Dissertations / Theses: 'Natural selection Study and teaching'

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Leslie, Susan Stansbury. "Selecting wildlife and environmental education programs for adult organizations in an urban area." Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06162009-063225/.

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Sickel, Aaron J. "Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection." University of Missouri - Columbia, 2013.

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Sayre, Eleanor C. "Advanced Students' Resource Selection in Nearly-Novel Situations." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/SayreEC2005.pdf.

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Butterfield, Alexandra. "Employing metacognitive procedures in Natural Science teaching." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.

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Thesis (MEdPsych)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Education, both in South Africa and internationally, experiences a number of challenges with regards to the need for improved teaching and learning. South African education is in a state of transformation to address the country's educational needs. In science education specifically, there is a heightened necessity to develop teaching that will respond to distinctive educational needs in the sciences. Many of the educational issues, presented in current literature, are mirrored in my Natural Sciences classroom. Given the benefits of enhanced metacognition for effective learning, this study aimed to investigate the use of metacognitive instruction procedures to improve my Natural Sciences teaching practice. Consequently, it also aimed to explore the influence that this may have on the metacognitive development of my Grade 9 Natural Sciences learners. This research study was based on a social constructivist perspective that views learning as a unique, internalized construction of knowledge from a social interaction, such as teaching. This study was embedded within a paradigm of praxis, with a qualitative action research cycle forming the research methodology and design respectively. Purposeful sampling was used to select nine of my Grade 9 Natural Sciences learners to act as informants for the Grade 9 class. Data was collected in the form of learner reflections, an open-ended questionnaire, a focus-group interview, and a research journal. Furthermore, the data was analysed, using a theoretically founded coding scheme, to identify and interpret significant themes and/or trends. The research findings indicated that the employed metacognitively orientated teaching procedures enhanced my Grade 9 Natural Sciences learners' metacognition. Their metacognitive awareness and reflection abilities improved, as well as their knowledge and regulation of cognition. The teaching techniques also demonstrated the potential to facilitate the development of my learners' conscious thinking, self-discipline, responsibility and active participation in learning - all characteristics envisaged for the ideal South Africa learner. In addition to this, the research process demonstrated the ability to enhance my Natural Sciences teaching practice and the information gained from this study will be used to inform my future teaching practice. I now realise the value of incorporating metacognitive teaching procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes and educational policy makers may benefit from the information gained from this study, for improving teaching practice. Apart from this, findings attained from this study have the potential to inform future cycles of this action research process or alternatively to be used for other research within the field.
AFRIKAANSE OPSOMMING: Onderwys, beide in Suid-Afrika en internasionaal, ervaar 'n aantal uitdagings rakende die behoefte aan verbeterde onderrig en leer. Die Suid-Afrikaanse onderwysstelsel is tans in 'n staat van transformasie om die land se opvoedkundige behoeftes aan te spreek. In die wetenskap-onderwys spesifiek, is daar 'n toenemende noodsaaklikheid om onderrig te ontwikkel wat die unieke onderwysbehoeftes in die wetenskappe kan aanspreek. Baie van die opvoedkundige kwessies soos in huidige literatuur uitgelig, is ook in my Natuurwetenskappe-klaskamer teenwoordig. Gegee die bewese voordele van verbeterde metakognisie vir effektiewe leer, het hierdie navorsingstudie gepoog om die gebruik van metakognitiewe onderrigprosedures vir die verbetering van my Natuurwetenskappe-onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed van metakognitiewe onderrigprosedures op die metakognitiewe ontwikkeling van my Graad 9 Natuurwetenskappe-leerders, na te vors. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat leer sien as 'n unieke, geïnternaliseerde konstruksie van kennis binne 'n sosiale interaksie, soos onderrig. Hierdie studie is binne 'n paradigma van „praxis‟ ingebed, met aksienavorsing as navorsingsontwerp en daar is van „n kwalitatiewe navorsingsmetodologie gebruik gemaak. Doelgerigte steekproefneming is gebruik om nege van my Graad 9 Natuurwetenskappe-leerders te kies om as informante vir die graad 9-klas op te tree. Data is in die vorm van leerders se refleksies, 'n oop-einde vraelys, 'n fokusgroep-onderhoud, en 'n navorsings- joernaal ingesamel. Verder is die data met behulp van 'n teoretiese koderingskema geanaliseer wat belangrike temas en/of tendense identifiseer en interpreteer. Die navorsing het aangedui dat die metakognitiewe onderrigprosedures wat gebruik is, my Graad 9 Natuurwetenskappe leerders se metakognisie versterk het. Hulle metakognitiewe bewustheid en reflektiewe vermoëns het verbeter, sowel as hulle kennis en regulering van kognisie. Die onderrigtegnieke het ook die potensiaal getoon om die ontwikkeling van my leerders se bewuste denke, self-dissipline, verantwoordelikheid en aktiewe deelname in die leerproses te fasiliteer. Hierdie eienskappe is van dié wat vir die ideale Suid-Afrikaanse leerder beoog word. Benewens hierdie aspekte het die navorsing ook my Natuurwetenskappe-onderrigpraktyk verbeter en die navorsingsbevindinge sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om metakognitiewe onderrigprosedures in my lesse te inkorporeer, sowel as die belang van refleksie oor my onderrigproses en om die uniekheid van elke leerder in my klas in ag te neem. Onderwys-opleidingsinstellings en opvoedkundige beleidmakers mag uit hierdie navorsing voordeel trek rakende die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, het die navorsingsbevindinge ook die potensiaal om toekomstige siklusse van aksienavorsing toe te lig en om binne verdere navorsing in die veld gebruik te word.

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Mathey, Alain Bernard. "Teaching languages the natural way with visual cues." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/403.

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Kangwa, Evaristo. "An investigation of teachers' mathematical task selection in the Zambia context." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001512.

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This research sought to investigate the sources and type of tasks used in the teaching of trigonometry in Zambia’s secondary schools, and to investigate the criteria used and decisions made by teachers in their selection and implementation of tasks. The study was conducted in three different school types located in high cost, medium cost and low cost respectively. One participant was chosen from each of the different categories of schools. The research was located within an interpretive paradigm. Data were collected through semi-structured interviews, lesson observations and document analysis which include: lesson plans for five consecutive days, pupils’ activity books and three textbooks predominantly used by the teachers. Document analysis was informed by the task analysis guide and essential themes which were used to tease out teachers’ task practice with regard to criteria used and decisions made in the selection and implementation of tasks. Essential themes that were qualitatively established were validated and explicated by the qualitative analysis. The findings of the study indicate that teachers picked tasks from prescribed textbooks. The study further suggests that teachers selected a mix of low and high level tasks, procedures without connections and procedures with connections tasks to be specific. There were no memorisations and doing mathematics tasks. Their choice of tasks was based on the purpose for which the task was intended. Some tasks were selected for the purpose of practicing the procedures and skills, other tasks for the promotion conceptual development. Most of high level tasks decline to low level tasks during implementation. The findings also indicate that teachers selected and implemented a variety of tasks and concepts. Furthermore, teachers presented tasks in various forms of representations and in a variety of ways. However, the results of this study could not be generalized because of the small sample involved. The results presented reflect the views and task practices of the target group. A possibility for future study would be to consider a large population, drawn across the country.

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Sikora, Martin. "Evolutionary genetics of malaria: genetic susceptibility and natural selection." Doctoral thesis, Universitat Pompeu Fabra, 2010. http://hdl.handle.net/10803/7220.

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Una de les forces selectives més fortes que han afectat a les poblacions humanes en la història més recent és el paràsit de la malària: Plasmodium falciparum, que és la causa de varis exemples d'adaptació induïda per patògens en els éssers humans. Una forma especial de malària és l'associada a l'embaràs, que es caracteritza per l'acumulació d'eritròcits infectats en la placenta, i que pot arribar a causar fins a 200.000 morts maternoinfantils cada any. L'objectiu d'aquest treball és descriure com aquesta forma peculiar de malària ha afectat la variació genètica humana. Amb aquesta finalitat, hem utilitzat mètodes tant de la genètica evolutiva com de l'epidemiologia molecular, resultant en la primera investigació a gran escala de la base genètica de la malària placentària. Els resultats ofereixen una nova visió sobre els gens que modulen el risc d'infecció, ,així com de la selecció natural actuant sobre les vies cel·lulars implicades en la patogènesi de la malaltia. Finalment, també aportem noves dades sobre l'estructura genètica de les poblacions sub-saharianes analitzades.
One of the strongest selective forces affecting human populations in recent history is the malaria parasite Plasmodium falciparum, which is the cause of a variety of well-established examples of pathogen-induced adaptation in humans. A special form of malaria is pregnancy-associated malaria, which is characterised by the accumulation of infected erythrocytes in the placenta, and causes up to 200,000 maternal and infant deaths every year. The aim of this work is to characterise how this particular form of malaria has shaped human genetic variation. To that end we use methods of both evolutionary genetics and molecular epidemiology, reporting the first large-scale investigation of the genetic basis of placental infection. Our results provide new insights into genes modulating the risk of infection, as well as natural selection acting on cellular pathways involved in the pathogenesis of the disease. Finally, we also provide new data on the genetic structure of affected populations in Sub-Saharan Africa.

