Dissertations / Theses on the topic 'Science Study and teaching (Primary) Victoria'
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Ireland, Joseph Ernest. "Inquiry teaching in primary science : a phenomenographic study." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45772/1/Joseph_Ireland_Thesis.pdf.
Full textCampbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
Full textSmith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.
Full textRooney, Barbara A., and n/a. "The teaching of science in a primary school : a case study." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.155337.
Full textTsang, Man-sing. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596580.
Full textNg, Wee-Loon. "A study of Singapore female primary teachers’ self-efficacy for teaching science." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/606/.
Full textTsang, Man-sing, and 曾文聲. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958849.
Full textCone, Christina Schull. "Using Art to Teach Students Science Outdoors: How Creative Science Instruction Influences Observation, Question Formation, and Involvement." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2098.
Full textAlfajjam, Hasan M. H. F. A. "Teaching primary science with computer simulation : an intervention study in State of Kuwait." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/8493/.
Full textJuca, Maria Ester Weyne. "A study of constructivist teaching practices with primary science teachers in north-eastern Brazil." Thesis, Online version, 1994. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.241023.
Full textPlatt, Rita Dalgaard. "Teachers as curriculum planners in science : a case study of a primary teaching team." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31309.
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Curriculum and Pedagogy (EDCP), Department of
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McOsker, Megan. "Student Understanding of Error and Variability in Primary Science Communication." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/McOskerM2009.pdf.
Full textPardjono, [none], and mikewood@deakin edu au. "The Implementation of student active learning in primary mathematics in Indonesia." Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.
Full textLee, Oi-lan Anna, and 李愛蘭. "A study of the beliefs of science and non-science student teachers of a college of education on teaching primary science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957225.
Full textSo, Wing-mui Winnie, and 蘇詠梅. "Teacher thinking: a comparison of science elective and non-science elective primary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958941.
Full textHarris, Kathrine. "Supporting inquiry in the primary years - Children's science questions and how teachers deal with them." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/336210ddc0f9deb4d7d9b65ef8f0355cd728e4e8f07ebadd74647ff7f898729b/2345802/64907_downloaded_stream_132.pdf.
Full textWhittaker, Julia Ann. "The gradual release of responsibility: A case study of teaching science inquiry skills." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/93362/1/Julia_Whittaker_Thesis.pdf.
Full textBrown, Jeffrey. "The impact of student created Slowmation on the teaching and learning of primary science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2011. https://ro.ecu.edu.au/theses/437.
Full textStein, Sarah Jane. "Students' conceptions of science across the years of schooling." Thesis, Queensland University of Technology, 1996.
Find full textSo, Wing-mui Winnie, and 蘇詠梅. "A longitudinal investigation of Hong Kong primary school teachers' thinking about science teaching and learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31242303.
Full textBaker, Nancy Jean. "Integrating mathematics in the primary classroom." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/867.
Full textNomlomo, Vuyokazi Sylvia. "Science teaching and learning through the medium of English and isiXhosa: a comparative study in two primary schools in the Western Cape." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5834_1257246912.
Full textThis thesis compared science teaching and learning in English and isiXhosa in the Intermediate Phase (Grades 4-6) in two primary schools in the Western Cape. It explored the effects of using learners' home language (isiXhosa) and second language (English) as languages of learning and teaching science. The study is part of a broader project called the Language of Instruction in Tanzania and South Africa (LOITASA). The study was conceived against the background of English as a means of social, economic and educational advancement, and the marginalization of African languages in education.
Marshall, L. "Year 7 students' understanding of the relationship between area and perimeter." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/900.
Full textPender, Debra J. "Integrating science through literature." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/724.
Full textDudeck, Barbara Jean. "Development of a life science curriculum for kindergarten and first grade reflecting the theories of multiple intelligence and brain-based learning." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1897.
Full textAmbross, Johannes Nikolaas. "A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1411.
Full textHill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
Full textChan, Chun-leung, and 陳振良. "The learning of science concepts through simulation and modeling." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B30409160.
Full textCoulstock, Christine A. "Teacher-class, teacher-group and student interactions : opportunities for learning in primary science classrooms." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1048.
Full textRawaikela, Dakuidreketi Mesake. "Contexts of science teaching and learning in Fiji primary schools : a comparative study of ethnic Fijian and Indo-Fijian communities." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/1846.
Full textMeiring, Leslie Frank. "The impact of toys as educative curriculum material on pre-service primary school Natural Sciences teachers' understanding of energy." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1332.
Full textIngram, Kenneth Phil. "The development of scientific concepts through literacy as a mediational tool." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1906.
Full textBickmore-Brand, Jennie. "Teachers of mathematics teach mathematics differently : a case study of two teachers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/893.
Full textYang, Shun-shing, and 楊順成. "Collaborative learning in science project among primary 5 students using Knowledge Forum (KF)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30412389.
Full textSibanda, Lucy. "A case study of the readability of two grade 4 natural sciences textbooks currently used in South African schools." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006083.
Full textChan, Yung. "A study of changes in belief structures of preservice primary teachers involved in peer collaboration in science." Thesis, Queensland University of Technology, 2002. https://eprints.qut.edu.au/36666/1/36666_Digitised%20Thesis.pdf.
Full textVisagie, Ronald Arnold. "Integrating local indigenous knowledge in the teaching of water conservation by senior primary school Natural Science teachers: a Namibian case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/6907.
Full textDe, Anda Maria Elizabeth. "Assessing students' understanding of science concepts through portfolio assessment." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1197.
Full textSedibe, Godwin Konotia Bully. "The achievement gap between learners who are assessed in a primary language and those assessed in a non-primary language in the natural sciences learning area." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2771.
