say that it is Science. The main characteristic of the modern liberal arts is that a big part of it's contain provides from the scientific field. However, in the beginning of the 90's, the diminishing interest in science became a confirmed phenomenon not only in Japan, but also in France and in other countries of the world. Japan, a country of small surface, and poor in natural resources was able to have an unprecedented economic growth after the Second World War thanks to the technical renovation based on science. The modern economical society has been pushed up by science and technology in the broad sense of the term. For a long time, we consider that the society of the 21st century is based on knowledge and, if we think about the future of the countries, the diminishing interest of young people in science is an alarming situation. How can we understand this phenomenon?In reality, it is not the first time that the separation between the literary and the scientific knowledge is observed. Charles Percy Snow, who was the councillor of the science of the British government, has already rung the warning bell in his work " The two cultures " in 1959: " The complete misunderstanding of the science is the centre which influences everything ". Indeed, because a literary intellectual understands nothing in science, he becomes more and more anti-scientific. On the other hand, among the scientists, the misunderstanding becomes more marked between the literary scientists and the scientists of applied sciences. Progress and development of sciences and technology led to the specialization and the scission of the studies. During the 20th century, cases of mutual misunderstanding got enchained. This behaviour " of not trying to mutually understand each other " could be fundamentally linked to the nowadays diminishing interest in science. This observation of Snow noticed in the breast of the scientific community goes on to the whole society as one goes along of the years, and becomes apparent in the nineties. The behaviour of the society " of the adults " influences the sense of the values of the children [. . . ]

Cette thèse s’intéresse aux processus de construction des inégalités scolaires dans la discipline d’enseignement des Sciences de la Vie et de la Terre (SVT), généralement moins soupçonnée que d’autres d’y participer. Elle s’appuie sur les travaux de didactique qui postulent que les savoirs scientifiques proposés en classe doivent être fondés en raison pour mettre au jour la façon dont les formes disciplinaires des SVT, rencontrées par les élèves en 6ème, peuvent participer à produire passivement et activement des apprentissages inégaux et ainsi, conduire les élèves à produire des consciences disciplinaires de pertinence inégale. Une analyse qualitative de textes officiels et de manuels de SVT depuis 1958 permet de mettre au jour les évolutions de la forme disciplinaire à enseigner. Cette dernière s’adresse aujourd’hui à un élève autonome qui doit construire, par lui-même, des savoirs permettant de comprendre des phénomènes biologiques. Ces évolutions rendent l’accès aux savoirs scientifiques difficile pour les élèves qui n’ont que l’école pour y parvenir. Cette approche socio-historique est complétée par une étude synchronique visant à comparer les formes disciplinaires enseignées dans des établissements socialement contrastés. Elles sont analysées quantitativement à partir de la trace qu’elles laissent dans les cahiers des élèves. Selon les contextes, les formes ne sollicitent pas les mêmes types de savoirs, d’opérations de pensée et d’écrits. Ces sollicitations différentielles semblent ainsi participer activement à l’inégale appréhension par les élèves des spécificités de la discipline SVT
This thesis deals with the processes leading to the development of inequalities at school in the teaching of life sciences, subject often thought not to be relevant on this point. It accounts for studies taking place within the theoretical framework of the problematization, stating that scientific knowledge in the classroom should be based on reason in order to expose how the forms of life sciences as a subject might generate, actively and passively, teaching inequalities. These, in turn, would lead the pupils to develop unequally suited disciplinary awareness. The qualitative analysis of life sciences textbooks and curricula since 1958 shows the evolutions of the subject, and how, today, pupils have to acquire by themselves knowledge essential to the understanding of biological phenomena. These evolutions impede the pupils relying only on school for the construction of their scientific knowledge. This socio-historical approach is completed with a synchronic study aiming at comparing forms of the subjects taught in socially diverse schools. Their quantitative analysis is based on content from the pupils’ notebooks. Depending on the context, forms of the subject don’t solicit and trigger the same knowledge, thinking and writing skills. These differences thus seem to actively contribute to the discrepancies on how pupils apprehend the specificities of life sciences