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Rhode, Clint. "Signatures of selection in natural and cultured Abalone (Haliotis midae) : a population genomics study." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79895.

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Thesis (PhD)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The South African abalone, Haliotis midae, commonly known as perlemoen, is an economically important gastropod mollusc. Historically, this species maintained a lucrative fisheries sector; however with increasingly lower landings there has now been a shift to aquaculture. Efforts to conserve natural populations and to improve abalone aquaculture production are thus running in parallel. Previous studies reported significant disparities in parental contributions in aquaculture populations that could explain the rapid divergence of commercial stocks from wild populations. Furthermore, subtle, but significant, population differentiation has also been reported for wild populations on the west-, south-, and east coast of the South African coastline. This study therefore aimed to investigate the evolutionary forces, in particularly selection, facilitating population divergence in wild and cultured H. midae populations using a population genomics approach. By using both microsatellite- and single nucleotide polymorphism (SNP) markers it was found that approximately 10% to 27% of the H. midae genome may be influenced by selection. When incorporating these loci into analyses of population differentiation (e.g. AMOVA, factorial correspondence analysis and estimates of genetic distance) there was a marked increase in genetic divergence between wild and cultured populations (especially when using microsatellite loci) and amongst populations from different geographic regions (particularly supported by the SNP loci). The differences in population clustering as highlighted by microsatellite- and SNP markers can most likely be attributed to the genomic distribution of the respective loci: The SNP markers were developed from EST sequences and therefore mostly represents protein structural variation; whereas the microsatellite markers, found to be putatively under selection, were mainly located in regulatory motifs. The results of this study therefore confirmed previous observations of divergence amongst wild- and cultured populations, but more importantly demonstrated that selection is an important factor driving this divergence. In wild populations selection probably facilitates adaptation to local environmental conditions, whilst amongst aquaculture population adaptation to captivity, husbandry practices and artificial selection may be important determinants. There is evidence for population bottlenecks in wild- and cultured populations; nonetheless long-term effective population sizes seem to be large. Amongst the wild populations, however, short-term population sizes appear to be small most likely due to differential spawning rates amongst reproductively active animals leading to temporal fluctuation in genetic diversity. The results indicate that contact between wild and cultured abalone should be minimised to prevent any adverse effects due to outbreeding depression. With regards to conservation, an emphasis on maintaining adaptive diversity of the wild stocks might be warranted. Continued genetic monitoring is advisable for both wild and cultured abalone populations as to optimally manage the abalone resource for both conservation and commercial viability and sustainability.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse perlemoen, Haliotis midae, is 'n ekonomies belangrike buikpotige weekdier. Histories het hierdie spesie 'n winsgewende vissery gehandhaaf, maar met steeds dalende vangste is daar nou 'n verskuiwing na akwakultuur. Pogings om natuurlike populasies te bewaar en perlemoen te verbeter vir verhoogde akwakultuur produksie loop dus in parallel. Vorige studies het bevind dat beduidende verskille in ouerlike bydraes tot die nageslag, in akwakultuur populasies, kan verduidelik hoekom die populasies so vinnig divergeer van die wilde voorouers. Verder, is subtiele, maar betekenisvolle genetiese differensiasie tussen wilde populasies aan die wes-, suid-en ooskus van die land gevind. Hierdie studie is dus daarop gemik om ondersoek in te stel na die mate waartoe verskeie evolusionêre prosesse, in besonder seleksie, die populasie divergensie in beide wilde en gekweekte H. midae teweegbring deur gebruik te maak van ‘n populasie genomika benadering. Deur gebruik te maak van beide mikrosatelliet- en enkel nukleotied polimorfisme (ENP) merkers is dit bevind dat ongeveer 10% tot 27% van die H. midae genoom moontlik beïnvloed word deur seleksie. Met die gebruik van loki onder seleksie tydens die ontleding van populasie differensiasie (bv. AMOVA, faktoriaal korrespondensie analise en genetiese afstand ramings) was daar 'n merkbare toename in genetiese divergensie tussen wilde- en gekweekte populasies (veral wanneer mikrosatelliet loki gebruik is) en onder die populasies vanuit verskillende geografiese gebiede (veral ondersteun deur die ENP loki). Die verskille in die populasie groeperings soos uitgelig deur die mikrosatelliet- en ENP-merkers kan waarskynlik toegeskryf word aan die genomiese verspreiding van die onderskeie loki: Die ENP-merkers is ontwikkel vanaf uitgedrukte volgorde merker (UVM) volgordes en daarom verteenwoordig dit meestal proteïen strukturele veranderinge, terwyl mikrosatelliet merkers eerder in regulatoriese motiewe geleë is. Die resultate van hierdie studie steun dus vorige waarnemings, maar meer belangrik, het dit getoon dat seleksie ‘n betekenisvolle faktor in populasie divergensie in beide wilde en gekweekte populasies is. In wilde populasies fasiliteer seleksie waarskynlik die aanpassing tot plaaslike omgewingstoestande terwyl seleksie onder die gekweekte populasies teweeggebring kan word as gevolg van aanpassing tot aanhouding, boerdery praktyke en kunsmatige seleksie. Daar is bewyse vir populasie bottelnekke in wilde- en gekweekte populasies; tog blyk langtermyn effektiewe populasiegroottes om redelik groot te wees. Onder die wilde populasies is egter gevind dat kort-termyn populasiegroottes klein kan wees, waarskynlik as gevolg van differensiële broeikoerse onder reproduktiewe diere. Dit het tot gevolg dat daar beduidende fluktuasies is in temporale genetiese diversiteit. Die resultate dui daarop dat kontak tussen wilde en gekweekte perlemoen tot 'n minimum beperk moet word om enige nadelige effekte weens uitteling depressie te voorkom. Verder, met betrekking tot bewaring, is ‘n klem op die handhawing van aangepaste genetiese diversitiet dalk geregverdig. Voortgesette genetiese monitering word aanbeveel vir beide wilde- en gekweekte perlemoen populasies ter wille van die optimale bestuur van die perlemoen hulpbron vir beide bewaring en kommersiële lewensvatbaarheid en volhoubaarheid.
International Foundation for Science
National Research Foundation of South Africa
Stellenbosch University

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Hed, Helen M. E. "Opportunity for natural selection in Sweden : a study of childhood mortality and differential reproductivity." Doctoral thesis, Umeå universitet, Teknisk-naturvetenskapliga fakulteten, 1986. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-61320.

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Opportunity for natural selection in human populations has so far mainly been studied on anthropological data for tribal populations or on census data for nations. The present study is mainly based on data on individual lifehistories but also, for part of the longitudinal study, on census data. Six of the populations, Nedertorneå, Tuna, Svinnegarn, Trosa, Locknevi and Fleninge are parishes. These sets of data covers the period 1800-1850 as defined by the birthyears of the women. The data for the longitudinal study are derived from two sources, a biography over all clergymen in the diocese of Linköping, covering the period 1600-1845, and material published by the National Swedish Central Bureau of Statistics (SCB) that covers the period 1750-1980. For each subpopulation data on childhood mortality and female fertility has been collected and from these data Crow's index of opportunity for natural selection has been calculated. The original index has also been modified in order to estimate the importance of childlessness in relation to the total index. The study shows that for the periods and the populations studied, there is a considerable opportunity for natural selection both through mortality and through differential fertility and that, during our century, differential fertility has become the main asset for natural selection, as mortality has been reduced to very low levels. It is also obvious that childlessness is an important factor as regards natural selection in human populations. The cross-sectional study shows significant differences between the populations for all components of the index. The longitudinal study covers when, the two sets of data are combined, a period of over 350 years, 1600-1980. Over this period changes in index of opportunity for natural selection have occured but these changes are not very drastic as compared to other longitudinal studies. However, within a separate region there can be drastic changes in index between decades and there are large differences between regions. Mortality and fertility patterns have been studied from different angles. With the exception for the census data, each woman in the study has be followed from 16 to 40 years of age and each of her children (if any) has be followed from birth to 16 years of age or death, if prior. Therefore it was possible to obtain distributions for age at first childbirth, sibship size, succesful sibship size, childhood mortality by age at death, female mortality, and childlessness, total and marital. In some cases a study of sex ratio at birth and at 16 years of age, and birth intervals, have been made. Statistical analysis of the results shows significant differences between populations for all tests that have been applied. The Linköping data was analysed for differences between periods. Significant differences were found for all of the parameters with the exception of female mortality.

Härtill 5 uppsatser

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Stahl, Karen Ann. "TEACHING VISUALLY IMPAIRED STUDENTS CLOTHING SELECTION THROUGH AUDIO AND PRINT INDIVIDUALIZED INSTRUCTION (CASE STUDY)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275328.

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Hougland, Uchwat Gail Ann. "Natural history of the saguaro." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1466.

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EKSTAM, LJUSEGREN LOVE, and MIKAEL FLORÉN. "Basic simulation of natural selection : A study of the evolution of artificial life in varied environments." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-146345.

