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Kgwadi, Ntate Daniel. "Inexpensive conceptual experiments/demonstrations for physics teaching." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834635.
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Current research on cognitive learning is applied to the designing of several experiments for use in high school physical science and physics classes. The goal of the project was to use simple inexpensive materials to construct experiments and demonstrations that illustrate physics concepts and can easily be modeled using simple mathematics.Saline solutions are used to show simple examples of refraction and effects of a solution of varying density. The refractive index of two liquids is measured. The continuous refraction of a stratified fluid is demonstrated. Fluid flow is investigated. This leads to a simple experiment that leads to an easy way to measure the acceleration of gravity.The goal was met with several simple experiments using inexpensive materials, modeling techniques, and simple mathematics derivations were designed and tested. Data from the experiments gives results that are very close to the accepted values.<br>Department of Physics and Astronomy
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Tam, Ka-lok Patrick, and 譚家樂. "A study of teachers' conceptions and teaching strategies in relation to students' alternative ideas about force and motion." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957468.
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Taylor, Charles 1955. "Conceptual development in mechanics." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8063.
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Sheaffer, Christopher Ryan. "Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/925.
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Educators are increasingly focused on the process over the content. In science especially, teachers want students to understand the nature of science and investigation. The emergence of scientific inquiry and engineering design teaching methods have led to the development of new teaching and evaluation methods that concentrate on steps in a process rather than facts in a topic. Research supports the notion that an explicit focus on the scientific process can lead to student science knowledge gains. In response to new research and standards many teachers have been developing teaching methods that seem to work well in their classrooms, but lack the time and resources to test them in other classroom environments. A high school Physics teacher (Bradford Hill) has developed a unit called Patterns in Nature (PIN) with objectives relating mathematical modeling to the scientific process. Designed for use in his large public school classroom, the unit was taken and used in a charter school with small classes. This study looks at specifically whether or not the PIN unit effectively teaches students how to graph the data they gather and fit an appropriate mathematical pattern, using that model to predict future measurements. Additionally, the study looks at the students' knowledge and views about the nature of science and the process of scientific investigation as it is affected by the PIN unit. Findings show that students are able to identify and apply patterns to data, but have difficulties explaining the meaning of the math. Students' show increases in their knowledge of the process of science, and the majority develop positive views about science in general. A major goal of this study is to place this unit in the cyclical process of Design-Based Research and allow for Pattern in Nature's continuous improvement, development and evaluation. Design-Based Research (DBR) is an approach that can be applied to the implementation and evaluation of classroom materials. This method incorporates the complexities of different contexts and changing treatments into the research methods and analysis. From the use of DBR teachers can understand more about how the designed materials affect the students. Others may be able to use the development and analysis of PIN study as a guide to look at similar aspects of science units developed elsewhere.
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Nagpure, Bhupendra Singh. "The Effects of Reasoning about Vector Components on Student Understanding of Two-Dimensional Acceleration." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/NagpureBS2008.pdf.
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Lai, Chi-shing, and 黎志誠. "An inquiry into teachers' concerns in their organization of practical work in school physics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957171.
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Mabodoko, Mkhumbuzi Joe. "A phenomenological investigation into the lived experiences of grade 12 Physical Sciences learners from selected schools in the Western Cape Province." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2565.
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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2017.<br>This study aims to narrate the lived experiences of Grade 12 Physical Sciences learners. According to UMALUSI reports on National Senior Certificate (NSC) of 2011 and 2013, there seems to be a steady decrease in the number of learners writing Physical Sciences from 2008 to 2013. One of the aims of this study is to investigate why there is a steady decline in the number of learners choosing the subject and what their classroom experiences are. A related aim is to describe how these learners’ perceptions of their Physical Sciences educators affect their mental experiences in the subject. The study used phenomenology both as a research methodology as well as the underpinning theoretical framework. Twelve Grade 12 learners from 3 different schools in the Metro North Education District in Cape Town were chosen to participate in this research. The data were collected using two rounds of in-depth semi-structured interviews. The interviews were transcribed and explicated using Giorgi’s phenomenological method. The findings show that although Physical Sciences educators are trying to support their learners, they are failing to meet the expectations of the learners. These findings provide new insights into understanding the world of the learner better and that the recommendations could have transformative implications for curriculum planners, curriculum advisors and pedagogical strategies in how the subject is presented to learners.
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Test, Harold G. (Harold Goldson). "A Comparison of Physics Enrollments in Selected Large Texas Secondary Schools." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331038/.
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The problem of this study is twofold. The first is to discover in what ways are physics teachers and counselors in large Texas public secondary schools encouraging students to take physics, and second, what are their perceptions of reasons for student avoidance of physics. The population consisted of physics teachers and counselors in large (1,310 minimum enrollment) high and low percentage physics enrollment schools. Percentage enrollment in physics is defined as the number of students enrolled in physics compared to total twelfth grade enrollment. Thirty high (above 8.9) and thirty low (below 8.0) percentage enrollment schools comprise the sample population. Data were collected using separate questionnaires that related to (a) school, (b) physics teacher, and (c) counselor variables that could affect physics enrollments. The questionnaires addressed to perceptions of both physics teachers and counselors covered (a) the exchange of physics course information between students, teachers, and counselors, (b) the method of exchange of physics course information, and (c) the extent to which the physics program is sold to the student body. Also elicited were eleven responses from both physics teachers and counselors that pertain to perceived reasons for student avoidance of physics courses. A statistical analysis was made between physics teachers and counselors perceptions pairing high and low percentage enrollment groups by chi square analysis of each item of the questionnaire, using a .05 level for significance.
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Dixon, Charles Harwood. "The evaluation of qualitative examination questions at matriculation level in physics." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001439.
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The style and format of Physics examination papers has changed markedly over the past hundred years. Physics was regarded formerly as a sub-division of Mathematics; hence, apart from giving formal statements of scientific laws, and some account of experimental procedures, examination candidates were required to spend most of their time, and to earn most of their marks by solving numerical problems. Most Physics examination papers today retain the emphasis on problem-solving by calculation. It has been recognised, however, that the ability to obtain correct numerical answers by substition in a formula does not necessarily imply understanding of the physical principles which underly the problem. There has been a reaction against the awarding of marks for algebraic or arithmetical manipulation. Bloom and his disciples, by calling on examiners to define precise behavioural objectives, have encouraged the development of qualitative questions. These require no calculation nor numerical answer, but do aim to test the candidate's insight, by requiring him either to explain phenomena in scientific terms, or to predict the outcome of changing conditions. In this investigation samples of both quantitative and qualitative questions were extracted from Physics papers past and present. A closer study was made of qualitative questions used in the Natal Senior Certificate Physics papers (both Higher Grade and Standard Grade) in November 1987. The examiners were asked to state the objective of each question, as well as its categorization in terms of a simplified Bloom taxonomy. Candidates' answers to these questions were extracted from the scripts written at a representative sample of Natal schools. In the case of multiple-choice questions, an item analysis was performed, and discrimination indices were calculated . The responses of individual candidates to the longer questions were collected, classified and discussed. In each case the effectiveness of the question was studied, as to whether or not it was successful in detecting the presence of correct scientific concepts in the candidates' thinking. It was concluded that most of the qualitative questions used by the examiners were effective. Suggestions were made as to how their efficacy could be improved. Much further study and experimentation are needed to develop the effective use of this type of question
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Ng, Sui-kou, and 伍瑞強. "Microcomputer and physics: a study of the effectiveness of computer assisted learning as an aid on students'understanding of the concepts of force and motion in secondary schoolphysics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955836.
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Checkley, Doug, and University of Lethbridge Faculty of Education. "High school students' perceptions of physics." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2010, 2010. http://hdl.handle.net/10133/2584.
