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Dissertations / Theses on the topic 'Rights and knowledge about nature'
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Somerset, Richard. "Sciences : a selective study of forms of knowledge about the world." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267079.
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Gueye, Seyni. ""Visiter la terre" : droits, savoirs et territoires dans la colonisation hispanique du nord des Andes (province de Popayán, XVIe-XVIIe siècles)." Electronic Thesis or Diss., Paris, EHESS, 2024. http://www.theses.fr/2024EHES0153.
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Au croisement de l’histoire de l’administration de la justice en situation coloniale et de l’histoire des savoirs, cette thèse analyse des inspections itinérantes sous forme de procès, déployées auprès des communautés d’habitants de la province de Popayán (sud-ouest de la Colombie actuelle), entre le milieu du XVIe et le début du XVIIe siècle. L’étude vise à restituer les contextes et les acteurs de ces inspections appelées "visitas de la tierra", les modalités concrètes des déplacements et les rencontres occasionnées par la procédure, ainsi que son dispositif de production d’information, par observation et collecte de témoignages enregistrés in situ. D’autre part, la recherche questionne les usages judiciaires et savants de la documentation produite lors des "visitas de la tierra", au sein des collectivités soumises à leurs enquêtes (villes et paroisses coloniales, sites d’extraction d’or, communautés indiennes d’encomienda), comme dans les centres gouvernementaux de l’empire, auxquels sont envoyées des formes variées de comptes-rendus des inspections. Il s’agit de comprendre la manière dont ces procès agissent à la fois comme des rituels de négociation de l’ordre colonial à l’échelle des corps politiques espagnols et indiens de la province, mais aussi comme des instruments de connaissance de leurs territoires, dont les usages s’exercent à différents niveaux du gouvernement impérialThis PhD dissertation participates in historiographical trends that have been underway for several decades at the crossroads of imperial and colonial European expansion in the early modern period, the history of justice, and the history of knowledge production. It analyses inspections of royal justice and taxation-system in the form of itinerant trials, carried out among the communities of inhabitants in the province of Popayán (southwestern Colombia), between the years 1550s and 1630s. The study aims to reconstruct the contexts and actors involved in these procedures, called "visitas de la tierra", the concrete modalities of travel and social encounters they occasioned, and their practices of information-gathering, by observing and collecting testimonies.On the other hand, it questions the multiple uses of the visitas’ oral and written enactments, within the communities subjected to the trials (colonial towns and parishes, gold-mining districts, Indian encomiendas), as well as in the empire's governmental centers, to which various forms of reports were sent.The aim of the research is to understand better how the "visitas de la tierra" acted both as rituals of negotiation of the colonial order at the local scale of the political bodies established in the northern Andes, and as instruments of knowledge about their territories, the uses of which were exercised at different levels of imperial government
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Herscovici, А. "Knowledge and information economy, welfare and governance: the economic nature of intellectual property rights." Thesis, Видавництво СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/13452.
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Kunowski, Myra Antoinette. "Teaching About the Treaty of Waitangi: Examining the Nature of Teacher Knowledge and Classroom Practice." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367740.
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Knowledge and understanding of the Treaty of Waitangi, as the founding document of the nation and as a living document today, is seen as crucial for the capacity of New Zealanders to accommodate cultural differences and to handle the challenges of the future. It is also outlined in the national social studies curriculum, Social Studies in the New Zealand Curriculum (Ministry of Education, 1997), as an essential area of learning for students in New Zealand schools. For these reasons, this study examines the nature of social studies teachers' subject matter knowledge for teaching about the Treaty of Waitangi, how it has been interpreted over time and how it is applied in New Zealand in the present day. Informed by Shulman's (1987) categorisation of a knowledge base for teaching, this study builds on a growing literature on the important role of pedagogical content knowledge. Four social studies teachers participated in the study which focuses on years 9 and 10, where the majority of New Zealand secondary school students acquire their knowledge of New Zealand's history. Using a collective case study design, multi-method triangulation is adopted for tapping into and representing the teachers' conceptual and practical knowledge. Methods include a semi-structured interview, a concept mapping exercise, a lesson planning activity, and a video-stimulated recall interview of a classroom lesson. The latter is a key data gathering method and is confirmed as a very valuable technique for gaining insight into the implicit theories and beliefs of teachers, and the relationship between their beliefs and actions.
