Dissertations / Theses: 'Teacher of natural sciences'

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Elvstam, Anna, and Sara Fleischer. "Ghanaian teacher students’ view on using outdoor pedagogy when teaching natural science." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33500.

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The aim of our study is to investigate what possibilities and challenges Ghanaian teacher students express regarding outdoor pedagogy, in order to find out their view on using it as a method when teaching natural science in primary school. The teacher education in Ghana has not yet a course in outdoor pedagogy to offer their students. The view of outdoor pedagogy that is presented in this paper shows a learning situation where the learning context is moved to the natural landscape, which opens up for practical learning and the interaction between the senses of the pupils and the environment. Furthermore, reflection and concrete experiences in authentic situations are highlighted. The research took place at the University of Education, Winneba and the method consisted of qualitative interviews and a workshop with 20 teacher students of the department of basic education. We gathered our data before, during and after the workshop, therefore our result is divided as such. The results of the analysis show three main themes of the teacher students’ view on outdoor pedagogy; the learning context, teacher’s and student’s role. In the results section, each of these themes are categorized in possibilities and challenges expressed by the teacher students.Possibilities that can be found in the results is the fact that the learning will become practical and hands-on, it will involve the senses and therefore lead to deeper memories. Furthermore, the teacher students express a possibility for the pupils as they get an opportunity to take control of their own learning when sharing their knowledge with their peers. This affects the teacher's role which becomes more guiding than authoritarian.Difficulties the students expressed includes issues on behalf of the teacher in keeping control of the class due to the great number of pupils in the classes and the safety aspect with dangerous animals. Another category that recurred was the challenge with placebound prerequisites; to find a safe place suitable for the topic to teach. A difficulty on behalf of the students might be a fear of contributing to the teaching due to the lack of experience in sharing and talking in the classroom environment.

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Rowan, Andre. "Teachers as curriculum developers : a case study of natural sciences teachers in a school district." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/2566.

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Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.
This investigation reports on the extent to which teachers became curriculum developers while participating in a collaborative research project with a university based researcher as facilitator. The aim of this study was to examine teacher’s interaction with learning support materials, fostered by a process of professional development, to gain insight into their potential to engage in the activity of curriculum development. To support this whole process, the research strategy of Action Research was employed. Teachers were introduced to the learning support materials during initial workshops, and links were established with the RNCS and the three learning outcomes for the learning area of Natural Science. They were then requested to draft a lesson plan, and following the implementation of the materials, observation of the teachers engaging with the materials, and a process of reflection, they were once again requested to re-draft the initial lesson plan. Three frameworks for analysis, situated within the interpretive paradigm, were employed to ascertain to which extent both professional and curriculum development was evident at the conclusion of the program. The analytical framework used to ascertain the measure of professional development was the model proposed by Bell and Gilbert (1994), consisting of three aspects namely, personal, professional and social development. The two frameworks employed for the analysis of possible curriculum development were firstly, a model adapted from the research by Boomer (1992) consisting of five stages for mapping the curriculum, and secondly the model proposed by Remillard (1999) that includes three arenas of curriculum development, namely curriculum design, construction and mapping. The conclusions of this investigation were that teachers partially engaged with the activity of curriculum development, and that a certain measure of professional development was achieved by the participating teachers. Recommendations for further research was that a more sustainable effort over a longer period of time constituting the aspects of action research, and even added different learning support materials should be engaged in. Also that could be conducted on a larger scale involving more schools, and also closer links to be established with the educational structures and authorities.

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Lombaard, Deidré. "Natural Science teacher attitudes and Pedagogical Content Knowledge for teaching Botany." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45870.

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This South African study investigated a sample of Grade 4 to 7 Natural Sciences teachers’ attitudes towards botany and botany teaching and these teachers’ botany Pedagogical Content Knowledge (PCK). It explored whether a relationship exists between teachers’ attitudes towards botany teaching and their PCK. The study provides an overview of international and South African literature and research on the underrepresentation of botany and the teaching of botany in Natural Sciences classes. Throughout the study insight is provided on the universal problems of plant blindness and negative attitudes towards botany and botany teaching in the Natural Sciences classroom. Data were collected during teachers’ interviews, class observations and analyses of lesson plan documents. The results indicated that most teachers harbour negative attitudes towards botany and botany teaching. There are various reasons for this negativity such as past experiences in botany training, zoochauvinism and plant blindness. The Pedagogical Content Knowledge of teachers in this study was insufficient. It was found that teachers’ attitudes towards botany teaching influence their PCK and teachers’ PCK can, in turn, influence teacher attitudes towards botany, which can affect the teachers’ ways of teaching. This study confirms that problems of plant blindness, zoochauvinism and negativity towards botany and botany teaching that occur elsewhere in the world are also prevalent among South African teachers. This confirmation casts doubts on Natural Sciences teachers’ botany PCK. This study adds to the literature on botany teaching and PCK in the South African context
Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Science, Mathematics and Technology Education
MEd
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Dharsey, Zorina. "Implementing a resource based inset programme : a case study of natural science teachers /." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/418.

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Hosseinizadeh, Felicia, and Emelie Solsten. "Utomhuspedagogik från lärarens persektiv : En studie om lärares uppfattnignar om utomhuspedagogik för F-3." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84337.

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Syftet med denna undersökning är att bidra med ökad kunskap om lärares uppfattningar om utomhuspedagogiken inom förskoleklass till årskurs tre. I denna undersökning användes intervjuer och enkäter för att samla in information. Vi intervjuade nio verksamma lärare inom F-3 som ansågs som goda exempel på utomhuspedagoger. Dessa lärare hade olika lång erfarenhet samt olika typer av utbildning inom utomhuspedagogik. Den andra forskningsmetoden som användes var en kvantitativ webbenkät vilket 81 lärare inom årskurserna F-3 runt om i Sverige besvarade. Resultaten av undersökningen stämmer överens med vad tidigare forskning säger om utomhuspedagogik som en undervisningsform. Resultaten visar att lärare främst ser många möjligheter med utomhusundervisning som elevernas mående och lärande. Lärare framför en del svårigheter som främst är i form av begränsningar som är utom lärarens kontroll, exempelvis sämre väderförhållanden samt brist på resurs. Denna undersökning visar även att majoriteten av lärarna är överens om att utomhuspedagogik är en undervisningsform som bidrar till inkludering, och detta på grund av utomhusmiljöns möjligheter. De intervjuade lärarna anser att lärarens attityd är avgörande om det blir en lyckad utomhuspedagogik eller inte.
The purpose of this study is to contribute with increased knowledge about teachers' perceptions of outdoor education regarding pupils aged 6-9. In this study, interviews and questioners were used to collect information. We interviewed nine active teachers for ages 6-9, which were considered as good examples of outdoor educators. These teachers had different work experience as well as different types training in outdoor education. The questioners consisted of quantitative online surveys, which were answered by 81 teachers for ages 6-9 around Sweden. The results of the surveys are consistent with previous research about outdoor pedagogy as a form of teaching. The results show that teachers mainly see many opportunities with outdoor teaching such as student learning and prosperous. The teachers in this study present some difficulties that are mainly in the form of limitations that are beyond the teacher's control, such as poor weather conditions and lack of resources. This study also shows that the majority of teachers agree that outdoor education is a form of teaching that contributes to inclusion, because of the possibilities that the outdoor environment presents. The interviewed teachers believe that the teacher's attitude decides whether it will be a successful outdoor education or not.

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Makhubele, Patricia. "Implementation of Natural Sciences and Technology practical activities by novice and expert teachers." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60956.

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The importance of practical activities has been outlined in many articles and research studies. This study presents the way in which two novice and two expert teachers conduct practical activities in their intermediate phase in Natural Sciences and Technology (NST) classrooms and the challenges they face. This study was conducted in primary schools because researchers such as Mihret (2014, p.2) believe that "primary level science education is a cornerstone to lay a foundation to get young citizens interested in science". This study utilised a qualitative case study approach. The data was collected through classroom observations, open ended interviews and document analysis. The population of this study consisted of primary school teachers teaching Natural Sciences and Technology. The participants included two novice teachers and two expert teachers. The conceptual framework that guided this study emerged from the literature review. The conceptual framework of this study was based on concept of practical activity and the four pillared cognitive design framework. The findings of this study indicated that the way that novice and expert teachers conduct practical activities differ and they face different challenges when conducting practical activities. Novice teachers conduct teacher centred activities, they do not allow their learners to conduct independent practical activities, they use practical activities as a way to remind learners of the work done in the classroom and they mostly use previously developed worksheets during practical lessons. Expert teachers on the other hand conduct learner centred practical activities, they allow their learners to work independently and they do not always use worksheets in their practical activities. The findings also indicated that novice teachers face more challenges in their practical lessons than expert teachers. Novice teachers find it difficult to manage their learners' behaviour during practical lessons, they did not have confidence in their learners and they did not have effective disciplinary strategies. However, both novice and expert teachers had a challenge managing their time during their practical lessons.
Dissertation (MEd)--University of Pretoria, 2016.
Science, Mathematics and Technology Education
MEd
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Laudadío, Julieta, and Claudia Mazzitelli. "Teaching styles of teachers from different higher education careers associated with Natural Science." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/117356.

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Teaching styles manifest the preferences in kind of teaching of professors, which involve certain teaching conceptions (Heimlich & Norland, 2002). Identification of teaching styles is the starting point to reflect on teaching practices and consistency between the theoretical and the practical way of teaching. The aim of this study is to identify the predominant teaching styles in professors who work in different higher level careers related with natural science and to analyze them in relation to career guidance. The results show the need of thinking about the characteristics of teachers training and about the importance of the integrationbetween disciplinary and pedagogical aspects.
Los estilos de enseñanza manifiestan las preferencias en los modos de enseñar de los docentes, las cuales suponen determinadas concepciones de enseñanza (Heimlich & Norland, 2002). La identificación de los estilos de enseñanza es el punto de partida para reflexionar acerca de las prácticas de enseñanza y la coherencia entre la concepción teórica y el modo concreto de enseñar. El objetivo del presente trabajo es identificar los estilos de enseñanza predominantes en docentes de distintas carrera de nivel superior vinculadas con las ciencias naturales, y analizarlas en relación con la orientación de la carrera. Los resultados obtenidos evidencian la necesidad de reflexionar acerca de las características de la formación docente y sobre la importancia de la integración entre la formación disciplinar y la pedagógica.
Os estilos de ensino manifestam as preferências nos modos de ensinar dos docentes, as quais supõem determinadas concepções do ensino (Heimlich & Norland, 2002). A identificação dos estilos de ensino é o ponto de partida para reflexionar a respeito das práticas de ensino e a coerência entre a concepção teórica e o modo concreto de ensinar. O objectivo do presente trabalho é identificar os estilos de ensino predominantes em docentes de diferentes carreira de nível superior vinculadas com as ciências naturais, e analisá-las em relação à orientação da carreira. Os resultados obtidos evidencian a necessidade de reflexionar a respeito das características da formação docente e sobre a importância da integração entre aformação disciplinar e a pedagógica.