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There are far fewer high school students enrolled in physics than in chemistry or biology courses within the province of Alberta (Alberta Education, 2007). Students are also completing the highest level math course in larger numbers than those taking physics. It appears that a fear of physics exists within students in our province; this fear seems to be related to a level of difficulty the students associate with physics. Many students either opt to not take physics or enter the course with the expectation of failure. In this study I explored the impact of physics’ reputation upon a group of students who chose not to take physics. In addition, I attempted to determine whether the perception of the difficulty of high school physics is accurate. This was done by investigating the perceptions of several students who took physics. I surveyed students from one high school in a small urban school district using group interviews. The students were in grades 10 to 12 and divided into groups of Science 10, Physics 20 and Physics 30 students. The students were interviewed to gain a deeper understanding of what perceptions they have about physics and why they may have them, hoping to identify factors that affect their academic decision to take or not take physics classes. For the students interviewed, I found that the biggest influence on their decisions to take or not take physics was related to their future aspirations. The students were also heavily influenced by their perceptions of physics. The students who took physics claimed that physics was not as difficult as they had believed it to be and they reported that it was interesting, enjoyable and relevant. Those students who had chosen to not take physics perceived it would be difficult, irrelevant and boring. Therefore, a major difference of perception exists between the students who took physics and those that did not.<br>viii, 221 leaves ; 29 cm
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Anding, Philip Nuli. "Facets, common frameworks and central variable of advanced-level students' understanding of D.C. circuits." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610790.
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Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe: multiple case studies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003458.
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As personal computers (PCs) and related ICTs become more and more omnipresent than ever before in institutions of education, teachers are faced with the challenge of having to teach in ICT rich environments. Some syllabuses increase this pressure by stipulating where ICT may be applied. While past research efforts have focused on presence of and/or effectiveness of ICTs on achieving various didactic goals, there is limited literature on the extent to which actual practice occurred naturally. It was the aim of this study to determine the extent to which Physics teachers and students used ICT in their usual teaching/learning ambience, referred to as natural settings in this study. Using activity theory as a theoretical lens, multiple case studies were chosen as a strategy using 10 schools, 15 Physics teachers, 20 A-level Physics students and 10 ICT teachers (computer specialists). Questionnaires, observations and informal and focus group interviews were used to elicit responses from students, teachers and computer specialists. It emerged from the case studies that despite the presence of apt ICT infrastructure in the schools and although the teachers had a positive attitude towards the use of ICT for teaching and learning of Physics, teachers were apathetic when it came to the actual use. Some of the reasons militating against use were lack of an ICT policy, school authority, and monopoly of computers enjoyed by computer studies teachers. However among students there were ‘early starters’ who used ICTs outside of school, a situation that tended to change the Physics learning environment. These findings led to a proposal for a post of Computer Specialist (CS) in the schools. The need for developing ICT policy at all levels namely national, Ministry of Education and the school was also proposed. Lastly staff development in the use ICT for Physics teachers was proposed as indispensable.
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羅勤忠 and Kan-chung Kenneth Law. "Collaborative learning: web-based teaching insecondray physics classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256351.
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Libler, Rebecca W. "A study of the effectiveness of interactive television as the primary mode of instruction in selected high school physics classes." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776632.
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The study gathered and analyzed data about the impact of interactive television on student achievement and attitude in high school physics classes. Students enrolled in a distance learning program using interactive television to teach physics were the study population. Data were obtained from eighty-five students at six remote sites and the originating site. Z-tests of the mean scores obtained by the study population on each section of the American Association of Physics Teachers/National Science Teachers Association (AAPT/NSTA) Introductory Physics Examination Version 1988R indicated the study population achieved at a level significantly lower than the test norming population in all four areas analyzed. A one-way analysis of variance (ANOVA Model) was completed on achievement data arranged by group according to type of classroom monitoring. Group 1 had certified teachers acting as on-site facilitators; Group 2 had no on-site facilitators. There was no significant difference (p > .05) in achievement between the two groups. A survey was administered to determine the attitudes of students toward interactive television as the method of instruction and to assess student attitude toward the course content. Frequency and percentage distributions of responses to each question on the student survey were descriptive of student attitude. A one-way analysis of variance (ANOVA Model) failed to demonstrate any significant difference at the .05 level in attitudes between the group in classrooms monitored by certified teachers and the group in classrooms which were self-monitored. Students enrolled in the interactive television physics course held slightly more positive than negative attitudes toward interactive television as the method of instruction. Student attitude toward interactive television was less positive after taking the course than prior to taking the course. Students in interactive television classes generally held positive attitudes toward the content of physics.<br>Department of Educational Leadership
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Jiya, Zindlovu. "Students' conceptions of simple D.C. electricity circuits: a study of primary, inappropriate conceptions, learning difficulties of physics students, and implications for instruction." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1001994.
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The work attempts to identify the general conceptual problems of the generations of Black students who pass through flrst year physics courses at the University of Fort Hare. In particular the alternative conceptions of students in the area of direct current electricity are investigated, using various techniques including written diagnostic tests. The main method used in the investigation of the student frameworks is the personal interview. A varied number of inappropriate conceptions are identifled in the students in significantly large proportions, and these are found to be dependent on many factors; for example the socio-cultural background like language and its metaphors, and media images. It is established that some of these are exacerbated by student perceptions about the nature of physics and of the scientific enterprise in general. Certain proposals are made about how to remedy the situation; relying mainly on the recently established innovative instructional strategies like conceptual change and cognitive conflict, and on making proposals about restructuring certain forms of presentation of the subject matter, paying attention to how language is used to address the speciflc problems of the students. The importance of providing practical experiences for the students is also emphasised
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Scannell, Stephen Godfrey. "Next Generation Science Standards and Physics First: a Case Study of High School Teachers' Beliefs and Practices." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5002.
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This dissertation is a case study of a school district in the Pacific Northwest that developed three-year high school science curricula using a Physics First course sequence (Physics, Chemistry, Biology), with the crosscutting concept Patterns as the central theme of the courses. The purpose of the study was to examine the impact of the implementation of the 9th grade course, Patterns Physics, on teacher practice and beliefs about science teaching and determine whether this new approach facilitated teacher classroom practices and beliefs congruent with those expressed in A Framework for K-12 Science Education (NRC, 2012) and the Next Generation Science Standards (NGSS Lead States, 2013). Results from this study indicate that the implementation of Patterns Physics positively impacted teacher confidence in teaching the NGSS science and engineering practices. Professional development that provided teachers multiple opportunities to engage with the curriculum--in the role of a student, in professional discussions with colleagues, and over several years were critical to support a change in practice consistent with three-dimensional (3D) teaching called for by the Framework and NGSS. Teacher participants viewed the Patterns PCB (Physics, Chemistry, and Biology) sequence as an appropriate course sequence, with strong agreement that a 9th grade physics course needs to be tailored to the needs of students, such as added support for students with minimal mathematics skills. The NGSS, with an emphasis on 3D learning (science content knowledge, crosscutting concepts, and science and engineering practices), had a significant positive impact on instructional practice.
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Lau, Chi-ho Humphrey, and 劉智豪. "Thinking styles, motivational orientations, and academic achievement in learning physics among Hong Kong secondary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208076.
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The purpose of this research was to investigate the nature of thinking styles as it relates to style value and style malleability through examining the relationships between thinking styles, motivational orientations, and academic achievement in learning physics among secondary school students in Hong Kong. Specifically, the research aimed to determine whether or not teaching styles change students’ thinking styles, and if so, the association of these changes on students’ motivational orientations; and to determine the extent to which motivational orientations and thinking styles link academic achievement in physics.
This quantitative research employed a quasi-experimental longitudinal design and was composed of one pilot study and one main study. The pilot study purposed to evaluate the two inventories used in the main study: the Motivational Orientation Scales in Learning Physics (MOSLP) and the Thinking Styles Inventory Revised II (TSI-R2). A total of 76 secondary school students participated in the pilot study. Results revealed that the MOSLP and the TSI-R2 were applicable to Hong Kong school students.