Wooded plant encroachment has dramatically changed the composition of rangelands in the arid and semiarid rangelands of the southwestern United States and may have significantly affected hydrologic and biogeochemical process in these environments. In particular, suspicions that encroaching species waste an undue amount of water through evapotranspiration (ET) has prompted much discussion concerning the possibility of using brush control to enhance water supplies in Texas. This study focuses on two broad goals for evaluating the effects of wooded growth in rangelands. The first of these is the assessment of wooded cover with the use of remotely sensed imagery. A methodology for delineating differing land cover classes, including different levels of brush cover, is described, applied, and validated for the Upper Guadalupe River watershed, Texas. This portion of the research resulted in an 81.81% success rate for correctly matching land cover varieties and showed that 88.8% of the watershed was covered with various amounts of woody plant growth. The second portion of this study incorporated the previously developed land cover product along with a number of other highly detailed data sources to model the North Fork of the Upper Guadalupe River watershed using the Soil and Water Assessment Tool (SWAT). The role of topography, brush cover, and soil slope, which are hypothesized to contribute to successful implementation of brush removal for water yield, were tested in a scientifically conscious and practical experiment to determine their influence upon water availability at a watershed scale. The effects of brush removal were found to be comparable to the quantities documented in field experiments, but less than the levels presented in previous modeling studies. Brush density was found to be the most important factor in determining locations for successful brush removal in regards to reducing ET. Slope was also found to have significant effect in increasing lateral flow while shallow soil had lesser effects on hydrology than other criteria. Large quantities of deep recharge simulated by the model raise questions concerning measurement of ET in the Edwards Plateau region and the extent of deep water recharge to the Trinity Aquifer.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this thesis I discuss the cycle of protest of 2013 and dynamics of confrontation that deepened the crisis of Lullism. I analyze the interactions between organizations of social movements and government, in the context of the political crisis unleashed. In view of the magnitude, intensity and extent of the manifestations, I seek to identify the repertoires and performances of confrontation that marked the period of political conflict, both nationally and in Recife. I discussed the events of June with a contextualized political analysis. I explore the comparative historical analysis and the notions constructed by the theory of social movements, applied to the cycles of protest and collective action: structure of opportunity and mobilization, repertoires and performance of confrontation and interpretive framework of collective action. From bibliographic research and analytical studies on June 2013, I situate the cycle of international and Brazilian protests between 2011 and 2013, realizing the impacts of the global crisis of capitalism in 2008 and the consequences of adopting austerity policies. To recognize the dynamics and characteristics that prevailed in Brazil, I make a historical recovery of the previous cycles from 1968. I investigate the place of diffusion of action repertoires and performances from other cycles and selected by the activists for this. In Brazil, I developed reflections on the protest cycles of the redemocratization period, the constitution and erosion of a popular democratic field of social movements, along with the rise and crisis of Lullism and Petism. In the study on protests, horizontal popular assemblies and squatters, nationally, information was obtained by searching the internet on websites, blogs, youtube and journals with active search using key words. In Recife, I conducted a case study through interviews with activists who participated in the 2013 protests and the Ocupe Estelita. I have identified the influence of the antiglobalization cycle for the current cycle, in its radical direct and performative action; The revelation of the exhaustion of participatory architecture in the midst of the crisis of Lullism and of the political system; The emergence of the repertoire and performance of confrontation, and the autonomist framework that exposed, at the outbreak of the cycle, polarized political dissatisfaction, left opposition, in the first moment, and right, in the moments that followed, having in the center the government And the PT. This event promotes an inflection towards a new cycle in the process of democratization and in the forms of institutional interaction and confrontation of social movements.
Nesta tese discuto o ciclo de protesto de 2013 e dinâmica de confronto que aprofundou a crise do lulismo. Analiso as interações entre organizações de movimentos sociais e governo, no contexto da crise política desencadeada. Diante da magnitude, intensidade e extensão das manifestações, busco identificar os repertórios e performances de confronto que marcaram o período de conflito político, em âmbito nacional e em Recife. Abordei os acontecimentos de junho realizando uma análise política contextualizada. Exploro a análise histórica comparada e as noções construídas pela teoria de movimentos sociais, aplicadas à ciclos de protestos e ação coletiva: estrutura de oportunidade e de mobilização, repertórios e performance de confronto e quadro interpretativo de ação coletiva. A partir de pesquisa bibliográfica e estudos analíticos sobre junho de 2013, situo o ciclo de protestos internacional e no Brasil entre 2011 e 2013, percebendo os impactos da crise mundial do capitalismo em 2008 e as consequências da adoção de políticas de austeridade. Para reconhecer a dinâmica e características que predominaram no Brasil, faço uma recuperação histórica dos ciclos anteriores a partir de 1968. Investigo o lugar da difusão de repertórios de ação e performances oriundas de outros ciclos e selecionadas pelos ativistas para este. No Brasil desenvolvi reflexões sobre os ciclos de protesto do período da redemocratização, a constituição e erosão de um campo democrático popular dos movimentos sociais, ao lado do surgimento e crise do lulismo e do petismo. No estudo sobre os protestos, as assembleias populares horizontais e os ocupas(es), em âmbito nacional, as informações foram obtidas através de pesquisa na internet em sites, blogs, youtube e periódicos com busca ativa utilizando palavras chaves. Em Recife, realizei um estudo de caso através de entrevistas com ativistas que participaram dos protestos de 2013 e do Ocupe Estelita. Identifiquei a influência do ciclo antiglobalização para o ciclo atual, em sua ação direta e performática radical; a revelação do esgotamento da arquitetura participacionista no bojo da crise do lulismo e do sistema político; a emergência do repertório e performance de confronto, e do enquadramento autonomista que expôs, na eclosão do ciclo, a insatisfação política polarizada, de oposição de esquerda, no primeiro momento, e de direita, nos momentos que se seguiram, tendo no centro o governo e o PT. Este acontecimento promove uma inflexão no sentido de um novo ciclo no processo de democratização e nas formas de interação institucional e de confronto dos movimentos sociais.