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WALDHELM, MONICA DE CASSIA VIEIRA. "HOW HAVE LEARNED SCIENCES ON BASIC EDUCATION A PERSON THAT NOW PRODUCES SCIENCE?: THE IMPORTANCE OF SCIENCE TEACHERS ON THE ACADEMIC AND PROFESSIONAL TRAJECTORY OF RESEARCHERS ON NATURAL SCIENCES FIELD." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11290@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Que tipo de professor de ciências da Educação Básica pode levar um aluno a querer ser um cientista? Como aprendeu Ciências na Educação Básica quem hoje produz Ciência? Para responder a estas questões, investigou-se em que medida e de que modo a prática de professores de Ciências da Educação Básica influenciou cientistas em sua opção profissional. Foram aplicados questionários e gravados relatos de cientistas da área de Ciências Naturais em atividade, a fim de identificar quais fatores consideram decisivos e marcantes em sua trajetória escolar como alunos de Ciências. Destes fatores, mereceram destaque aqueles relacionados ao papel dos seus professores de então, em sua opção profissional pela pesquisa científica. Através da evocação das lembranças desses cientistas, procurou-se detectar o papel representado por seus antigos professores de Ciências. Que características são atribuídas aos bons professores desta área? O que pensam os cientistas sobre formação de professores de ciências? Estes relatos trouxeram pistas que apontam como alguns dos entrevistados decidiram-se tornar cientistas na área de Ciências Naturais por causa de ou apesar de seus professores de Ciências, bem como a influência de outros fatores em sua opção de carreira. Espera-se assim, que este trabalho possa trazer novos subsídios ao campo de formação e prática de professores de Ciências.
What kind of science teacher of Basic Education would make a student wonders to be a scientist? How have learned science on Basic Education a person that now produces Science. To answer those questions, it was investigated how much and in which way the practice of science teachers of Basic Education had influenced scientists on their professional option. Questionnaires were applied and interviews with scientists currently working on Natural Sciences were taped with the purpose to identify which factors they considered decisive and remarkable on their school trajectory as science students. Any kind of influence of the teachers on the professional option of the scientists was highlighted. The evocation of the memories of these scientists was done trying to detect the importance of their science teachers. Which are the characteristics that make them good teachers on the field? What scientists think about the formation of science teachers? These reports gave clues hinting how some of the interviewees had decided to be scientists on the Natural Sciences field because of or in spite of their science teachers, as well as the influence of other factors in their career option. One expects thus, that this work can bring new subsidies to the field of formation and practices of Science teachers.

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Blaylock, Donna S. "Preschool Science: An Examination of Classroom and Teacher Predictors." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7628.

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Science experiences during the preschool years is important because it helps build brain development in children, and improves school readiness. This exploratory study examined several characteristics of teachers and classrooms to see if any factors predicted time spent on science. Over 120 teachers participated, with teachers from Head Starts, university child development laboratories, home-based preschools, and other private preschool programs. Findings suggest that preschool teachers are quite comfortable with teaching science, but science activities are reported to occur infrequently—one to three times a month. Teachers with higher levels of education and comfort levels with science are reported to be more likely to spend time on science. Additionally, comfort levels with science had the greatest impact on time spent on science after accounting for teacher and classroom demographics. These results suggest that helping teachers feel more comfortable teaching science should be an important target for professional development practices and preservice education.

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Sickel, Aaron J. "Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection." University of Missouri - Columbia, 2013.

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Enghono, Albertina Magano. "Understanding how trainee teachers engage with prior everyday knowledge and experience associated with biological concepts during integrated natural science education 5-7 : a case study." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011972.

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Since the Namibian independence in 1990, the education system has undergone some major revamping which involved the adoption of social constructivist perspectives in the teaching and learning of sciences. This learning theory acknowledges learners’ background prior knowledge as valuable tools in the effective construction of science concepts during lessons. A corollary is that the socio-cultural circumstances of learners might negatively influence the way learners construct new knowledge in the science classroom if they are not taken into consideration. This study was thus prompted by the need to understand how trainee science teachers engage with prior everyday knowledge and experiences, so as to enhance the conceptual development of biological concepts. The study was qualitative and it was underpinned by an interpretive paradigm with some elements of action research. Science trainee teachers at Katima Mulilo, Unam Campus were used as research participants. The techniques used to gather data included document analysis, brainstorming, observation, audio-visual, microteaching and semi-structured interviews. The results of this study showed that the changes that occurred during microteaching practices of the four trainee teachers involved in the study reflected their professional development in this approach. However, it emerged that prior everyday knowledge can be both a barrier and enabler to the construction of meaningful teaching and learning; hence its oversight may lead to instructional failures. The findings also indicated that selected platforms are essential to enable trainee teachers to incorporate prior everyday knowledge and experiences into the teaching of Western science. However, larger scale study should be conducted in order to deepen the understanding of the topic.

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Frick, Beatrice Liezel. "Integrating scholarship and continuing professional development (CPD) in the natural sciences at a South African university." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/1115.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007.
The worldwide emphasis on lifelong learning, the continuous and fast pace of change and the competitive nature of practice forces professionals in all sectors to remain abreast of the latest knowledge, skills and/or innovations. This has contributed to the evolution of the term continuing professional development (CPD). The university lecturer in the natural sciences functions within a unique area of professional practice, as the practice requires scholarship – which contains elements of both subject-specific and educational expertise. It remains unclear how CPD within this professional arena is defined in terms of need, purpose and provision. The current quality of learning and evaluation of learning also warrants investigation. This study aimed to investigate how CPD could play a role in scholarly development from the perspective of lecturers in the Faculty of Science at Stellenbosch University (South Africa). A qualitative approach was followed. Semi-structured interviews with a purposive sample, followed by an open-ended questionnaire with a stratified random sample, were used. The results are reported in seven chapters, of which the first provides an orientation to the conducted study. The second chapter focuses on placing CPD in the context of scholarly practice in the natural sciences at Stellenbosch University. The third chapter investigates the provision of CPD in the natural sciences that could enhance integrated scholarship. The fourth chapter investigates the quality of learning within CPD as a measure of scholarly development. The fifth chapter reports on the evaluation of scholars’ learning in CPD in the natural sciences at Stellenbosch University, while the sixth chapter focuses on current issues and future trends in CPD for natural science lecturers at Stellenbosch University that will motivate an integrated and holistic approach to scholarly development – based on their own insights into their professional practice. The final chapter concludes the study with recommendations for the future practice of CPD within this sphere. The main findings indicate a difficulty in defining CPD, as these lecturers see themselves as a diverse group not easily confined to the traditional boundaries of a professional sphere. This difficulty in defining CPD has a direct influence on the lecturers’ need for CPD and the purpose of CPD within this sector of higher education. The provision of CPD for lecturers in the natural sciences does not conform to an integrated and coherent system of provision between the different stakeholders. Many initiatives are informal and are initiated according to individual needs. There is evidence of collaborative efforts within the different disciplines, although they are limited in terms of transdisciplinarity and true integration of scholarly roles. As a result of the complexities of academic practice, the quality of learning within the existing CPD initiatives is not easily determined. The progression from novice to expert is a continuous process, which is mostly self-directed and reflective in nature. Formalised government interventions, Total Quality Management systems, leadership development, mentorship and situated learning are presented as possible means of enhancing the quality of learning in CPD. The present study indicates the lack of appropriate evaluation of learning in CPD as the main shortcoming in the total process of CPD conceptualisation, provision, quality assurance and evaluation within the study population. Accountability for the monetary investment and energy spent on any CPD initiative is therefore limited. Portfolios, peer review, open-ended problems and simulations, auditing and observation of practice are presented as viable options for effective evaluation of learning in CPD that could enhance integrated scholarship. The future trends in CPD are discussed in terms of the future context of practice; the role of and need for experts; how experts will be educated and how they will maintain their competence. This provides a holistic view of scholarly development through CPD within the context of lecturers in the natural sciences in the Stellenbosch University.

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Xipu, Bukelwa. "An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003513.

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This research study involves two Grade 9 Natural Sciences teachers from two schools in the Lady Frere District of the Eastern Cape. The reason for selecting these two teachers is that in 2009 they, like me, obtained an Advanced Certificate in Education (Science and Maths) from Rhodes University. As a result, we have a good working relationship. Furthermore, both teachers are actively involved in the Natural Sciences curriculum in the District and their schools are not far from the District Office where I work. The principal objective of this study was to investigate how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9. It was triggered by the transformation in curriculum in South Africa as well as by my experience of working with Natural Sciences teachers in our rural district. The study is informed by an interpretive paradigm using a qualitative case study approach. The data was gathered by administering analysis of documents, semi-structured interviews, observations, field notes and journals. During the data analysis process, patterns and themes were illuminated using the inductive analysis method. Rich data sets in relation to the main research question on how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9 emerged from the analysed data. The conclusions that can be drawn from the study indicate that when teaching chemical reactions, teachers should have adequate content knowledge as well as pedagogical content knowledge. It is thus recommended that teachers consider the prior knowledge of learners, use a variety of teaching and learning approaches including practical activities, to make learning meaningful. The major limitation of this study is that the two selected teachers do not represent the whole population of Grade 9 teachers in the Lady Frere District. Therefore, the findings cannot be generalized to represent the larger population. It is recognised, however, that within the qualitative inquiry, reliability and generalizability play a minor role.

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Buthelezi, Bonithemba Wellington, R. Pillay, and R. Mosoloane. "Exploring the strategies used by grade 6 teachers in the teaching of Natural Sciences and Technology in the Ngwelezane Circuit schools." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1824.