The main study was an experimental study aimed at determining the impact of teaching styles on students’ thinking styles, motivational orientations, and academic achievement in physics. A total of six teachers and 449 secondary students constituted the experimental group, and five teachers and 347 students constituted the control group. The intervention, involved students in physics lessons instructed under Type I teaching styles, was implemented in each participating teacher’s school for one semester. Pre-and post-tests were conducted, in which students’ thinking styles and motivational orientations were measured by the TSI-R2 and the MOSLP respectively. Students’ physics examination results were also collected at the time of the post-test. A series of statistical analyses were conducted to reveal the effects of thinking styles on motivational orientations, to identify changes in students’ thinking styles, and to determine their relationships with academic achievement in both the experimental and control groups. Overall results demonstrated that Type I thinking styles were positively associated with task orientation and negatively connected with work avoidance orientation, thus which indicated adaptive value of Type I styles; Type II styles were not particularly associated with any of the motivational orientation scales, which suggested that they were value-differentiated; and Type III styles were found to be associated with ego orientation (in the pre-test), which suggested that they had less adaptive value. Moreover, students in the experimental group unexpectedly demonstrated a decreasing trend in their use of some Type I styles, some maladaptive Type II styles, and some Type III thinking styles for learning physics, whereas students in the control group decreased their use of some Type III thinking styles. Also, reduction in ego orientation among students in the experimental group was found to be greater than that of the control group. Finally, results demonstrated that teaching styles played a mediating role in boosting academic achievement. Students in the experiment and control groups studying in different forms modified either their thinking styles or motivational orientations. The magnitudes of these changes positively associated with students’ levels of achievement in physics.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Education
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Bridges, Jon P. "Preparing Historically Underserved Students for STEM Careers| The Role of an Inquiry-based High School Science Sequence Beginning with Physics." Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272772.
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<p> Improving the STEM readiness of students from historically underserved groups is a moral and economic imperative requiring greater attention and effort than has been shown to date. The current literature suggests a high school science sequence beginning with physics and centered on developing conceptual understanding, using inquiry labs and modeling to allow students to explore new ideas, and addressing and correcting student misconceptions can increase student interest in and preparation for STEM careers. </p><p> The purpose of this study was to determine if the science college readiness of historically underserved students can be improved by implementing an inquiry-based high school science sequence comprised of coursework in physics, chemistry, and biology for every student. The study used a retrospective cohort observational design to address the primary research question: are there differences between historically underserved students completing a Physics First science sequence and their peers completing a traditional science sequence in 1) science college-readiness test scores, 2) rates of science college-and career-readiness, and 3) interest in STEM? Small positive effects were found for all three outcomes for historically underserved students in the Physics First sequence.</p><p>
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Barry, Reno Don. "Development of a usable website for an electric motorboat drag racing physics project." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3170.
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The project developed a web site for a high school physics projected called "Electric Motorboat Drag Racing." The web site was produced following the ADDIE instructional design model (analyze, design, develop, implement, evaluate) and was designed using key usability concepts identified through research: speed, content, appearance, and navigation (SCAN). The web site was developed and tested by asking experts for their feedback and by having participants use the web site. The web site was implemented in physics classrooms and data from 43 participants were evaluated. The data showed 97 percent of the participants' boats successfully completed the five-meter drag race. It also showed that the two targeted California physics standards were selected most often by participants as the standards they most needed to apply, learn, or review to complete the project. Through testing and evaluation, the web site was made more usable and the project helped physics students learn and apply specific physics concepts while gaining hands-on experience.
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Larsen, John. "The effects of implementing an innovative assessment program in senior school physics: A case study." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36605/1/36605_Digitised%20Thesis.pdf.
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The study was prompted by the author's professional concerns about matching assessment to students' learning and communication styles. It was carried out in the author's senior physics class of 1997 in a denominational girls' college in Queensland. Following a review of the nature of science, in particular, of school science, curriculum trends and likely scenarios for school science education into the next century, a contemporary view of school science was developed. A constructivist approach to the learning of such science was investigated and educational developments relating to assessment were considered. Finally, trends in educational research relating to assessment over the last thirty years were noted. These reviews led to an examination of the nature and purposes of assessment and to an exploration of innovative methods of assessment which have been used by practitioners. It was decided that a portfolio style of assessment would best suit the teacher's purpose and that a case study approach would best suit the researcher's purpose. A regime of assessment for the two-year senior physics course was devised and implemented.
The effects of implementing this assessment program were determined by gathering reactions from the stakeholders. Data were collected by means of personal interview by the researcher. Twenty four students, their parents and sixteen expert physics teachers were interviewed after the program had been in operation for eighteen months. Input was also included from the school administration and the teacher/researcher. Five areas emerged as being of major importance to stakeholders. These were the concept of "learning physics", the purpose of education, the function of assessment in schools, the concept of "personal responsibility'' as it relates to academic progress in schools and the costs involved, especially for teachers, in adopting an assessment scheme such as the one under review. People's views on these areas determined their degree of acceptance of the assessment program. Support for the innovative method was universal among students, almost universal among parents and widespread among panellists.
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Haliti, Donjeta. "Communication in Learner-Centered Classrooms : An explorative study of the communication patterns in two classrooms." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132083.
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The purpose of the present study was to explore teachers’ orchestration of the class communication during teaching and to show whether the communication can be explained by frame factors. This study is a multiple case study of two physics teachers – one public and one private school teacher - using observational and interview data to illustrate and analyze their communication/talk process in the classroom. Implications are drawn for the way that they develop dialogue, which is further explored in regards to identified frame factors. Data collection was complemented with field notes and audio-recordings. The observations served for identifying the communication process. Interviews were used to develop the understanding of the teacher’s background and their beliefs on teaching for further strengthening the evidence for the findings. Transcripts were developed for detailed qualitative analysis of selected episodes of their communicative approaches.Concepts and theories on the importance of the communication process for reflective thinking and a learner-centered classroom along with the frame factors theory aid the construction of the research and are linked to the findings.The study provides insight on the frequency of elicitation of dialogic communication encouraging of reflective thought occurring at recurrent rate by the private school teacher during lecturing. The findings showed that frame factors steering the two teacher’s elicitation of communication were the curriculum, the teachers’ educational opportunities, external support and their ideologies. Findings suggest that reverting the teachers discourse fully towards an environment of dialogic communication encouraging of reflective thought - an aim of the Kosovo Curriculums - require additional sustenance and a profounder inquiry of the influence of teachers ideologies and how it can be diminished. Furthermore, an assessment of the curriculums implementation in classrooms and its limiting aspect of providing dialogically organized instruction is necessary along with assessment of the trainings offered to teachers.
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Doucerain, Marina 1982. "Characterizing grade 8 students' microdevelopmental changes in understanding of conservation of matter, in the context of a discussion-based instructional unit." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116130.
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This study used a skill theory framework (Fischer & Bidell, 2006) and a microdevelopmental lens to characterize how six grade 8 students' conceptual understanding of conservation of matter changed in the context of a short discussion-based instructional unit. On average, students' conceptual understanding increased significantly, suggesting that a discussion-based approach might be effective in supporting students' learning. The general characteristics of focus students' microdevelopmental pathways were in accordance with those found in other microdevelopmental studies (e.g., Yan & Fischer, 2002), but changes in complexity of misconceptions might be intricately linked to how students learned conservation of matter. The analysis of conversational dimensions suggested that doubting, among other factors, might play an important role in students' learning. This study argues for an integrated microdevelopmental approach that includes conversational dimensions and characterizes changes in the complexity of misconceptions.
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Lança, Tatiana. "Newton numa leitura de divulgação cientifica : produção de sentidos no ensino medio." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253078.
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Orientador: Maria Jose Pereira Monteiro de Almeida<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-05T05:31:40Z (GMT). No. of bitstreams: 1
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Previous issue date: 2005<br>Resumo: Neste trabalho, a partir de um estudo realizado em uma escola pública da cidade de Jundiaí - SP, buscou-se aliar o ensino da Física à prática de leitura de um livro de divulgação científica, em alunos da primeira série do ensino médio, procurando-se verificar o funcionamento da leitura das leis de Newton, como apresentadas no livro: Isaac Newton e sua maçã, com a mediação da pesquisadora.
