Dissertations / Theses: 'Science Study and teaching (Secondary) Victoria'

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Chiarella, Andrew. "Statistical reasoning and scientific inquiry : statistics in the physical science classroom." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33882.

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Teaching science using an inquiry approach is encouraged by several organisations responsible for defining teaching and learning guidelines in North America. However, using this approach can be difficult because of the complexity of inquiry. One source of difficulty is an inability to make sense of the data. Error variation, in particular, poses a significant barrier to the correct interpretation of data and therefore successful inquiry learning. A study was conducted to examine middle school students' ability to make sense of the data they collected in three related experiments. These data involved taking measurements of two continuous variables that were affected by error variation. The results indicated that students tended not to use abstract patterns to describe the data but rather used more local patterns that did not make use of the whole data set. However, many students also indicated an intuitive understanding that a greater amount of data could be used to generate results that are more accurate. This suggests a disparity between what the students understand about data and what they are capable of doing with data. Educational implications are that students may benefit from learning ideal patterns that can be compared to non-ideal data they collect.

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Zungu, Zacheus Ngcebo Dumisani. "A Critical analysis of the secondary school economic science curruculum." Thesis, University of Zululand, 2002. http://hdl.handle.net/10530/1215.

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Thesis Submitted to the Faculty of Education in fulfillment of the requirements for the degree of Doctor of Education in the Department Of Curriculum and Instructional Studies at the University of Zululand, South Africa, 2002.
The economic sciences curriculum is supposed to equip learners with skills that would be readily recognised and acceptable to the corporate world. Yet it became obvious from the high unemployment rate of leamers with economic science background that the expected skills were less developed than expected. School leavers need to be retrained for them to be able to carry out elementary tasks like bookkeeping. It is the inadequacy of the present secondary school curriculum to produce employable school leavers that prompted this inquiry. The main objective of this study was to investigate the relevance of the economic science curriculum to the needs of the corporate world. The study revealed that lack of participation by all relevant stakeholders in the development of a curriculum creates the gaps between the schooling system and the corporate world. The lack of resources and poor communication between business and education also contributed to the unemployability of school graduates. There is, therefore, very little congruence between what is taught and the world of work. Several recommendations to address the problem were put forward. The most important of these recommendations is .the establishment of partnerships between education and vocational skills may be fused. Economic science education needs to be given prominence in all schools including those in rural environments where given subject advisors seldom visit

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Ayob, Aminah. "Study of learning interactions in group work in secondary science." Thesis, Keele University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278528.

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Wong, Kai-shung. "Evaluating teaching units on science issues in society a case study in sixth form curriculum /." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38627036.

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Benjamin, Morris A. "Nigerian science teachers' beliefs about effective science teaching, their pedagogical content knowledge, and how these influence science teaching." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/834.

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This study investigated Nigerian junior secondary science teachers' beliefs about effective science teaching, their pedagogical content knowledge and how these influence their classroom teaching behaviour. The research is underpinned by a conceptual framework, which establishes a strong relationship between teachers' beliefs about teaching, teachers' pedagogical content knowledge and classroom teaching practices. The study was carried out in two phases. The first phase involved a survey of all junior secondary science teachers (N=70) from the 30 secondary schools in two Local Education Districts of Lagos State, Nigeria. The second phase involved in-depth case studies of three science teachers who were purposively selected. The case study data were collected through interviews, classroom observation sessions and document analysis. Findings from the study revealed that the teachers hold narrow, objectivist or realist views of the nature of science, and narrow and elitist views of the purpose of science teaching in schools. They also espoused beliefs consistent with knowledge transmission, teacher-centred, teacher-dominated classrooms in which students should play mainly passive roles of listening, observing the teacher and copying notes whilst under strict supervision of the teacher so as to maintain a quiet classroom for science teaching. Assessment practices are based on short paper and pencil periodic tests and terminal examinations, which are mainly for summative purposes. The teachers' classroom behaviour reflected accurate knowledge of science content and an understanding of the social and physical environment in which their students are learning. However, their teaching practices reflected pedagogical knowledge and skills, and knowledge of student learning derived from the traditional knowledge transmission pedagogy, which is not consistent with current understanding, and best practices in science teaching and learning. Their teacher-centred practices are consistent with their knowledge transmission beliefs and their pedagogical content knowledge in relation to pedagogical strategies and how students learn in science. The study revealed that shortages of science textbooks, insufficient teaching facilities and large classes, limit teachers’ effectiveness in science teaching. More contemporary approaches that actively engage students in learning and develop scientific literacy in the Nigerian context have been recommended. The implications of these findings for initial teacher education, professional development, science curriculum and science teaching have been outlined.

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Mockel, Lindsey Joan. "Thinking Aloud in the Science Classroom: Can a literacy strategy increase student learning in science?" PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1420.