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Submitted to the department of Mathematics, Science and Technology Education (MSTE) in fulfilment of the requirements for the Degree of Master of Education (Natural Sciences) in the Faculty of Education, 2018.
Teaching strategies support learners in developing knowledge or skills. The teacher therefore needs to have the skills to develop the knowledge and skills of the learners (Killen, 2010). Hence CAPS states that NCS is based on principles including, inter alia, encouraging an Active and Critical approach to learning rather than rote learning and uncritical learning of given truths. Teaching strategies play a role in developing the love of the subject. South African Science teachers are struggling due to inadequate Science content knowledge, pedagogic skills and lack of confidence (Bantwini, 2010 and 2012; Centre for Development Enterprise, 2007 and 2014; DBE, 2013; Muwanga, 2003; Kriek and Grayson, 2009). The study aimed to explore the teaching strategies that teachers used in Grade 6 in the teaching of Natural Sciences and Technology in the Ngwelezane Circuit schools. The objectives of the study were to identify the teaching strategies used by the Grade 6 Natural Sciences and Technology teachers in their teaching; to explore the views of teachers on the teaching strategies they use in teaching Natural Sciences and Technology in Grade 6 and, to determine the extent to which teaching strategies align to the principles and purposes of the CAPS as indicated in the problem statement. The study employed the Qualitative Research Methodology. The information was derived through the use of survey questionnaires, in-class observation, interviews and document analysis. The study sample comprised of five Intermediate Phase teachers per school. The findings revealed that telling method, text book and question and answer are dominating in the classes as lessons were conducted, which does not align with CAPS requirements and is promoting passive learning. Teachers are aware of the teaching strategies developing Critical and Active learning as per the responses from the questionnaires and the interviews, but they are not used in class, used to a lesser extent, or not used at all. Lessons were more content based. Very few or no critical learning and problem solving, was developed in learners through active involvement in learning. No proper training was received towards teaching the subject. Other teachers having no background in the subject were mandated to teach the subject by management. The best teaching strategies are those which make the students active participants in the learning process through Active Learning where learners construct their own understanding and knowledge of the world through experience reflecting upon that experience than through rote learning (Harasim, 2012).

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Meiring, 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.

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In this study toys were used as educative curriculum material in an intervention on the topic of energy aimed at Intermediate Phase pre-service science teachers (n= 87) registered for a BEd degree at the Nelson Mandela Metropolitan University, South Africa. The intervention consisted of, amongst other elements, lectures, assignments and toy workshops, with the latter being a key driver in the process. The choice of toys as the educative curriculum material was informed by the fact that there is a huge variety of simple, reasonably priced and easily procured toys that are suitable to demonstrate the concept of energy from both theoretical and practical perspectives. The conclusions that can be drawn from the study are that the use of toys in the preparation of pre-service primary school teachers has the potential to substantially improve their subject content knowledge (SCK), pedagogical content knowledge (PCK), and their confidence related to these two constructs with respect to their understandings of energy. The data generated also suggest that when appropriate educative curriculum materials are integrated into a topic in science-teacher education, there may be a substantial positive impact on pre-service teachers‘ confidence in both their understanding of the science content and their perceptions of their ability to teach this content. An additional finding of the study was that, despite its popularity, status and usefulness over many years, the Science Teacher Efficacy Belief Instrument (STEBI-B) shows low sensitivity to measuring changes in efficacy as a consequence of the so-called ‗ceiling effect‘. The ceiling effect is a result of initial high scores which provide little opportunity to show iii substantial positive change as a result of an appropriate intervention that is designed to improve efficacy. While this study did not directly address this lacuna in STEBI-B, it made use of an innovative descriptive statistic, ‗percentage gain of potential‘, in an attempt to describe and interpret even small changes in efficacy as measured by STEBI-B.

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Ericson, Petter. "Complexity and expressiveness for formal structures in Natural Language Processing." Licentiate thesis, Umeå universitet, Institutionen för datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135014.

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The formalized and algorithmic study of human language within the field of Natural Language Processing (NLP) has motivated much theoretical work in the related field of formal languages, in particular the subfields of grammar and automata theory. Motivated and informed by NLP, the papers in this thesis explore the connections between expressibility – that is, the ability for a formal system to define complex sets of objects – and algorithmic complexity – that is, the varying amount of effort required to analyse and utilise such systems. Our research studies formal systems working not just on strings, but on more complex structures such as trees and graphs, in particular syntax trees and semantic graphs. The field of mildly context-sensitive languages concerns attempts to find a useful class of formal languages between the context-free and context-sensitive. We study formalisms defining two candidates for this class; tree-adjoining languages and the languages defined by linear context-free rewriting systems. For the former, we specifically investigate the tree languages, and define a subclass and tree automaton with linear parsing complexity. For the latter, we use the framework of parameterized complexity theory to investigate more deeply the related parsing problems, as well as the connections between various formalisms defining the class. The field of semantic modelling aims towards formally and accurately modelling not only the syntax of natural language statements, but also the meaning. In particular, recent work in semantic graphs motivates our study of graph grammars and graph parsing. To the best of our knowledge, the formalism presented in Paper III of this thesis is the first graph grammar where the uniform parsing problem has polynomial parsing complexity, even for input graphs of unbounded node degree.

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Johansson, Kristina. "Entreprenöriellt lärande och entreprenörskap : En studie av hur naturbrukslärare upplever undervisningssättet." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5730.

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This thesis deals with how natural resource teachers in natural resource schools in Sweden work with entrepreneurial learning and entrepreneurship. It is important both for our Government and our agricultural department that entrepreneurship is present in our education. In government´s new reform 2011 for upper secondary schools entrepreneurship is the main theme, but it is not only entrepreneurship as a business company, it is also about entrepreneurship in schools like entrepreneurial capabilities in government´s writ. The purpose of this study is to examine how a number of teachers in natural resource schools are working with entrepreneurial learning and entrepreneurship. I have also asked how the teachers would like to work with these areas. The method I have chosen to use in order to perform this study is qualitative interviews with six natural resource teachers and a pilote interview. The teachers I interviewed are working to provide students with self-knowledge and teaches students to see possibilities and solve problems, which is required for us to create entrepreneurial students and entrepreneurship in education. This is also stressed in several of the literary sources I used.
Detta examensarbete handlar om entreprenöriellt lärande och entreprenörskap på naturbruksskolor i Sverige. Det är viktigt både för regering såväl jordbruksverk att entreprenörskap finns i våra utbildningar. I regeringens förslag till ny gymnasiereform 2011 finns entreprenörskap med som en röd tråd i utbildningen, det är inte bara entreprenörskap som företag utan också entreprenörskap i skolan såsom entreprenöriella kompetenser det handlar om i regeringens skrivelser. Syftet med denna studie är att undersöka hur ett antal lärare på några naturbruksgymnasier arbetar med entreprenöriellt lärande och entreprenörskap. Jag har också diskuterat hur lärarna skulle vilja arbeta med dessa områden. Metoden som jag valt att använda för att göra denna studie är kvalitativa intervjuer av sex naturbrukslärare samt en pilotintervju. De lärare som jag intervjuat arbetar för att ge eleverna självkunskap och lär eleverna se möjligheter och lösa problem, vilket är vad som krävs för att vi ska få entreprenöriella elever och entreprenörskap i utbildningen. Detta framhålls även i flera av de litterära källorna jag använt.

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runby, lisa. "Människokroppen som en del av biologiundervisningen i förskolan : En intervjustudie som belyser barn och förskollärares kunskaper om några av kroppens vitala organ." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-83830.

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Syftet med studien är att bidra med insikter om utveckling av biologiundervisningen med kroppen som tema i förskolan. Metoderna som har använts är semistrukturerade och strukturerade intervjuer. De genomfördes med sju förskollärare och 19 barn där barnen var i åldrarna mellan fyra och sex år på fyra olika förskolor i mellansverige. De resultat som har framkommit i studien har analyserats genom en fenomenografisk analysmodell samt kategorisering. Resultatet visar att undervisningen om människokroppen endast har skett spontant vid enstaka tillfällen eller inte alls. Utifrån den data som har samlats in ser vi att arbetet, förskollärarnas medvetenhet och barnens kunskaper kring några av människokroppens organ har utvecklingspotential. Barnen visade på bredare kunskap än förskollärarnas uppfattningar. En teori om slutsatser som framkommit är att läropanen ger förskollärarna utrymme för tolkning av arbetet inom biologi då mål med inriktning på människokroppen inte nämns.

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Woods, Shaneka. "The Pedagogy of Science Teachers from Non-Natural Science Backgrounds." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602180.

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This is a descriptive, exploratory, qualitative, collective case study that explores the pedagogical practices of science teachers who do not hold natural science degrees. The intent of this study is to support the creation of alternative pathways for recruiting and retaining high-quality secondary science teachers in K-12 education. The conceptual framework is based on Social Cognitive Theory & Self-Efficacy (Bandura, 1977; Bandura, 1997) and Problem-Solving & Transfer (Berg & Strough, 2011; van Merrienboer, 2013). The research questions are: What does science instruction look like in classrooms where science teachers without natural science degrees are teaching? and How do these natural science teachers without natural science degrees believe their prior experiences inform their instruction? The participants were 4 science teachers from middle and high schools in Southern California. The instruments used in this study were interviews, observations, and document analysis. The research revealed that science teachers without natural science degrees utilize techniques that make them high-quality teachers. The current qualifications for science teachers should be revisited to consider utilizing self-efficacious teachers with an interest in science and a passion for teaching students. Science teaching competency can be measured by more than natural science degree attainment.

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NDURYA, RUDOLPH. "Teaching methods for science subjects in elementary schools : A qualitative study on the methods science teachers describe that they use to teach science subjects in elementary schools and what effect they say these methods have on students’ motivation towards science subjects." Thesis, Jönköping University, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49249.

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The objective of the empirical study was to explore which teaching methods science teachers in elementary schools describe that they use and the effects these methods have on student motivation towards the subject, according to these teachers. The study is based on the socio constructivism perspective while also correlating pragmatism and cognitive constructivism in relation to teaching methods in science lessons. Semi-structured interviews have been conducted with experienced and skilled elementary science teachers from around the district of Jönköping. Through the interviews the teachers gave accounts and descriptions of teaching choices they make for their lessons. They also accounted for the tangible effects these methods had on students’ motivation in the subject. As per the results of this study, it is perceived that the interviewed teachers base their teaching on the previously described learning theories. As they are a vital part of our education and learning in Sweden it is fair to point out that the integrating of these teaching and learning theories fit different scenarios of learning differently. Therefore, they absolutely need not necessarily be considered as contradicting each other as much as complementing the other as evidently shown in the study. Because learning theories have differing focus in learning, teachers would be well placed in their pedagogical aspirations by using different learning perspectives to be able to cater for different aspects of learning. Furthermore, different curriculum needs may require different theoretical learning focus. The teachers’ descriptions about their teaching methods suggest that they seek theoretical support and inspiration from various learning theories, more so, in this study, from sociocultural perspective and through pragmatism. This study has also revealed that the teachers make use of an accumulated repertoire of subject know-how and are actively using it in various ways to impact student learning and motivation. As teachers, the right attitude would be to understand which methods fit the class dynamic as this will affect student engagement and subsequently, performance and motivation. It is clear therefore, that the need to adapt teaching to cater for students’ individual needs should be deemed a good reason to help unlock students’ potential in their quest for knowledge acquisition

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Storm, Anna. "Förskollärares attityd till naturvetenskap för barn : Skillnader, likheter och samband relaterat till förskolors verksamhet." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-30977.