The study demonstrates that discipline knowledge of history is an important ingredient in social studies teachers' knowledge and understanding of the Treaty of Waitangi and its implementation in New Zealand since 1840. Discipline knowledge informed their pedagogical content knowledge, which is central to effectively teaching this essential area of learning about New Zealand in the secondary school classroom. The teachers with this knowledge were able to place events in the context of time and comprehend historical ideas. In addition, they applied their understanding of historical inquiry and the historical relationships of cause and effect and continuity and change, to their teaching. These teachers also more readily accessed recent historical scholarship in New Zealand's history, and thus were aware of historical interpretations and the different perspectives from which Maori-Pakeha issues in the past and present can be examined. In accord with research in the United States and Britain, the evidence in this study indicates that the presence or absence of pedagogical content knowledge significantly affects the learning opportunities that teachers provide for their students. The findings suggest that there are both beginning and experienced social studies teachers who have limited historical knowledge for teaching the Treaty of Waitangi topic area. The teachers who lacked mastery of topic content were unable to easily use stories or examples to illustrate and clearly explain ideas and events. In attempting to simplify topic material, content was sometimes misrepresented and superficial responses were given to students' more challenging questions. Teaching also incorporated some information errors. It was these teachers who also regarded the area of learning as contentious. Concerned to avoid dissension in the classroom, and wary of adverse parental and community opinion, they were reluctant to engage in class discussion on Maori and Pakeha matters that have been controversial, or that are subject to current national debate. Three areas are highlighted where teachers considered help and direction would enhance their teaching. Firstly, more specific curriculum guidelines, in relation to achievement objectives for teachers and desired learning outcomes for students, could be provided in the Treaty of Waitangi topic area. Secondly, classroom implementation would be advanced by assistance for teachers in assimilating current historical interpretations of New Zealand's history and in developing the appropriate subject matter knowledge for teaching. Thirdly, training in critical inquiry skills would provide teachers with the expertise to handle contentious questions in the classroom and ensure they are better prepared to teach students to think critically and participate in society as informed and responsible citizens.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
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Mosley, Evan Christopher. "The Commodification of Nature: Power/Knowledge and REDD+ in Costa Rica." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83809.
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Reducing Emissions from Deforestation and forest Degradation (REDD+) is a global carbon trading program intent on mitigating or reversing carbon emissions from forestry in the global south. REDD+ was negotiated at the 2005 United Nations Framework Convention on Climate Change (UNFCCC) and is coordinated by the Forest Carbon Partnership Facility (FCPF), administered by the World Bank Group. In this project, I explore REDD+ activity in Costa Rica, drawing on Michel Foucault's concept of governmentality. Costa Rica became a participant in the Forest Carbon Partnership Facility in July of 2008. Since then, indigenous peoples throughout the country have contested the program. This project is a single-case study of the Bribri contestation of REDD+ schemes, one of the larger indigenous communities in Costa Rica. Bribri argue that REDD+ disrespects their worldview and further endangers their local rights to land and forestry. This project argues that REDD+ and Bribri have different perceptions of nature, enabling disagreement on REDD+ goals. Whereas REDD+ perceives nature as commodifiable for the purposes of neoliberal climate policies, Bribri express a spiritual, harmonious relationship with nature. I conclude by noting that REDD+ can pose negative implications for indigenous life and culture. This is not only because REDD+ draws external and domestic actors to land and forestry for incentive-based purposes. But also because REDD+ defines 'rightful behavior' among forestry resources, challenging indigenous conceptions of environmental management. However, the Bribri are resisting REDD+ imposition and, particularly, the program's external governing of indigenous behavior amongst forests.Master of Arts
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Kaufman, Gila. "The nature and development of team leaders' professional knowledge about aspects of change in their schools." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248013.
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Leibfritz, William E. "The influence of knowledge about the nature of mathematics anxiety on the level of mathematics anxiety for elementary preservice teachers /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683049377302.
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Flores, Belinda Bustos. "Bilingual teachers' epistemological beliefs about the nature of bilingual children's cognition and their relation to perceived teaching practices /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Seutlwadi, Lebogang. "Adolescents' knowledge about abortion and emergency contraception a survey study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002561.