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This research study investigated the effect of using the think aloud protocol while reading informational text on students' ability to learn from text in a secondary science classroom. The participants in this study were high school students (n=47) in three classes of a mixed-grade Integrated Biology, Chemistry, and Physics course. The study tracked student achievement during a four-week curriculum unit on the theory of evolution and evidence for biological evolution. All students received instruction on using the think aloud protocol, and all students practiced the think aloud protocol when reading short articles related to scientific evidence for evolution. The researcher measured student's ability to read and understand science text by comparing scores from a reading skills pre-assessment and post-assessment from each student. Student surveys were conducted to gather feedback on the effectiveness of the strategy in teaching students to use a literacy strategy while reading science text. Data were analyzed using descriptive statistics.

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Lockwood, Jeffrey Frank. "The effect of research-based science instruction on the attitudes of students, by gender, towards science, scientists, and careers in science." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186605.

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Research-based curriculum is a system of instruction which uses an authentic learning, problem-solving, cooperative learning, hands-on, and inquiry-discovery approach, guided by a constructivist philosophy. Its usefulness has been recognized for many decades but "research in the classroom" has not been adopted as a teaching method by many. This study centers on research done by students in science classrooms. The primary purpose of this study was to measure, both quantitatively and qualitatively; (1) students' understanding, by gender, of the nature of science and, (2) student attitude changes, by gender, toward the nature of science, scientists, and careers in science before and after the completion of research projects. The gender equity problem in science classes is explored and improvements in four process skills were measured for both treatment and control groups. Also, different models of research-based science education are described. The Test of Science Related Attitudes (TOSRA) and the Nature of Science Scale (NOSS) were given pre and post to both groups. Several qualitative instruments were given and student journals were analyzed by gender. The results of TOSRA showed gains in positive attitude for students after they experience a research-based curriculum for six of the seven TOSRA scales. However, the control group had similar gains so the mixed design analysis of variance showed no statistically significant differences between control vs. treatment or male vs. female interactions. Much of the qualitative analysis revealed that students' understanding of the nature of science changes considerably after they "do" scientific research. The journal analysis and the "Research is...." question analysis show that students also have a significant affective response to the research experience. Quantitatively, the total NOSS score improvement for the treatment group was substantial (11.4 to 13.8) and better than the control, although it was not a statistically significant difference. Generally, treatment students showed greater improvement on all NOSS scales. Treatment students also had greater gains on the four different process skills measured in this study. Research-based curriculum is an effective way to change students' attitudes towards science and a sound way to increase student understanding about the nature of the research process.

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Dzama, Emmanuel Nafe Novel. "Malawian secondary school students' learning of science: historical background, performance and beliefs." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7649_1182745431.

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This study explored the problem of poor performance in science among students who are provided secondary school places on merit in Malawi. Existing studies of the problem are inconsistent suggesting that these studies may have shed light on some parts of a complex problem. Questionnaires, interviews and analysis of documents were used to obtain information concerning students&rsquo
conceptions of science, science learning and events that eventuated into the problem in the past. The population for this study was 89 government and governmentassisted secondary schools. From that population eighteen schools were randomly selected from each of the six education divisions in the country. One thousand five hundred secondary class 3 students drawn from randomly selected schools participated. The participating students completed a 31item learning beliefs and practices
questionnaire with items drawn from the science education literature and adapted to the local situation and a selfefficacy and attribution of failure questionnaire. Forty students were interviewed about their concepts of science and science learning. Relevant documents found in the Malawi National Archives were analyzed to determine the origin of the problem.

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Li, Wai-man, and 李偉文. "Factors affecting the use of science equipment in the teaching of unit8 "Making use of electricity" of integrated science in Hong Kong aidedsecondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862686X.

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Black, Pamela Marjorie. "Genetics education, science-talk, and dialogic pedagogy : developing 14- to 16-year olds' school science concept of genetics and inheritance, in the context of human health and disease." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608065.

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Apple, Kendra Kea. "Inquiry-based science for high school students: a forensic unit." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2585/.

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This project constitutes an instructional unit for honors biology that involves the use of science in the field of criminal investigation and forensics. Before beginning the unit, the learners should have mastered basic laboratory skills, including use of the microscope. They should also have an understanding of the basic structure and function of DNA and its role in heredity and protein synthesis. The standard time frame is 24 days with 70-minute periods, but can be easily adjusted to meet classroom needs. Several instructional strategies enhance student learning and make science fun. The unit is inquiry-driven and activity-based. Students are surprised by the crime, gather and analyze evidence, and work towards proposing an explanation. This real world problem involves the use of cooperative learning and a variety of assessment techniques.

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Hoare, Philip. "Effective teaching of science through English in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29768299.

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Hung, Cheung-ling. "A study of the teaching methods used by integrated science teachers in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1803925X.

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Williams, Jeni Kimberly. "Inquiry learning in the earth science classroom." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2641.