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A dissertação analisa, com base na teoria do confronto político, o Movimento Passe Livre São Paulo (MPL São Paulo) em duas perspectivas. A primeira focaliza a formação do movimento a partir do estudo de trajetórias de ativistas em suas conexões com espaços de mobilização global e local. A segunda perspectiva analisa a mobilização e as interações do MPL São Paulo nos protestos de junho de 2013. Dois problemas analíticos orientaram a investigação: o do processo de aprendizado de performances e o de dilemas estratégicos de movimentos iniciadores em ciclos de protesto. O argumento do trabalho é o de que a análise dos protestos organizados pelo MPL São Paulo em 2013 requer a compreensão de dois processos sócio políticos de aprendizado de performances com temporalidades distintas. Um, de mais longa duração está relacionado à formação do MPL nacional, na conexão entre os repertórios autonomista e socialista. O outro, de mais curta duração, está relacionado à seleção de táticas de confronto frente a diferentes dilemas estratégicos emergentes nas três fases do ciclo de protesto. Na fase antecedente dilemas sobre como interpretar as oportunidades políticas e ameaças, na fase de mobilização dilemas sobre como expandir a participação de novos atores nos protestos e modificar a relação de tempo e espera com os detentores do poder e na fase de difusão como interagir com a entrada de novos atores e novas reinvindicações nos protestos. Em ambos os processos, o de longa e o de curta duração, ativistas do MPL São Paulo adaptaram e inovaram os repertórios historicamente disponíveis.
This master’s thesis analyzes São Paulo’s Movimento Passe Livre (São Paulo MPL) from two perspectives based on Contentious Politics Theory. The first perspective focuses on the formation of the movement through the study of activists’ trajectories in their connections with larger global and local movements. The second perspective analyzes the movement and MPL São Paulo’s interactions during the June 2013 protests. Two analytical problems guided the research: their performance-learning process and the initiators movements’ strategic protest cycle dilemmas. This master’s thesis argues that the analysis of the protests organized by MPL São Paulo in 2013 requires an understanding of two socio-political performance-learning processes with different time frames. The first and long-term process is the formation of the national MPL, the connection between autonomist and socialist repertoires. The other, a short-term process, is the selection of confrontational tactics in the face of different emerging strategic dilemmas during the three phases of the protest cycle. For the first phase, this paper analyzes dilemmas about how to interpret political opportunities and threats; for the mobilization phase, this paper analyzes dilemmas on how to expand the participation of new actors in the protests and modify the relationship of time and waiting with those in power; and for the dissemination phase, this paper analyzes the interaction with the entry of new actors and new demands during the protests. In both cases, the long-term and the short-term, MPL São Paulo’s activists adapted and innovated using historically available repertoires