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In this project one way of simulating natural selection and its most basic principles was examined. In order to show how simple and effective evolutionary systems really can be, a number of simulated lifeforms struggled for survival and evolved over generations. With this project we wanted both to showcase simple evolutionary principles for educational purposes and to highlight the potential of self improving al- gorithms. This has been done by posing two questions. Can this type of simple simulation suffice to produce stable popu- lation and gene pools, given time? And if so, can it evolve to different stable solutions given different problems, in this case environments, to tackle? The test setup was very simple; a set of simulated organisms were placed in different environ- ments, with the ability to produce offspring with random mutations. The results of the simulation show that the pop- ulation stabilizes in both numbers and gene configurations over time. It also shows that different environmental con- ditions lead to different gene configurations. From this we can conclude that a basic test environment such as the one described in this project can be used for producing both dif- ferent and stable species that are far better suited to survive than early generations.
I det här projektet undersöktes ett sätt att simulera natur- ligt urval med sina mest grundläggande principer. För att visa hur simpla och kraftfulla evolutionära system kan va- ra, kämpade ett antal simulerade livsformer för överlevnad och utvecklades över generationer. Med detta projekt ville vi både påvisa hur enkla evolutionära system kan vara för ut- bildningsändamål, och visa potentialen hos självförbättrande algoritmer. Detta gjordes genom att ställa två frågor. Kan ett enkelt system, så som det som beskrivs i denna rapport, räcka för att producera stabila populationer och genpooler, givet tid? Och om så är fallet, kan de utvecklas till olika stabila lösningar givet olika problem, i detta fall olika mil- jöer, att ta itu med? Testmiljön var väldigt enkel; ett antal simulerade livsformer, med förmågan att producera avkom- ma med slumpmässiga mutationer, placerades i olika miljöer. Resultaten från simulationen visar att vi efter en tid får po- pulationer som är stabila i både genuppsättning och antal. De visar också att olika miljöer leder till olika genuppsätt- ningar. Från detta kan vi dra slutsatsen att ett så simpelt test som detta, kan användas för att producera både olika och stabila arter som är bättre anpassade för att överleva än tidiga generationer.

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Tsotso, Nosipho. "An investigation of the teaching strategies employed by a selection of educators at an FET college to support at risk L2 tourism students." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/7225.

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The South African education system is based on learner centred principles and encourages the development of critical thinking. This approach is reflected in the South African Qualifications Framework, which identifies critical thinking as a primary outcome of education. In the vocational Tourism programme, there is a link between the subject learning outcomes and critical crossfield outcomes. The role of the vocational college educator is central in facilitating the development of critical thinking skills of all learners. The purpose of this study was to investigate how the selected Tourism educators develop critical thinking skills of risk L2 students. I conducted the study in a selected FET College using a qualitative case study in order to gain deeper understanding of how the educators implement curriculum policy in their classrooms. This study used four data collection instruments to gain an in-depth understanding of the research topic. The findings of the study reveal that educators understand the value of teaching critical thinking. However, there is a gap between educators’ conceptual understanding of critical thinking and their instructional practice to develop critical thinking skills during classroom instruction. The findings also reveal that there are factors that hinder the development of at risk students’ critical thinking skills such as; limited English language proficiency, poor behaviour, and subject guidelines which do not provide educators with guidance on teaching critical thinking skills. The study recommends in-service training sessions that will support educators on how to teach critical thinking skills explicitly. This study also recommends the development of practical guidelines to enhance educators’ critical thinking teaching strategies. The findings of this research will assist me in improving the support that I provide to Tourism educators.

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Hope-King, Lizabeth Ann. "Natural history of Hesperoyucca whipplei." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2991.

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Explores many aspects of the Hesperoyucca whipplei (formerly known as Yucca whipplei), a type of chaparral plant that grows in arid regions of Southern California. Five of the subspecies of H. whipplei are individually described and discussed. Its relationship with its pollinator, Tegeticula maculata, is traced and documented throughout the process of a reproductive season. The project examines the historic uses of H. whipplei by the Native Americans as well as its current uses in the modern world. It includes field study lessons and Hesperoyucca recipes.

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Golinvaux, Mary Ann. "The selection of children's literature for teaching values and ethics through use of art forms." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/276.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Education
Elementary Education

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Dolma, Phuntsho. "The relationship between estimation skill and computational ability of students in years 5, 7 and 9 for whole and rational numbers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/742.

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This study explored the relationship between estimation skill and computational ability for whole and rational numbers. The methods carried out were both quantitative as well as qualitative and data were collected from three primary schools along with their associated high school in the Perth area. The year levels chosen were 5, 7 and 9. There were two classes from each chosen primary school representing Year 5 and Year 7 and three classes of Year 9 from the high school. The total number of students involved was 91, 77 and 73 from the three respective year levels. Instruments used for collecting data were group-administered tests and interview. Two parallel tests with identical items, where one of the pair was estimation and the other written computation were administered to all the students in the chosen year levels. Interviews were conducted for the group of selected students based on the criteria: slightly above the average and slightly below the average. There were eighteen students with nine in each group. The results of the correlation shows that performance in estimation is positively correlated with written computation in all the year levels. Moreover, the t-test result reveals that there is no significant difference between the two tests expect in Year 7. Hence, the findings indicate that a child who is good in estimation skill can also perform well in written computation. As such, the importance of achieving estimation skill in a child would be very helpful in solving computation problems with understanding. On the other hand, children's performance related to the development of estimation skill and computational ability seems to be in positive direction from Year 5 to Year 7. Whereas the Year 9's performance is lower than Year 7. Among the topics, the children fared better in whole numbers compared to other topics. Performance tends to follow in a descending order from whole number to ratios. The disparities between estimation skill and computational ability are also more towards the difficult topics like division and multiplication of fractions and decimals. At the same time, the feedback from the interviewees tend to show that, the children from slightly above the average are better at choosing their own sensible strategies for solving the problems, whereas the students from slightly below average are more prone to the rote-learned algorithms. Although, male students appeared to perform better than the female students, the differences in performances are not that high. Thus, the result depicts that there are no significant gender issues in the selected year levels and topics. Further research needs to be carried out in order to determine the relationship between estimation skill and computational ability with topics other than whole and rational numbers, especially in measurement topics. Moreover, such studies can be done involving larger samples, and in other countries as well, Doing so can highlight the importance of the integration of estimation skill in teaching and learning mathematics.

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Colborn, Robert Maurice. "Manilius on the nature of the Universe : a study of the natural-philosophical teaching of the Astronomica." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:481db8c5-4a3b-42ff-b301-eafc3e2f9ad8.

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The thesis has two aims. The first is to show that a more charitable approach to Manilius, such as Lucretian scholarship has exhibited in recent decades, yields a wealth of exciting discoveries that earlier scholarship has not thought to look for. The thesis' contributions to this project centre on three aspects of the poem: (I) the sophistication of its didactic techniques, which draw and build on various predecessors in the tradition of didactic poetry; (II) its cosmological, physical and theological basis, which has no exact parallel elsewhere in either astrology or natural philosophy, and despite clear debts to various traditions, is demonstrably the invention of our poet; (III) the extent to which rationales and physical bases are offered for points of astrological theory – something unparalleled in other astrological texts until Ptolemy. The second, related aim of the thesis is to offer a more satisfying interpretation of the poem as a whole than those that have hitherto been put forward. Again the cue comes from Lucretius: though the DRN is at first sight primarily an exposition of Epicurean physics, it becomes clear that its principal concern is ethical, steering its reader away from superstition, the fear of death and other damaging thought-patterns. Likewise, the Astronomica makes the best sense when its principal message is taken to be not the set of astrological statements that make up its bulk, but the poem’s peculiar world- view, for which those statements serve as an evidential basis. It is, on this reading, just as much a poem ‘on the nature of the universe', which provides the title of my thesis. At the same time, however, it finds new truth in the conventional assumption that Manilius is first and foremost an advocate of astrology: it reveals his efforts to defend astrology at all costs, uncovers strategies for making the reader more amenable to further astrological study and practice, and contends that someone with Manilius' set of beliefs must first have been a devotee of astrology before embracing a natural- philosophical perspective such as his. The thesis is divided into prolegomena and commentaries, which pursue the aims presented above in two different but complementary ways. The prolegomena comprise five chapters, outlined below: Chapter 1 presents a comprehensive survey of the evidence for the cosmology, physics and theology of the Astronomica, and discovers that a coherent and carefully thought-out world-view underlies the poem. It suggests that this Stoicising world- view is drawn exclusively from a few philosophical works of Cicero, but is nonetheless the product of careful synthesis. Chapter 2 explores the relationship between this world-view and earlier Academic criticism of astrology and concludes that the former has been developed as a direct response to these criticisms, specifically as set out in Cicero’s De divinatione. Chapter 3 examines the later impact of Manilius’ astrological world-view, as far as it can be detected, assessing the evidence for the early reception of his poem and its role in the history of philosophical astrology. The overwhelming impression is that the work was received as a serious contribution to debate over the physical and theological underpinnings of astrology; its world-view was absorbed into the mainstream of astrological theory and directly targeted in the next wave of Academic criticism of astrology. Chapter 4 looks at the more subtle strategies of persuasion that are at work in the Astronomica. It observes, first, a number of structural devices and word- patternings that set up the poem as a model of the universe it describes. This first part of the chapter concludes by asking what didactic and/or philosophical purpose such modelling could serve. The second part examines how, by a gradual process of habituation-through-metaphor, the reader is made familiar with the conventional astrological way of thinking about the world, which might otherwise have struck him as a baffling mass of contradictions. The third part looks at the use of certain rhetorical figures, particularly paradox, to re-emphasise important physical claims and assist the process of habituation. Chapter 5 takes on the task of making sense of the Astronomica as a whole, seeking out an underlying rationale behind the choice and ordering of material, accounting as well as is possible for its apparently premature end, and asking why, if it is a serious piece of natural-philosophical teaching, it so often appears to be self- undermining. A short epilogue asks what path can have led Manilius to embark on such a work as the Astronomica. It offers a sketch of the author as an adherent (but not a practitioner) of astrology, who had developed a philosophical system first as scaffolding for an art under threat, but had then come to see more importance in that philosophical underpinning than in the activities of prediction. The lemmatised commentaries that follow cover several passages from the first book of the Astronomica. As crucial as the remaining four books are to his natural-philosophical teaching, it is in this part of the poem that Manilius concentrates the direct expositions of his world-view. Like the chapters, the commentaries' two concerns are the nature and the exposition of the work's world-view. Each of the commentaries has its own focus, but all make full use of the format to tease out the poet's teaching strategies and watch his techniques operate 'in real time' over protracted stretches of text. Finally, an appendix presents the case for the Astronomica as the earliest evidence for the use of plane-image star maps. At two points in his tour of the night sky Manilius describes the positions of constellations in a way that suggests that he is consulting a stereographic projection of each hemisphere, and that he is assuming his reader has one to hand, too. This observation casts valuable new light on the development of celestial cartography.