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Lam, Wai-lin, and 林慧蓮. "Teaching methods and approaches to learning in science among Secondary1 students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957195.

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Van, Raden Stephanie Justine. "The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/370.

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Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.

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Wagner, Brandon Joel. "Integrating K-W-L Prompts into Science Journal Writing: Can Simple Question Scaffolding Increase Student Content Knowledge?" PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2127.

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Writing-to-learn strategies have been administered in the past to enrich student learning. The purpose of this study was to see if K-W-L prompts in science journal writing could benefit student content knowledge within biology. Two high school biology classes were provided with learning journals. The journals given to the students during the treatment unit were provided with K-W-L question prompts to guide student learning while during the comparison unit students were given an open ended writing assignment. Pre and posttests were administered to determine student-learning gains. Student motivations and opinions of the treatment were collected through student interviews. The combined results were used to determine to what extent could K-W-L prompts in science journal writing influence comprehension of content knowledge. This study found there to be no difference in student learning gains when utilizing the K-W-L literacy strategy versus another free-writing activity. When scored, student K-W-Ls total scores did correlate to student success on unit tests. This opens up the potential for K-W-Ls to serve as an adequate tool for formative assessment. Here the K-W-L could be expanded to enrich student question asking, potentially aid students learning English, and potentially be used by students without teacher scaffolding.

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Chan, Kam-ho, and 陳錦河. "Experienced teachers' development of pedagogical content knowledge for teaching a new topic." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206720.

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Mabodoko, Mkhumbuzi Joe. "A phenomenological investigation into the lived experiences of grade 12 Physical Sciences learners from selected schools in the Western Cape Province." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2565.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2017.
This study aims to narrate the lived experiences of Grade 12 Physical Sciences learners. According to UMALUSI reports on National Senior Certificate (NSC) of 2011 and 2013, there seems to be a steady decrease in the number of learners writing Physical Sciences from 2008 to 2013. One of the aims of this study is to investigate why there is a steady decline in the number of learners choosing the subject and what their classroom experiences are. A related aim is to describe how these learners’ perceptions of their Physical Sciences educators affect their mental experiences in the subject. The study used phenomenology both as a research methodology as well as the underpinning theoretical framework. Twelve Grade 12 learners from 3 different schools in the Metro North Education District in Cape Town were chosen to participate in this research. The data were collected using two rounds of in-depth semi-structured interviews. The interviews were transcribed and explicated using Giorgi’s phenomenological method. The findings show that although Physical Sciences educators are trying to support their learners, they are failing to meet the expectations of the learners. These findings provide new insights into understanding the world of the learner better and that the recommendations could have transformative implications for curriculum planners, curriculum advisors and pedagogical strategies in how the subject is presented to learners.

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Wong, Kin-on James, and 黃健安. "A study of pupils' understanding of the particulate nature of matter in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627048.

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Hoffenberg, Rebecca Sue. "An Investigation into Teacher Support of Science Explanation in High School Science Inquiry Units." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1103.

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The Framework for K-12 Science Education, the foundation for the Next Generation Science Standards, identifies scientific explanation as one of the eight practices "essential for learning science." In order to design professional development to help teachers implement these new standards, we need to assess students' current skill level in explanation construction, characterize current teacher practice surrounding it, and identify best practices for supporting students in explanation construction. This multiple-case study investigated teacher practice in eight high school science inquiry units in the Portland metro area and the scientific explanations the students produced in their work samples. Teacher Instructional Portfolios (TIPs) were analyzed with a TIP rubric based on best practices in teaching science inquiry and a qualitative coding scheme. Written scientific explanations were analyzed with an explanation rubric and qualitative codes. Relationships between instructional practices and explanation quality were examined. The study found that students struggle to produce high quality explanations. They have the most difficulty including adequate reasoning with science content. Also, teachers need to be familiar with the components of explanation and use a variety of pedagogical techniques to support students' explanation construction. Finally, the topic of the science inquiry activity should be strongly connected to the content in the unit, and students need a firm grasp of the scientific theory or model on which their research questions are based to adequately explain their inquiry results.

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Beck, Stacie Elizabeth. "Deoxyribonucleic Acid and Other Words Students Avoid Speaking Aloud: Evaluating the Role of Pronunciation on Participation in Secondary School Science Classroom Conversations." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1088.