Tendo em vista atingir esse objetivo, propusemo-nos a responder a seguinte questão: Como são produzidos os significados a partir da leitura do texto citado sobre Isaac Newton, considerando as condições de produção do estudo e as mediações ocorridas durante o desenvolvimento das aulas assumidas pela pesquisadora (autora deste trabalho)? O suporte se encontra na linha francesa da análise de discurso, principalmente em trabalhos de Michel Pêcheux e Eni Orlandi. Nesses autores encontra-se sustentação para admitir a relevância de se compreender o funcionamento dos discursos escolares. Verificamos que os processos de produção de sentidos, a partir de atividades de leitura em sala de aula, como as que foram realizadas, ocorreram de maneira específica para cada aluno, e, como esperávamos, confirmamos que os mesmos processos dependem das condições de produção e das histórias de vida dos estudantes<br>Abstract: In this present work carried out in a public high school placed at Jundiaí - SP, a Brazilian country city, we tried to put together the physics teaching methodology with the reading of a scientifc disclosure book, on high-school-students of the first school year, aiming to verify how works the reading of Newton's laws presented in the book: Isaac Newton and his apple. With the research mediation. Attempting to reach this goal, we propose ourselves to answer the follow question: How does the meaning are produced from the reading of Isaac Newton's texts, taking into account the condiction of the study' s output and the mediations happened through the developing of the classes assumed by myself? We have found out the support into the French line of the speech analysis, mainly on the authors Michel Pêcheux and Eni Orlandi. On these ones we got the sustentation in order to let in the relevance on the scholar speech understanding. We also have verified that the sense-prductions proceedings, from the reading activities applied into the classrooms, second those ones by us carried out, to come out in a specific way to each student, how we hoped, sustaining that the same process depend on the production's condictions and the private-history-life<br>Mestrado<br>Ensino, Avaliação e Formação de Professores<br>Mestre em Educação
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賀彩珍. "高中物理認知結構水平與解題遷移能力之間的相關研究". Thesis, University of Macau, 2002. http://umaclib3.umac.mo/record=b1636488.
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王愛真. "澳門中學生物理學習動機與其知覺物理教師課堂行為之相關研究". Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2178474.
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"Contextual teaching and learning of secondary school physics." 2004. http://library.cuhk.edu.hk/record=b5891963.
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Chung Ka Man = 情境教學法在香港中學物理的教學與學習 / 鍾嘉敏.<br>Thesis submitted in: July 2003.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2004.<br>Includes bibliographical references (leaves 124-125).<br>Text in English; abstracts in English and Chinese.<br>Chung Ka Man = Qing jing jiao xue fa zai Xianggang zhong xue wu li de jiao xue yu xue xi / Zhong Jiamin.<br>Abstract --- p.i<br>Abstract (Chinese version) --- p.ii<br>Acknowledgements --- p.iii<br>Table of Contents --- p.iv<br>List of figures --- p.vi<br>List of tables --- p.vii<br>Chapter 1. --- Introduction --- p.1<br>Chapter 1.1 --- Background of the study --- p.1<br>Chapter 1.2 --- Purpose of the study --- p.2<br>Chapter 1.3 --- Significance of the study --- p.3<br>Chapter 2. --- Review of Related Literature --- p.7<br>Chapter 2.1 --- Emergence of Contextual Teaching and Learning Approach --- p.7<br>Chapter 2.2 --- Characteristics of Contextual Approach --- p.9<br>Chapter 2.3 --- Pros and cons of contextual teaching approach --- p.10<br>Chapter 2.4 --- Comparison between traditional and contextual teaching --- p.12<br>Chapter 2.4.1 --- Contents --- p.12<br>Chapter 2.4.2 --- Assessment --- p.13<br>Chapter 2.5 --- Physics Curriculum in Foreign Countries --- p.15<br>Chapter 2.5.1 --- Physics curriculum in The Netherlands --- p.15<br>Chapter 2.5.2 --- Physics curriculum in United Kingdom --- p.16<br>Chapter 2.5.3 --- Physics curriculum in other Asian countries --- p.18<br>Chapter 3. --- The S4-5 Physics Curriculum in Hong Kong --- p.20<br>Chapter 3.1 --- Background on the development of the physics syllabus --- p.20<br>Chapter 3.2 --- Reasons for revising the current physics curriculum --- p.21<br>Chapter 3.3 --- Development of the revised curriculum --- p.27<br>Chapter 3.4 --- Reasons for encouraging the use of contextual learning and teaching approach --- p.28<br>Chapter 3.5 --- An interview with an experienced curriculum developer --- p.29<br>Chapter 3.6 --- Discussion on the use of contextual teaching approach in Hong Kong Physics Curriculum --- p.35<br>Chapter 4. --- Collection of Resources --- p.37<br>Chapter 4.1 --- Aims of developing the resource collection --- p.37<br>Chapter 4.2 --- Sorting of information --- p.39<br>Collection of Resource: Contextual learning and teaching of high-school physics --- p.44<br>Chapter 5. --- Example of Teaching Materials --- p.81<br>Activity 1. Thermometers and their calibration --- p.84<br>Activity 2. French Fries --- p.92<br>Activity 3. Mixing hot water with cold water --- p.95<br>Activity 4 How does a vacuum flask work? --- p.101<br>Activity 5 Change of State --- p.106<br>Activity 6 Mixing drink with ice - getting at a target temperature --- p.108<br>Activity 7 Cooling by evaporation --- p.112<br>Chapter 6. --- Discussion and Conclusion --- p.114<br>Appendix A Questionnaire on the Evaluation of the S4-5 Physics --- p.118<br>SyllabusBibliography --- p.124
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Qhobela, Makomosela. "The influence of high school physics teachers' beliefs about physics and physics education on alternative conceptions in electromagnetism: a Lesotho study." Thesis, 1996. https://hdl.handle.net/10539/27806.
Full textAbstract:
A RESEARCH REPORT submitted in partial fulfilment of the requirements for the degree of MASTER OF SCIENCE in the SCHOOL OF SCIENCE EDUCATION of the UNIVERSITY OF THE WITWATERSRAND<br>This study was designed to investigate beliefs of Physics Teachers, in Lesotho,
about Physics and Physics teaching and their awareness of students' alternative
conceptions.
The study used three questionnaires as its research tools. The first questionnaire
investigated beliefs of teachers about Physics concepts, particularly
electromagnetism, and the teaching of those concepts. An 'index of agreement'
was calculated to determine the tendency of responses. The second queatlonnalre
investigated teachers' awareness of students' alternative conceptions, while the
third investigated Students' alternative conceptlons. Teachers' predictions are
compared with the students' answers.
The study shows some teachers having beliefs which can be grouped into two
categories, namely constructlvlsts and empiricists. There is however no clear
separation between the two categories. The study also shows that some teachers
are not aware of students' alternative conceptlons, while some teachers had the
same alternative conceptions as students,<br>Andrew Chakane 2019
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"Contextual teaching of physics in Hong Kong =: 探究在香港中學物理敎學中使用情景敎學法". 2002. http://library.cuhk.edu.hk/record=b5891185.
Full textAbstract:
Chu Wing Shan Vikki.<br>Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.<br>Includes bibliographical references (leaves 132-133).<br>Text in English; abstracts in English and Chinese.<br>Chu Wing Shan Vikki.<br>Abstract --- p.i<br>Abstract (Chinese version) --- p.ii<br>Acknowledgements --- p.iii<br>Table of Contents --- p.iv<br>List of figures --- p.vi<br>List of tables --- p.vii<br>Chapter 1. --- Introduction --- p.1<br>Chapter 2. --- The method of evaluation --- p.14<br>Chapter 2.1 --- Context-based Teaching materials --- p.14<br>Chapter 2.2 --- Details of the evaluation --- p.21<br>Chapter 2.3 --- Lesson plans of the sessions taught by the author --- p.32<br>Chapter 3. --- Results of the tryouts I --- p.32<br>Chapter 3.1 --- Students' opinions --- p.33<br>Chapter 3.1.1 --- Data analysis --- p.33<br>Chapter 3.1.2 --- Free comments --- p.40<br>Chapter 3.2 --- Teachers' opinions --- p.48<br>Chapter 3.3 --- Conclusion --- p.59<br>Chapter 4. --- Results of the tryouts II --- p.61<br>Chapter 4.1 --- Students' opinions --- p.62<br>Chapter 4.1.1 --- Data analysis --- p.62<br>Chapter 4.1.2 --- Free comments --- p.70<br>Chapter 4.2 --- Comparison of response for students involved in both try-outs --- p.77<br>Chapter 4.3 --- Teachers' opinions --- p.84<br>Chapter 4.4 --- Conclusion --- p.91<br>Chapter 5. --- Preparation of teaching materials --- p.93<br>Chapter 5.1 --- Procedure of preparing teaching materials --- p.93<br>Chapter 5.1.1 --- Example of lesson plan of teaching momentum --- p.97<br>Chapter 5.2 --- Discussion --- p.104<br>Chapter 6. --- Discussion and Conclusion --- p.106<br>Appendix A Teaching materials (CD ROM) --- p.112<br>Appendix B Questionnaire (Chinese version) --- p.113<br>Appendix C Teaching notes on the topic of optics --- p.120<br>Bibliography --- p.134
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"Effects of qualitative instruction in solving physics problems." Chinese University of Hong Kong, 1992. http://library.cuhk.edu.hk/record=b5887013.
