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1
Hudson, Peter. "Mentoring for effective primary science teaching." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16002/.
Full textAbstract:
Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
2
O'dell, Kathleen Alyce O'Dell. "HOW PRESERVICE TEACHERS EXPERIENCEBECOMING INTERNATIONALLY MINDEDTHROUGH PRIMARY YEARS PROGRAMME CERTIFICATION." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1502679007714987.
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3
Uusimaki, Sirkka-Liisa Marjatta. "Addressing Preservice Student Teachers' Negative Beliefs And Anxieties About Mathematics." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15921/.
Full textAbstract:
More than half of Australian primary teachers have negative feelings about mathematics (Carroll, 1998). This research study investigates whether it is possible to change negative beliefs and anxieties about mathematics in preservice student teachers so that they can perceive mathematics as a subject that is creative and where discourse is possible (Ernest, 1991). In this study, sixteen maths-anxious preservice primary education student teachers were engaged in computer-mediated collaborative open-ended mathematical activities and discourse. Prior to, and after their mathematical activity, the students participated in a short thirty-second Online Anxiety Survey based on ideas by Ainley and Hidi (2002) and Boekaerts (2002), to ascertain changes to their beliefs about the various mathematical activities. The analysis of this data facilitated the identification of key episodes that led to the changes in beliefs. The findings from this study provide teacher educators with a better understanding of what changes need to occur in pre-service mathematics education programs, so as to improve perceptions about mathematics in maths-anxious pre-service education students and subsequently primary mathematics teachers.
4
Archibald, Douglas Elijah. "Validating a Blended Teaching Readiness Instrument for Primary/Secondary Preservice Teachers." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8970.
Full textAbstract:
Blended learning is the fastest-growing modality in North America and much of the world. However, research and training in blended learning is far outpaced by its usage. To remedy this gap, we developed a competency framework and self-survey instrument to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to prove that the model and accompanying survey instrument are reliable for use with teacher candidates both before and after going through a blended teaching course. To accomplish this, we sent out a survey instrument to 326 teacher candidates studying in a blended teaching course at a university in the western United States. The teachers took the survey at the beginning of class, and then once again, three months later. Using confirmatory factor analysis, we determined that the pre-class survey results fell within the range of the four fit statistics cutoffs (RMSEA=.056, CFI=.906, TLI=0.900, SRMR=.04). And with slight modification, the post-class survey results did as well (RMSEA=.052, CFI=.914, TLI=.907, and SRMR .058). We also showed that the factor loadings and communalities were statistically significant. By testing the factors in this way, we make a case for the survey to be a valid and reliable instrument in assessing teacher competency, and make a case for thinking of blended teaching competencies in terms of our model. We then tested for measurement invariance, but were unsuccessful in making a case for it. The results of our findings provide teacher educators, teacher candidates, and researchers a new pedagogically-oriented framework and scientifically validated self-survey to use in order to improve and personalize teacher education and professional development for blended settings.
5
Mayer, Diane E., and n/a. "Perceptions of a microteaching program by preservice primary teachers and their university tutors." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060907.133436.
Full textAbstract:
This thesis reports on the perceptions held by second year preservice primary
teachers and their tutors/supervisors of a 1990 microteaching program at a regional
university in Queensland. Perceptions were ascertained on (a) the skills addressed,
(b) peer and tutor feedback, (c) the self evaluation techniques used, (d) the content
level taught, (e) the videotaping of the sessions, and (f) the effectiveness of the
program in the continuing development of teaching skills for preservice teachers.
Perceptions were collected using a questionnaire designed for the purpose. The
questionnaire incorporates fixed response options, for which percentages of those
agreeing with each response are presented in tabular form. It also invites open
ended responses which are coded according to the areas designated of interest for
the study. A Likert type rating scale is used to ascertain opinions on the
effectiveness of the program for developing particular classroom teaching skills.