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Student's verbal participation in science classrooms is an essential element in building the skills necessary for proficiency in scientific literacy and discourse. The myriad of new, multisyllabic vocabulary terms introduced in one year of secondary school biology instruction can overwhelm students and further impede the self-efficacy needed for concise constructions of scientific explanations and arguments. Factors inhibiting students' inclination to answer questions, share ideas and respond to peers in biology classrooms include confidence and self-perceived competence in appropriately speaking the language of science. Providing students with explicit, engaging instruction in methods to develop vocabulary for use in expressing conclusions is critical for expanding comprehension of science concepts. This study fused the recommended strategies for engaging vocabulary instruction with linguistic practices for teaching pronunciation to examine the relationship between a student's ability to pronounce challenging bio-terminology and their propensity to speak in teacher-led, guided classroom discussions. Interviews, surveys, and measurements quantifying and qualifying students' participation in class discussions before and after explicit instruction in pronunciation were used to evaluate the potential of this strategy as an appropriate tool for increasing students' self-efficacy and willingness to engage in biology classroom conversations. The findings of this study showed a significant increase in student verbal participation in classroom discussions after explicit instruction in pronunciation combined with vocabulary literacy strategies. This research also showed an increase in the use of vocabulary words in student comments after the intervention.

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Mone, Fisi'ihoi. "Monitoring Standards Of Science Investigation Skill Attainment By Tongan Secondary Science Students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1991. https://ro.ecu.edu.au/theses/1457.

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The main purpose of this study was to evaluate the science investigation skill attainment of Tongan Form 5 (16 years of age) General Science students. Benchmark statements were developed to describe the range of science investigation skills and standard of performance that should be expected of Tongan Form 5 General Science students. A written test of science process skills and a practical test of science apparatus skills, were developed to assess the level of attainment of science investigation skills by students who have completed Form 4 and Form 5 General Science in Tonga. The instruments were piloted twice in Western Australian schools, revised, piloted in Tonga and then administered to students at ten high schools In Tonga. From the written test of science process skills, it was found that more than 60% of the Form 5 students had not attained the benchmark standards. The students performed best on questions regarding collecting and communicating information, and worst on the questions relating to problem analysis, planning and control of variables. From the practical test of science apparatus skills, it was found that more than half of the Form 5 students had not attained the benchmark standards related to using laboratory equipment like a thermometer, Bunsen burner, triple-beam balance, and measuring cylinder.

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孟鴻偉 and Hong-wei Meng. "A structural model of factors related to science achievement in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31232747.

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Keady, Wayne M. "Secondary students' skills of measuring liquid volume and understanding of uncertainty of data." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1209.

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This research is a detailed study of students' skills of measuring liquid volume, the decisions they make when planning to collect data and whilst collecting data, and the extent to which they understand the uncertainty associated with the data they collected. These skills and understandings are at the heart of scientific literacy (Duggan & Gall, 1996a). The introduction of the Working Scientifically strand in the Australian national curriculum framework and profile of learning outcome statements for science (Australian Education Council, 1994) illustrates the increased emphasis placed in curriculum documents on investigation skills and scientific literacy. The profile of outcome statements describes a progression in these skills and understandings. This study focused on three groups of three students tram each of Years 8, I 0 and 12 and their performance on two authentic problem solving investigation tasks. The groups of students were observed performing two different investigation tasks that involved the measurement of liquid volume. Video and audio records were made of the groups' use of equipment and dialogue, observations and debriefing interviews provided data for case studies of the groups and how they conducted the investigations. The study revealed that the students have poor skills of planning for investigation work, and seemed to lack any form of planning schema. Many students engaged in no up-front planning and only made planning decisions as they collected their data. Very few of the students conducted replicate trials, and those that did perform replicate trials were unable to give a valid reason for doing so. The skills of measuring liquid volume that were observed, revealed a range of skill levels in all age groups. Many students who cited the correct skills for accurate measurement in debriefing interviews did not demonstrate them whilst conducting the investigation. Students generally displayed a poor understanding of uncertainty. No students averaged results from replicate trials, many did not graph their data, some did not record their data but all were confident of the validity of their conclusions. There was no observed age-based progression of skill for the measurement of liquid volume, with good and poor technique being observed in all age groups. There was a progression, however, in their understanding of uncertainty. Younger students were extremely confident in their conclusions and were unwilling to concede the effect of error on their data whilst the older students did accept that experimental error would affect their data, but did not concede that this effect was great enough to affect the validity of their conclusions.

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Chani, Fungisisai M. "An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017334.

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The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.

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Chitepo, Thokozile 1961. "Cognitive processes in the acquisition of knowledge from science instruction in Zimbabwe." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66075.

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Nanghonga, Ottilie Mwanyenenange. "An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001537.

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Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.

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Hung, Cheung-ling, and 孔祥齡. "A study of the teaching methods used by integrated science teachers inHong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955782.

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Wong, Kai-shung, and 王啓淞. "Evaluating teaching units on science issues in society: a case study in sixth form curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627036.

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Owen, Jeffery C. "Design, Implementation and Assessment of an Earth Systems Science Course for Secondary Teachers." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/OwenJC2003.pdf.

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Sum, Ngai-ling Ivin, and 岑艾玲. "Towards political education for transition: the development of political studies in Hong Kong secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955496.

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郭雪愉 and Kwok Suet-yu Heather Fielder. "Application of data-logging technology in secondary school science classrooms: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31256211.