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Adolescents have become focal points of discussions and debates regarding sexuality and reproductive health matters. However, little research has been done particularly in South Africa to examine their knowledge concerning abortion and emergency contraception. Research indicates that a substantial proportion of adolescent pregnancies are unintended or unwanted. Abortion and emergency contraception are both time-sensitive services. Thus having accurate and comprehensive knowledge about both abortion and emergency contraception is pivotal, in the case of unintended or unwanted pregnancy or when engaging in unprotected sex or experiencing contraceptive failure that could lead to pregnancy. The 1994 International Conference on Population and Development (ICPD) defined reproductive health rights for both men and women as the right to "decide freely and responsibly the number, spacing and timing of their children and to have the information and means to do so" (p. 60). That is, men and women should "have the right to make decisions concerning their reproduction free of discrimination, violence and coercion" (ICPD, 1994, p.60). Based on these definitions, it is rather evident that comprehensive and accurate knowledge are at the core of one's ability to make an informed consent. This is confirmed by Adler's (1992, p. 289) definition of informed consent or choice "a) access to sufficient information b) understanding the information c) competence to evaluate potential consequences d) freedom to make a choice and e) the ability to make and express that choice". It is from this framework that this study emerged. The aim of this study was to examine adolescents' knowledge concerning abortion and emergency contraception. The participants were Grade 11 learners between the ages of 15-24 years from five different schools in the Buffalo City Municipality. A sample of 514 was achieved. Data were analysed using descriptive cross-tabulation, chi-square and qualitative methods where appropriate. The results revealed that most of the participants did not have sufficient accurate knowledge concerning the Choice on Termination of Pregnancy Act, consequences of legal abortion and emergency contraceptive pills to make informed decisions. Furthermore, data also revealed that the participants' schools playa role in their sexual activity, their knowledge about the Choice on Termination of Pregnancy Act and about emergency contraceptive pills. Although this method made it feasible for the researcher to make general assumptions, non-responses were one of the limitations of the study. Similar research in various municipalities/cities in and outside the Eastern Cape is recommended so as to increase further awareness concerning the level of knowledge that adolescents have about contraceptive pills particularly emergency contraceptive pills, the Choice on Termination of Pregnancy Act and abortion in general.
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Sperl, Anna, and Anna Ferdinandsson. "Children´s knowledge about the Convention on the Rights of the Child : An Empirical Study Investigating Sixth and Ninth Grade Pupils in Sweden." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Globala studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-27896.
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Sandqvist, Josefine, and Emelie Yngheden. "Educating students about sex is like giving them a gift, without being allowed to open it. - A study about students’ attitudes towards Sexual and reproductive health and rights education in Moshi, Tanzania." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27526.
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The study was conducted in Moshi, the regional Capital of Kilimanjaro region, Tanzania. It was financed by Sida’s Minor Field Study scholarship in March and April 2019. This study was carried out at a Secondary school and focuses on students’ attitudes and knowledge about sexual and reproductive health and rights, SRHR, as well as examine how different actors influence the students’ decision-making and attitudes in Form 4. Qualitative semi-structured interviews are conducted, combined with the use of flashcards, as a method. Each flashcard contains topics within the concept of SRHR and was based on previous research and definitions. The use of flashcards was conducted in two steps. Firstly, the students’ categorized SRHR-topics in five different categories. Secondly, the students’ ranked ten actors in which affect them the most to least. Most of the students believe that most of the topics are important to learn about but in a future context. They also believe that education in some topics will result in increased sexual behavior. The students identify that authorities, such as parents and school, affect them the most in their decision-making and attitudes. To conclude, the students were found to have limited education focusing on attitudes as well as access to evidence-based education.
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Richwine, Pebble Lea. "The Impact of Authentic Science Inquiry Experiences Studying Variable Stars on High School Students' Knowledge and Attitudes about Science and Astronomy and Beliefs Regarding the Nature of Science." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194456.