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Ng, Kwok-keung Zachary, and 吳國強. "Students' self selection of assignment and its effect on attitude and motivation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956683.

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19

Borg, Malin. "Does eutrophication cause directional genetic selection in three-spined stickleback (Gasterosteus aculeatus)? : A study of multiple Baltic Sea populations." Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14811.

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Human-induced eutrophication is indirectly affecting aquatic organisms by altering their environment. This brings on altered selective pressures and could thereby cause changes in the genetic composition of exposed populations. Since anthropogenic environmental changes are usually occurring at a much higher rate than naturally occurring changes, they force populations to adapt to the new conditions faster than normal. Here, I have studied populations of three-spined sticklebacks (Gasterosteus aculeatus) from four eutrophicated and four adjacent reference sites, along the coast of Finland, to investigate if this species has responded genetically to the human-induced eutrophication of the Baltic Sea. For this purpose I used amplified fragment length polymorphism (AFLP) and found distinctions in genetic composition between the two habitats, as well as similarities between populations from eutrophicated sites. This suggests a similar genetic response to eutrophicated conditions by stickleback populations from different geographical areas. Moreover I found a distinct geographic structure among three-spined sticklebacks in the Baltic Sea.

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Borg, Malin. "Does eutrophication cause directional genetic selection in three-spined sticklebacks (Gasterosteus aculeatus)? : A study of multiple Baltic Sea populations." Thesis, Södertörns högskola, Institutionen för livsvetenskaper, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14995.

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Human-induced eutrophication is indirectly affecting aquatic organisms by altering their environment. This brings on altered selective pressures and could thereby cause changes in the genetic composition of exposed populations. Since anthropogenic environmental changes are usually occurring at a much higher rate than naturally occurring changes, they force populations to adapt to the new conditions faster than normal. Here, I have studied populations of three-spined sticklebacks (Gasterosteus aculeatus) from four eutrophicated and four adjacent reference sites, along the coast of Finland, to investigate if this species has responded genetically to the human-induced eutrophication of the Baltic Sea. For this purpose I used amplified fragment length polymorphism (AFLP) and found distinctions in genetic composition between the two habitats, as well as similarities between populations from eutrophicated sites. This suggests a similar genetic response to eutrophicated conditions by stickleback populations from different geographical areas. Moreover I found a distinct geographic structure among three-spined sticklebacks in the Baltic Sea.

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21

Reeder, Nancy J. "A Qualitative Case Study of Natural Storytelling Strategies Used at the Nantahala School." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1890.

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This qualitative case study identifies what 8 teachers naturally do with storytelling at a K-12 school in western North Carolina. Through observations, interviews, field notes, document reviews, and artifact reviews, I used the constant comparison analysis method to discover themes from their formal and informal storytelling strategies. From these themes, I created a framework of 7 suggestions to enhance storytelling awareness. They are: sharing personal stories, developing voice control and body expression, connecting story to school culture, modeling well-developed stories with beginnings, middles, and ends, introducing stories with a pause, expressing the word "imagine" often during instruction, and finally, making teachers aware that they naturally tell stories. The significance of this study is to highlight the importance of storytelling methods for education as well as to make teachers feel more comfortable using storytelling in the classroom

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Nolley, Kevin A. "Factors influencing Indiana Psychiatric Society members in the selection of continuing medical education : an archival study." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318451.

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In the field of postgraduate medical education- there is a need for baseline information on what factors influence physicians in their selection of Continuing Medical Education (CME). Furthermore, there is an ever-growing need to learn how practitioners prefer their CME to he delivered and in what venue it should be offered. CME should represent what is understood about how physicians change behavior.The purpose of this study was to describe what factors influenced members of the Indiana Psychiatric Society in their attendance and selection of a particular Continuing Medical Education event. Using archival data from the 2004 Indiana Psychiatric Needs Assessment Survey. this study examined demographic variables—such as gender and age—and their influences on Continuing Medical Education. Moreover, using descriptive statistics, Pearson correlations. and Chi-square analyses. the research study also focused on the statistical relationships which existed between the nine various factors influencing attendance: price. location. interest in topic. outside attraction. personal invitation, speaker, deficiency of knowledge day of the week. and personal invitation. The 2004 Needs Assessment Survey was completed electronically by 80 members of the Indiana Psychiatric Society over a 60-day period during the summer of 2004.Several conclusions were derived from the major findings. Outside attraction was the most significant factor for participants selecting a CME activity. The mean average for outside attraction was 4.13 out of a possible five. This finding was the most important factor for both gender and age groups. Conversely, interest in topic was found to be the least significant value with an arithmetic mean score of 1.33 out a possible five. Using Pearson correlation analyses, a strong correlation was found to exist between interest in topic and speaker (.662. p<.01). The second strongest correlation was found between interest in knowledge and other colleagues attending. (.430. p<.01). Fifty out of 76 IPS members surveyed preferred (IMF to be delivered in a lecture format in a traditional one-hour format (31 out of 76).In recommendation as to future study, the researcher suggests employing qualitative research technique to better understand what can actually motivate physicians to change clinical behavior.
Department of Educational Studies

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Sibanda, Lucy. "A case study of the readability of two grade 4 natural sciences textbooks currently used in South African schools." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006083.

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This thesis examines the readability of two grade 4 Natural Sciences textbooks currently used in South African schools. Being important sources of classroom input, particularly in grade 4 where learners are reading to learn, textbooks should be readable. That the Natural Sciences subject is only introduced in grade 4 makes the assessment of Natural Sciences textbooks at this level significant. The goal of this research therefore, is to assess the readability of two grade 4 Natural Sciences textbooks and their understandability by learners who speak English as an additional language. The goal of assessing the Natural Sciences textbooks is achieved by the use of cloze and traditional comprehension tests, classic readability formulae, textual analysis and teacher interviews. Cloze and traditional comprehension tests are used to test learners’ understanding of the textbooks and classic readability formulae are meant to assess the grade levels of the textbooks. The tests gauge learner understandability while readability formulae establish text readability. Textual analysis allows the assessment of text readability on the basis of more factors than those accommodated by readability formulae. The textual analysis also helps to identify the readability factors supporting or impeding readability. Teacher interviews are conducted to better understand the teachers’ perceptions on the readability of the Natural Sciences textbooks. The major findings of the study are that the two Natural Sciences textbooks used in the study are generally above the reading level of the intended readers, grade 4 learners and that the participating learners do not understand these textbooks. The challenges with the readability of the textbooks stem mainly from the vocabulary and concepts used in the textbooks which are not well explained.

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Ruland, Michael [Verfasser], Heiko C. [Akademischer Betreuer] Becker, Gunter [Gutachter] Backes, and Klaus [Gutachter] Dittert. "Site-specific adaptation by natural selection. A case study with lentil. / Michael Ruland ; Gutachter: Gunter Backes, Klaus Dittert ; Betreuer: Heiko C. Becker." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2018. http://d-nb.info/1156008298/34.

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Zanini, Silvana Maria Corrêa 1959. "Dinâmica natural e ensino de Química para jovens e adultos = saberes e práticas de uma inovação curricular." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287122.