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Fung, Yuk-ling, and 馮玉玲. "Junior secondary students' understanding of the nature of science through their study of science stories." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B42576908.

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Couch, Andrew Charles. "Comparison of teaching approaches and strategies : how do the use of traditional teaching and flipped classroom teaching techniques affect the attitudes and attainment of science students in an international school in Hong Kong?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209679.

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Education is an evolving process for teachers. In order to move away from the generally accepted face to face delivery method and adapt to upcoming trends in education, teachers are implementing the flipped classroom as a means to deliver curriculum content to their students. During this study a comparison between a flipped classroom and traditional lecture style teaching approaches was conducted within a Hong Kong based International School in order to gain insight into the effects on students attitude and academic attainment in science. The comparison was conducted using participants from two year 9 (13-14 year old) general science classes. One class conducted their science lessons for the academic year using the flipped classroom approach. Within this structure a Virtual Learning Environment (VLE) was used as the platform for delivering the lesson content. Students were tasked to produce questions and notes based on the online material. The second class, completed their science lessons using a traditional lecture based approach. In these lessons, the teacher delivered content via a lecture and question and answer sessions. Both classes completed investigations and practical activities during the lessons with the flipped classroom class expected to contribute to the design of investigations and the traditional class following provided instructions. In order to determine the effects of the teaching strategies employed during the study on the students attitude and attainment in science, pre and post course attitudinal surveys and pre and post topic tests were presented to the students. The quantitative data was analysed using ANOVA tests and qualitative data responses were interpreted for what the responses could infer or imply. This research has found that the implementation of a flipped learning teaching strategy can be a positive and useful instrument for teachers to use. This strategy is still relatively in its infancy and will continue to develop along with the ever changing world of technology. With the findings relating to the effects on attitude and attainment largely being positive but not necessarily significant, it would appear as though a mix of strategies needs to be employed by teachers in order to facilitate the variety of learner approaches that are experienced.
published_or_final_version
Education
Master
Master of Education

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Schroeder, Leah M. "The value of computer-assisted instruction in secondary science education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/172.

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Chitepo, Thokozile 1961. "Students' ability to apply their knowledge and reason from science instruction in Zimbabwe." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=34515.

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The goal of this research was to investigate the knowledge high school students acquire from science instruction in Zimbabwe, and their ability to reason from and apply their knowledge based on previous learning. Science educators in Zimbabwe are concerned with improving the quality of student's achievement and that students develop a conceptual understanding of basic science rather than a rote memorisation of facts and that students become better prepared to acquire science content on their own. The research reported here utilises the discourse comprehension analysis model and methods developed by Frederiksen (1975, 1986) to investigate students' learning. Based on these methods, it is possible to examine: (a) how students acquire knowledge and understanding, and (b) how they apply what they learn to reason using their conceptual knowledge.
The design of the study involved the use of three texts each of which represented different information types within a science domain, 'gas pressure'. The content of the texts was presented by the same teacher during natural classroom instruction to classes at two levels (higher and lower) of a high school grade. The first text concerned Basic Knowledge (concepts and principles) in the domain, and the second and third texts described Familiar and Unfamiliar experiments respectively within the same science domain. In addition, for both of these experiments, several types of information were presented: Procedures, Observations and Explanations. Students' responses to comprehension questions were subjected to a conceptual (propositional) analysis and coded against an 'expert' model of the content of the texts used by the teacher during instruction to the students. The study focused on identifying the extent to which the students' responses directly matched the 'expert' model or consisted of modifications (inferences) that indicated alternative (true or false) conceptual knowledge frameworks that the students may have possessed.
The major findings of this research were as follows: Students' answers to questions about their knowledge of basic concepts comprised a large number of responses that directly matched (i.e., literally recalled) the information presented by the teacher during instruction and also included a high number of incorrect inferences. Students' comprehension of the Familiar and Unfamiliar experiments was also characterised by a high degree of 'literal learning' as shown in the generally high amounts of recall of propositional information compared to inferences. Students' responses to these questions consisted mostly of Observation information, and least of Explanations. This suggests that they were more likely to recall observed events that they were to interpret. Students' reasoning was generally poor relative to their comprehension of both experiments, and their responses consisted of more recall responses than inferences. In addition, students' reasoning about the Unfamiliar experiment was characterised by a high number negative higher-order inferences. Finally, students in the higher level displayed higher levels of competence than those in the lower level, particularly in their knowledge of Procedures and Observations in contrast to Explanation information, for both experiments.

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Blackmon, Phyllis Ann. "A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1670.

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This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

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39

Anderson, Ishmael Kwesi. "The relevance of science education: as seen by pupils in Ghanaian junior secondary schools." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9863_1182745156.