碩士
國立彰化師範大學
科學教育研究所
82
This study aimed to investigate the cognitive structures, concering "transport in living bodies"unit,of students taught this unit through learning cycle teaching and those taught the same unit through expository teaching,and to survey the attitude of the teacher and students toward learning cycle teaching. Dealing with "transport in living bodies "unit, the teacher employed learning cycle teaching in one class and expository teaching in the other. Then each student was asked to take a paper-pen test,to fill out a questionaire, concering their attitudes toward the learning cycle teaching,and to have an interview with the researcher,in the meantime,the teacher was also interviewed and required to have self-reflection questionaires. All the results obtained from the above activies were collected as the data in the study. The results of this study, comparing the learning effects of the students who had been taught through learning cycle teaching and that of those who had been taught through expository teaching, indicated that the former had better realization of the concepts of antibody, transport of blood, vascular bundle, annual ring, and transport direction of nutrition of plants than latter, while little difference was found between these two groups of students with respect to the concepts of blood circulation path,transpiration of water within leaves,and nutrition functionof roots and stems. As to their attitudes toward learning cycle teaching, the teacher was convinced that this teaching method could facilitate students''learning about scientific concepts,and the students considered it an effective teaching method,which could not only help them grasp the main points in the textbooks but also train them to active research habit. These results lead us to believe that learning cycle can improve scientific process, acquiring biological concepts,and raise the motivation of learning,so that it is worth being applied further to other units or subjects.

碩士
國立臺灣師範大學
化學研究所
91
The main purpose of this study is to investigate students’ recognition of correlated concepts of solutions. At the beginning of this study, the students’ concepts of solutions were collected by interviews and open-end questions with a group demonstration technique. Then, an instructional strategy for the correlated concepts of solution was designed. At the end of this study, the students’ learning interests and attitude for this teaching model were evaluated by questionnaire. The subjects were 433 students of grade 7 to grade 9 in the junior high schools. They were divided into the experimental and the control groups. The main findings of the study were: 1. Students held unclear concepts about the definition of solution, and they were used to explain dissolution by daily life experience and to describe the microphenomenon of the solutes in solution by the macroscopic point of view of the solutes. Many students were influenced by the different ways of dissolution and had many misconceptions about the concept of homogenous of solute particles. In the conservation concepts of solute particle, many students thought that the volume and numbers of solutes would be changed, because heat made the solute melt further in the solution. 2. Comparing the difference in the recognition of the concepts of solution, conservation and concentration of particles in gaseous solute were progressed as grade growth. 3. Comparing the improvement between the experimental and the control group, it revealed that the instructional model would assist students’ understanding the conceptions of solutions, especially in the particle concept of solute and the conservation concepts of solute particle. Besides, in this research, it found that the effectiveness of teaching for the eight grade students were better than that of seven grade students, and the nine grade students were better than that of the eight grade students. 4. Most students were interesting and assumed a positive attitude toward this learning cycle instructional activities and they thought the contents in this instructional unit would be useful for their learning of physical science in the future.