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Orientador: Pedro Wagner Gonçalves
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Geociências
Made available in DSpace on 2018-08-18T23:04:26Z (GMT). No. of bitstreams: 1 Zanini_SilvanaMariaCorrea_M.pdf: 2926577 bytes, checksum: 2059099f499b0fd6182bab3bbfa001d1 (MD5) Previous issue date: 2011
Resumo: Esta pesquisa realizada em ambiente de Educação de Jovens e Adultos (EJA) pretendeu desenvolver aprendizagem de Química por meio de inovação curricular que, aplicada e analisada, trouxe perspectivas de ensino de Química contextualizado por meio do ambiente terrestre. Os conteúdos abordados foram organizados para proporcionar o entendimento de um tema sócioambiental. O tema escolhido, com o propósito de despertar o interesse dos alunos da EJA, teve como ponto de partida a história de moradores da cidade de Cajamar (SP), que tiveram suas casas destruídas ou danificadas pelo colapso do carste coberto. O estudo termodinâmico do fenômeno de dissolução e precipitação do carbonato de cálcio foi escolhido para aclarar a dinâmica natural e possibilitar debates sobre as causas que levaram ao colapso das casas. Os referenciais teóricos do movimento de Ciência, Tecnologia e Sociedade (CTS) e as contribuições das Geociências guiaram as opções metodológicas. O interesse do aluno pelo contexto estudado (Terra) e as estratégias utilizadas na construção e aplicação da inovação curricular possibilitaram explorar aspectos que dizem respeito ao sistema Terra, tais como dinâmicas, complexidade, fluxos e trocas de matéria e energia. Os diálogos ocorridos compuseram a metodologia de ensino, permitiram a participação dos alunos no processo de ensino-aprendizagem e serviram de fonte de dados para pesquisa. Três categorias foram analisadas a partir da aplicação da inovação curricular a um grupo de alunos da EJA: aprendizado químico, visão de ambiente e aprendizado sócio-ambiental. A pesquisa se constituiu como estudo de caso e visou examinar o aprendizado de aluno selecionado. Os indicadores utilizados demonstraram que as estratégias foram capazes de efetivar as aprendizagens propostas e promover o engajamento do aluno no processo de ensino-aprendizagem
Abstract: The curricular innovation was applied and evaluated to understand terrestrial environments in order to teach chemical concepts. Contents were organized to understand a social and environmental problem. The issue was chosen to attract adult students. The houses of people in the city of Cajamar (in the Brazilian state of São Paulo) were destroyed or damaged by the collapse of the covered karst. A study on thermodynamics of dissolution and precipitation of calcium carbonate was chosen to bring light to the concept of natural processes and encourage a debate on what lead the houses to collapse. The Science, Technology and Society (STS) movement and contributions of the Geosciences guided the methodology. The interest of students on the field (the Earth) and the strategies employed in developing and applying these innovations have helped examining Earth-related issues, such as dynamics, complexity, flows and exchanges of matter and energy. A dialogue with students was part of the teaching methods and allowed students to participate, thus providing data and information for the research. Innovations were evaluated along with three different aspects: the learning of chemistry, the perspective on the environment and the learning of social and environmental processes. The indicators used showed that the strategies applied brought students to learn as well as engaged them in the teaching-learning process
Mestrado
Ensino e Historia de Ciencias da Terra
Mestre em Ensino e Historia de Ciencias da Terra

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Ambross, Johannes Nikolaas. "A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1411.

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With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.

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Nsubuga, Yvonne Nakalo. "The integration of natural resource management into the curriculum of rural under-resourced schools : a Bernsteinian analysis." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1007157.

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This study was motivated by the need to improve curriculum relevance in poor rural schools through contextualised teaching and learning based on the management of local natural resources. It involved four schools which are located in the Ngqunshwa Local Municipality of the Eastern Cape Province of South Africa. The study's aim was to provide insight into and better understanding of the curriculum implementation process regarding natural resource management (NRM) education in a poor rural education context. This was done by analysing the extent of NRM integration in pedagogic texts, activities and practices in the different fields which constitute the structure of the pedagogic system in this education sector. The study adopted an interpretivist approach to the analysis, which was based on indicators of the extent of NRM integration, and was informed by Bernstein's concepts of classification and curriculum recontextualisation, and his model of the structure of the pedagogic system. The items which were analysed included national and provincial Grade 10 Life Sciences curriculum documents, Grade 10 Life Sciences textbooks, in-service training workshops for Life Sciences teachers, and various school documents, activities and practices. The analysis also involved interviews with educators, and classroom observations of Grade 10 Life Sciences lessons. The results revealed a very high overall level of NRM integration in the Grade 10 Life Sciences curriculum documents produced at national and provincial levels. The overall level of NRM integration was also found to be very high in the Grade 10 Life Science textbooks that were analysed, but very low in the in-service teacher training workshops, and in the schools' documents, activities and practices, especially in the Grade 10 Life Sciences lessons, and in schools' end-of-year Grade 10 Life Sciences examination papers. The study makes a number of recommendations towards effective integration of NRM into the curriculum of Eastern Cape's rural poor schools which include more specific and explicit reference to NRM in the official Grade 10 Life Sciences curriculum documents, the provision of environmental education courses to district education staff and Grade 10 Life Sciences teachers, the training of teachers in the classroom use of textbooks and other educational materials, and regular monitoring of teachers' work. The study also exposes important knowledge gaps which need urgent research attention in order to enhance NRM education in the poor rural schools of the Eastern Cape. These include analysing power and control relationships between the various agencies and agents that are involved with curriculum implementation in this education sector, and conducting investigation into the creation of specialist NRM knowledge and into the quality of NRM knowledge that is transmitted as pedagogic discourse in schools. This study contributes to the fields of rural education and environmental education in South Africa, and to the growing interest in the study of curriculum from a sociology of education perspective in the context of the country’s post-apartheid curriculum reforms.

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Meiring, Leslie Frank. "The impact of toys as educative curriculum material on pre-service primary school Natural Sciences teachers' understanding of energy." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1332.

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In this study toys were used as educative curriculum material in an intervention on the topic of energy aimed at Intermediate Phase pre-service science teachers (n= 87) registered for a BEd degree at the Nelson Mandela Metropolitan University, South Africa. The intervention consisted of, amongst other elements, lectures, assignments and toy workshops, with the latter being a key driver in the process. The choice of toys as the educative curriculum material was informed by the fact that there is a huge variety of simple, reasonably priced and easily procured toys that are suitable to demonstrate the concept of energy from both theoretical and practical perspectives. The conclusions that can be drawn from the study are that the use of toys in the preparation of pre-service primary school teachers has the potential to substantially improve their subject content knowledge (SCK), pedagogical content knowledge (PCK), and their confidence related to these two constructs with respect to their understandings of energy. The data generated also suggest that when appropriate educative curriculum materials are integrated into a topic in science-teacher education, there may be a substantial positive impact on pre-service teachers‘ confidence in both their understanding of the science content and their perceptions of their ability to teach this content. An additional finding of the study was that, despite its popularity, status and usefulness over many years, the Science Teacher Efficacy Belief Instrument (STEBI-B) shows low sensitivity to measuring changes in efficacy as a consequence of the so-called ‗ceiling effect‘. The ceiling effect is a result of initial high scores which provide little opportunity to show iii substantial positive change as a result of an appropriate intervention that is designed to improve efficacy. While this study did not directly address this lacuna in STEBI-B, it made use of an innovative descriptive statistic, ‗percentage gain of potential‘, in an attempt to describe and interpret even small changes in efficacy as measured by STEBI-B.

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Gayer, Harvey L. "Differential perceptions of prospective predoctoral psychology interns : an experimental investigation of potential bias in selection." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027108.

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A discrepancy between the number of predoctoral internship applicants and Association of Psychology Postdoctoral and Internship Centers' internship positions has recently been noted (Gloria & Robinson, 1994; Murray, 1996). Applicants now outnumber positions available. This imbalance has caused researchers (e.g., Lopez, Moberly, & Oehlert, 1995) to focus on criteria affecting selection decisions. Researchers, who have relied strictly on non-experimental methodology, have ascertained that important and consistent criteria for intern selectors are breadth and types of clinical experiences, performance during interviews, and letters of recommendation.A criteria that was not specifically addressed in earlier surveys of intern selectors was doctoral program type (i.e. clinical, counseling, and school psychology). Interestingly, doctoral program type had been hypothesized by Gayer and Gridley (1995) to have a significant impact on intern selection decisions, such that a preference pattern would emerge with clinical applicants preferred over counseling applicants, and counseling applicants preferred over school applicants. This pattern was hypothesized to occur even if application materials from the three doctoral program types were identical. The present study, in the form of an experimental survey utilizing analogue techniques, was developed to test the aforementioned hypothesis. Results confirmed that doctoral program type has a statistically significant, moderate influence on intern screening/selection and that the hypothesized preference patterns pervasively exist across a variety of selector (e.g., gender and doctoral program type attended) and setting (e.g., geographic location, site type, population density in the site's locale, and socioeconomic status of a site's clientele) variables. Implications of this preference pattern and recommendations for applicants, trainers, and selectors are discussed.
Department of Educational Psychology

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Garcia, Eduardo Granado [UNESP]. "Diferentes maneiras de definir a função logarítmica natural." Universidade Estadual Paulista (UNESP), 2014. http://hdl.handle.net/11449/122205.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este trabalho tem como objetivo principal apresentar diferentes formas de definir a função logarítmica natural. Mais especificamente, a partir da função exponencial, como sua inversa; como area de uma região do plano e, por fim, como limite de uma sequência de números reais. Além disso, procuramos no ultimo capítulo, realizar uma análise de algumas questões que exercem influência sobre o ensino de logaritmos na Educação Básica. Para embasamento teórico, recorremos a algumas fontes que abordam o processo de Educação Matemática em nosso país, e também as diretrizes oficiais, como PCNs e o Currículo Oficial do Estado de São Paulo. Neste ultimo, trazemos uma análise das situações de aprendizagem que compõem o material que e disponibilizado aos alunos da rede estadual, verificando o tipo de abordagem evidenciada para o ensino de logaritmos
The main objective of this paper is to present difierent forms of defining the natural logarithm function. And, more specifically, start from the exponential function; its inverse; as an area of a region on the plane and finally as the limit in a real number sequence. Besides that, on the last chapter we aimed at doing an analysis of some issues that influence the teaching of logarithm in Basic Education. As theoretical basis we have employed some sources that approach the process of Mathematics Teaching in our country as well as oficial directives such as the PCN - National Curricular Parameters and the Sao Paulo State Oficial Educational Curriculum. Based on the latter we have done an analysis of the teaching sequences that make up the material which is made available to the students of the state public schools and veri ed the kind of approach employed for the teaching of logarithms

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Garcia, Eduardo Granado. "Diferentes maneiras de definir a função logarítmica natural /." São José do Rio Preto, 2014. http://hdl.handle.net/11449/122205.