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This thesis was based on a larger international comparative study called the ROSE (Relevance of Science Education) project. The study investigated the affective factors pupils perceive might be of relevance for the learning of science and technology using the ROSE survey questionnaire, and was aimed at providing data that might form part of an empirical basis for local adaptation of the science curriculum.

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Tsoi, Hack-kie Philip, and 蔡克己. "Sources of variation in science achievement of Form two students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B42128304.

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Sheaffer, Christopher Ryan. "Patterns in Nature Forming Patterns in Minds : An Evaluation of an Introductory Physics Unit." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/925.

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Educators are increasingly focused on the process over the content. In science especially, teachers want students to understand the nature of science and investigation. The emergence of scientific inquiry and engineering design teaching methods have led to the development of new teaching and evaluation methods that concentrate on steps in a process rather than facts in a topic. Research supports the notion that an explicit focus on the scientific process can lead to student science knowledge gains. In response to new research and standards many teachers have been developing teaching methods that seem to work well in their classrooms, but lack the time and resources to test them in other classroom environments. A high school Physics teacher (Bradford Hill) has developed a unit called Patterns in Nature (PIN) with objectives relating mathematical modeling to the scientific process. Designed for use in his large public school classroom, the unit was taken and used in a charter school with small classes. This study looks at specifically whether or not the PIN unit effectively teaches students how to graph the data they gather and fit an appropriate mathematical pattern, using that model to predict future measurements. Additionally, the study looks at the students' knowledge and views about the nature of science and the process of scientific investigation as it is affected by the PIN unit. Findings show that students are able to identify and apply patterns to data, but have difficulties explaining the meaning of the math. Students' show increases in their knowledge of the process of science, and the majority develop positive views about science in general. A major goal of this study is to place this unit in the cyclical process of Design-Based Research and allow for Pattern in Nature's continuous improvement, development and evaluation. Design-Based Research (DBR) is an approach that can be applied to the implementation and evaluation of classroom materials. This method incorporates the complexities of different contexts and changing treatments into the research methods and analysis. From the use of DBR teachers can understand more about how the designed materials affect the students. Others may be able to use the development and analysis of PIN study as a guide to look at similar aspects of science units developed elsewhere.

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Wong, Kin-hang, and 黃健行. "Implementation of problem-based learning in junior secondary science curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193087.

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Recent curriculum reforms in Hong Kong emphasize learning how to learn, inquiry, collaboration, and similar capabilities. Problem-based learning (PBL) seems an appropriate approach for addressing these new requirements. However, little is known about the use of PBL in secondary (middle) schools, particularly in East-Asian countries in which Confucian-heritage values influence learning approaches. Therefore, the goal of this research was to provide a systematic account of an attempt to implement PBL in Form 1 (Grade 7) Integrated Science classes. The study investigated the teachers’ pedagogical actions, the aspects of the PBL environment that helped to motivate students in science learning, their pattern of discourse for science development and the possible differences of their learning outcomes compared with PBL and conventional learning conditions. A quasi-experimental and mixed-method approach was employed to gather data from two experimental classes (n = 62) and two control classes (n = 63). Data sources included field notes of classroom observations, audio recordings of students working in small groups on their PBL problems, interviews with teachers and students, and science tests administered immediately prior to each instructional unit (pre-test), at the conclusion of each unit (post-test), and before the school term ended (delayed post-test). The study has five main findings: (1) PBL teachers used different strategies to help students who were new to PBL to adapt to the new pedagogical practice, to facilitate group confrontation, and to help students become self-directed learners. (2) Choice, challenge, control and collaboration seem to have motivated students’ learning in the PBL classrooms. (3) Disagreements about the problem situations stimulated task-related cognitive activity and resulted in academic progress. (4) Students’ questions during collaboration facilitated learning by directing their’ inquiry and expanding their thinking. (5) Science test results show that the PBL group performed at least as well as the traditional learning group in knowledge acquisition, and that PBL helped the high achievers to retain information better than their peers in the traditional learning group. The study provides valuable information that shows how PBL can work in secondary school science classrooms. Implications for future research on PBL, and its practice in secondary school science, are also outlined.
published_or_final_version
Education
Doctoral
Doctor of Philosophy

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43

Fisher, Kate. "Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles." Thesis, 2010. http://hdl.handle.net/1828/3103.

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The mathematics education experiences of Aboriginal high school students has received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories. Performance mastery experiences were found to dominate the formation of students’ sense of competence. Experiences were centrally impacted by students’ affective domain. The importance of relationality and an inter-connection between all four sources of self-efficacy are also noted. Implications for future research and practice are provided.

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Legari, Kgomotso. "Teaching physical science in rural (under-resourced) secondary schools." Thesis, 2004. http://hdl.handle.net/10413/3400.