Results of the study indicate that for the participants, microteaching is appropriate
and effective in helping to provide prospective teachers with experiences that
complement practice teaching in schools, but that the actual structure and
components of any such program requires some discussion. Analysis indicates a
need to vary microteaching programs from those of many traditional approaches
based on the early Stanford model. The writer suggests the concept of a teaching-learning
laboratory based on a macro teaching skill approach with peers as more
appropriate for current preservice teacher education.
6
Major, Thenjiwe E. "Perceptions of preservice primary student teachers of their preparatory program the case of Botswana /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/762.
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7
Wardlaw, Carole, and n/a. "An investigation of preservice teachers' relational understanding of mathematics." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.145921.
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This study investigates the nature of the mathematical understanding possessed by
preservice teachers as they enter Early Childhood and Primary Teacher Education
Programmes. The subjects comprised thirty students divided into groups of ten to represent
three levels of mathematics competency as measured on a mathematics competency test.
Evidence of mathematical understanding was gathered from videotaped interviews in which
students were required to provide solutions for a set of six tasks. The analysis of student
performance included monitoring students' ability to provide multiple representations for
tasks as well as the students' demonstration of connections between mathematical ideas.
The results show that preservice teachers entering the Early Childhood and Primary
Teacher Education Programmes at the University of Canberra do so with weak
understanding of many of the mathematical concepts that are fundamental to primary level
mathematics curricula. The type of understanding demonstrated by these students was
predominantly instrumental in nature.
Differences between groups were found with reference to the amount of confidence and
interest displayed during tasks.
The implications of these results on mathematics teacher education are discussed.
The study identifies the need for alternative assessment protocol for mathematics screening
of preservice teachers. Discussion of appropriate techniques for the reconstruction of
mathematical understanding is also considered.
8
OLIVEIRA, ANA TERESA DE CARVALHO CORREA DE. "KNOWLEDGES AND PRACTICES OF PRESERVICE PRIMARY TEACHERS´EDUCATORS FOR THE MATHEMATICS TEACHING IN THE ELEMENTARY SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10516@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>O estudo insere-se no amplo campo de debate a respeito da
formação de professores. A pesquisa tem como sujeitos os
formadores de professores que vão ensinar matemática nos
anos iniciais, bem como os assuntos relacionados a seus
saberes e práticas. Buscou-se conhecer quem são os
formadores, como se organizam os espaços de formação
inicial de professores para o ensino de matemática e como
desenvolvem o trabalho formador. Foram realizadas
entrevistas semi-estruturadas com dezoito formadores, que
ministram aulas de matemática ou metodologia de
matemática, em três diferentes níveis: cursos normais em
nível médio, cursos normais superiores e cursos de
pedagogia. Discutem-se práticas formadoras, identificando
conteúdos selecionados, objetivos pretendidos e
metodologias desenvolvidas. Como principais resultados,
destacam-se a inexistência da formação pedagógica para o
ensino de matemática nos anos iniciais, nas escolas
normais, e alguns problemas decorrentes. Nas demais
modalidades de formação, observam-se a ênfase em conteúdos
de números e operações e a abordagem insuficiente de
conteúdos geométricos, dos conteúdos relativos ao
tratamento da informação e das grandezas e das medidas; a
insuficiência da formação pedagógica, entendida
freqüentemente, e de forma limitadora, como sendo o
conhecimento relativo aos materiais concretos e seu uso.
As práticas formadoras parecem ser influenciadas pelo
tempo de aulas, pelo (des) conhecimento dos formadores
acerca das questões do ensino e aprendizagem de matemática
dos anos iniciais, pelo que entendem ser importante
abordar no curso e pelas experiências dos formadores como
ex-alunos e professores da educação básica. Extraem-se e
discutem-se as contribuições de boas práticas formadoras,
no âmbito da amostra estudada.<br>This study is included in the wide field of discussion as
far as teachers education is concerned. The research´s
subjects under debate are the educators preservice
teachers actions, the knowledge these educators are
acquainted with and the way they conduce their practices.