碩士
國立臺灣師範大學
資訊教育學系
99
The purpose of the present study was to examine the effects of instructional approach and type of prior knowledge on eighth graders’ learning chemical formula concepts and motivation towards science by implementing the perspective of 5E learning cycle and 3D immersive role-playing game. The quasi-experimental design was employed in the study and the participants in this study were 105 eighth graders. The independent variables contained two types of instructional approaches, including demonstration and non-demonstration, and two types of prior knowledge, including high prior knowledge and low prior knowledge. The dependent variables were chemical formula achievement and motivation towards science. The results revealed that: (a) the 5E learning cycle with demonstration was helpful to eighth graders in promoting chemical formula learning achievement; (b) regardless of the instructional strategies, students with high prior knowledge had better performance and positive motivation towards chemical formula learning; (c) regardless of either type of prior knowledge, students held positive motivation towards using 3D immersive role-playing game jointed 5E learning cycle for learning science. Those who had low prior knowledge were especially willing to indulge in the game-based learning course.

碩士
國立臺灣海洋大學
教育研究所
96
This study is based on "Action Research" looking into "Learning Cycle" used in the situation of teaching geometry in the junior high school. The researcher takes 21 nineth grade students from Jian Kang Junior High School in Keelung as the object of study and carries on “Three Hearts” of three circulations teaching activities. During research process, the researcher collects these datas such as teachers’ observation, students’ feedbacks, teaching diaries, learning sheets, and mathematics learning experience questionnaires, to classify and analyze. The conclusion is as below: 1. The students add the interest of learning mathematics by Learning Cycle. 2. Students’ attitude toward Learning Cycle is positive. 3. The three-stage Learning Cycle suits in teaching mathematics geometry. Keywords: learning cycle, cation research

碩士
國立臺灣師範大學
化學系在職進修碩士學位班
93
The research aimed at exploring junior high school students’ recognition of correlated concepts of Galvanic cell, and the learning situations of all students through the learning cycle instruction. Interviews and open-ended questions were applied to know students’ understanding, and then data was collected through group demonstration test. In order to help students to change their prior thinking, we designed teaching activities according to the learning cycle strategy. The subjects of this study were junior high school students in grade 8 and 9. They were divided into the experimental group and the control group according to whether they received the learning cycle instruction. The total numbers of students were 466. The main findings in this research were as the followings: 1. The definitions of “ionic conduction”、”electric current”、and ”flow of electrons” were confused by students. They tended to explain these phenomenon by their own daily life experiences, and explain the microscopic concepts of particle by means of macroscopic points of view. Most students were unclear about the definition of Galvanic cell, so they have wrong recognition of the correlated concepts of Galvanic cell. 2. Comparing the difference in the recognition of the concepts of Galvanic cell in grade 8 and 9, students’ recognition of most concepts was progressed with their grades. It implies that the comprehension of Galvanic cell needs students’ mature ability of abstract inference. 3. Comparing the improvement between the experimental and the control group after the instruction, it proved that the learning cycle instruction is significantly effective in understanding the process of conductivity and particle concept of Galvanic cell. Moreover, this research found that it has better effectiveness for the eighth grade students. It means that the three-phases of learning cycle instruction is more suitable for the eighth grade students. It is correlated with the different concept arrangement sequence in the new and old textbooks in the curriculum reform

碩士
朝陽科技大學
休閒事業管理系
103
Many people are envious of "teachers" in this profession, because of teachers work with a stable income and summer and winter vacation. But they don’t know that teachers work with heavy pressure and high misery index, need to travel to relieve stress and get physical and mental health.This study focuses on the relationship between different family life cycle and vacation lifestyle of the Taichung City junior high school’s teachers.In order to understand the relationship between different family life cycle and vacation lifestyle, factor analysis, cluster analysis and chi-square test were used.481 questionnaires were issued to the Taichung City junior high school’s teachers and 437 valid questionnaires were collevted. The results are analyzed as follows: 1. The highly proportion samples of Taichung City junior high school teachers were female, 41 to 50 years of age, institute educational attainment, married, the youngest child 0-6 years of age, the number of family members living together was 4, more than N.T. 25,001 discretionary income per month, the average number of travel times was 0-2 times per year. 2. Different gender, age, marital status, with or without children, number of family members living together, average number of travel times per year, and family life cycle of junior high school teachers had different view on Vacation Lifestyle. 3. Junior high school teachers’ vacation lifestyle can be divided into "social networking," "family orientation", "away from everyday life" and "enjoy life" four kinds, different kind family life cycle of teachers have significant relationship with vacation lifestyle. 4. Overall, all the junior high school teacher pay attention "family orientation" of vacation lifestyle. The family life cycle stage of the without child teacher pay attention "away from everyday life" vacation lifestyle, and the stage of the have children teacher pay attention "family orientation" vacation lifestyle.