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The study provides a closer look at Physical Science teachers in the rural secondary schools (of the Bafokeng area). It puts focus on the different teaching methods that they use in order to overcome the realities of teaching in an under-resourced environment. This includes different aspects that affect the teaching and learning process, both directly and indirectly. In view of the above, the study displays the necessity and roles that different stakeholders have to play. For instance, the contribution of NGOs/ companies towards the development of teachers and school learning areas. The need for parental involvement in their children's learning process has also been highlighted. In the midst of having problems with resources, and learners from disadvantaged backgrounds, this study enlightens that" by going an extra mile, teachers can make a difference in the (disadvantaged) teaching environment, as well as to the lives of learners. Teachers in this study do not use any unknown special methods to deal with their situation. They do what they feel has to be done in order to continue with what is expected of them. The study has not managed to link any direct negative impact between class size and learning, since the school which had most learners in Physical Science, seemed to have being doing well under similar conditions as others. Also highlighted, is the importance of the relationship amongst Physical Science teachers themselves. Since most of the schools in this study did not have enough materials for teaching Physical Science/Chemistry, building relations with other teachers from different schools seemed worthwhile.
Thesis (M.Ed.)-University of Durban-Westville, 2004.

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45

CHERN, Yeong-jyh, and 陳勇志. "A Study on Physical Science Teaching Incorporated with History of Science in Secondary Schools." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/19446611350900553336.

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碩士
國立高雄師範大學
科學教育學系
85
The theme of this research was to evaluate the probability of incorporating history of science(HOFS)with physical science (PS) teaching in secondary schools. The purposes of this research were as follows. First, we analyzed the content in current PS textbooks with the view of HOFS. Second, we tried to understand the opinions of PS teachers in secondary schools about incorporating HOFS with PS teaching. Third, we asked for three case teachers to offer better opinions for the experimental teaching material(ETM). According to the three purposes above, this research adopted three methods-content analysis, questionnaire survey, and interview survey. Besides, we developed two kinds of questionnaires for teachers and an ETM incorporated with HOFS. Mechanics was the scope of content analysis. For questionnaire survey ,we found the samples from the PS teachers in southern Taiwan secondary schools and then asked for three willing PS teachers to examine the ETM. The results of this research are: 1. Content analysis Of the portion of mechanics in current PS textbooks in secondary schools, the area percentage about HOFS is only 2.99％. And, the only description is over-simplified. Unless teachers themselves have profound literacy of HOFS to supplement the teaching material, the multiple teaching functions of HOFS can''t be very effective. 2. Questionnaire survey Most teachers enjoy exploring HOFS and have the experience of looking for the material about history and philosophy of science. However, they seldom apply HOFS in their teaching. Of the teaching methods, giving examples is used most frequently; however, adding HOFS has not been valued by teachers. The analysis of queationnaire survey shows that there are still some practical obstacles to incorporate HOFS with teaching. That is, we lack the ready-made suitable teaching material incorporated with HOFS and teachers do not understand HOFS. Furthermore, the assertion that PS textbooks in secondary schools should be HOFS-directed has not come to an agreement. 3. ETM Incorporated with HOFS According to the suggestions from the three case teachers, the ETM incorporated with HOFS developed by this research still needs to be improved. We should continue developing the teaching material for students, combining with STS, and quoting more information of Chinese science history based on theory.

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Biswas, Samir Chandra. "Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms." Thesis, 2020. https://doi.org/10.7916/d8-ek5g-a729.

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This study explored if there are differing beliefs and attitudes regarding working with students of multicultural backgrounds based on the content area specialties (i.e. biology, chemistry, Earth science and physics) of in-service secondary science teachers. The study was mixed methods and conducted in two parts. The first part focused on the use of quantitative statistical analysis to review the results of 152 respondents to a 54 Likert questions on the Survey on Multiculturalism in the Science Classroom (SMSC). The statistical analysis was followed up with qualitative analysis of interviews with 12 in-service science teachers representing the different content areas. Quantitative findings indicated that biology and Earth science teachers demonstrated similar patterns of responses in terms of comparative statistical analysis, network correlation diagrams, and general responses to the Likert items from the SMSC. Of the four content area groups, physics teachers demonstrated the greatest difference in their responses regarding multiculturalism. The results also showed that the beliefs and attitudes of chemistry teachers were correlated with those of physics teachers; this was not the case for biology teachers and Earth science teachers. Themes emerging from a qualitative analysis of the interviews included the following: a) In-service teachers have received little formalized training in regard to working with multicultural students; and b) Differences in teacher beliefs and attitudes reported in this study could be the result of diminishing representation of students from multicultural backgrounds in the different sciences, particularly as students move through a traditional progression from biology, to Earth science, to chemistry, to physics.

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Wu, Jason Sun. "Assessing Bilingual Knowledge Organization in Secondary Science Classrooms." Thesis, 2017. https://doi.org/10.7916/D8CG02HT.