It was investigated the educators´ main features, how
their spaces are organized and how they develop their
work. Semi-structured interviews were accomplished with
eighteen educators of preservice teachers who instruct
mathematics and mathematics methodology in three different
levels: medium level normal courses, superior normal
courses and pedagogy courses. The study also discusses the
practices used by the educators of preservice teachers,
identifying the selected contents, the objectives they aim
to reach and the methodologies which are developed in
their practices. The main results of the research have
pointed out some problems, such as the lack of a special
pedagogical way of thinking how to teach mathematics in
elementary classes in normal courses, considering, also,
the respective consequences of this problem. In relation
the others preservice teacher education´s modalities, it
was possible identify the emphasis on some kind of
contents and activities, such as: the priority attributed
to the numbers and operations contents; the insufficient
approach of geometric contents, statistics contents and
greatness and measures contents; the inadequacy of the
pedagogic knowledge developed, which is frequently
developed in a restricted way, as the knowledge might be
related to the concrete materials and their employment. It
seems that the educator´s practices are influenced by a
series of questions such as the classes durability, the
lack of knowledge as far as questions related to teach and
learning initial classes concerned, their understanding
about the approach since the understand be important to
approach contents in their courses as educators, and on
the experiences they have had as students and teachers of
initial classes and secondary classes. The study also has
brought the teachers´ education contributions, in
accordance with the sample possible to be organized.
9
Sexton, Steven S. "Teacher Coginition: The effects of prior experience on becoming a teacher." University of Sydney, 2007. http://hdl.handle.net/2123/1864.
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Doctor of Philosophy (PhD)<br>Teachers are unique when compared to most other professionals, as pre-service teachers spend more than a decade observing teachers in practice before entering their own professional training. This study investigated teacher candidates at the earliest point of their teacher training, entry into a teacher certification program, at the University of Sydney and University of Auckland in 2005. Specifically, this study sought to address how prior experiences informed the teacher role identity of male primary, female secondary and non-traditional student teachers. These three teacher candidate groups emerged from a previous study (Sexton, 2002) which explored post-graduate teacher candidates’ beliefs with the most vivid and articulate prior experiences. The study used a mixed-model research design to explore the research question, How do pre-service teacher candidates interpret prior teacher experiences as to the type of teacher they do and do not want to become? 354 entry-level teacher candidates were surveyed using both closed item and open-ended responses. From these participants, 35 were then interviewed before their course commencement and then again after their first teaching practicum. The study showed that there were differences as to how prior teachers informed the teacher role identity of entry-level student teachers. Male primary candidates were more influenced by their positive primary experiences of role model teachers. Female secondary participants remembered those secondary teachers who encouraged the development of critical thinking and they now wish to emulate this in their practice. Non-traditional student teachers remembered a wider range of educational experiences and entered into their teaching program to make a difference in both their and their students’ lives. The study highlights how in-service teachers play an important role in not only who will become teachers but also what subjects and school level future teachers will teach.
10
McDonald, Christine. "Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26330/.
Full textAbstract:
There exists a general consensus in the science education literature around the goal of enhancing students. and teachers. views of nature of science (NOS). An emerging area of research in science education explores NOS and argumentation, and the aim of this study was to explore the effectiveness of a science content course incorporating explicit NOS and argumentation instruction on preservice primary teachers. views of NOS. A constructivist perspective guided the study, and the research strategy employed was case study research. Five preservice primary teachers were selected for intensive investigation in the study, which incorporated explicit NOS and argumentation instruction, and utilised scientific and socioscientific contexts for argumentation to provide opportunities for participants to apply their NOS understandings to their arguments. Four primary sources of data were used to provide evidence for the interpretations, recommendations, and implications that emerged from the study. These data sources included questionnaires and surveys, interviews, audio- and video-taped class sessions, and written artefacts. Data analysis involved the formation of various assertions that informed the major findings of the study, and a variety of validity and ethical protocols were considered during the analysis to ensure the findings and interpretations emerging from the data were valid. Results indicated that the science content course was effective in enabling four of the five participants. views of NOS to be changed. All of the participants expressed predominantly limited views of the majority of the examined NOS aspects at the commencement of the study. Many positive changes were evident at the end of the study with four of the five participants expressing partially informed and/or informed views of the majority of the examined NOS aspects. A critical analysis of the effectiveness of the various course components designed to facilitate the development of participants‟ views of NOS in the study, led to the identification of three factors that mediated the development of participants‟ NOS views: (a) contextual factors (including context of argumentation, and mode of argumentation), (b) task-specific factors (including argumentation scaffolds, epistemological probes, and consideration of alternative data and explanations), and (c) personal factors (including perceived previous knowledge about NOS, appreciation of the importance and utility value of NOS, and durability and persistence of pre-existing beliefs). A consideration of the above factors informs recommendations for future studies that seek to incorporate explicit NOS and argumentation instruction as a context for learning about NOS.