Full textAbstract:
by Chung Chuen Ming.<br>Added t.p. in Chinese and English.<br>Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1992.<br>Includes bibliographical references (leaves 86-94).<br>ACKNOWLEDGMENTS --- p.ii<br>ABSTRACT --- p.iii<br>LIST OF TABLES V --- p.ii<br>LIST OF FIGURES --- p.ix<br>Chapter 1 --- INTRODUCTION<br>Chapter 1.1 --- Statement of the problem --- p.1<br>Chapter 1.2 --- Significance of the study --- p.5<br>Chapter 2 --- REVIEW OF LITERATURE<br>Chapter 2.1 --- Literature related to students' misconceptions --- p.6<br>Chapter 2.2 --- Literature related to problem solving --- p.9<br>Chapter 2.3 --- Literature related to differences between experts and novices --- p.12<br>Chapter 2.4 --- Literature related to teaching problem solving --- p.17<br>Chapter 2.5 --- Literature related to qualitative reasoning --- p.23<br>Chapter 2.6 --- Literature related to protocol analysis in problem solving --- p.25<br>Chapter 3 --- METHODOLOGY<br>Chapter 3.1 --- Theoretical framework --- p.27<br>Chapter 3.2 --- Definitions --- p.38<br>Chapter 3.3 --- Hypotheses --- p.40<br>Chapter 3.4 --- Design --- p.41<br>Chapter 3.5 --- Subjects --- p.41<br>Chapter 3.6 --- Instructional materials --- p.43<br>Chapter 3.7 --- Instruments --- p.47<br>Chapter 3.8 --- Procedure --- p.47<br>Chapter 3.9 --- Data analysis --- p.48<br>Chapter 4 --- RESULTS AND DISCUSSION<br>Chapter 4.1 --- Reliability of instruments --- p.50<br>Chapter 4.2 --- Effects of qualitative instruction --- p.51<br>Chapter 4.3 --- Analysis of problem solving protocols --- p.65<br>Chapter 5 --- "SUMMARY, CONCLUSIONS AND RECOMMENDATIONS"<br>Chapter 5.1 --- Summary of findings --- p.76<br>Chapter 5.2 --- Conclusions --- p.79<br>Chapter 5.3 --- Limitations of the study --- p.82<br>Chapter 5.4 --- Recommendations --- p.83<br>BIBLIOGRAPHY --- p.86<br>APPENDICES<br>Chapter Appendix A : --- Selected comments on students' performance in H. K. Certificate Examination Physics I --- p.95<br>Chapter Appendix B : --- Statistics of problems and examples in selected textbooks --- p.96<br>Chapter Appendix C : --- Instructional materials and steps of remedial lessons1-6 --- p.97<br>Chapter Appendix D : --- Problem solving achievement test --- p.200<br>Chapter Appendix E : --- Marking scheme of problem solving achievement test --- p.203<br>Chapter Appendix F : --- Practice and test items in computer tool and answers --- p.205<br>Chapter Appendix G : --- Problem solving protocols --- p.213
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Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.
Full textAbstract:
Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.<br>This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.<br>This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.<br>The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.
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Biswas, Samir Chandra. "Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms." Thesis, 2020. https://doi.org/10.7916/d8-ek5g-a729.
Full textAbstract:
This study explored if there are differing beliefs and attitudes regarding working with students of multicultural backgrounds based on the content area specialties (i.e. biology, chemistry, Earth science and physics) of in-service secondary science teachers. The study was mixed methods and conducted in two parts. The first part focused on the use of quantitative statistical analysis to review the results of 152 respondents to a 54 Likert questions on the Survey on Multiculturalism in the Science Classroom (SMSC). The statistical analysis was followed up with qualitative analysis of interviews with 12 in-service science teachers representing the different content areas. Quantitative findings indicated that biology and Earth science teachers demonstrated similar patterns of responses in terms of comparative statistical analysis, network correlation diagrams, and general responses to the Likert items from the SMSC. Of the four content area groups, physics teachers demonstrated the greatest difference in their responses regarding multiculturalism. The results also showed that the beliefs and attitudes of chemistry teachers were correlated with those of physics teachers; this was not the case for biology teachers and Earth science teachers. Themes emerging from a qualitative analysis of the interviews included the following: a) In-service teachers have received little formalized training in regard to working with multicultural students; and b) Differences in teacher beliefs and attitudes reported in this study could be the result of diminishing representation of students from multicultural backgrounds in the different sciences, particularly as students move through a traditional progression from biology, to Earth science, to chemistry, to physics.
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Jivan, Roshni Chagan. "Attitudes of learners towards physics and chemistry." Thesis, 1999. http://hdl.handle.net/10413/4378.
Full textAbstract:
The study investigated the attitudes of high school learners towards Physics and Chemistry.
The learners were in Sastri College, a high school in Kwa-Zulu Natal. The study also
investigated the relationship between attitude and performance. The sample consisted of
50, Grade 12, Physical Science learners.
The data was collected by means of a questionnaire, a semi-structured and individual
interviews and the matriculation results from the Department of Education and Culture.
The SPSS package was used to analysis the quantitative data. The interviews were used to
qualify and elaborate on the statistical findings. The findings showed that majority of the
learners had a positive attitude towards Physics while few learners had positive attitude
towards Chemistry. It was also found that attitude did not affect the performance of the
learners and there was no gender difference between attitudes and performance.<br>Thesis (M.Ed.) - University of Durban-Westville, 1999.
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"An empirical study on interaction pattern of physics classes in Hong Kong using Parakh interaction analysis." Chinese University of Hong Kong, 1988. http://library.cuhk.edu.hk/record=b5885965.
Full text
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Hobden, Paul Anthony. "The context of problem tasks in school physical science." Thesis, 1999. http://hdl.handle.net/10413/9466.
Full textAbstract:
The purpose of this study was to extend our current knowledge about what
happens in physical science classrooms. The focus was the context of problem
tasks. This involved the study of the situations, events and factors that relate to
the solving of problem tasks at high school in order to understand their role and
nature. e problem tasks that were central to this study were well defined,
narrow in focus, and invariably involved the calculation of some quantity through
the use of a formula and algebraic manipulation.
The main questions that guided the study were as follows: What is happening in
physical science classrooms? What is the nature and role of problem solving within
this context? What are some of the consequences of organising teaching and
learning in this manner? How do external forces influence what happens? The
study aimed at describing the activities that the teachers and students were
involved in and understanding how they understood their own actions. An
interpretive research approach was chosen for this purpose, having as its basis a
detailed descriptive foundation using classroom observation.
Two high school science classrooms were studied in detail over a period of a year.
The data gathered included field notes from over a hundred classroom visits,
extensive video and audio records, questionnaires, classroom documents and
formal an informal interviews with teachers, students and examiners. Through a
process of careful and systematic analysis of the data, six assertions emerged.
These assertions are supported by both particular evidence in the form of analytic
narrative vignettes, quotes and extracts, and general evidence consisting of
frequency data and summary tables.
The analysis reveals that problem tasks occupied most of the teaching and
learning time, and that the students found this experience of school science boring.
Most of the problem tasks were routine in nature and of low conceptual demand.
The majority of the students were unable to solve the more difficult tasks
encountered in their tests and examinations. In addition, a significant number
could not solve the routine problem tasks. This suggests that the predominant
instructional strategies were ineffective. It was found that participants had an
uncritical belief in the efficacy of teacher explanations and student practice on
problem tasks. Further, the participants had different views of the role of problem
tasks. A significant finding was that the examination exerted a powerful focusing
influence on the classroom environment, the instructional activities and on the
problem tasks used . It appeared that the ultimate goal of school physical science
was to solve these types of problem task in preparation for the high stakes
examination, rather than the learning of science.