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Orientador: Luciana de Fatima Martins
Banca: Ana Claudia Nabarro
Banca: Parham Salehyan
Resumo: Este trabalho tem como objetivo principal apresentar diferentes formas de definir a função logarítmica natural. Mais especificamente, a partir da função exponencial, como sua inversa; como area de uma região do plano e, por fim, como limite de uma sequência de números reais. Além disso, procuramos no ultimo capítulo, realizar uma análise de algumas questões que exercem influência sobre o ensino de logaritmos na Educação Básica. Para embasamento teórico, recorremos a algumas fontes que abordam o processo de Educação Matemática em nosso país, e também as diretrizes oficiais, como PCNs e o Currículo Oficial do Estado de São Paulo. Neste ultimo, trazemos uma análise das situações de aprendizagem que compõem o material que e disponibilizado aos alunos da rede estadual, verificando o tipo de abordagem evidenciada para o ensino de logaritmos
Abstract: The main objective of this paper is to present difierent forms of defining the natural logarithm function. And, more specifically, start from the exponential function; its inverse; as an area of a region on the plane and finally as the limit in a real number sequence. Besides that, on the last chapter we aimed at doing an analysis of some issues that influence the teaching of logarithm in Basic Education. As theoretical basis we have employed some sources that approach the process of Mathematics Teaching in our country as well as oficial directives such as the PCN - National Curricular Parameters and the Sao Paulo State Oficial Educational Curriculum. Based on the latter we have done an analysis of the teaching sequences that make up the material which is made available to the students of the state public schools and veri ed the kind of approach employed for the teaching of logarithms
Mestre

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32

Xipu, Bukelwa. "An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003513.

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This research study involves two Grade 9 Natural Sciences teachers from two schools in the Lady Frere District of the Eastern Cape. The reason for selecting these two teachers is that in 2009 they, like me, obtained an Advanced Certificate in Education (Science and Maths) from Rhodes University. As a result, we have a good working relationship. Furthermore, both teachers are actively involved in the Natural Sciences curriculum in the District and their schools are not far from the District Office where I work. The principal objective of this study was to investigate how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9. It was triggered by the transformation in curriculum in South Africa as well as by my experience of working with Natural Sciences teachers in our rural district. The study is informed by an interpretive paradigm using a qualitative case study approach. The data was gathered by administering analysis of documents, semi-structured interviews, observations, field notes and journals. During the data analysis process, patterns and themes were illuminated using the inductive analysis method. Rich data sets in relation to the main research question on how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9 emerged from the analysed data. The conclusions that can be drawn from the study indicate that when teaching chemical reactions, teachers should have adequate content knowledge as well as pedagogical content knowledge. It is thus recommended that teachers consider the prior knowledge of learners, use a variety of teaching and learning approaches including practical activities, to make learning meaningful. The major limitation of this study is that the two selected teachers do not represent the whole population of Grade 9 teachers in the Lady Frere District. Therefore, the findings cannot be generalized to represent the larger population. It is recognised, however, that within the qualitative inquiry, reliability and generalizability play a minor role.

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"Pathogen evolution under natural selection: The influenza A case study." PRINCETON UNIVERSITY, 2008. http://pqdtopen.proquest.com/#viewpdf?dispub=3295304.

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繁玉萍. "Study of genome evolution shaping by natural selection in Drosophila." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/60436773622046528822.

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博士
國立清華大學
分子與細胞生物研究所
101
The goal of molecular evolution is to understand the forces that have an impact on the levels of genetic variation. Previous studies have been dedicated to identify significant genetic variations that attribute to phenotypic change and eventually alter fitness of individuals. For example, the studies on OdsH have shown clear evidence of positive selection and pointed out that OdsH plays a major role in the formation of reproductive isolation. However, it has been questioned whether OdsH undergoes recurrent selection and contributes to the species formation in other Drosophila species clades. In the past decade, the field of molecular evolution and population genetics has made tremendous progress mainly due to recent development of sequencing technology. As several Drosophila genome projects are completed, it is feasible the pattern of molecular evolution in a wide range of Drosophila species, and find that rapid divergence driven by positive selection of OdsH is only present within Drosophila simulans species complex. Besides, the patterns of incomplete lineage sorting among newly diverged species were dissected employing phylogenetic analysis on genome-wide data, and supported the view that most of genetic variations were selected neutral or nearly neutral. Finally, I focus on base composition evolution, which is attributed to weak selection, in D. melanogaster population. and suggested a recent preferred codon shift towards AT-rich codons. By means of studying genome-wide genetic variation, the knowledge of how forces shape the genome structure could be established. Major contributions of this thesis are 1) to reconstruct of history of molecular evolution of OdsH is the genus of Drosophila; 2) to survey the genomic pattern of incomplete lineage sorting among the species which genetic barrier has not been established; 3) to show the evidence of AT-ending codons could currently be favored by natural selection in the D. melanogaster lineage.

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Lekoloane, Selaelo Elizabeth. "Teaching expository writing in the natural sciences." Thesis, 2012. http://hdl.handle.net/10210/5973.

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M.Ed.
The teaching of writing skills applicable to the content subjects in the English second language classroom is a recent concern. The concern is raised by the emphasis which the communicative approach places on the integration of skills (Kilfoil and Van der Walt, 1997:263), which many teachers seem to ignore. This neglect is seen in the leaners' poor essays which they write both in the English second language classroom and in their content subjects. It should be emphasised that teaching writing skills does not only mean teaching learners how to write compositions and letters, as is usually done in the language classroom, but also implies teaching them how to write expository texts in other subjects. The focus of this research is a group of learners from historically black secondary schools in this Province who had failed matric several times and were admitted to various Colleges of Education in the Northern Province to be offered a Finishing Programme. These learners seem to be `underprepared' in as far as expository writing is concerned. Miller (1989:158) defines the concept of `underpreparedness' in educational terms as the gaps that the learners have in their knowledge which require help in filling in blank spaces. The finishing learners at the Colleges in the Province constitute a small group among thousands of matric pupils who are underprepared for matric.

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Ruland, Michael. "Site-specific adaptation by natural selection. A case study with lentil." Doctoral thesis, 2017. http://hdl.handle.net/11858/00-1735-0000-002E-E3B2-A.

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Chapman, Gavin Ashley. "A didactic study to identify criteria for project selection in technology." Thesis, 1997. http://hdl.handle.net/10530/732.

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Submitted in fulfillment for the requirements of the Degree of Master of Education in the Department of Didactics in the Faculty of Education at the University of Zululand, 1997.
Due to a rather weak performance of the economy and rising unemployment in South Africa a serious need of upgrading the South African education system was deemed necessary. The introduction of technology education into the genera! school curriculum was considered to be a possible means of improving the content and developing skills required by industry. As technology education is project driven, this study set about the investigation of identifiable criteria which may be applied by teachers to the selection of suitable projects in technology education courses. These criteria were considered to be essential to ensure equality between urban, rural and culturally diversified learners with special emphasis on previously disadvantaged pupils in a post-apartheid educational system. This study is concluded with a check-list (table 34) consisting of five main criteria and twenty sub-criteria for teachers to apply when making choices of technology projects based upon sound didactic principles. Chapter one orientates the reader into the background of the study, the problems and hypotheses. Chapter two provides a detailed empirical overview of five main criteria: SOCIO-ECONOMIC BACKGROUND, DEVELOPMENTAL LEVEL, PROBLEM SOLVING, MOTIVATION and MEANINGFUL TRANSFER OF KNOWLEDGE These criteria were derived from a literary study of didactic sources which provided a sound basis for their foundation. Chapter 3 investigates the possibility of using the principles of general and strategic management planning to facilitate a technology education programme and project theme. There is also an overview of the methodology required for the lorry project tested in this study and the conditions at the pilot schools. Chapter 4 provides the quantrtative results gathered via a questionnaire to 380 pupils (205 pupils from "disadvantaged" urban schools and 175 pupils from "disadvantaged" rural schools) at the eight pilot schools described by this study. There is also an overview of the findings related to these results presented in tabular form. Chapter 5 analyses the findings presented in chapter 4 and forms the qualitative results of the study. The reader is directed specifically to the detailed criteria (classified as sub-criteria which support the five main criteria) required by technology education teachers when projects are to be selected. Chapter 6 concludes the study with logical conclusions, guidelines and recommendations to teachers, education planners, curriculum developers and administrators who are the agents to promote educational change in Kwazulu Natal. A check-list with a simple yes/no response (table 34) is presented for the convenience and application by teachers when selecting technology education projects.