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Improving outcomes for English language learners (ELLs) in secondary science remains an area of high need. The purpose of this study is to investigate bilingual knowledge organization in secondary science classrooms. This study involved thirty-nine bilingual students in three biology classes at a public high school in The Bronx, New York City. Methods included an in-class survey on language use, a science content and English proficiency exam, and bilingual free- recalls. Fourteen students participated in bilingual free-recalls which involved a semi-structured process of oral recall of information learned in science class. Free-recall was conducted in both English and Spanish and analyzed using flow-map methods. Novel methods were developed to quantify and visualize the elaboration and mobilization of ideas shared across languages. It was found that bilingual narratives displayed similar levels of organizational complexity across languages, though English recalls tended to be longer. English proficiency was correlated with narrative complexity in English. There was a high degree of elaboration on concepts shared across languages. Finally, higher Spanish proficiency correlated well with greater overlapping elaboration across languages. These findings are discussed in light of current cognitive theory before presenting the study’s limitations and future directions of research.

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Chen, Chen Ming, and 陳振明. "A Study on Teaching Competencies Assessment for the Secondary School Science Teachers." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/23337931138950346899.

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碩士
國立高雄師範大學
科學教育學系
85
The study is based on theories of teachers'' speciality、 pedagogical content knowledge、teacher thinking、and situated cognition. The purpose of the study is to develop a assessment of teaching comptencies for the secondary school science teachers. The validity of the assessment were effectively analyzed. The subjects of this study were selected non-probablistically. 20 naive teachers (who had taught for one to three years,and average teaching years are 1.91) and 35 pre-service teachers (who are senior students in a normal university, majoring in chemistry) are selected. The subjects are evaluted by this assessment and the main findings in this study are: 1. Contain of the assessment incide: a、the analyzing ability of the teaching situation. b、the finding problems ability in teaching. c、the criticizing ability、the reflecting ability、and the improving ability in teaching. d、the creativity ability in teaching. e、the originality in teaching. 2. The assessment can distinguish the teaching abilies between naive teachers and pre-service teachers effectively. 3. The regression analysis with teaching experience as a predictor, and the scores of the assessment as a critersion, then R2＝0.18 at P＜0.001. 4. The data shows that the naive teachers and the pre-service teachers both weakness in " creativity teaching ability ", and focus on teacher center teaching, meantime less in interaction with students.They both neglect the relationship between teaching and evaluation.

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Kotsiras, Angela. "The effects of acceleration on students' achievement in senior secondary mathematics: a multilevel modelling approach." 2007. http://repository.unimelb.edu.au/10187/1704.

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Despite the vast research on the effects of acceleration programs on student achievement there is little quantitative confirmation of the benefits of these programs and there is no research that investigates the effects of acceleration on students’ VCE Mathematics study scores.
This research attempts to fill this gap by considering four years of data provided by the Victorian Curriculum and Assessment Authority (VCAA) relating to achievement in mathematics. Acceleration in this study means the completion of the Year 12Mathematical Methods study during Year 11. The data constitutes experimental data for content acceleration and the results of students from schools without such acceleration programs provide the corresponding control data. However, the acceleration decision is not taken randomly by schools, so this data is only quasi-experimental in nature. The measures of mathematical achievement (Mathematical Methods and Specialist Mathematics study scores) are carefully audited, and are accepted as reliable and valid by the Victorian education system. Controlling for individual characteristics such as gender and prior knowledge, and allowing for moderation effects due to school sector (Government, Catholic and Independent) and school class setting (single-sex or coeducational), the effects of content acceleration are measured using multi-level modelling.
This study examines the effects of acceleration on the VCE Mathematics study scores of students who completed both Mathematical Methods (Units 3&4) and Specialist Mathematics (Units 3&4) in Victoria, over a four-year period (2001-2004). On average this involved 5341 students from 341 schools in each year with 829 students included in a content accelerated program.
The results suggest that content acceleration is beneficial, especially for students with higher prior knowledge scores. The quasi-experimental nature of the data means that a causal relationship between acceleration and students’ mathematical performance can be claimed. In particular, this study showed that the effect of acceleration on students’ Mathematical Methods (the Year 12 study taken in Year 11 by accelerated students) study score was not significant. However, the effect of acceleration on students’ Specialist Mathematics study scores was significant. Accelerated students performed, on average,2.7 points higher (on a 50 point scale) than equal ability age-peers who were not accelerated. Interestingly, for accelerated students who scored in the top 2% for their General Achievement Test, in the mathematics, science and technology component, their Specialist Mathematics study scores were on average, almost 5 points higher (on a 50point scale) than their equal ability age-peers. The statistical control of other factors means that these results can also be generalised to other states, other countries and, probably, to other subjects.

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"A survey on common misconceptions of force and motion among secondary science students in Hong Kong." Chinese University of Hong Kong, 1989. http://library.cuhk.edu.hk/record=b5886181.

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Dissertations / Theses on the topic 'Science Study and teaching (Secondary) Victoria'

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