The study has implications both for practice and for research on the teaching and
learning of school physical science. These implications are discussed in terms of
instructional strategies aimed at promoting a deeper understanding of physical
science. In order to improve practice it is advocated that the role of problem tasks
in learning science be made explicit while at the same time new types of
instructional task need to be designed to achieve our goals for school science.<br>Thesis (Ph.D.)-University of Natal, Durban, 1999.
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Hepburn, Gary Roy. "Working the network : initiating a new science and technology course." Thesis, 1996. http://hdl.handle.net/2429/6640.
Full textAbstract:
This study explores the introduction of a new applied physics course into a British
Columbia high school during the 1994-1995 school year. The course was part of a
provincial effort aimed at making science and technology education more
responsive to the workplace. Data collection took place during the first year the
applied physics course was being piloted at the school and focused on the pilot
teacher and the applied physics classes, but also involved others inside and
outside the school who had a connection to the course. A variety of methods were
used in data collection including interviews, observation, and document analysis.
Using actor-network theory and sociocultural theory, the focus of the research is
on the networks that were constructed at the pilot school and at the provincial
level where the course was conceptualized and developed. The research describes
how the teacher and other network builders attempted to enroll various human
and nonhuman actors into the networks they were constructing in support of the
course. They did this by convincing the actors that the course was compatible
with their interests. The types of actors that were enrolled, the sociocultural
communities they belonged to, and what it took to convince them to support the
course are shown to shape the way that the course was enacted in the classroom.
In addition, it is demonstrated that the network that was constructed at the
provincial level had only a minor connection to the one the teacher was
constructing at the school level. The lack of contact between the two networks
meant that the interests of those who were involved in organizing the applied
physics pilots at the provincial level were seldom taken into account in the course
at the school. Fourteen conclusions are drawn about the networks that were
constructed and the network building process at both the school and provincial
levels. These conclusions have implications for policy in educational change
initiatives and for addressing problems that emerge when cross-subject courses
are introduced. The research also develops a new theoretical approach that will
contribute to advancing research on educational change.
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Moji, Nthobane Cable. "Investigation of conceptual and language difficulties affecting the understanding of several mechanics concepts among some African teachers and students." Thesis, 1998. http://hdl.handle.net/10413/5958.
Full textAbstract:
The results of national examination in matric and universities showed that African students were
performing very poorly in their studies and examinations in science and in physics in particular.
The objective in this study was to investigate some of the difficulties both African teachers and
students, that meant African learners, had in understanding physics, specifically mechanics.
The study consisted of investigation of two themes, namely, conceptual and language
difficulties. Conceptual Difficulties were investigated by means of three questionnaire tasks.
Task One investigated learners' understanding of the concepts of force, energy, power,
momentum, speed and other related mechanics concepts in the context of boulders rolling down
and up a mountain slope. Task Two investigated subjects' understanding of the force on a ball
that was thrown up by the hand, went up to the highest position, and then turned and fell freely
back to the ground. Task Three investigated learners' understanding of the positions where
speeds, velocities, accelerations and forces were equal on a ball as it was going up and on its way
down.
The Pilot group, among whom the wide pilot work of this study was done through some
haphazard questionnaire, consisted of pre-service and in-service teachers selected from the North
East Free State Highlands which was regarded as an appropriate location with a number of
institutions with the necessary research subjects, ,since it was neither much urban nor much
rural. Intensive study and analysis was done on this pilot work and it led to some real research
study to be conducted within a more "focussed" group, namely, the Student group. This Student
group which consisted of the first year physics students on the Pietermaritzburg Campus of the
University of Natal, was selected for purposes of comparison. Two kinds of Reference groups
were devised: for the Conceptual Difficulties investigation the Reference group consisted of
physics lecturers and professors from several universities. Their unanimous responses together
were regarded as a memorandum through which to correct the responses of the study subjects.
For the Language Difficulties investigation the Reference group consisted of African physicists
from several universities. There was no unanimous consensus on their mechanics concepts
translations into their vernaculars.
Analysis of written results and interviews showed that African students experienced Conceptual
Difficulties in mechanics. The Conceptual Difficulties were similar to those conducted in many
other countries around the world by physics education researchers. The Language Difficulties
were of two types. Firstly, a translation from a single mother tongue term into multiple English
(the language of instruction) terms revealed a lack of clear concepts differentiation among the
subjects. Secondly, there was no consensus, even amongst African physicists, as to which
vernacular terms and English terms correspond. In addition, the interaction of the use of African
vernaculars with an alternative conceptualisation seemed to have resulted to many of the research
subjects believing in a quantity that is intrinsic to a person or object. This quantity had attributes
of several different mechanics quantities, such as force, momentum, energy and power.
Two tasks were used in the second theme where Language Difficulties were investigated.
Translations of conceptual terms that were supplied in Task One and Task Three of the first
theme were given and examined. The phenomenon of reverse translation from mother tongue to
English was identified as a source of Language Difficulties due to the availability of limited
words for these conceptual terms in the vernaculars spoken in South Africa. However, the effect
language on the subjects' understanding of mechanics was not simply the result of the lack of
vocabulary, the study also showed that the research subjects conceptualised physics concepts
differently from physicists, this was revealed by analysing their use of both English and their
vernaculars.
The results of the investigations were then discussed and compared with those obtained by other
research workers in similar studies around the world. Some approaches in teaching physics to
African students in an endeavour to alleviate these unearthed difficulties were proposed and
recommended in the conclusion. It was further encouraged that more investigations would show
to appropriately and successfully instruct the African learners the physics concepts, since some
institutions lately managed to produce African physicists and physics professors.<br>Thesis (Ph.D.)-University of Natal, Pietermaritzburg, 1998.
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Kudukey, John Henry. "An evaluation of UPDATE: A study of the effect of participation in a teacher enhancement program on secondary physics instruction." 1997. https://scholarworks.umass.edu/dissertations/AAI9737552.
Full textAbstract:
Secondary physics education in the United States has been shown to be sub-standard, and not even offered in many high schools. National assessment results have suggested that changes in secondary physics education are greatly needed and are slow in coming. One attempt to enhance physics instruction is the UPDATE program. UPDATE is a physics teacher enhancement program offered by the University of Massachusetts. The program is primarily designed to enhance physics teacher knowledge in topical and important areas of contemporary physics that are not always well represented in secondary classrooms. This study assesses the impact of participation in the UPDATE program on the high school physics instruction of the 1995-96 program participants. Focus group interviews, individual interviews, and a questionnaire are methods used to collect data. This document includes transcriptions from both focus group and individual interviews, as well as quantitative results from a questionnaire. Commonalities are drawn from the three sources of data to illustrate the impact of the UPDATE program on participants' high school physics instruction. Aspects of the program which have contributed to enhancement of instruction are also identified and recommendations are made for subsequent teacher enhancement programs. The findings generally indicate that participants became more confident, enthusiastic, gained more physics knowledge, and changed their teaching practices to include more UPDATE related topics. In addition, laboratory experiences as well as laboratory equipment offered to participants during the program contributed significantly to their perceived instructional enhancement.
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Naidoo, Kumarasen Kristnasamy. "Post-graduate physical science teachers' knowledge of and classroom practice in the nature of science in KwaZulu-Natal." Thesis, 2008. http://hdl.handle.net/10413/486.
Full textAbstract:
The introduction of the new Physical Science curriculum in South Africa in 2006 has created challenges for physical science teachers and curriculum developers, including tertiary science educators. The curriculum recommends that the Nature of Science (NOS) has to be taught in an integrated manner in physical science lessons. In addition approximately one-third of all questions in class tests and examinations should be on NOS. Studies that were conducted nationally and internationally have shown that most science teachers‟ have inadequate views of NOS. This study, in particular, looks at post- graduate physical science teachers‟ knowledge and classroom practice of the Nature of Science in KwaZulu-Natal. Data was collected using a NOS questionnaire by a group of 38 FET physical science and life science teachers who had completed an honours module in NOS. Part of this module included the history and philosophy of science in classroom lessons, indigenous knowledge, and science and culture. Four physical science volunteers were then selected for in-depth classroom observations and interviews. This formed the main data for the study with fieldwork carried out in teachers‟ classrooms. Results indicated that postgraduate science teachers have an adequate understanding of NOS, mainly as a result of having completed modules covering NOS objectives, history of science and philosophy of science. Furthermore, evidence confirms that these teachers made positive attempts to plan and teach for the achievement of the NOS objectives during physical science class lessons and used materials and references from their post-graduate programmes.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.