11
Toker, Sacip. "An Assessment Of Pre-service Teacher Education Program In Relation To Technology Training For Future Practice: A Case Of Primary School Teacher Education Program, Burdur." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605345/index.pdf.
Full textAbstract:
The purpose of the study is to reveal pre-service teachers&rsquo<br>technology competencies during their four-year teacher training program at Burdur School of Education, Sü<br>leyman Demirel University in Turkey. The sample size is 1086 students from Primary School Teacher Education department. 262 is 1st year, 269 is 2nd year, 288 is 3rd year, and 265 is 4th year students. 435 are males, and 644 are females. The research design is non-experimental survey. Technology Use Self-Competency scale (TUSS) was used for the study. Reliability of the instrument is .96. The study is indicated that most of the pre-service teachers felt themselves as intermediate technology user. The descriptive, correlation, regression and higher-way ANOVA are applied. Gender, years of computer use and computer ownership and having access to internet variables are associated with significantly to technology use self-competency scores. Also the most useful predictor of technology use self competency is years of computer use. Finally, there is significant difference among categories of computer ownership and internet access, gender, years of computer on technology use self-competency. The recommendations and directions to future researches are presented.
12
Nieuwoudt, Hercules David. "Beskouings oor onderrig : implikasies vir die didaktiese skoling van wiskundeonderwyser / Hercules David Nieuwoudt." Thesis, Potchefstroom University for Christian Higher Education, 1998. http://hdl.handle.net/10394/126.
Full textAbstract:
Views of teaching: implications for the didactic training of mathematics
teachers. School mathematics teaching is an essential learning area in South
African schools. Owing to persistent traditional positivist-based views and
approaches, it still suffers from a variety of teaching-learning problems. Various
national attempts have already been made to develop an effective teaching-learning
program for school mathematics. Prominent researchers reveal that the failure of
teaching-learning programmes often have to be attributed to the lack of an underlying
grounded didactic theory. Therefore this study focused on the development of a
grounded teaching-theoretical framework for school mathematics teaching.
A further problem regarding school mathematics is that its teaching and learning
traditionally are viewed from a narrow school subject disciplinary perspective.
Therefore this study departed from a general didactic-theoretical perspective,
creating the opportunity to approach and solve problems from a wider angle. A
constructivist-based post-positivist view of effective teaching was developed, before
entering the field of school mathematics. In this way an integrated ontologicalcontextual
view of teaching was developed in terms of six identified ontological
essential features, and their contextual coherence, namely: intention, teacher,
leamer, interaction, content and context. Contrary to traditional positivist views, no
causal relationship between teaching and learning was imposed, and teaching was
not qualified in terms of learning products. Instead, teaching was characterised and
qualified on ontological grounds, departing from the phenomenon itself. In this way
the limitations of positivist process-product views of teaching could be identified,
explained and overcome. Alternatively, a dynamic integrated view of teaching as a
human act, directed at the facilitation of relevant and meaningful learning, was
grounded and developed.