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Singh, Suresh Kamar. "Assessment in natural sciences." Thesis, 2009. http://hdl.handle.net/10210/2091.

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D.Ed.
This research study focusses on assessment in the Natural Sciences learning area in grades 8 and 9. The aspect under focus is the extent to which educators can apply assessment methods, tools and techniques in this learning area. Outcomes-based education makes use of outcomes-based assessment which incorporates different methods of assessing learners. This study is concerned with the assessment practices of educators in the classroom. The literature examined looks at what is science?, what is assessment?, assessment in outcomes-based education and outcomes-based assessment in the Natural Science learning area. Both quantitative and qualitative methods of data collection were used in this study. The research instruments used were questionnaires, lessons observations, interviews and analysis of learner portfolios. As a research strategy, questionnaires were administered and analysed; assessment lessons were observed and analysed against principles for outcomes-based assessment; interviews were held with educators, subject advisor and OBE facilitator and learner portfolios were analysed in order to validate data gathered. The findings of the study revealed that educators have begun assessing using the outcomes-based assessment model, however, they are assessing on a very superficial level. The assessment tools, techniques and methods available to educators are not being used properly. It was found that the reason for this was that educators do not fully understand how to assess outcomes and they are not familiar with the assessment criteria. Certain assessment methods like self - and peer - assessment were totally neglected. Educators did not know how to use rubrics and rating scales when assessing learners. From the evidence in the learners’ portfolios, it was found that there is still an over-reliance on tests and that teacher assessment is the dominant assessment method. From the lesson observations it was found that content of the Natural Science learning area was not being adequately covered. In addition, Physical Science sections of the curriculum were deliberately not taught due to inexperience by educators in this field. The lesson observations also revealed that practical work in the form of experiments, observations and investigations was limited and in many cases not done at all. Educators cited lack of experience and resources. It was found that educators over-used textbooks and relied on them as the only source of scientific information. Planning of assessment was also another key area that needed attention.

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Chang, Kai-Chu, and 張凱筑. "A Study about the teaching effect of the Teaching Material and Methodology of Natural Science on Early Children." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/09745774660294594400.

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碩士
樹德科技大學
幼兒保育學系
96
This study aims to examine the teaching effect of the course “Teaching Material and Methodology of Natural Science on Early Children” selected by pre-service teachers. The subjects of the current study consist of 45 college students in the fourth grade. The methods of data collection include quantitative surveys and qualitative semi-structural questionnaires and interviews. The results reveal that firstly in terms of the fundamental scientific qualification of the students in the department of early children care, those who enrolled in this class perform significantly better than those studying in the night school of a certain college of technology from the perspectives of life science, health science and STS. Secondly, the difference of the pre-test and the post-test on the parameter of PSTE of students’ belief in the teaching effects of pre-service children care teachers is significant and so is the parameter of STOE. However, its difference is not significant. Thirdly, the self-evaluation sheet shows that firstly in light of students’ understanding of relevant scientific theories, what is the most efficiently acquired is “Understanding the theories of the science games in practice this semester” while the weakest acquisition is “Understanding the theories of the design of scientific teaching plans.” Secondly, as to the ability of designing scientific process courses, what students acquire the most in this parameter is “improving the ability of use of general products in daily life to make scientific teaching aids” while the least is “the ability of solving the relevant scientific problems raised by early children.” Thirdly, regarding the change of the attitude towards natural science, what changes the most is “the elevation of self-interest in science” and “lowering the anxiety of science” while the least is “when facing scientific problems, you tend to understand the scientific theories and do not feel troubled.” Fourthly, in terms of the change of teaching attitude towards early children’s natural science, the most obvious change is “increasing their interest in science games” while the least obvious change is “being able to help early children coordinate the new and the old information and experience.” Fifthly, as for the learning situation of the acquisition of science games, the scientific theories which students can understand best are “Water Rocket” and “Balanced Bird” whereas the most difficult one is “Diving Scope.” Sixthly, the learning effect of students with different levels of believes in pre-service early children care teachers’ teaching effect on science. Seventhly, the results of the analysis on the subjects’ term evaluation reveal: 1. Science games help subjects build confidence and motivation in early children’s education of natural science; 2. Science games build the subjects’ belief in science; 3. Science games are suitable for early children’s scientific education; 4. The science teaching theories “learning circle” and “conception map” offer concrete directions for the design of teaching plans on early children’s natural science courses; 5. The sharing, feedback and video-taping of the teachers on the spot are helpful for students to understand the real situation of teaching; 6. Subjects are aware that they are capable of designing preliminary natural science courses but when it comes to real teaching, they feel unprepared; 7. Subjects think it is important to be equipped with relevant scientific fundamental knowledge. The current study suggests for future studies firstly in terms of subjects, future relevant studies can include pre-service early children care teachers in other colleges of technology or education universities. Secondly, as for the research topics, due to the limit of research time, it is suggested that researchers who are interested in this topic may further investigate this issue to offer more references for teacher-development. Thirdly, regarding research parameters, the parameters which can influence the belief in teachers’ teaching effectiveness are considerably many, future studies may include more parameters for more discussion. Fourthly, in light of the development of the evaluation instrument on teaching believes, the further studies may focus on teaching believes of different levels and students’ performance so as to understand. In terms of the suggestions to teaching practice, first of all, it is better to provide more chances of simulated teaching, keynote speeches and teaching videos in order to help students better their teaching expertise. Secondly, it is advised to use science games in early children’s science learning activities. Thirdly, it is better to use learning sheets to facilitate students to do reflection. Finally, we should help students enhance their believes in the effect of the scientific teaching to early children.

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CHANG, CHING-YI, and 張靜宜. "The Action Study on Natural Science Teaching with IRS at Remote Primary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/9u38p2.

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碩士
大葉大學
資訊管理學系碩士班
107
This study explores the Haihai Elementary School in Pingtung County. The school was established as a branch school in 1952, and became an independent school in 1968. In 2004, it was re-established as a branch school and in 2009 once again separated independently. During these periods, the fluctuating student numbers, low birth rate, the low level of learning motivation caused high proportion of students with low achievement. The purpose of this study is to the Interactive Response System to integrate natural science to understand whether students improve their motivation, learning effect, and teachers’ self-reflection and professional growth. This research is based on qualitative research. Collects with Haihai Elementary School fifth-grade students through the IRS in the field of natural sciences, and the quantitative learning data obtained through regular learning assessments, the data accumulated throughout the school year, To conduct comparative analysis and interpretation of the mean and paired samples t-test. The conclusions are as follows: 1. The integration of Interactive Response System into teaching can improve the motivation of natural learning among students in rural areas . 2. The integration of Interactive Response System into teaching can improve the natural learning effect of rural students. 3. Using Interactive Response System to integrate into the natural teaching can improve teachers’ self-reflection and professional growth. 4. The students like the Interactive Response System to integrate into the natural teaching method.

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Gordinho, Luís de Oliveira Rijo. "Divergent selection and reproductive isolation: an empirical study on reed buntings." Doctoral thesis, 2020. https://hdl.handle.net/10216/126876.

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Gordinho, Luís de Oliveira Rijo. "Divergent selection and reproductive isolation: an empirical study on reed buntings." Tese, 2020. https://hdl.handle.net/10216/126876.

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Kwayisi, Frederick N. "The teaching of natural sciences in the curriculum of Middle schools :|bNorth West Province / Frederick N. Kwayisi." Thesis, 2006. http://hdl.handle.net/10394/11214.