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Abstract The Swedish government has commissioned to develop pre-school science activities. This study investigates how different pedagogs work with the science goals from the curriculum. The purpose is also to see how the pedagogs education and attitude towards science affect the activities at the pre-school. Three pre-schools took part in the study, two which has science orientation and one which does not have a specific orientation. Eight pedagogs has participated and six of them has a science education and two does not. The methods used in the study are interviews and observations. The result shows that the pre-schools with science orientation more often work with ecology, technology and experiments than the pre-school with no specific orientation. They also offer more science activities and work thematical and in project form in reaching the goals in the curriculum. A less emergent result in the study is that pedagogs with science education has a little bit stronger confidence when working with children and science than their colleagues with no science education. These pedagogs with no science education also mention that they need further education to be able to work with science for children in a satisfying way. Even so, the pedagogs without science education also works with this.
Sammanfattning Sveriges regering har gett i uppdrag till förskolan att utveckla sin naturvetenskapliga verksamhet. Den här studien syftar därför till att undersöka hur olika pedagoger arbetar med läroplanens strävansmål för förskolans naturvetenskap. Syftet är också att se hur pedagogers utbildning och attityd inför naturvetenskap relaterar till den naturvetenskapliga verksamhet som bedrivs. Tre förskolor ingår i undersökningen, två med naturvetenskaplig inriktning och en utan sådan inriktning. Åtta pedagoger har deltagit och av dessa har sex stycken naturvetenskaplig utbildning. Som metod har både intervjuer av pedagoger och observationer av en naturvetenskaplig aktivitet använts. Resultatet visar att förskolorna med naturinriktning arbetar mer med ekologi, teknik och experiment. Dessa bedriver naturvetenskaplig verksamhet fler gånger i veckan och använder teman och projekt i arbetet mot läroplansmålen vilket inte förskolan utan särskild inriktning gör. Ett något mindre framträdande resultat i studien är att pedagoger med särskild naturvetenskaplig utbildning har något bättre självförtroende inför aktiviteter med naturvetenskapligt innehåll för barn samt att pedagoger utan särskild utbildning i ämnet själva säger sig behöva fortbildning för att kunna arbeta med det på ett tillfredsställande sätt. Trots det arbetar även pedagoger utan naturvetenskaplig utbildning med ämnet.

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Albertsson, Magnus. "Lärarna och de nationella kursplanerna : Hur förhåller sig lärarna till dem?" Thesis, Karlstad University, Faculty of Social and Life Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-861.

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My purpose with this study was partly to examine how some Swedish science teachers teach and their knowledge of the science curriculum, and how this affects their teaching. I also aimed to compare the Swedish and Irish science curriculum. The method I undertook to achieve this study was to carry out six interviews with science teachers in Sweden. I also completed a text analyse of both the Swedish & Irish science curriculum. The results of the interviews showed that the teachers think the curriculum is important but they do not always keep to it. They know that their pupils do not reach the standards for fifth grade but they are not concerned about this. They aim to teach science as outlined in the curriculum. However, they are satisfied with how they teach in relation to the curriculum today. The science curriculums in Sweden and in Ireland are composed in different ways but their didactic ways of thinking are quite similar. They want the pupils to think scientifically about nature and therefore reach a sustainable development.

Syftet med detta examinationsarbete var delvis att undersöka hur några svenska naturvetenskapslärare uppfattar och förhåller sig till kursplanerna i de naturvetenskapliga ämnena och hur de styr undervisningen. Jag syftade även att jämföra de svenska och irländska kursplanerna för naturvetenskap. För att ta reda på detta valde jag att genomföra kvalitativa intervjuer med sex naturvetenskapliga lärare i Sverige samt en textundersökning av kursplanerna. Ur intervjuerna framgick det att lärarna tycker kursplanerna är viktiga men de följer inte alltid dem. De vet att deras femteklassare inte når upp till målen men det bekymrar dem inte heller. De vill undervisa mer naturvetenskap som kursplanerna uppmanar men är samtidigt tillfredställda med hur de förhåller sig till dem idag. Kursplanerna, i Sverige och på Irland, är utformade olika men har samma didaktiska grundtanke, bland annat att ge eleverna ett naturvetenskapligt förhållande till naturen och därigenom nå en hållbar utveckling.

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Strålin, Frida, and Johanna Wiman. "Environmentally Sustainable Development in Tanzanian Education - Values of Teachers." Thesis, Linköping University, Linköping University, Linköping University, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-52189.

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This is a Minor Field Study which was carried out in six schools in the Morogoro district in Tanzania. The aim of this study was to find out the values of Tanzanian teachers concerning education for environmentally sustainable development. 18 teachers have been interviewed and as a complimentary method we have observed lessons of different subjects to get a better understanding for the answers from the interviews. Our findings are that the teachers find it important to teach about both reasons and effects when it comes to environmental issues. Many teachers believed knowledge of how to live in order to avoid environmental destruction was at least as important to teach. Another conclusion is that the teachers find it important to teach about environmental issues because knowledge of the environment is necessary for development of a country. Finally we have concluded that the teachers´ values are supported by the syllabuses.

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Hydbom, Kristina. "Utvecklingsmöjligheter för Malmö Högskolas lärarguide : Opportunities for improvement of Malmö University's teacher's guide." Thesis, Uppsala universitet, Institutionen för teknikvetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-324766.

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The aim of the study has been to examine how Malmö University’s teachers guide for student introduction can improve and become more useful to teachers during student introduction periods at the university. Through an online survey and semi structured interviews data has been collected and has been the foundation when addressing the three research question; 1. To what extent is the teacher’s guide used by the programme coordinators during the introduction? 2. How does the programme coordinators experience the teacher’s guide regarding availability, content and ease of use? 3. How can the teacher’s guide develop in order to improve the intercommunion between the resources teacher’s guide and teachers?The results show that at present time, the teacher’s guide is known to 67% of the responding programme coordinators (33 of 49), of which 71% have used the guide at least on one occasion. The most common use of the guide was as a checklist. Other findings where that there are room for improvements regarding how the teacher’s guide is introduced and communicated. Regarding the content only few adjustments where desired and the teacher’s guide’s ease of use was non-problematic. The study has resulted in four improvement proposals linked directly to the teacher’s guide, and an additional four improvement proposals linked to the future development of the teacher’s guide and its intercommunion with teachers.
Studiens syfte har varit att undersöka hur Malmö högskolas lärarguide för studentintroduktion kan förbättras och göras mer användbar för lärare under studentintroduktionsperioder vid högskolan. Utifrån en webbaserad surveyundersökning och semistrukturerade intervjuer har data samlats in för att besvara studiens tre frågeställningar; 1. I vilken utsträckning används lärarguiden av programansvariga under studenternas introduktionstermin? 2. Hur upplever programansvariga lärarguiden i hänseende till tillgänglighet, innehåll och användarvänlighet? 3. Hur kan lärarguiden utvecklas så att samverkan mellan resurserna lärarguiden och lärare förbättras?Resultat från studiens visade att guiden i dag är känd bland för 67% av de svarande programansvariga (33 av 49), av dessa hade 71% använt guiden vid minst ett tillfälle. Det vanligaste användningsområdet för guiden var som en checklista. Studien visar även att det finns mycket utrymme för förbättring rörande hur lärarguiden förmedlas och kommuniceras ut. Gällande guidens innehåll önskades enbart några få förändringar och användarvänligheten för guiden var oproblematisk. Studien har resulterat i fyra förbättringsförslag kopplat direkt till lärarguidens utformning. Ytterligare fyra förbättringsförslag kopplat till lärarguidens framtida utveckling och samverkan med lärare har även tagits fram i studien.

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Högberg, Tagner Alexandra, and Emma Simonsson. "Teknikämnets förutsättningar i de lägre åldrarna : Från tekniklärarens perspektiv." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84317.

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The purpose of this study is to increase knowledge about how technology teachers in grades 1-3 perceive their own teaching in the subject technology linked to conditions such as education, time frame, teaching materials, materials and equipment. The study was conducted with the help of qualitative interviews in which eight active and educated technology teachers in grades 1-3 participated. The interviews examined the teachers' individual views on the technology subjectaround the deficits that the Swedish Schools Inspectorate report from 2014 highlights. Furthermore, it was investigated how the teachers' attitudes are affected by the mentioned conditions and whether there were more factors that they considered influenced their teaching in the subject of technology. The analysis of the interviews was inspired by a phenomenography inspired model where the teachers' statements were analyzed and linked to previous research. The results of the survey show that the teacher's competence in the subject of technology is not decisive for whether the teacher feels safe and competent in teaching. The security and competence are rather clarified in how much education the teacher has in technology. It emerged that the conditions of the technology subject are affected by the economy, parts such as materials, equipment and further education are given lower priority financially by both teachers and school management. Conclusions drawn in this study are that technology teaching and teachers' attitudes are largely influenced by how the subject is prioritized by the schoolmanagement. If the subject is not prioritized more by teachers and school leaders, the subject will not be more visible than it already is.

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Lindell, Natalie. "Utemiljö som plats för små barns lärande : en jämförande studie om förskolans inrikning påverkar hur pedagoger arbetar i utomhusmiljöer." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66129.

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Abstract The purpose of this study was to compare how preschool teachers at kindergartens with focus on outdoor learning and without any specific focus work on the young children´s learning in the outdoor environment and in biology. Interviews have been conducted to investigate this. The respondents to the interviews were nine active preschool teachers at three different preschools, one preschool with outdoor learning focus and two preschools with no specific focus. The survey shows that specializations that are important for how educators use the outdoor environment. At preschool A with outdoor learning focus the teachers chose to take out materials that are traditionally inside materials such as beads and Lego while at preschool B without specific focus they chose to take in natural Engelska översättning materials like chestnuts instead. At preschool C the preschool teachers use outdoor environment exclusively for free play. At preschool A the forest was used as a complement to the preschool yard and they had their own home place where they went once a week. They spent the whole day in the forest and they had both planned activities and free play. Preschool B went to the forest 4 – 5 times per term. They spent to a few hours in the forest and had motor skills for the small children as a focus. Preschool C had gone to the forest only one time. Biology became a major part of the activities of preschool A because they spent a lot of time outdoors and in the forest and that they had cultivation on the preschool yard. At preschool B, the preschool teachers followed the children's interests for small insects and snails and worked on and thus received biology. At preschool C, the preschool teachers had actively chosen to remove biology in favour of the small children’s motor skills and language learning. Keywords: Preschool, Learning environment, Outdoor, Preschool teachers

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Lindström, Sofie. "Motivation inför lektion : Faktorer som motiverar flickor och pojkar i årskurs 8 till deras deltagande i ämnet idrott och hälsa." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66466.