博士
國立彰化師範大學
科學教育研究所
89
The study for analysis of cooperative —analogical learning cycle on the conceptual change of hydrostatic pressure at junior high level. Abstract The purpose of this study was to test the effects of the cooperative-analogical learning cycle which is based on the four analogical mechanisms referring to identification, retrieving, mapping and evaluation. In order to investigate the whole learning feature both of qualitative and quantitative researching methods were to the analysis the data collecting from the full learning processes. The students’ cognitive achievement, attitudinal and social changes were investigated in the learning processes also. Bridging analogical, model analogical and multiple analogical and problem-centered strategies were involved in developing the experimental module of solid and hydrostatic pressure. The samples were from four classes of two junior high schools in the center part of Taiwan. They were not learned the solid and hydrostatic pressure concepts yet. Two classes were selected from each school by random. The one class was assigned to experimental group and the another was being control group. Their present physical- science teachers were still responsible for teaching each class. The data was collected from the students’ pre-test, group assessment of logical thinking test（GALT） and post-test. In the quantitative aspect, the experiment aimed at analysis the effects of the cooperative-analogical learning cycle, that an experimental procedure was used to carry out the cycle. The qualitative data of this study was collected from one of eight divided experimental group which was chosen by random to observed, video and sound recorded. The results were found as follows: 1. The experimental group performed significantly better than the control group. 2. The students of experimental group at concrete level and transitional level performed significantly better than control group. 3. The components of the analogical reasoning, identification, retrieving, mapping and evaluation affected students’ performance positively to the hydrostatic pressure learning. 4. Application of this technique has four cognitive mechanisms, which are identification, retrieving, mapping and evaluation. They can improve the students’ learning of the pressure concept. 5. As far as the students’ attitude is concerned, the cooperative — analogical learning can increase their learning interests of the pressure concept; as far as their sociality is concerned, it also can encourage them to participate in a discussion enthusiastically. 6. In the process of cooperative-analogical learning cycle, discussions and interactions between teachers and the students or the classmates can promote their sharing of experience, and improve atmosphere of a classroom. Key words：cooperative-analogical learning cycle, Bridging analogy, group discussion.

碩士
國立彰化師範大學
科學教育研究所
87
The Study of Physics Conceptual Change Based on A learning Cycle of Group-Discussion Analogical-Learning at Junior High Level Abstract The study in qualitative aspect aimed at using a learning cycle of group-discussion analogical-learning to let junior students learn physics concepts(pressure) and discussing the phenomena,analogical mapping,and concept change in the teaching experiment.The subjects consisted of a class of students in one junior high school in Changhua, Taiwan.The students were divided into seven groups and two of them were chosen to observe.The subjects received a test about the concept level and the concept map before the teaching experiment and also received the same test after the teaching experiment.The teaching experiment was recorded by video tape and note book. It is discovered that one of the groups chosen to observe had strong discussion and the other had weak discussion from the comparison of tests and the video tape.The major findings of this study are that: 1. From the cognition aspect,strong-discussion group completed learning by analogical learning cycle and the leader of the group.From the attitude aspect,though the discussion of strong-discussion group was not so much,it stimulate the learning desire of the members.Frome the society aspect,the strong-discussion group had member to play the role of leader and he could make a conclusion and resolve the questions from the other members.From the all,strong-discussion group is more active and positive than weak-discussion group. 2. The analogical mapping of strong-discussion group was made by four analogical mechanism of analogical learning cycle, observing bridging analogies, and the discussion between the group leader who had completed analogical learning and the other group members. 3. The concepts change of strong-discussion group members is more obvious than the members of weak-discussion group,especially the leader of the former can map the concept "p=hd" to different field and affect the other group members.It is observed that discussion affects the analogical learning to some degree.