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This thesis sought to investigate the teaching of natural sciences in the curriculum of middle schools. This was because the Government of South Africa had introduced a new curriculum to replace an apartheid curriculum which existed in the country before 1994. Outcomes- Based Education (OBE) was chosen as the medium through which the curriculum was to be made known to learners. OBE like all educational theories and principles has its characteristics and specific approaches to teaching, which were different from the teacher - centred approaches science teachers were used to. This placed on teachers the task of teaching science using OBE. There were other problems and challenges which they had to overcome in order to teach effectively. The purpose of the research was to determine the extent to which natural science teachers practiced OBE in their teaching. The study sought Jo answer the following research questions: • To what extent was Grade 7 to 9 natural science teachers able to use Outcomes Based Education methods and principles to teach natural science? • Which challenges did middle school science teachers experience in the use of Outcomes Based Education in the teaching of natural sciences to learners in Grades 7 to 9? • How could the challenges experienced by the science teachers in the use of Outcomes Based Education in their teaching be addressed? The study drew its population and sample from natural science teachers of the middle schools of the Mmabatho, Mafikeng, ltsoseng and Bodibe areas. The teachers responded to questions from questionnaires and interviews. The data collected was then subjected to both quantitative and qualitative analysis. The following are the main findings of the study : That the middle school science teachers had little or no knowledge on OBE and needed more workshops and or in-service training and development in OBE strategies and teaching skills. They also needed further education and certification to improve : That the unavailability of laboratories, apparatus, chemicals and other learner support materials such as text books and a school library have influence on the teachers ability to prepare lessons to suit specific topics and they could not prepare lesson plans from any other sources except from prescribed textbooks. The teachers needed support from the Department of Education officials to understand and apply OBE in their classrooms. Views they had on OBE as to its usefulness or otherwise were formed based on how Department of Education officials interpreted it to them. Finally to ensure success and effective implementation, the study expressed the need for further research to be conducted in matters that affect the teaching and learning of science such as; teachers knowledge in OBE science teaching strategies and assessment practices; teaching and learning support and, in-service training and science teacher development and education. A research on the impact of OBE on learners at middle schools was suggested as a sequel to the topic of this research.
Thesis (PhD) North-West University, Mafikeng Campus, 2006

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Mhlongo, Ruston. "The development of observational and allied skills in the teaching and learning of natural sciences." 1996. http://hdl.handle.net/10500/17457.

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Jerrier, Maanwathie. "Exploring teacher approaches to teaching a selected unit of study in the natural science curriculum." Thesis, 2009. http://hdl.handle.net/10413/1130.

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Research indicates that conceptual knowledge and abstract thinking was deficient in South African learners (TIMMS, 1999, 2003; Gower 2008). The general poor performance of learners in Reading, Mathematics and Science has spurred the Department of Education to conduct a campaign to boost learner performances in these learning areas.
Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

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Ongg, Chin-Hsiu, and 翁錦秀. "The study of natural scintific observation areainnovative teaching in kindergarten-Aquaponics System as an example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/t6h4m9.

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碩士
明新科技大學
管理研究所碩士班
103
Abstract To make kindergarten children to generate more interest in the natural sciences, the change of the innovation teaching environment and the innovative teaching of the teachers are important factors to influence the learning results of the kids. This research is putting great emphasis on the natural science observation area which is less influenced by the course topics in a kindergarten learning area. This study uses classroom environment observation, questionnaires and the data collections to explore and investigate how to improve the learning area environment, and then proposes creative teaching methods. This research proves that: Building an "Aquaponics System" in the natural science observation area and designing related courses are helpful to the teachers on the teaching and also to the kids on their learning. In addition, the "Aquaponics System" is worth to expand on teaching. This study presents the design of two innovative. The research finds out using a ruler to measure the growth condition of plants and fish is the method that never be used in current documents. And editing several simple innovative teaching materials about"Aquaponics System" to facilitate the promotion of teaching children creative thinking. This research can be used as a reference for kindergarten teachers to build the "Aquaponics system" and design related courses

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Jhong, Jia-Rong, and 鍾佳蓉. "A Study on Teaching Belief, Teachers’ Professional Competence and Teaching Behaviors of the Natural Sciences and Living Technologies Teachers in Taitung County." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/5829df.

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碩士
國立臺東大學
教育研究所
94
ABSTRACT The purpose of this study is to investigate the situation on the teaching belief, teachers’ professional competence and the teaching behaviors of the natural sciences and living technologies teachers (a.k.a. science teachers) in Taitung County, and the relationships between variables of teachers’ personal factors and school condition. This study utilizes questionnaire investigation, with multi-stage method, to draw out teachers of natural science and living technology from ninety-one public elementary schools in the Taitung County. Two hundred and three questionnaires are considered as effective. Data were processed and analyzed by average, standard deviation, T-test, one-way ANOVA, post-hoc Duncan’s multiple range tests and Pearson’s correlation analysis. By analyzing the empirical data, the main conclusions of this research are as follows: 1. 69.0 % of the science teachers in Taitung County’s elementary school hold administrative duty: 77.3% of the science teachers have taught science course less than five years; most science teachers teach science courses because of school’s assignment; Teachers who are not graduated from mathematics and science related departments are even higher than those are graduated from mathematics and science related departments. 2. The science teachers’ teaching belief in Taitung County tends to progressive tendency. Some notable differences in teaching belief are observed only in ‘the educational major’ and ‘school location variables’. 3. The scores of teachers’ professional competence are higher on high ‘teaching seniority’, ‘teachers who hold administrative duty’, high ‘science teaching seniority’ and ‘between thirteen classes and twenty-four classes in school size’. There is no notable difference in ‘sex’, ‘educational background’, ‘major’, ‘reason to become science teachers’ and ‘school location variables’. 4. The science teachers’ teaching behaviors in Taitung County tends to progressive tendency; significant positive correlation in teaching belief, teachers’ professional competence and the teaching behaviors are found.

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Wang, Yu-yin, and 王毓吟. "A Study of Selection and Use of EFL Teaching Materials in Children's English Cram Schools." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/arrp9g.

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碩士
國立臺灣科技大學
應用外語系
99
This study aims to investigate the selection and use of EFL teaching materials in children’s English cram schools. This study aims to (1) explore how EFL teachers in children’s cram schools select teaching materials, (2) investigate criteria teachers adopt to select materials for cram school students, (3) present how teachers solve problems when the selected textbooks are not suitable for students, and (4) address teachers’ perceptions of imported and local teaching materials. Participants were 338 EFL teachers in cram schools from all over the country, including owners, English supervisors, and English teachers. Seventy-seven percent of them were using imported teaching materials. The instruments were a questionnaire and a semi-structured interview. According to the findings, English supervisors, English teachers and the owners are members involved in selecting teaching materials. There was rarely a formal meeting held in the English cram schools. The new textbook launch and training workshops influence teachers in selecting teaching materials. In terms of the criteria, having various themes to meet students’ need is the most important factor. The other important factors are teacher’s resources and accompanying materials, grammar structure, illustrations, layouts, word size, and activity design. While the selected textbooks were not suitable for students to learn, they provided supplementary materials for students. Inappropriate content, students’ different proficiency levels, and time deficiency are the main reasons they needed to modify the lessons. The advantages of imported teaching materials are good quality, content structures, and the chance for students to learn more about foreign cultures. As for local teaching material users, whether the content is connected to junior high schools’ curriculum and the price are main factors for them in choosing local teaching materials. This study helps current EFL teachers to know how EFL teaching materials are chosen, used, and adapted for children in cram schools. This study also provides information for publishers to compile good EFL teaching materials for teachers and students.

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Chou, Yu-mei, and 周毓玫. "A Case Study of Teacher-student Interaction and Teaching Material Selection in EFL Classroom with Interactive Whiteboard." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/76894723163019243094.

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碩士
國立臺北教育大學
兒童英語教育學系碩士班
99
The case study was conducted to explore the influence on teacher-student interaction when using interactive whiteboard as a teaching aid, as well as to investigate how teaching materials affect the teacher-student interaction, and to understand the difficulties the teacher faced when using interactive whiteboard. The subjects of the study were an elementary English teacher and one of her classes in Taipei. The qualitative data was gathered through eight-week classroom observation and interview. The teacher-student interaction was recorded by using Brophy and Good General Class Activity Coding Sheet, as a reliable quantitative data. After analyzing the data, the result showed that when teaching with interactive whiteboard, the number of teacher-student interaction increased, but the qualities of interaction were not, such as the length of interaction and the content of teacher’s feedback. When the teaching material was presented by flash games, it triggered the tripartite interaction among the student, the teacher, and the interactive whiteboard, which could raise the classroom atmosphere. In addition, if the teacher performed the high-level use of interactive whiteboard and reformed teaching materials into PowerPoint, it tremendously increased the quality of teacher-student interaction. During the research process, the teacher also brought up the difficulties of using interactive whiteboard. In order to overcome the heavy work load and the uncertainty of using information technology, teachers could establish teacher communities and strengthen their information literacy.

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Solomon, Anthea. "The childbirth experience of parents who received antenatal education." Thesis, 2012. http://hdl.handle.net/10210/6810.

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M.Cur.
This dissertation studies the labour experiences of parents who received childbirth preparation. At the moment, the extended family is no longer prevalent, and the teachings mothers passed to daughters has decreased dramatically. As more medical interventions alter the labour process, couples need to be more aware of what to expect. The trend for first time parents is to attend some kind of formal antenatal preparation. How relevant is this preparation? A qualitative study design was utilised to allow for exploration and description of the experience of labour. An audio recording was done as well as the subjects filling in a questionnaire. A pilot study with one couple was completed initially. Mothers in the Northern Suburbs of Johannesburg were studied. They had given birth in private clinics in the area. The interviews were unstructured and conducted in English. The data once collected, was transcribed and analysed using cross case data analysis and classification according to common themes. Nursing for the Whole Person Theory was used as the paradigm and guide for analysis. The results are compared with the relevant literature which is presented in The results are displayed in various forms in the study and show a positive experience in women and men who attended antenatal preparation. Recommendations are made for the medical profession and presented in with the conclusions.

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Dissertations / Theses on the topic 'Natural selection Study and teaching'

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