Based on this general ontological-contextually based view, a specific ontologicalcontextual
view of effective school mathematics teaching was grounded and
developed. To this end a variety of prominent contemporary views of and approaches
to school mathematics, and its teaching and learning, needed to be analysed in a
critical way. According to this analysis school mathematics, and its teaching and
learning should be viewed and approached from a constructivist-based dynamic
change-and-grow perspective as human acts. In addition, it could have been proved
that the perspective concerned can facilitate the treatment and solving of the currently experienced teaching-learning problems. This requires the reconsideration,
from a similar perspective, of the current school mathematics curriculum, as well as
the preservice didactic training of mathematics teachers.
Specific implications of the developed ontological-contextual view of effective school
mathematics teaching were identified, and practically tested in the corresponding
preservice didactic training situation in the North West Province. Based on this an
integrated model for the training concerned was formulated. It was found that the
current training largely contributed to the continuation of traditional views of and
approaches to school mathematics teaching, and its essential features. From the
developed integrated ontological-contextual perspective definitive proposals
regarding the transformation of school mathematics teaching and the corresponding
didactic training were made and motivated. Further areas for investigation and
development, resulting from this study, were identified, as well.
This study aimed at investigating, and revealing for further exploration, the specific
and broadening interaction between the general teaching and subject didactical fields
and research, particularly in the two contexts of effective school mathematics
teaching and the corresponding preservice didactical training. A particular attempt
was made to accomplish this in a grounded and integrated way, to the benefit of both
fields.<br>Thesis (PhD)--PU for CHE, 1998.
13
Meier, Lori T., Karin Keith, and Edward J. Dwyer. "We the People: Elementary Pre-Service Teachers and Constitutional Readability." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/981.
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In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.
14
Dane, Andrew V. "Program integrity in primary and early secondary prevention, preserving what works across diverse settings." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ28705.pdf.
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Richert, Kira Elizabeth. "Pre and post field trip activities for the Big Morongo Canyon Preserve: An oasis in the desert." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2057.
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This teaching unit consists of pre and post field trip activities for the Big Morongo Canyon Preserve in Morongo Valley, California. The lessons provide background information to teachers and provide classroom activities on the desert and wetland environments. The lessons can be easily adapted for kindergarten through sixth grades.
16
Zimmermann, Philippe. "Analyse du façonnage de l'identité professionnelle des enseignants d'école primaire en formation initiale." Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00865028.
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Cette thèse porte sur l'étude du processus de façonnage de l'identité professionnelle (IP) de professeurs des écoles en formation initiale (PEFI). Usité dans des contextes institutionnels, professionnels et scientifiques, le concept d'IP revêt un caractère polysémique lui conférant toute sa complexité mais aussi tout son intérêt. Le discours institutionnel témoigne d'une préoccupation souvent réaffirmée mais, paradoxalement, d'une quasi-absence d'évocation explicite de l'IP. Au plan scientifique, la multiplicité des modèles théoriques qui définissent l'IP est à l'origine d'une ambiguïté sémantique la caractérisant. En s'inscrivant dans les théories culturalistes (Engeström, 1999 ; Leontiev, 1975 ; Vygotski, 1960), les postulats de la clinique de l'activité (Clot, 1999), de la psychodynamique du travail (Dejours, 1993) et de l'ergonomie (Wisner, 1995), cette thèse apporte un regard nouveau sur le concept d'IP, en l'appréhendant comme une activité de renormalisation des prescriptions reconnue par soi et par autrui. Menée avec six PEFI, la démarche clinique a permis la reconstitution de leurs itinéraires individuels ainsi que le repérage des caractéristiques communes au façonnage de leur IP. Les résultats mettent en exergue l'identification de quatre " bascules ", correspondant aux passages par lesquels passent tous les PEFI dans le processus identitaire. Ces bascules rendent compte du caractère dynamique et singulier du façonnage de l'IP. Elles ont conduit à la construction de scénarios individuels du façonnage identitaire qui rompent avec les scénarios-types retrouvés dans nombre d'études. Des propositions pour penser la formation initiale en termes d'IP sont esquissées.