Full textIn the TIMMS-R report, which compared the performance of a South African cohort of learners with international peers in Science (and Mathematics), Howie (1999) highlighted that: • The biographical information of the South African cohort who performed below par in comparison with international peers indicated that they wrote the TIMMS literacy test in a second or third language. • Non-primary language learners spend considerably more time on homework compared to primary language learners. • There is no linear relationship between the amount of time spent on homework in Science and the average literacy level in the learning area amongst South African learners. Leveraging on the TIMMS report cited above, this study sought to establish the interrelationship between learning and being assessed in a non-primary language on one the hand and related performance on the other. Specifically, this study sought to establish the performance of non-primary language learners compared to primary language learners in the Natural Sciences Common Task for Assessment (CTA). There is a groundswell of evidence mounting that tends to suggest that primary language learners outperform their non-primary language counterparts in batteries of assessment instruments. This, however, is always clouded by other extraneous factors, chief amongst which, in the South African context at least, is the strong correlation between studying in a non-primary language and family socio-economic status (SES). SES has been identified elsewhere as a determinant of scholastic achievements(Blignaut, 1981; HCDS –WC, 2006).
Scallan, Bob. "The Effect of Guided Practice on Student Achievement in Social Studies and Science in Grades Five and Six." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332421/.
Full textTaylor, Neil. "Fiji pre-service primary teachers' understanding of physical science : a cultural perspective." Thesis, Queensland University of Technology, 1997. https://eprints.qut.edu.au/36559/2/36559_Digitised%20Thesis.pdf.
Full textStover, Mary Anne. "Second grade life science curriculum design using Howard Gardner's theory of multiple intelligences." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2401.
Full textCarrillo, Mary, and Lorena Montoya. "Integrating a science/language arts curriculum through the use of theme cycles in a first and third grade classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1039.
Full textCorr, Catherine Ann. "Developing understanding and fluency with numbers." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1936.
Full textSwan, Paul. "A comparison of mental strategies used by skilled and unskilled mental calculators." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1122.
Full textKuhlane, Zukiswa. "An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003484.
Full textDaniels, Nicolette Deidré. "The promotion of scientific literacy within a museum context." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1343.
Full textPonners, Pamela Jones. "Exploring the Effectiveness of Curriculum Provided Through Transmedia Books for Increasing Students’ Knowledge and Interest in Science." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822809/.
Full textViecheneski, Juliana Pinto. "Sequência didática para o ensino de ciências nos anos iniciais : subsídios teórico-práticos para a iniciação à alfabetização científica." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/1250.
Full textO objetivo deste estudo é propor uma sequência didática que contribua para a iniciação à alfabetização científica de alunos em processo de alfabetização da língua materna. Partiu-se do pressuposto de que as orientações epistemológicas do enfoque CTS (Ciência, Tecnologia e Sociedade), contribuem para a alfabetização científica dos alunos dos anos iniciais, como também, propiciam às atividades de leitura e escrita maior contextualização e significado. Nessa perspectiva, foi aplicada uma sequência didática, a partir do tema “alimentação humana”. Optou-se pela abordagem metodológica qualitativa, de natureza interpretativa, junto a crianças do 1º ano do 1º Ciclo do Ensino Fundamental de uma escola pública de Ponta Grossa - PR. Os dados foram coletados por meio de aplicação de teste diagnóstico, observação, gravações em áudio, fotografias, registros escritos, ilustrações realizadas pelas crianças e pós-teste. Os resultados indicam que as atividades dos módulos da sequência didática, contribuíram para o avanço progressivo dos conhecimentos dos alunos, tanto em relação às questões subjacentes ao ensino de ciências e à iniciação da alfabetização científica, quanto em relação ao processo de alfabetização da língua materna, demonstrando que é possível, desde a fase inicial de escolarização, efetivar um trabalho interdisciplinar e contextualizado, centrado na formação para a cidadania. Vale lembrar que a implementação dessa proposta requer esforço coletivo e concretização do compromisso inerente à ação pedagógica – a prática da pesquisa, da reflexão e da formação permanente. Com o propósito de compartilhar saberes docentes com outros profissionais da área, como produto final desse trabalho, foi elaborado um caderno, contendo as atividades desenvolvidas, assim como reflexões e orientações para a iniciação dos alunos ao processo de alfabetização científica.
The objective of this study is to propose a didactic sequence that contributes to the initiation of scientific literacy of students in the literacy process of language. We started from the assumption that the epistemological orientations of focus STS (Science, Technology and Society), contribute to the scientific literacy of students in the early years, but also provide activities for reading and writing larger context and meaning. From this perspective, was applied didactic sequence, based on the theme "human food". We opted for a qualitative methodological approach, interpretative, with the children of 1st year 1st Cycle of Basic Education in a public school in Ponta Grossa - PR. Data were collected through application of diagnostic testing, observation, audio recordings, photographs, written records, illustrations performed by children and post test. The results indicate that the activities of the modules of the didactic sequence, contributed to the progressive advancement of knowledge of the students, both in relation to the issues underlying the teaching of science and the initiation of scientific literacy, as compared to the literacy process of mother tongue demonstrating that it is possible, from the initial stage of schooling, effective interdisciplinary work and contextualized, centered on citizenship training. Remember that the implementation of this proposal requires collective effort and commitment inherent in the implementation of pedagogical action - research practice, reflection and continuing education. With the purpose of sharing teaching knowledge with other professionals in the field, as a final product of this work, we designed a notebook containing the activities, as well as reflections and guidelines for the initiation of students to the process of scientific literacy.
Nocanda, Mawethu Elvis. "The implementation of mother tongue instruction in a grade 6 natural science class." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1897.
Full textThis mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu. The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc. In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.