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The purpose of this concurrent mixed methods study was to investigate the impact on high school students' knowledge and attitudes regarding astronomy and beliefs about the nature of science after participating in an extended authentic, inquiry-oriented, research experience studying variable stars using a specifically designed curriculum guide "In the Hunt for Variable Stars." The study gathered quantitative data using a pretest posttest strategy on a modified form of an existing questionnaire called Students Attitudes Toward Astronomy and four student-supplied response content surveys. Qualitative methods included analysis of researcher's field notes, naturalistic observations, formal interviews, and students' artifacts. The methods and results of this study provided important baseline information to measure cognitive and affective changes resulting from an authentic scientific research experience for high school students.Ninety students participated in a targeted instructional sequence and their attitudes and knowledge were compared to 50 students in a comparable science course who were not provided an authentic research experience. The results obtained in this study strongly suggest that participation in research is successful at significantly increasing content knowledge. All four content surveys showed statistically significant increases for students in the intervention group as compared to the students in the non-intervention group. Qualitative results demonstrated that both groups of students initially held naïve ideas about science and astronomy. After participation in the intervention, the most dramatic changes were observed in students' understanding of astronomy content. No substantial change was seen in students' attitudes toward Astronomy and science but there is evidence of some limited impacts on beliefs regarding the nature of science.In combination, the data resulting from this mixed-method study lend considerable weight to claim in contemporary science education reform that students will learn and more scientifically accurate knowledge of astronomy after participating in authentic inquiry experiences.
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McGregor-Harper, Judith Lesley. "What types of science count? : exploring the formal, informal and hidden curricula in undergraduate medical education, with a particular focus on beliefs about science and knowledge." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/29800.
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Background and Purpose. This PhD thesis is a qualitative research project using interpretive and socio-cultural theories in a case study design. It explores medical students’ beliefs about scientific knowledge and the nature of evidence as applied to medicine, at key transition points in their education. This thesis situates current theories and conceptual models of epistemological development from the fields of psychology and education within the emergent field of medical education. Its aim is to provide insights into personal epistemological development, any curriculum barriers to such and provide insights into how students can be better supported, notably in transition periods. It addresses both a gap in the literature and the calls for more research into the development of student epistemologies in professional education. The thesis key research questions are: • What are medical students’ beliefs and understandings about the nature of scientific knowledge as applied to medicine? • What curriculum factors appear to facilitate or inhibit medical students’ epistemological development, at key transitions? Methodology. The case study design involved a four phase approach; • Phase 1: This was a critical discourse analysis of key policy and curricula texts to explore assumptions, inconsistencies or disputes relating to science and scientific content in the field of medical education. • Phase 2: This was the observation of learning episodes in preparation for Phase 3 involving participants. The purpose of Phase 2 was to situate and ground conversations with participants in real experiences. • Phase 3: This phase involved task groups and semi-structured interviews with medical students and faculty participants based at the University of Exeter Medical School (UEMS). Task groups and semi-structured interviews explored individual beliefs about the nature of science and scientific evidence as applied to medicine generally and the Bachelor of Medicine, Bachelor of Surgery (BMBS) curriculum content specifically. This included its contested scientific content and the nature of complexity and uncertainty in evidence based medicine. • Phase 4: This final phase involved presenting the case study findings to two other UK medical schools to explore the tentative applicability or transferability. The purpose of Phase 4 was to consider how case-specific and context bound the case study findings are. Findings. Findings suggest there is substantial variation in how medical students and faculty talk about science and evidence in medicine. This is influenced by their experiences of courses studied prior to entering medical school and their maturity in age. Medical students described how faculty informally spoke about the ambiguity within medical practice as clinical decision making, but there were very few reports of faculty explicitly speaking about the uncertain and tentative nature of scientific knowledge underpinning applied medicine. The bio-sciences were still dominant in terms of curriculum and assessment content. Where science in medicine is defined and approaches to scientific research are stated, formal curriculum documents espouse a narrow and positivistic methodological approach, which serves to perpetuate misconceptions regarding scientific research within medicine and may influence epistemological beliefs about the nature of science within medicine. Discussion and Conclusions. It is anticipated this case study will afford medical educators and curriculum designers insights upon which to address imbalances, include appropriate content, and reinforce good practice, so that medical graduates are effectively prepared for the challenges of a career in medicine.