17
Muriithi, Paul Mutuanyingi. "A case for memory enhancement : ethical, social, legal, and policy implications for enhancing the memory." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/a-case-for-memory-enhancement-ethical-social-legal-and-policy-implications-for-enhancing-the-memory(bf11d09d-6326-49d2-8ef3-a40340471acf).html.
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The desire to enhance and make ourselves better is not a new one and it has continued to intrigue throughout the ages. Individuals have continued to seek ways to improve and enhance their well-being for example through nutrition, physical exercise, education and so on. Crucial to this improvement of their well-being is improving their ability to remember. Hence, people interested in improving their well-being, are often interested in memory as well. The rationale being that memory is crucial to our well-being. The desire to improve one’s memory then is almost certainly as old as the desire to improve one’s well-being. Traditionally, people have used different means in an attempt to enhance their memories: for example in learning through storytelling, studying, and apprenticeship. In remembering through practices like mnemonics, repetition, singing, and drumming. In retaining, storing and consolidating memories through nutrition and stimulants like coffee to help keep awake; and by external aids like notepads and computers. In forgetting through rituals and rites. Recent scientific advances in biotechnology, nanotechnology, molecular biology, neuroscience, and information technologies, present a wide variety of technologies to enhance many different aspects of human functioning. Thus, some commentators have identified human enhancement as central and one of the most fascinating subject in bioethics in the last two decades. Within, this period, most of the commentators have addressed the Ethical, Social, Legal and Policy (ESLP) issues in human enhancements as a whole as opposed to specific enhancements. However, this is problematic and recently various commentators have found this to be deficient and called for a contextualized case-by-case analysis to human enhancements for example genetic enhancement, moral enhancement, and in my case memory enhancement (ME). The rationale being that the reasons for accepting/rejecting a particular enhancement vary depending on the enhancement itself. Given this enormous variation, moral and legal generalizations about all enhancement processes and technologies are unwise and they should instead be evaluated individually. Taking this as a point of departure, this research will focus specifically on making a case for ME and in doing so assessing the ESLP implications arising from ME. My analysis will draw on the already existing literature for and against enhancement, especially in part two of this thesis; but it will be novel in providing a much more in-depth analysis of ME. From this perspective, I will contribute to the ME debate through two reviews that address the question how we enhance the memory, and through four original papers discussed in part three of this thesis, where I examine and evaluate critically specific ESLP issues that arise with the use of ME. In the conclusion, I will amalgamate all my contribution to the ME debate and suggest the future direction for the ME debate.
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Stoube, Deanna Mariea Floy Fielding Linda. "The emergence and development of preservice teachers' professional belief systems about reading and reading instruction /." 2009. http://ir.uiowa.edu/etd/267/.
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Chen, Sue-Chi, and 陳舒琪. "A Study on Non-Science-Majored Preservice Primary Teachers’ Cognition of the Ozone Layer Depletion." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/78015748144738266856.
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碩士<br>國立嘉義大學<br>科學教育研究所<br>93<br>Abstract
The study explored the cognition of the non-science-majored preservice primary teachers about ozone layer depletion. Data were collected through questionnaires, which including four open-ended questions, and one concept map drawing . There were 198 samples. Among these samples, only 32 subjects participated the semi-structural interviews. The results showed that 98% of the non-science-majored preservice primary teachers realized the function of ozone layer was to decrease the ultraviolet rays reaching the earth's surface. 64.6% of these people thought the ozone layer depletion resulted from chlorofluorocarbons because it could break down ozone molecules. 83.3% of investigated people considered that the ozone layer depletion would increase peoples’ opportunity of developing skin cancer. Meanwhile, 85.9% of samples indicated that we should avoid using chlorofluorocarbons in order to prevent the ozone layer depletion from getting worse. As for misconceptions, 45% of the non-science-majored preservice primary teachers believed that the ozone layer depletion would result in the greenhouse effect, and 11.6% of them deemed that the vehicle emissions would cause the ozone layer depletion.