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The purpose of this study was to investigate what factors affect and motivate girls and boys in grade 8 to their participation in the subject of sport and health. For the purpose to be achieved, a quantitative method was used and, in order to interpret the result, an motivation theory was used to categorize the students' motivational factors. The quantitative method consisted of a digital questionnaire that the students answered via a link. The questionnaire consisted of a number of questions answered by students in grade 8 and which were then compiled. The study was conducted at a high school school in a smaller town in Västra Götaland County. The survey consisted of a total of 93 students, of which 44 boys and 49 girls. The result showed, among other things, that both boys and girls indicate that they participate in the subject because it is fun and because they can move. Almost half of the boys and about 30% of the girls indicate that they participate in order to get grades on the subject. Furthermore, the results of the study showed that both the girls and the boys think that the teacher's way of teaching has a bearing on motivation. They choose several different options but it is fun and interesting lessons and the teacher is happy and positive who gets the highest response rate. The lesson content in the subject of sport and health is also something that motivates both girls and boys according to the results. There are significant differences between the sexes, especially in the classroom music and movement. The result shows that the girls feel great motivation for music and movement while the boys have a significantly lower motivation for this content. The result, however, shows that both boys and girls are positively tuned and have a high motivation for both ball games, games and co-operative exercises.

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Hoepfner, Narenda. "An investigation into how two Natural Science teachers in the Khomas region mediate learning of the topic of atoms and molecules in Grade 7 : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017342.

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The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.

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Smith, Edward Charles. "Reconceptualizing mathematics teaching and learning: Teacher learning in a realistic mathematics context." University of the Western Cape, 2000. http://hdl.handle.net/11394/8470.

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Philosophiae Doctor - PhD
In this study the construct of personal theories is used to represent the teacher's conceptions, which are interpreted as the consciously held beliefs. The teacher's personal theories encompass beliefs, images, values and attitudes as well as understanding about teaching and learning. This study investigates the influence of the teacher's conceptions of mathematics, of the teaching and learning of mathematics and of the context before and after a structured learning experience. The interest in the teacher's conceptions is derived from the assumption that these serve as a primary component that influence how teachers think about their professional responsibilities and how they act in their classrooms. Furthermore, the extent of implementation of a new curriculum has been linked to the scope of congruence between the teachers' conceptions and the underpinning philosophy of the intended curriculum. The study of the teacher's conceptions is especially relevant during a time of educational reform, such as the current transition to an Outcomes Based Education curriculum in South Africa. The participants in this study consist of four primary school mathematics teachers with various educational backgrounds, who teach at schools situated in different physical environments. The conceptions that these teachers have of mathematics, of the teaching and learning of mathematics and the influence of the context are investigated using a variety of instruments. Data collection was done with a questionnaire, a repertory grid, a semi-structured interview and lesson observations. The teachers participated in the Teaching Intervention and Support Programme (TISP), as a structured teacher learning experience. The programme is centred on the integration of the developmental and socio-cultural perspectives on teacher learning. With the developmental perspective the focus is on the acquisition of intellectual skills, while the socio-cultural perspective emphasizes participation in social practice. Both are directed at effecting conceptual change. With the developmental approach the process of conceptual change involves the development of new conceptions from existing conceptions. From the socio-cultural perspective the context is paramount and conceptual change is seen as new ways of being and acting within a particular context. The teachers were invited to attend a two-week intervention session, followed by a six months support programme that was aimed at establishing a teacher learning community. The learning experiences provided during the intervention session were drawn mainly from Realistic Mathematics Education. On completion of the programme, the teachers' conceptions of mathematics, of the teaching and learning of mathematics and the influence of the context were again investigated. The results of this study show that two of the participants had highly mechanistic conceptions of mathematics, and the teaching and learning of mathematics. The remaining two had a more empiristic approach with its high focus on environmental activities. After the programme, the teachers with the mechanistic views adopted a mixed. conception with some of the mechanistic conceptions retained, but now interspersed with some empiristic and realistic conceptions. The participants with the empiristic conceptions adopted a more realistic conception, but again to varying degrees. Thompson's (1991) hierarchical structure for the development of conceptions was also used to describe the extent of conceptual change. However, it was found that a concentric, rather than a hierarchical representation is a more appropriate to describe these changes. With regards to the socio-cultural view of conceptual change, all the participants perceived the context differently. The teachers' actions were also more commensurate with the practices associated with teachers that encourage learner autonomy, mathematical investigations and a facilitative role for the teacher.

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Johansson, Susanne. "Naturvetenskap i grundskolans lägre åldrar : Om lärares förhållningssätt gentemot ämnet." Thesis, Karlstad University, Karlstad University, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-321.

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This investigation is about how teachers in school can motivate and create interest for science among younger children. Teachers were interviewed about attitudes to their subject and how this affects their lessons.

I have also tried to find out, both by interviewes but also by studying litterature, what the most important thing is to teach in science, which knowledge is necessarry in the future and why.

My result indicates that teachers find science both interesting and important but at the same time they also think it is a difficult subject to teach even if they are educated. Both the litterature and the teachers in my study agree that knowledge in science gives us a chance to ask questions, take stands and solve problems and that this knowledge is important for us in our future.

Detta arbete handlar om hur vi som lärare i grundskolans lägre åldrar kan skapa och bibehålla elevernas intresse för naturvetenskapliga ämnen. Genom intervjuer har jag försökt få fram lärares attityder till ämnet och hur detta eventuellt påverkar undervisningen.

Dessutom har jag försökt ta reda på vad som anses vara viktiga kunskaper för framtiden.

Mitt resultat pekar på att lärare tycker det är intressant och viktigt med naturvetenskap men att det samtidigt är ett svårt ämne att undervisa i även om utbildning finns. Lärarna menar att det är kunskaper som gör att vi kan ta ställning, ifrågasätta och lösa problem som är viktiga att förmedla bl a för att vi skall klara av att ta hand om vår jord och dess tillgångar. Detta är också något som forskning anser vara viktigt och det får också stort utrymme i läroplanen.

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Johansson, Emma, and Clara Nitsche. "De yngsta barnens naturvetenskapliga utforskande i förskolans utomhusmiljö." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-74835.

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Detta är en fallstudie som ämnar undersöka hur förskolans yngsta barn utforskar naturvetenskap i utemiljön samt hur förskollärare interagerar med dem i deras utforskande. Den tidigare forskning som är relevant för studien presenteras sedan beskrivs utvecklingspedagogiken vilken är studiens teoretiska utgångspunkt. De metoder som använts för studien är observationer av barn och förskollärare samt samtal med förskollärarna. Resultatet visar att de yngsta barnen utforskar naturvetenskap på flera olika sätt och förskollärarna både initierar utforskande och tar tillvara på barnens egna utforskande. Studien visar viktiga aspekter för barnens utforskande; - vad som finns tillgängligt för barnen i utemiljön - att förskollärarna är närvarande där barnen är - att den yta som finns tillvaratas så att barnen får möjligheter till lugn och ro att utforska.
This is a case study that intends to investigate how the preschool's youngest children explores natural science in the outdoor environment and how preschool teachers interact with them in their exploration. We will present previous research that is relevant for the study and describe the developmental pedagogy which is the study's theoretical starting point. The methods used for the study are observations of children and preschool teachers and conversations with preschool teachers. The result shows that the youngest children explore natural science in several different ways and the preschool teachers both initiate exploration and capture the children's own exploration. The study shows important aspects for children's exploration; - what is available for the children in the outdoor environment - that preschool teachers are present where the children are - that the available area is utilized so that the children have the opportunity for peace and quiet to explore.

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Jansson, Sandra, and Nathalie Larsson. "Undersökande arbete i NO : En studie om hur lågstadielärare som arbetar med NTA jämfört med andra lärare uppfattar undervisning med ett undersökande arbetssätt." Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84971.

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Syftet med denna studie är att bidra med ökade kunskaper om hur lärare använder och uppfattar undersökande arbete samt undersöka om det finns några skillnader beroende på om de använder sig av NTA-materialet eller inte. Dataempirin samlades in genom semistrukturerade intervjuer från tio lågstadielärare där hälften använde sig av NTA-materialet. Resultatet visar att det inte är några större skillnader mellan de två grupperna i varför lärare använder sig av ett undersökande arbete och vad eleverna ska lära sig. Skillnaderna fanns främst i hur lärarna använder sig av undersökande arbete och vilka förutsättningar som finns på skolan för att arbeta undersökande. Det fanns ett tydligt samband mellan hur de arbetade och lärarnas engagemang och intresse. Lärarnas yrkeserfarenhet och ämneskunskap visade sig även ha en stor betydelse vid användningen av arbetsmetoden.
The purpose of this study is to contribute with increased knowledge of how teachers use and perceive inquiry-based work methods as well as to see if there are any differences depending on if they use the NTA-material or not. The data was collected through qualitative interviews where ten primary school teachers were interviewed. The results shows there are no major differences in why teachers use inquiry-based work methods and/or what students will learn when the methods are used. The differences rather appeared in how the teachers used the inquiry-based work methods and what type of prerequisites that are available. Furthermore, there was a strong correlation between what methods they used and the teacher’s engagement. Lastly the teachers professional experience and subject knowledge proved to have a significant meaning when using the work method.

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Kvick, Lina, and Molly Kjellstrand. "Bedömning av naturvetenskapliga kunskaper genom ett undersökande arbetssätt : En enkätstudie om lärares bedömningspraktik vid arbete genom konceptet NTA." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78269.