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Penazzi, Leonardo. "The fellow (novel) ; and Australian historical fiction, debating the perceived past (dissertation)." University of Western Australia. School of Social and Cultural Studies, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0070.
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Novel The Fellow What is knowledge? Who should own it? Why is it used? Who can use it? Is knowledge power, or is it an illusion? These are some of the questions addressed in The Fellow. At the time of Australian federation, the year 1901, while a nation is being drawn into unity, one of its primary educational institutions is being drawn into disunity when an outsider challenges the secure world of The University of Melbourne. Arriving in Melbourne after spending much of his life travelling around Australia, an old Jack-of-all-trades bushman finds his way into the inner sanctum of The University of Melbourne. Not only a man of considerable and varied skill, he is also a man who is widely read and self-educated. However, he applies his knowledge in practical ways, based on what he has experienced in the
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Mitroi, Tisseyre Veronica. "Une pratique sociale à l’épreuve de la conservation de la nature. Incertitudes et controverses environnementales autour de la dégradation de la pêche dans la Réserve de la Biosphère du Delta du Danube." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100033/document.
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Cette thèse présente les mutations d’une pratique sociale qui repose sur l’interaction directe avec l’environnement – la pêche, dans l’espace du delta du Danube, territoire doté d’une remarquable richesse écologique et engagé, après 1990, dans une double transition socio-économique et écologique qui implique une redéfinition radicale des pratiques d’appropriation des ressources naturelles. Caractérisée par une multiplication des acteurs, des savoirs et des actions, la création d’une Réserve de Biosphère du Delta du Danube met à l’épreuve l’existence même de la pratique de pêche et l’interaction des habitants avec les ressources désormais « naturelles » du delta. A travers une analyse des dispositifs de réglementation des droits de pêche expérimentés dans la Réserve au cours des 20 dernières années, cette thèse présente la dégradation de la pêche comme un espace d'incertitude où les « êtres de la pêche » : acteurs sociaux et poissons, sont redéfinis, expliqués, apprivoisés, mobilisés dans la définition de nouvelles formes d'interaction entre les acteurs sociaux et des ressources naturelles. Dans un contexte de persistance des pratiques de pêche illégales, les indicateurs utilisés dans la formulation des droits de pêche ont une faible capacité à faire évoluer les pratiques. L'approche développée dans cette thèse est clairement confrontée à la manière dominante de penser et de faire dans les politiques de conservation, orientées vers une plus grande rationalisation et la formulation de chaînes logiques entre des indicateurs, des droits et des résultats attendus. Nous montrons les limites de cette approche, qui devrait avoir comme préoccupation première de dépasser la distinction entre « ceux qui savent » et « ceux qui pêchent », en facilitant l’émergence des accords collectifs sur la définition des acteurs, des ressources et de leur état écologique. Nous montrons que dans le monde de la pêche artisanale, la réussite des dispositifs de gestion de la pêche dépend de leur capacité à prendre en considération les savoirs, les pratiques et les capacités critiques des acteurs locaux, développés au cours d’une longue appropriation des ressourcesIn the last two decades, different fishing rights systems have been experimented in the Danube Delta Biosphere Reserve fisheries in order to orient natural resources exploitation practices towards the conservation of biodiversity. Overfishing is considered as one of the main threats to conservation in this ecologically fragile area, since 1989, when the communist productivist model was replaced by conservationist policies. Characterized by the multiplication of actors and knowledge production, the creation of the Biosphere Reserve of Danube Delta is challenging the continuity of fishing practices. Based on an analysis of the fishing rights systems experienced in the reserve, this work presents the degradation of fisheries as an area of uncertainty where social actors and fishing resources are redefined, explained, tamed and mobilized in the definition of new forms of ecological interactions between actors and resources. Indicators and proofs of sustainable fisheries are built on the ground, while experimenting different fishing rights systems. In a context of persisting illegal fishing practices and persistent controversies, fishing rights do not legitimate the introduction of more restrictive measures, and have a week capacity of changing practices. The approach developed in this thesis tries to go beyond the classical distinction between knowledge producers and nature users, by considering knowledge production, rights definition and social practices over nature as interconnected elements of the same process of nature appropriation. The perspective developed in this work is clearly confronted to the dominant way of thinking and doing in conservation policies, oriented towards a greater rationalization and the pre-formulation of a logical chain between measures, effects and outcomes. We show the limits of this approach, which should be primarily concerned by overcoming the distinction between "those who know" and "those who fish", facilitating the emergence of collective agreements on the definition of resources and their ecological status. We show that in the world of artisanal fisheries, the success of fisheries management incentives depends on their ability to take into account the diversity of knowledge, practices and critical capacities that local actors developed through resources appropriation practices
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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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Wu, Hsueh-Ju, and 吳雪如. "The Research about Human Rights Knowledge and Attitude of Elmentary School Students in Pingtung County." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/90366424474689863310.