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Van, Niekerk Celesté. "Student misconceptions in a high stakes grade 12 physics examination." Thesis, 2012. http://hdl.handle.net/10210/6740.
Full textAbstract:
M.Ed.<br>The grade 12 Physical Sciences students of 2008 were the first group of South African students to write a National Senior Certificate (NSC) on the new outcomes-based education (OBE) curriculum – the National Curriculum Statement (NCS). Society scrutinised the performance of students in this high stake examination. The outcome was disappointing: 71,3% of the students achieved a mark of less than 40%, and 45% of the group achieved a mark of less than 30%. Concern amongst the educational community, specifically the Department of Education (DOE), initiated a request for research into the possible causes of the poor performance by students in this examination. There are many factors that affect the performance of students, including the misconceptions held by students regarding subject content. This study aims to contribute knowledge about the common misconceptions held by science students regarding Physics. It also investigates the performance of students in explanation-type questions and what explanation-types reveal about student misconceptions. The research design for this study is a content analysis which was carried out qualitatively in two phases. In the primary phase, a sample of student examination scripts was analysed. During the secondary phase, interviews were conducted with grade 12 Physical Sciences students and teachers from one school. The findings of this study are that the following misconceptions are commonly held by students: • Heavier objects exert more force on lighter objects during a collision; • Total external resistance decreases when an external resistor, connected in parallel, is removed; • Energy is lost in certain situations; • A split-ring is found in an AC generator; • The voltage increases when appliances are added to a multi-plug.
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Fisher, Kate. "Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles." Thesis, 2010. http://hdl.handle.net/1828/3103.
Full textAbstract:
The mathematics education experiences of Aboriginal high school students has
received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories.
Performance mastery experiences were found to dominate the formation of students’
sense of competence. Experiences were centrally impacted by students’ affective
domain. The importance of relationality and an inter-connection between all four sources
of self-efficacy are also noted. Implications for future research and practice are provided.
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Maponya, Mokholwana David. "Exploring grade 11 physical sciences teachers' perceptions of practical work." Thesis, 2018. http://hdl.handle.net/10386/2411.
Full textAbstract:
Thesis ((M.Ed. (Science Education)) -- University of Limpopo, 2018<br>The new curriculum introduced in the Further Education and Training phase has had a great impact on the teaching and learning of Physical Sciences in the classrooms. The policy documents for Physical Sciences emphasis that practical work to be integrated with the teaching of Science. However, much remains desired on how teachers use their Pedagogical Content Knowledge (PCK) to conduct practical work in their classrooms. This study explored teachers’ perceptions of practical work in the context of the Curriculum Assessment Policy Statement. PCK was used as the theoretical framelens to understand teachers’ perceptions of practical work.
Data in the study were collected through interviews and observations from four Grade 11 teachers. It was also collected by scrutinising teachers’ portfolios. Observations were used to discover the teachers’ actual classroom conduct of practical work. The sample of the study was drawn from Mankweng Circuit, in the Limpopo province. The findings of the study revealed that teachers conduct demonstrations which were structured and inquiry based practical work was not conducted. It was also found that they conduct practical work for promotional marks only. Furthermore, it was revealed that teachers appreciate the value of practical work in the teaching and learning of Physical Sciences but lack of resources and time constraints hinder them from conducting good practical work. It was also found that teachers do not have practical work lesson plans in their portfolios except those for reporting. However, apparatus in some instances were limiting teachers to conduct good practical work. Large classes, lack of time table for practical work and pressure to complete the curriculum were also mentioned by the teachers as limitations. It is recommended that subject specialists should help in developing teachers’ knowledge to conduct inquiry based practical work.
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Mundalamo, Fhatuwani James. "The influence of foundation physics on the performance of students in Physics I at several South African universities." Thesis, 2006. http://hdl.handle.net/10500/1342.
Full textAbstract:
Few South African students pass Grade 12 Physical Science with symbols required by university science, engineering and health science faculties. A large number of students who sit for Grade 12 Physical Science and Mathematics exams pass with symbols that are well below those required by the mainstream science courses at South African universities.
Most South African universities have introduced Science Foundation Programmes with the aim of upgrading those students who failed to obtain university entrance symbols in the relevant subjects. Amongst the courses offered in Science Foundation Programmes is Foundation Physics. This study investigates the influence of Foundation Physics in order to find out if the programmes in different institutions are successful in empowering the students who failed to get the required entrance mark in Grade 12 Physical Science.
Four South African Historically Black universities participated in this study. The Force and Motion Conceptual Evaluation test (FMCE) (Thornton & Sokoloff, 1998) and mechanics marks were used to assess students' understanding of Newtonian mechanics. Data was analyzed from socio-cultural perspective. A total of 194 students participated in the study. Two groups of students were compared, i.e. those who did Foundation Physics (Foundation group) and those who did not do Foundation Physics (non-Foundation group). The students were tested after they had completed a mechanics module, which forms a great foundation of Physics I (Introductory Physics). Two focus group interviews were held with selected Foundation and non-Foundation students per institution. Students voiced their experiences in Physics I and Foundation Physics. Students were chosen to represent focus groups according to their performance in the FMCE test. Mechanics class performances were also used to evaluate students' performance. In order to establish how Foundation Physics is taught, Foundation Physics Lecturer interviews were conducted at all four institutions.
Analysis of data showed that both Foundation and non-Foundation students performed equally in Physics I mechanics module. Foundation group performed better than the non-Foundation group in the FMCE, which is a conceptual test. Foundation Physics lecturers indicated that there were some differences in the way mechanics was taught in Physics I and Foundation Physics. These differences affected students' performance. The lecturers also indicated that there was minimal interaction between Physics I lecturers and Foundation Physics lecturers pertaining to the teaching of the two courses.
What influence does Foundation Physics have on the performance of students in Physics I? This study found that students who did Foundation Physics performed better than those who did not do Foundation Physics in conceptual questions and both the groups perform equally in questions that require memorizing and calculations. This implies that Foundation Physics courses are empowering the students to perform well in Physics I. However, as it is evidenced by this research, the differences in assessment in Physics I and Foundation Physics courses in some institutions hampers Foundation Physics students' learning, because the questions asked require them to memorize without understanding, something they are not used to.
The researcher recommends that Foundation Physics staff and Physics I staff should start communicating, not only about how Foundation Physics should be run as was the case in the past, but also on how best Physics I should be run. This might help in making sure that the two courses are assessed similarly at one institution.<br>Mathematics, Science and Technology Education<br>D. Phil. (Mathematics, Science and Technology Education)
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Gareeb, Ramesh. "An analysis of the physical science results in the province of KwaZulu-Natal in the 2008 National Senior Certificate (NSC) examinination." Thesis, 2009. http://hdl.handle.net/10413/1139.
Full textAbstract:
This study examined the performance of the first cohort of learners writing Physical
Science in the National Senior Certificate examinations. The critical question that the
researcher addressed was: How can the results produced in Physical Science in the
province of KwaZulu-Natal in the 2008 NSC examination be used to give an
understanding of the academic performance of learners? Using the mixed method
approach, two data cohorts, namely the results produced by learners in Physical Science
and the interview data, were subjected to analysis through the lens of phenomenology and
semiotics. Findings of the study reveal that the education system still carries with it the
inequalities of the past, with quality Physical Science to a few learners who were fortunate
enough to attend privileged schools, identified by their high quintile ranking (5), in the
predominately urban areas. The results of learners in poor, predominately rural schools,
ranked quintile 1 and quintile 2, reveal that the “cycle of mediocrity” (Khan, 1995, p.128)
still prevails.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.