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Konceptet Naturvetenskap och Teknik för Alla (NTA) bygger på ett undersökande arbetssätt, vilket förespråkas för att väcka elevers intresse för NO ämnena. För att säkerställa lärande behöver elevers kunskaper bedömas, vilket tidigare forskning påvisar som problematiskt. Syftet med vår studie är att öka kunskapen kring lärares bedömningspraktik gällande elevers naturvetenskapliga kunskaper då undervisningen utgår från ett undersökande arbetssätt genom NTA-konceptet. Hur upplever lärare bedömning genom NTA? Vilka faktorer upplever lärare som viktiga för att bedöma elevers kunskaper vid undersökande arbete genom NTA? Hur förhåller det sig mellan olika lärarkategorier gällande hur bedömningen upplevs? För att få svar på detta har vi i denna studie använt oss av enkät som metod. Totalt samlades 104 digitala enkätsvar in ifrån lärare runt om i landet.Resultatet visar att majoriteten av lärarna upplever bedömningen som övervägande lätt, men trots detta uppger de att de saknar en rad olika faktorer för att göra en god bedömning. Vilka faktorer lärarna anser vara viktiga för att göra en god bedömning och vilka de saknar har genom studien kunnat utläsas och ställas mot varandra. Lärare med få yrkesverksamma år fokuserar huvudsakligen på de praktiska aspekterna i klassrummet medan lärare med fler yrkesverksamma år tenderar att fokusera på bedömningsaspekterna. Vidare är den rekommendation vi vill ge till verksamheten, att inte undervärdera bedömningens betydelse för att säkerställa att undervisning och lärandemål harmonierar samt att NTA inte reduceras till att elever skapar intresse för görandet framför ämnesinnehållet.
The concept Naturvetenskap och Teknik för Alla (NTA) is an inquiry-oriented teaching approach, which is advocated as means to increase curiosity among pupils. To assure the pupils’ knowledge, their progress needs to be evaluated and assessed. Previous research has shown this to be problematic, depending on how inquiry is approached in teaching. The aim of our study was to investigate how compulsory school teachers that use NTA practice the assessment of pupils’ scientific knowledge. How do the teachers experience assessment through NTA? What factors do the teachers perceive as important when assessing the pupils’ knowledge through NTA? How do different teacher categories experience the assessment? A survey was used to answer these questions. In total, 104 digital questionnaires were collected from teachers around the country. The results reveal that the majority of teachers experience the assessment of the pupils as mostly easy, but they, however, express that factors are missing that could improve their assessment. Factors that the teachers view as important or are missing are then compared with each other in the study. The findings show that less experienced teachers mainly focus on practical aspects in the classroom, while more experienced teachers tend to focus on aspects of assessment. We recommend practitioners not to underestimate the importance of assessment to assure the alignment between learning experience and learning goals, and that the use of NTA should not be reduced to just a doing science approach to attract interest, at the expense of the learning of scientific content.

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Ingvarsson, Tobias. "Dramainslag i NO-ämnena på grundskolans mellanstadium - en intervjustudie med fokus på lärarperspektivet." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27571.

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Syftet med arbetet är att undersöka lärares inställning till drama som inslag iundervisning i naturorienterande ämnen, grundskolans årskurser 4-6. Arbetet grundarsig i en intervjustudie bland NO-lärare och dramapedagoger i svenska skolor och omderas syn gällande hur drama i naturorienterad undervisning kan påverka utvecklingenav de kunskaper och förmågor som rör de naturorienterande ämnena.Tre grupper av lärare och pedagoger, NO-lärare och dramapedagoger på grundskolarespektive kulturskola, har intervjuats och därefter har intervjuerna transkriberats ochanalyserats.Resultatet av de semistrukturerade intervjuerna visar att respondenterna på olika sätt ärövertygade om att drama som metod kan användas och stärka NO-ämnet. Det finnsflera positiva faktorer, exempelvis ses möjligheter att drama kan klargöra abstraktabegrepp (exempelvis avståndet mellan himlakropparna) samt öka motivation (dåkroppen är i rörelse) och samarbete (drama kan inbjuda till diskussionstillfällen).

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Dzikavičiūtė, Jolanta. "Gamtos mokslų mokytojų mokėjimo mokytis kompetencija." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080924_180705-06247.

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Šio darbo tikslas yra atskleisti gamtos mokslų mokytojų mokėjimo mokytis kompetenciją. Kad pasiekti šių tikslų buvo iškelti šie uždaviniai: 1) susipažinti su psichologine ir pedagogine literatūra, susijusia su nagrinėjama tema, bei su naujausiais švietimo dokumentais Lietuvoje ir pasaulyje, 2) naudojantis gautais gamtos mokslų mokytojų anketinė apklausos duomenimis, atlikti išsamią duomenų analizę, apibendrinti rezultatus ir padaryti išvadas. Tam, kad įgyvendinti šiuos uždavinius, buvo taikomi šie metodai: 1) teoriniai: psichologinės, pedagoginės literatūros, Europos švietimo dokumentų studijavimas, leidžiantis teoriškai pagrįsti tiriamą problemą, 2) empiriniai: tikslingai sudarytų ir mokytojų atsakytų anketų analizė. Tyrimo metu naudojamasi 2007 metų nacionalinių mokinių pasiekimų tyrimų gamtos mokslų mokytojų anketomis ir duomenų baze. Siekiant ištirti kokios žinios, gebėjimai bei nuostatos atsiskleidžia gamtos mokslų mokytojų mokėjimo mokytis kompetencijos srityje, buvo detaliau analizuota tik šios srities mokytojų anketų atsakymai. Viso gamtos mokslų mokytojo anketą pildė 410 pedagogų. Remiantis mokėjimo mokytis kompetencijos apibūdinimu galima teigti, jog, tyrinėjant 2007 metų nacionalinių mokinių pasiekimų tyrimų metu naudotomis mokytojų anketomis ir juose pateiktais atsakymais, iš dalies pavyko atskleisti gamtos mokslų mokytojų mokėjimo mokytis kompetenciją. Nors gamtos mokslų pamokos neturi būti atsiejamos nuo praktikos, nemažai mokytojų naudojasi tradiciniais... [toliau žr. visą tekstą]
The purpose of this work is to demonstrate the competence of learning abilities of teachers of natural sciences. In order to achieve these goals, the following tasks were raised: 1) to analyze the psychological and pedagogical literature related to the investigated topic and to the latest educational documents in Lithuania and in the world, 2) to carry out a detailed data analysis by using the questionnaire of teachers of natural sciences, to summarize results and to make conclusions. In order to implement these tasks, the following methods were applied: 1) theoretical: analysis of psychological, pedagogical literature, European educational documents enabling the theoretical substantiation of the analyzed problem, 2) empiric: analysis of purposefully prepared questionnaires answered by teachers. During the research, the questionnaires about the research of national achievements of students given for teachers of natural sciences in 2007, and the database were used during the analysis. In order to analyze what knowledge, abilities and attitudes demonstrate the competence of learning abilities of teachers of natural sciences, only the answers of teachers of this field were analyzed in detail. In total, the questionnaires for teachers of natural sciences were completed by 410 pedagogues. Following the definition of competence of learning abilities one can state that as a result of the questionnaires for teachers distributed during the national research of student's achievements... [to full text]

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Jones, William I. "Examining Preservice Science Teacher Understanding of Nature of Science: Discriminating Variables on the Aspects of Nature of Science." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1284776708.

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Mamili, Joy Z. "Teachers’ use of situated learning approaches to teach environmental topics in Natural Science and Health Education: a multi-case study of two Namibian teachers." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/40901.

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This study focuses on the use of situated learning approaches in the teaching of environmental topics in Natural Science and Health Education (NSHED) and is the first of its kind in Namibia. Although situated learning approaches, as examples of learner-centred pedagogy, are advocated in national education policies, little empirical research has been conducted in Namibia into how situated learning approaches play out in classroom practice. Therefore, the goal of this study was to find out how NSHED teachers use situated learning approaches when teaching environmental topics. The study reviews the characteristics of situated learning theory and clarifies situated learning approaches as a form of learner-centred pedagogy which is actively promoted in the Namibian schooling system. The study commences with a contextual profile of the communities around the two selected schools. This describes the socio-economic and social-ecological context in which learners are taught about environmental topics. The profile also describes the under-performance of the schools in recent national assessments, especially in relation to environmental topics in NSHED. Drawing on data generated through document analysis, semi-structured interviews and classroom observations, the study concluded that: 1. NSHED teachers both knew about and wished to create an authentic context to enhance situated learning approaches. However, their understandings and applications of situated learning tended to be basic. 2. Teachers dominated the scaffolding process and their scaffolding strategies did not enable learners to increase independence in performing. 3. Despite the use of situated learning approaches, learners’ engagement with lesson content was superficial, and the teachers did little to encourage deeper reflections or critical thinking. 4. The teachers appeared to use situated learning approaches to clarify subject content but not to encourage broader environmental understanding, action-taking and change. Based on the research findings, the study recommends that situated learning approaches be integrated into pre- and in-service teacher training with the aim of enhancing teachers’ understanding regarding the use of situated learning approaches in the teaching of environmental topics in NSHED.

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Easler, Shelley L. "Barriers to Facilitating an Existing Certified Nature Explore Outdoor Classroom." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1885.

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In response to social trends whereby children are spending less time outside, school administrators have developed certified Nature Explore Outdoor Classrooms (NEOCs) intentionally designed to support whole-child learning within a natural environment. Despite the documented benefits of nature-based education, the literature and NEOC sites report challenges in facilitating this type of space. The purpose of this study was to investigate what prevents teachers in a certified NEOC from facilitating student/teacher engagement with the natural outdoor environment. Kolb's, Piaget's, and Vygotsky's theories of constructivism served as the study's framework to explore the problem from the teachers' perspectives. A qualitative case study was used to gain insight into the potential barriers to facilitating a NEOC. Eight teachers were recruited using purposeful sampling. Participant criteria included (a) >18 years of age, (b) >3 years early childhood teaching experience, (c) >1 year experience in selected NEOC, (d) prior NEOC training, and (e) willingness to share experiences. Data collection included classroom observation, individual interviewing, and review of relevant documents. All data were analyzed using comparative and inductive analysis and coded into 5 emergent themes. Identified barriers included teacher involvement, rules and regulations, volunteers, materials, and weather. By creating a 3-day professional development program that supports the benefits of nature-based learning environments and introduces strategies to overcome identified barriers, this study may promote positive social change in nature-based education. Children, families, and communities may expand their nature-based knowledge and interaction skills to pass to future generations.

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Booi, Kwanele. "The implications of the introduction of outcomes based education in the natural sciences curriculum at Cape College of Education: the assessment of perceptions of squatter camp teachers in Khayelitsha towards the outcomes based education." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003451.