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碩士國立屏東師範學院
國民教育研究所
91
The research is designed by a quantitative method, which is arranged by a questionnaire named “Elementary School Students’ Human Rights Knowledge and Attitude Questionnaire”, in order to explore the fifth and sixth grade students’ human rights knowledge and attitude among the elementary schools in Ping-tung County. The data base would be the fifth and sixth grade students in Ping-tung County. According to the different locations of elementary school, 22 schools were via stratified sampling, including 1280 students（1140 valid）. The analysis method includes descriptive statistics method, t-test, one way ANOVA and Person’s product-moment γ. The findings of the research are: 1.The elementary school students have high level knowledge about human rights. 2.The elementary school students’ attitude for human rights shows a positive trend. 3.According to different backgrounds, the students’ performances in human rights knowledge are as following： a. Female students get higher scores than male students. b. The sixth grade students get higher scores than the fifth grade. c. Different races shows no difference in human rights knowledge. d. Students in urban areas get higher scores than students in the country and suburban areas. e. Students from high-class families get higher scores than those from middle-class families and those from poor families. f. Students who occasionally play leading jobs in class get higher scores than those who are sometimes and never on the jobs. 4. According to different backgrounds, the students’ performances in human rights attitude are as following： a. Female students’ attitude for protecting human rights is stronger than male students. b. The attitude for protecting human rights and basic values of human rights of the sixth grade students. c. The identity for human rights of students whose ancestors from Mainland China is stronger than students who are HoRou, HaKa, and aborigine. d. Students from high-class families are stronger in the attitude of human rights than those from middle-class families and those from poor families. e. The identify of human right and basic values of human rights of urban students are stronger than suburban students. And the identify of human right and basic values of human rights of country students are stronger than suburban students. f. The attitude for basic values of human rights of the students who occasionally play leading jobs in class is stronger than sometimes and never on the jobs. 5.Students’ human right knowledge appears positive relationship with human right attitude. The research proposes each individual advice according to the research findings and conclusion so that it provides as a reference to educational administration institutions, schools, teachers and future researchers.
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Chiu, Tai-ho, and 邱太河. "An Action Research about Pedagogical Content Knowledge regarding Implementing Competence Indicators of the Nature of Science." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/51804370280157801441.
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碩士國立花蓮教育大學
科學教育研究所
95
This study intends to explore what an elementary science teacher should know when he tries to implement the competence indicators regarding the nature of science (NOS-CI) in the national curriculum framework of Taiwan. At the same time, this study tries to find out those factors which might promote a teacher’s NOS pedagogical content knowledge (NOS-PCK) for his professional development. Research field was a class of 31 fourth graders. During the research period of time which is one semester, researcher joined a research team aiming to promote NOS-CI teaching and teachers’ NOS-PCK. Lesson plan, classroom observation, transcripts of interviews, message lines from the web discussion board, meeting records of research team, and students’ various documents were analyzed to generate descriptions of instructional attempts and to explicate the factors that influenced the translation of research’s views and intentions regarding NOS into classroom practice. After analyze, researcher proposes a three-stage teaching model for implementing NOS-CI into classroom practice. First, teachers need to be willing to teach NOS explicitly. Second, teachers need to manage a friendly learning environment where inquiry activity is endorsed and science content knowledge is integrated. Third, teachers need to orchestrate a discursive practice in which students should reflectively experience the process of knowledge development and appreciate the major features within NOS-CI. Reminding himself to teach explicitly, sharing experiences regularly to members of research team, and observing how an exemplary NOS instruction being organized were three major factors which were identified as important for helping researcher developing his NOS-PCK. The implication and recommendation for teaching and future research will be discussed in the thesis.