碩士
國立臺灣科技大學
企業管理系
103
Experiential learning is promoted as a key part of sentimental education in recent years which endeavors the intriguing of multi-aspects of thinking among students. In the light of heavy loading for formative teaching, that learning is outsourced to field trips by travel agents. This study aims to investigate students' learning satisfaction where to identify the service gap and draw managerial implications for travel agents in project auction. Per study, taipei-keelung metropolitan area and Taoyuan eighth grade students participating overnight camping were surveyed to explore the factors affecting experiential learning, including process, customer loyalty and recommendation behavior. Dubberly and Evenson (2008)’s “The Experience cycle” are adopted as research framework and build the questionnaire that was surveyed after the overnight camping. 770 surveys were distributed in hard copy and resulted in 649 valid surveys (86%). By applying the structure equation modeling on survey results, it shows firstly that students through the experiences of feeling, watching, thinking and doing achieved greater learning satisfaction. Secondly, team leaders of travel agents needs to improve their abilities of handing emergency and manners. Finally, travel agents are advised using social media or APP to keep in touch with customers.

碩士
國立東華大學
教育研究所
98
The researcher is also the actor in this research. This is a study of qualitative research method aiming to explore the problem-solving strategies and methods of classroom management for a non-primary novice home-room teacher. The researcher wanted to explore the transition of students’ learning behavior and attitude by using experiential learning cycle. Besides, the researcher wanted to explore the interaction of on the teacher and the students. First, the researcher read the related literature about the experiential learning, non-primary novice home-room teacher, and classroom management to build theoretical foundations of the research. The samples of thirty-seven students come from Green Junior High School （pseudonym）which the researcher taught. The research period can be traced back to the first two years of the non-primary novice home-room teacher and the third school year twenty weeks in the first half semester and fourteen weeks in the second half semester with action intervention that applies the experiential learning cycle to classroom management. The researcher adopted four kinds of curriculum designs: project adventures, speeches, videos, and the files which were made by the researcher. The data collection are interviews, students’ documents, and self-analysis journals, moreover, the researcher presented the data findings and analysis using the first person “I ”. There are three conclusions of research： First, the classroom management strategies and methods of non-primary novice home-room teacher: “Experience” is the best teacher in the classroom management. There aren’t the best strategy and method. There are just the most suitable strategy and method. 1. For the non-primary novice home-room teacher, it is awkward at first but skilful later on and go from strength to strength. 2. The reflexivity ability and revisions of the non-primary novice home-room teacher is the power making teacher better. 3. The non-primary novice home-room teacher using experiential learning cycle for classroom management is effective. Second, after the non-primary novice home-room teacher adopted the experiential learning cycle theory in the classroom management, the interaction on the teacher and the students were positive. Third, the non-primary novice home-room teacher adopted the experiential learning cycle theory in the classroom management: 1. Facing “schoolwork” the learning behavior and the learning attitude transfer to negatively for not negatively. 2. Facing “non-schoolwork” the learning behavior and the learning attitude transfer to negatively for positively. Based on the results of this research, three suggestions more proposed for the non-primary novice teachers, the schools, and following researchers.

碩士
國立彰化師範大學
科學教育研究所
100
The purpose of this research was to explore the development of EERC into the 5E inquiry module for circuitry unit to the students in the junior high school : (1) the effectiveness of this teaching module, (2) around the lesson, the change of the students' ability to communication. The method of this study was used quasi-experimental study. The study sample is a large school in the central Taiwan city, two classes as the experimental group, two classes of the control group, the class Teacher is experimental teacher. We invited the experimental group of teachers involved in teaching research and study. Collect the test of the students’ ability, scientific literacy questionnaire, open inquiry Aptitude Test and record of the student activities, to advance data analysis, and teachers as well as the experimental group were interviewed. From ANOVA analysis of the ability tests, we found that the experimental group of the students’ learning is better than the control group,and reached a significant difference (F = 43.8, p <.01). It also have significant differences for t test that contains the ability of communication and exploration of scientific literacy questionnaire (t = -4.853, p <.01). According to the the interviews with teachers and students, teachers have high evaluation in this teaching module can cause students to the concept of learning, learning motivation and ability to communicate and said that this teaching can help the students of the usually less performance to demonstrate their ability to communication. Students not only think that this teaching module is interesting and can cause learning motivation , but also to establish communication with others to help the learning of scientific concepts. This study suggests that science teachers should provide students with communication and inquiry, teachers will find the better way of students learn science, students will also learn the methods of interaction with others. We hope the study will raise students' basic ability and the quality of science education.