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1. This pilot study is a survey of practices of natural sciences educators at Cape College of Education to establish if they reflect the conceptual development, development of skills, change of attitudes and values that are the pillars of the Outcomes Based Education (OBE). Their approaches of lecturing have been assessed to determine if they incorporate investigative approaches based on social constructivism, the theory underpinning Curriculum 2005. The status of science education in the college has been analyzed to establish whether the curriculum can adapt itself to the specifications of the new curriculum. It has been concluded that the educators at Cape College of Education need to be empowered about strategies that will help them function along the principles embracing Curriculum 2005 specifications. The educators have shown not to be ready to practice social constructivism and the assessment strategies incorporated in their programmes do not embrace a variety of approaches that will enable their learners to develop conceptually, skill wise and enable them to develop change in attitudes and values. Investigative approaches to practical work appear to be lacking in the college teaching/learning and this also indicates that Curriculum 2005 will take time to be properly implemented at Cape College of Education. 2. This study is based on the practices of science educators in the squatter-camp school in Khayelitsha, a densely populated area for blacks near Cape Town. Teachers at Vuselela primary school were interviewed about their teaching assessment strategies to establish whether they incorporate a learner centred approach, which is the necessity for the Outcomes Based Education approach. Also some of the lessons they taught were observed in order to find out whether they validate what transpired from the interviews through a process of triangulation. It has become evident that the teachers are to some extent aware of the changes the education system is going through in South Africa. It also became clear from the study that the teachers are still lacking expertise as to how to practice along the lines of Curriculum 2005, the South African version of Outcomes Based Education (OBE). They also showed that they are keen to learn and practice OBE even though more opportunities need to be created for their epistemological empowerment as well as empowerment on the content of science.

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Johansson, Michaela. "Partikelmodellen i praktiken : Hur mellanstadielärare undervisar om partikelmodellen." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78181.

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Syftet med denna studie är att bidra med ökade kunskaper om hur mellanstadielärare undervisar om partikelmodellen. Datainsamlingsmetoden var kvalitativa semistrukturerade intervjuer och åtta lärare intervjuades. Resultatet visar att partikelmodellen får lite utrymme i dagens kemiundervisning på mellanstadiet. Lärarna anger flera idéer men gör det utan att presentera en holistisk modell. Likaså lyfter de fram ett begränsat undervisningsinnehåll kopplat till partikelmodellen som inte speglar dess användbarhet eller ger eleverna förutsättningar till att utveckla en helhetsförståelse för vad modellen innebär. Lärarna har dessutom lättare för att ange varför och vad de undervisar om partikelmodellen än när och hur. Detta tyder på att de saknar strategier för hur de kan undervisa om partikelmodellen med en genomtänkt progression. En slutsats är att lärarna är medvetna om att partikelmodellen är viktig, men att detta inte speglas i deras undervisningspraktik.
The purpose of this study is to contribute with increased knowledge of how primary school teachers teach about the particle model. The data collection method was qualitative semi-structured interviews and eight teachers were interviewed. The result shows that the particle model has a small place in today’s chemistry teaching for pupils in age 10 to 12 years. The teachers mention several ideas that pupils should learn but without presenting a holistic model. Similarly, they emphasized a limited teaching content linked to the particle model which does not reflect its usefulness or provide students with the conditions to develop a holistic understanding of what the model means. In addition, teachers can more easily tell why and what they teach about the particle model than when and how. This indicates that they lack strategies for how to teach about the particle model with a progression. One conclusion is that teachers are aware of the importance of the particle model, but this is not reflected in their teaching practice.

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Larsson, Hanna. "Svårigheter i matematikundervisningens digitalisering : En enkätstudie om lärares inställning till digitala verktyg." Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78448.

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Både samhället och skolan blir allt mer digitaliserad. Tillgången till digitala verktyg i skolan har ökat, men användningen av dem har inte ökat lika mycket. Det finns skillnader i användningen mellan olika ämnen och matematiken är ett av de ämnen med lägst användning av digitala verktyg. Studiens syfte var att ta reda på vilka svårigheter lärare upplever kring digitaliseringen av matematikundervisningen. I studien svarade 81 lärare som undervisar i matematik i årskurs 4–6 på en enkät om utmaningar och hinder i digitaliseringen av matematikundervisningen. Resultatet visar att inställningen till att använda digitala verktyg i matematikundervisningen är positiv bland lärarna, men att det även finns svårigheter med att använda digitala verktyg i matematikundervisningen. De svårigheter som framkommer tydligast är digitala verktyg som krånglar, distraktioner i form av sociala medier och spel, brist på planeringstid och svårigheter med att hitta lämpliga appar och program.
Both society and school are becoming increasingly digitalized. The access to digital tools has increased, but their use has not increased as much. There are differences in the use in different subjects and mathematics is one of the subjects with the lowest use of digital tools. The purpose of the study was to find out what difficulties teachers experience regarding the digitization of mathematics education. In the study, 81 teachers who teach mathematics in grades 4–6 responded to a survey about challenges and obstacles in the digitization of mathematics education. The result shows that the attitude towards using digital tools in mathematics education is positive among teachers, but that there are also difficulties in using digital tools in mathematics education. The most obvious difficulties are malfunctioning digital tools, distractions in the form of social media and games, lack of time for planning and difficulties in finding suitable apps and programs.

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Barros, Waleska Isabelle Tomaz dos Santos. "Caracteriza??o da ?rea de Ensino de Biologia e Ci?ncias no mestrado profissional da UFRN a partir das disserta??es." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16082.

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Made available in DSpace on 2014-12-17T15:04:58Z (GMT). No. of bitstreams: 1 WaleskaITSB_DISSERT.pdf: 1137024 bytes, checksum: e51a6074aacda2f81642054e3ca22488 (MD5) Previous issue date: 2012-07-05
Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The deployment of master professionals in Mathematics and Science Teaching by CAPES provided an interesting perspective, involving institutional incentive to upgrade teacher training in this modality. In this sense, the objective was to map the profile of the candidates in the Graduate School of Natural Sciences and Mathematics UFRN (PPGECNM), develop a database with specific descriptors for dissertations and research the group creation biology research and dissertations produced by graduate students in the Master course. This thesis has three threads, where the first is entitled: "The teaching of science as part of research: emergency, improvement and current reflections", giving a brief description of the creation of graduate studies and the emergence of Brazil in Science education. The second topic: "Professional Masters in Teaching of Natural Sciences and Mathematics-UFRN: candidate profile the biological ', shows the general characteristics of PPGECNM-UFRN and who are the candidates seeking the biological area of the Graduate Program. The third topic. "The construction and consolidation of the research group in biology education in PPGECNM-UFRN", a survey was made of data on the creation of the research group in biology education from the analysis of academic productions of teachers and masters graduates this Masters course, for those involved, some additional interviews about the experience in training in biology education. Data used in these investigations related to these students correspond to the technical product to be used in other studies profile teachers /dissertations from the PPGECNM / UFRN. Research shows that: the existence of a larger number of postgraduate courses in the field of Science Education provides greater productivity in academic research on the subject, the emergence of a research group on education in biology, tied to a post degree in education, is an attraction to strengthen lines of research in science education by teachers researchers in other disciplines, the candidates seeking permanent area for research in biology education signals the importance of this investment because if shows the need to search for the continuing education of practicing teachers, demands with interests in investigations from real problems from school
A implanta??o de mestrados profissionais na ?rea de Ensino de Ci?ncias e Matem?tica pela CAPES constituiu uma perspectiva interessante, envolvendo incentivo institucional para atualiza??o de docentes nessa modalidade de forma??o. Nesse sentido, objetivou-se mapear o perfil dos candidatos ao programa de P?s-Gradua??o em Ensino de Ci?ncias Naturais e Matem?tica da UFRN (PPGECNM), desenvolver um banco de dados com descritores espec?ficos para as disserta??es produzidas e investigar sobre a cria??o do grupo de pesquisa em biologia e as disserta??es produzidas pelos alunos formados neste curso de Mestrado. Esta disserta??o conta com tr?s t?picos, onde o primeiro intitula-se: O ensino de ci?ncias como elemento de investiga??o: emerg?ncia, aprimoramento e reflexos atuais , fazendo uma breve descri??o sobre a cria??o da p?s-gradua??o do Brasil e a emerg?ncia de estudos em ensino de Ci?ncias. O segundo t?pico: Mestrado Profissional em Ensino de Ci?ncias Naturais e Matem?tica-UFRN: perfil dos candidatos da ?rea biol?gica , mostra as caracter?sticas gerais do PPGECNM-UFRNe quem s?o os candidatos que procuram da ?rea biol?gica deste Programa de P?s- Gradua??o. No terceiro t?pico. A constru??o e consolida??o do grupo de pesquisa em ensino de biologia no PPGECNM-UFRN , foi feito um levantamento de dados sobre a cria??o do grupo de pesquisa em ensino de biologia, a partir da an?lise das produ??es acad?micas dos docentes e dos mestres formados neste curso de Mestrado, envolvendo para estes, algumas entrevistas adicionais acerca da experi?ncia na forma??o em ensino de biologia. Dados utilizadonestas investiga??es relacionadas a estes discentes correspondem ao produto t?cnico para ser utilizado em estudos de perfil de outros mestres/disserta??es oriundos do PPGECNM/UFRN. A pesquisa mostra que: a exist?ncia de um maior n?mero de cursos de p?s-gradua??o na ?rea de Ensino de Ci?ncias proporciona uma maior produtividade acad?mica nas pesquisas sobre o tema; o surgimento de um grupo de pesquisa em ensino em biologia, vinculado a uma p?s-gradua??o em ensino, constitui um atrativo para o fortalecimento de linhas de pesquisas em educa??o em ci?ncias por parte de professores pesquisadores em outras ?reas do saber; a permanente busca de candidatos da ?rea de biologia pela pesquisa em ensino sinaliza a import?ncia desse investimento, pois, se evidencia a necessidade de busca pela forma??o continuada de professores em exerc?cio, com demandas de interesses nas investiga??es a partir de problemas reais oriundos da escola

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Kahyaoglu, Elvan. "Investigation Of The Preservice Science Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605091/index.pdf.