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Cheng, Hsiu-Ju, and 鄭秀如. "The influence of history of science toward students'''' understanding about the nature of scientific knowledge and learning achievement." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/61766239738362374157.
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碩士國立高雄師範大學
科學教育學系
85
By using the quasi-experimental design , the purpose of this study was to explore the possible effectiveness of the following three different teaching s -trategies : 1. Teaching chemistry with history of science, meanwhile, stude- nts were provided a historical enriched material as reading assignment (Exper- imental Group A), 2. Teaching chemistry with traditional way of lecturing, s- tudents were provided a historical enriched material as reading assignment (E- xperimental Group B), 3. Teaching chemistry with traditional way of lecturing , students were not provided the historical enriched material (Comparison Gro- up). The assessments of the study were focused on students'''' understanding abo- ut the nature of scientific knowledge and their learning achievement. Four ch- emistry teachers and six classes of 11th grade students (n=242) from two seni- or high schools were participated in this study. In each of the two schools, - after one chemistry teacher was invited, one class from his teaching list was randomly assigned as Experimental Group A, another class as Experimental Gro- up B. For the purpose of comparison, one more classroom from other teachers'''' c -lasses was used as Comparison Group. The units of historical enriched materials (ideal gas law and properties of oxygen) were developed by the researcher. Related histories and hands-on e- xperiments in these two units were integrated into the material. Before condu- cting the study, the two teachers who taught the Experimental Group A were as- ked to attend a half day work shop which was designed to explain the implemen- tation of the historical enriched material. Analysis of covariance, dependent t-test, frequency analysis, and chi-squ- are were used to analyze students'''' understanding about the nature of scientif- ic knowledge, learning achievement, and perception of learning. Based on stud- ents learning achievement , 10 students were randomly selected from stratified samples for interview to better understand students'''' alternative conceptions. Major findings of this study were as following: 1. There was significant difference between the three groups on the total sco- re as well as its subscales of the understanding about the nature of scien- tific knowledge test. 2. Students who were taught with historical enriched material made significant progress on learning achievement. 3. Its was found from the interview that students possessed variety of altern- ative conceptions, even though the conceptions have been familiar with them . Furthermore, some students'''' alternative conceptions were similar to anci- ent scientists'''' way of thinking. 4. Although students'''' views toward the historical enriched materials were sig- nificantly different between various learning achievement groups and vario- us levels of understanding about the nature of scientific knowledge, the m- ajority of the students in the two experimental groups agreed that the mat- erials are helpful in learning. The results revealed that teaching with historical enriched materials can promote students'''' learning achievement and understanding about the nature of scientific knowledge. In addition, the materials were welcomed by the experi- mental group students. Nevertheless, some of students'''' alternative conceptions were deeply rooted and resistant to change.
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WANG, JUNG-HSUAN, and 王榕瑄. "Exploring the Museum Exhibition influence the higher students’ learning in primary school - The design thinks views the “Urchin knowledge - the amazing facts about Echinoids” Exhibition in National Nature Science Museum." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/wctt3v.
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碩士國立臺中教育大學
文創設計管理產業碩士專班
104
Learning is a critical factor in solving design thinking. Using good methods observe museum exhibition hall design and visitors’ learning. Focus learning and effect for students of elementary school was in National Museum of Natural Science "Courage and Knowledge - Urchin big Surprise." In this study, we have developed and validated a novel self-reporting questionnaire as an efficient instrument to explore museum learning. This questionnaire has been developed based on the exhibition form, perceived exhibition type, former experience, well knowledge, learning type, and Re-learning attention. A total of 150 junior students in primary school were survey data. Formative tests through reliability and validity analyses were performed to revise and confirm the questionnaire. Examples of participants’ learning patterns were demonstrated to show the practical value of this questionnaire. In conclusion, the final was presented as a valid instrument to explore students’ learning environment resource, learning way, and learning effect for research and educational practice. In addition, we found that museum learning can be used as an effective learning tool to guide student designers’ reflections toward better learning and performance.
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Welinder, Johanna YOYO NASTY. "Cowboy och andra djur : En faktabok om djurs känslor." Thesis, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-6812.
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