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White, Regina. "Polysemy and context: teachers' classroom language for understanding physical science." Thesis, 2016. http://hdl.handle.net/10539/21653.
Full textAbstract:
A research report submitted to the Faculty of Science, in partial fulfilment of the requirements for the degree of Master of Science in Science Education, University of the Witwatersrand. November 5, 2016.<br>A debate in South Africa on learner performance in Physical Science inevitably leads to the
issue of proficiency in the language of learning and teaching (LoLT). The researcher is of the
opinion that general understanding of the meaning of proficiency in LoLT usually refers to
the ability to read and write well in that language which happens to be English in the majority
of South African high schools. As low as 7% of the South African school going population
regard themselves as English speaking (Department of Basic Education, 2010). The status of
English as lingua franca has caused parents and teachers to believe that it is in the interest of
learners to be taught in English (Wildsmith-Cromarty & Gordon, 2009). This view resulted
that the debate on proficiency includes amongst others, opinions of those who propagate
home language teaching and those who call for English as the preferred medium of
instruction.
This research contributes to the debate on proficiency by pointing to the important contribution
that the science teacher can make to enculturate learners into the language of school science. The
fact that both English First Additional Language learners (EFALs) as well as English Home
Language learners (EHLs) struggle to understand Physical Science (Probyn, 2015) is indicative of
the important role that the science teacher can play in assisting learners to understand Physical
Science. In lieu of this, teachers are encouraged to focus on vocabulary building as well as the
manner in which LoLT is employed to construe science knowledge. This is a functional view
of language, namely, that language is used to convey a particular meaning hence the language
differs across registers. Michael Halliday (1993) is credited for the development of a systemic
functional linguistic view on language.
This study analysed two teachers’ classroom languages from a Systemic Functional
Linguistic (SFL) perspective with specific emphasis on the register variables field and mode.
Results show that LoLT was perceived as transparent when learners are EHLs and considered
a barrier to learning Physical Science if learners are EFALs. In both cases, teachers seemed
unable to enculturate learners into the language of school science when used to convey
science meaning. An absence of that focus is what Bernstein called an “invisible pedagogy<br>TG2017
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Kapertzianis, Achillefs S. "Designing conceptual change activities for the physics curriculum : the Cyprus paradigm." Diss., 2012. http://hdl.handle.net/10500/6049.
Full textAbstract:
This study is a two part research project that describes and evaluates the efforts of the
researcher to bring change in Cyprus' educational system, in the field of simple electric
circuits. The objective of the first part was the assessment and evaluation of Cypriot
STVE students' perceptions about simple electric circuits. The objective of the second
part was to measure the effectiveness that conceptual change model-based instructional
activities designed by the researcher had on changing students' misconceptions about
simple electric circuits towards scientifically accepted ideas. Transformative mixed
methods research design was used consisting mainly from an one-group pre-test post-test
design with Determining and Interpreting Resistive Electric Circuits Concepts Test 1.2
as a research instrument, while interviews and field notes were used for triangulation. The
findings showed that there was a significant improvement in students' understanding of
simple electric circuit concepts that were taught using conceptual change model-based
instructional activities.<br>Science and Technology Education<br>M. Sc. (Mathematics, Science and Technology Education)
47
Kapartzianis, Achillefs S. "Designing conceptual change activities for the physics curriculum : the Cyprus paradigm." Diss., 2012. http://hdl.handle.net/10500/6049.
Full textAbstract:
This study is a two part research project that describes and evaluates the efforts of the
researcher to bring change in Cyprus' educational system, in the field of simple electric
circuits. The objective of the first part was the assessment and evaluation of Cypriot
STVE students' perceptions about simple electric circuits. The objective of the second
part was to measure the effectiveness that conceptual change model-based instructional
activities designed by the researcher had on changing students' misconceptions about
simple electric circuits towards scientifically accepted ideas. Transformative mixed
methods research design was used consisting mainly from an one-group pre-test post-test
design with Determining and Interpreting Resistive Electric Circuits Concepts Test 1.2
as a research instrument, while interviews and field notes were used for triangulation. The
findings showed that there was a significant improvement in students' understanding of
simple electric circuit concepts that were taught using conceptual change model-based
instructional activities.<br>Science and Technology Education<br>M. Sc. (Mathematics, Science and Technology Education)
48
Dlamini, Zephania Torch. "Factors associated with the shortage of physics teachers in senior secondary schools in Swaziland." Diss., 2014. http://hdl.handle.net/10500/18583.
Full textAbstract:
The shortage of specialist Physics teachers in senior secondary schools in Swaziland has, for years, been one of the nagging issues for the Ministry of Education and Training (MoET). This led MoET to exploiting the services of non-specialists, thus undermining the quality of learners who graduate from the system. Therefore, the study ascertained the causes of the shortage of specialist Physics teachers in senior secondary schools in Swaziland, how they could be retained and how their number could be increased.
A positivist-interpretive quantitative research approach was utilised to obtain reliable and valid results in this study. The quantitative research was a survey consisting of a questionnaire that was completed by Physics teachers in senior secondary schools. The data were analysed using descriptive statistics.
The study, based on the findings, concluded with some recommendations that could be used to retain and increase the number of Physics teachers in senior secondary schools.<br>Curriculum and Instructional Studies<br>M. Ed. (Curriculum Studies)
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Munikwa, Simbarashe. "An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice." Thesis, 2016. http://hdl.handle.net/10500/22155.
Full textAbstract:
The purpose of this study was to explore the Zimbabwean physics teachers’ interpretation of the Advanced Level Physics curriculum. The study was motivated by the teachers’ lacklustre approach to adopting new practices and the poor alignment of their understanding with the practice envisaged by developers (Fullan, 2007:39; Ndawi&Maravanyika, 2011:68). Zimbabwean Advanced Level physics teachers are in this predicament, as evidenced by the low numbers of undergraduate students and the misconceptions displayed by physics learners enrolling for first year university work in physics-related disciplines (Kazembe and Musarandega, 2012:4). Having an idea of physics teachers’ perceptions, experiences and current practices with regard to the revised Advanced Level physics curriculum maybe fertile ground for intervention measures and policy decisions. To obtain a more holistic picture of the physics teachers’ practices, a mixed methods research approach using the convergent parallel research design was adopted for the study. A closed survey questionnaire was used to solicit for information from 56 physics teachers in four educational provinces. Random sampling was used to select the survey respondents. From these participants, 10 were purposively selected for face-to-face in-depth structured interviews basing on their availability and accessibility. Ten schemes of work,one from each interviewed teacher, for one school term and six past examination practical paper 4 question papers were collected and analysed using a document analysis guide. Quantitative data was analysed using descriptive statistics and chi-square, whereas qualitative data was collated into themes for discussion purposes. The findings of the study reveal that the physics teachers have embraced the ideals of the physics curriculum and adapted it to their operating context through the reiterative interpretation process to construct personal meaning. The teachers are mainly utilising teacher-centred approaches to impart knowledge to the learners which is not consistent with the physics curriculum anticipations of using learner-centred approaches. The physics teachers are superficially interpreting the physics curriculum.The physics teachers need to embrace the learner centred teaching approach andbe empowered to enhance their curriculum interpretation and teaching practices through staff development.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)
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Chimhau, Barbington. "Attitudes of Grade 11 female students towards Physical Science in selected high schools in the Mafikeng District / Barbington Chimhau." Thesis, 2006. http://hdl.handle.net/10394/11497.
Full textAbstract:
This study investigated the attitudes of grade 11 female students towards the study of
Physical Science in Mafikeng. Attitudinal measures, such as levels of student's interest
and the perceived utility of science, were examined. The subjects of the study included
grade 11 female students from selected high schools in the Mafikeng District.
A total of 300 female students participated in the study. A survey method was used in
this study. A questionnaire was administered to examine the perceptions and attitudes of
female students towards the study of Physical Science. A three-point
positive/neutral/negative scale was utilized in sections B. C. and Din order to encourage
students to make an attitude choice.
The research findings showed that the attitudes of grade 11 female students in the
selected high schools were affected by parents, teachers, peers, classroom environment,
personal perceptions and aspirations.<br>M. Ed. (Science Education) North-West University, Mafikeng Campus, 2006