Objective: Training and abilities of junior athletes Prepared by: Bc. Petr Dubský Supervisor: PaedDr. Jitka Vindušková, CSc. The aim of the work: The aim of the work was to find out the level of performance preconditions of two junior runners on the middle tracks, analyze the structure and content of their training, their performance in selected tests and the development of performance in their main disciplines. Methodology: The work has the character of a two-case study. Methods of literature search, analysis, comparison and evaluation were used. The analysis of training records and competition results of two athletes from the 2017 season was used to compile this work. I analyzed their performances in individual seasons. I also performed an analysis of training records, where general and special training indicators were evaluated and compared with the results of similar analyzes of other athletes. I analyzed the results of two tests in the biochemical laboratory, which we completed during the preparation for the 2017 season. Conclusion: When comparing the training records with the professional literature and with selected athletes, we come to the conclusion that the training load was insufficient for the monitored athletes. As a result, they could not achieve better results this season. By...

Objective: Training and abilities of two junior athletes Prepared by: Bc. Petr Dubský Supervisor: PaedDr. Jitka Vindušková, CSc. The aim of the work: The aim of the work was to determine the level of performance of selected members of the training group, namely two juniors. To analyze the structure and content of their training, their performance in selected tests, and performance development in their main disciplines. Methodology: The analysis of the competitive results from 2012 to 2017 was used to analyze the performance of the individual seasons. I also analyzed the training records, where general and special training indicators were evaluated and compared with the results of similar analyzes of other athletes. I will also analyze the three measurements we have completed with the whole training group. Conclusion: The result shows that the training load in selected athletes, either according to literature or in comparison with other athletes, is insufficient in both individuals. After evaluating testing, I concluded that the test types were wrongly selected. This work has confirmed the importance of keeping track of the training records. Keywords: athletics, juniors, general training indicators, special training indicators, annual training cycle, 800 m run, 1500 m run, 400 m hurdles run

Since the late 1880's western juniper has expanded in range and increased in density in sagebrush-bunchgrass, riparian, and forested plant communities of the Pacific Northwest. Succession to western juniper woodland has been shown to reduce the productivity and diversity of the understory component, result in concentration of soil nutrients beneath juniper canopies, and reduces soil moisture storage. This study assessed understory plant succession, soil nitrogen (N) cycling, litter decomposition, and soil moisture availability following cutting of a western juniper woodland on Steens Mountain, Oregon. Cutting of western juniper reduced below-ground competition for water and N, increasing soil moisture storage and N availability for understory species. Leaf water potentials were less negative, and N concentration and biomass in understory plants were greater in the cut treatment. Understory species responded to improved growth conditions with increased cover, biomass, density, and diversity. In 1993, total understory biomass and canopy cover were 870% and 300% greater, respectively, in the cut treatment than the uncut woodland. Understory succession was dominated by plants present on the site prior to cutting. Results indicated initial that bunchgrass densities of 2 plants/m2 were sufficient for perennial grasses to dominate following juniper cutting. Juniper cutting is an effective method for restoring the understory component in sagebrush rangelands that are currently dominated by western juniper woodland. Nitrogen availability was greatest in cut-interspace locations the first year following treatment and in cut-duff locations in the second year. Nitrification was lowest in cut-slash and woodland-duff locations, areas receiving fresh litter inputs and experiencing lower temperatures than interspace (cut and woodland treatments) and cut-duff locations. Decomposition of juniper litter was two times faster in the cut treatment, however the release of litter N occurred earlier in the woodland. Large inputs of N poor litter from cut juniper slash were hypothesized to have increased microbial demand for N, resulting in immobilization of litter N. Immobilization of litter N may be important in conserving N on sites following cutting.
Graduation date: 1997