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The aim of this study is to investigate the views of preservice science teachers on science-technology-society, STS, issue. A total of 176 preservice science teachers participated in the study. A 26-item &ldquo
Views on Science-Technology-Society (VOSTS)&rdquo
instrument, translated and adapted into Turkish, were utilized to assess participants&rsquo
views on STS. The VOSTS (Aikenhead, Ryan and Fleming, 1989) is a pool of 114 empirically developed multiple-choice items with nine categories. In order to understand participants&rsquo
views on STS in depth, semi-structured interviews were also conducted by 9 volunteer preservice science teachers. The results gave a colorful picture of the views of preservice science teachers on science-technology-society issue. The analysis revealed that preservice science teachers often confuse the definitions of technology with science. Most of the participants of the study had specific views about the reasons of doing scientific researches in their country, for example, to be independent from other countries, to get financial profit. Results displayed a consensus on the possible positive effects of upbringing and the importance of education given to high school students. According to the data obtained from the present study, respondents possess varied views about the influences of society on science and technology. While preservice science teachers claiming that scientists could break the rules of science, they also claimed scientists as objective in their study. On the other hand, participants supported the view that scientists&rsquo
concern on all the effects of their experiments. Preservice science teachers advocated also that technological developments can be controlled by citizens.

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Erdogan, Rahsan. "Investigation Of The Preservice Science Teachers." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605156/index.pdf.

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The aim of this study is to investigate the views of preservice science teachers on nature of science (NOS). A total of 166 preservice science teachers participated in the study. A 21-item &ldquo
Views on Science-Technology-Society (VOSTS)&rdquo
instrument, translated and adapted into Turkish, were utilized to assess participants&rsquo
views on the nature of science. The VOSTS (Aikenhead, Ryan and Fleming, 1989) is a pool of 114 empirically developed multiple-choice items with nine categories. In this study, 21 item selected from the epistemology of science category corresponded to the purposes of the assessment. In order to understand participants&rsquo
views on nature of science in depth, semi-structured interviews were also conducted by 9 volunteer preservice science teachers. The results gave a picture of the preservice science teachers&rsquo
views on nature of science. Results of this study revealed preservice science teachers&rsquo
misconceptions on nature of science. Their views are mostly traditional on the nature of science. Results of the study indicated that preservice science teachers held traditional views (naive) regarding the definition of science
the nature of scientific models
the relationships between hypotheses, theories, and laws
fundamental assumptions for all science
the scientific method
uncertainty in scientific knowledge
epistemological status of scientific knowledge
coherence of concepts across disciplines. On the other hand participants have contemporary views (realistic) on the nature of observation
the nature of classification schemes
the tentativeness of scientific knowledge
cause and effect relationship. Analysis of interviews also supported these findings and gave a deep insight on preservice science teachers&rsquo
views on nature of science.

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45

Nascimento, Andréa Silva do. "Além da Linha Vermelha: um estudo sobre a formação de professores em Física, Química e Matemática na interface das políticas públicas e do mundo do trabalho." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6763.

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Esta pesquisa realiza um estudo sobre a formação de professores em Física, Química e Matemática na dimensão das políticas públicas educacionais e das novas ordenações do mundo produtivo. O eixo metodológico investe na abordagem qualitativa, elegendo como campo empírico o Instituto de Educação, Ciência e Tecnologia do Rio de Janeiro (IFRJ), mais especificamente, o campus Nilópolis, localizado na região da Baixada Fluminense (recorte geopolítico), no Estado do Rio de Janeiro. A técnica de pesquisa baseou-se na realização de entrevistas com licenciandos cujo perfil compreende àquele que tenha realizado atividades de estágio docente. Esta escolha justifica-se por ser este o perfil de estudante mais próximo do término do curso e que, principalmente, através desta experiência, apresenta concepções, ainda que iniciais, da realidade da educação básica. Este estudo investiu na história dos sujeitos participantes através de seus respectivos relatos, onde foi possível categorizá-los em importantes aspectos que se interconectam: 1) na análise das políticas públicas para a educação superior a partir da ênfase na investigação de como estas se efetivam em uma territorialidade e no contexto de uma nova institucionalidade; 2) na reflexão sobre o impacto das transformações do mundo do trabalho na subjetividade dos licenciandos, engendrando a possível atividade docente no cenário de crise de identidades profissionais; e 3) no exame da realidade das escolas da educação básica, espaço onde a formação se destina. Este caminho permitiu refletir sobre o lugar do magistério nas escolhas de formação e nas perspectivas profissionais.
This research conducts a study on teacher education in Physics, Chemistry and Mathematics in the size of public educational policies and new ordinations of the productive world. The methodological axis invests in the qualitative approach, electing empirical field as the Institute of Education, Science and Technology of Rio de Janeiro (IFRJ), more specifically, the Nilópolis campus, located in the Lowlands (cut geopolitical), in Rio January. The technical research was based on interviews with teachers whose profile comprises one who has attended or who are enrolled in the discipline Supervised Internship Course (I, II or III). This choice is justified because this is the profile of student closer to the end of the course and that mainly through the completion of his internship, presents concepts, although initial reality of basic education. This study invested in the story of the participating subjects through their respective accounts, where it was possible to categorize them into important aspects that are interconnected: 1) the analysis of public policies for higher education from the emphasis on research as they become effective in a territory and in the context of a "new institutionalism", 2) reflection on the impact of the changing world of work in the subjectivity of undergraduates, engendering a possible teaching activities in the scenario of "crisis of professional identity", and 3) the examination the reality of the schools of basic education space where training is intended. This path allowed to reflect on the place of teaching and training in the choices in career prospects.

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Buxner, Sanlyn Rebecca. "Exploring the Impact of Science Research Experiences for Teachers: Stories of Growth and Identity." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195355.

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Education reform in the U.S. promotes the teaching of inquiry in science to help students understand how science is done and to increase constructivist, student centered instruction. This qualitative study investigated changes in teachers' understandings about scientific inquiry and nature of science as well as science teaching as a result of participation in one of three summer science research programs. This study also explored what teachers reported valuing about their experiences as they progressed through the program and returned to their classrooms.Data were collected through open-ended surveys, semi-structured interviews, program observation and artifact analysis before, during, and after the research programs as well as follow-up surveys and semi-structured interviews six to nine months after the research programs had ended. In addition to overall findings, six cases are presented to highlight changes and growth that occurred.Participation in these programs did not always lead to the outcomes intended by facilitators, such as strong changes in teachers' understandings about scientific inquiry and full implementation of research with their students; yet there were significant positiveoutcomes from participants' perspectives.Teachers' understandings of scientific inquiry and nature of science changed in small ways as measured by a modified Views of Scientific Inquiry/Views of Nature of Science Survey; however, participants changed their descriptions of science teaching after the programs. These descriptions included more affective goals for their students, the use of more student centered activities, and the importance of engaging students in research. On their post surveys, participants reported their intentions to implement more classroom inquiry, including science research. In follow-up surveys and interviews teachers reported engaging students in more active roles in their classrooms. In addition,teachers reported valuing a number of other outcomes from their participation in these programs. These included increased knowledge and skills in science, insider information about professional science, increased credibility, professional and personal growth, and improvements in students' knowledge and engagement in science and research. An emergent finding of the study was that participating in these research programs had an influence on some participants' identities related to doing science, being a scientist, and teaching science.

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47

Luz, Sofia Clara Pires da. "O currículo das ciências físicas e naturais do 3.º ciclo do ensino básico: das práticas declaradas pelos professores às perceções dos alunos: um estudo de caso." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/16411.

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Este estudo de caso foi realizado no âmbito do projeto “Avaliação do Currículo das Ciências Físicas e Naturais do 3º Ciclo do Ensino Básico” de abrangência nacional. Visou compreender a forma como os professores de Ciências Naturais e de Ciências Físico-Químicas de uma escola secundária com 3.º ciclo do Alentejo interpretavam o referido currículo, as práticas que declaravam utilizar para o implementar e ainda as perceções dos seus alunos do 9.º ano de escolaridade sobre essas práticas. Optou-se por uma abordagem de ênfase predominantemente qualitativa, recorrendo a entrevistas semiestruturadas, realizadas em grupo focado a professores e a alunos, e pesquisa documental. Para potenciar a triangulação de dados que o estudo de caso implica, recorreu-se ainda a questionários aplicados a professores e alunos de 9.º ano. Os professores declararam fazer uma utilização instrumental dos documentos estruturantes do currículo. Verificou-se haver, todavia, algum desfasamento entre os princípios e propostas curriculares preconizados nesses documentos e as práticas efetivas declaradas pelos professores e confirmadas pelos alunos, particularmente no que tem a ver com competências de literacia científica. Os alunos tenderam a mostrar elevado interesse pelas atividades laboratoriais, lamentando, porém, que as mesmas não estivessem mais presentes no currículo real e que não fosse mais elevado o seu protagonismo na sua realização; The Physics and Natural Sciences curriculum of the third cycle of basic education: teachers declared practices and students perceptions - A study case ABSTRACT: This case study was carried out under the nationwide project ´Evaluation of the Physical and Natural Sciences Curriculum of the 3rd cycle of Basic Education. It aimed to understand the views of the teachers of both Natural and Physical Sciences at one specific Secondary School in Alentejo on the aforesaid curriculum and also on the practices on which they focused in order to implement it. The views of their students (9th grade) in regard to the aforementioned practices have also been taken into account. We opted for a rather predominantly qualitative approach, by means of semi-structured interviews conducted in groups which included both teachers and students, and also document research. In order to maximize the triangulation of data required by this case study, some questionnaires have also been sent out to both teachers and students (9th grade). Teachers have declared that they make an instrumental use of the structuring documents that embody the curriculum. Nevertheless, there seems to be a gap between the curricular provisions in those documents in comparison to the real practices carried out by the teachers and subsequently confirmed by the students, particulary in what respects scientific literacy skills. Although students have demonstrated a higher interest for laboratory activities, they do feel that those sort of activities should be more present in the actual curriculum and also that they should be given a chance to actively participate in it.

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48

Mushaikwa, Ngonidzashe. "Investigating Pre-service Natural Science Teachers’ perceptions of earth in space through spatial modelling and argumentation." University of the Western Cape, 2014. http://hdl.handle.net/11394/4427.

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Magister Educationis - MEd
This study involves a group of pre-service teachers who are specialising in Science and Mathematics education at a university in the Western Cape province of South Africa. The aim of the study was to investigate perceptions about the earth in space held by the pre-service natural science teachers. A related aim was to create awareness among the prospective teachers about various views that people hold about the earth as against the scientifically valid view (Govender, 2009, Plummer & Zahm, 2010, Schneps & Sadler, 1989). To determine and improve the prospective teachers’ perceptions and awareness about the significance of the earth in space the study adopted the dialogical argumentation model (DAIM) and spatial modelling as a theoretical framework (Ogunniyi, 2013). Further, the study used pre- and post-test data based on the responses of the pre-service teachers to questionnaires, focus group interviews and reflective diaries. The data set was analysed using a mixed methods approach (qualitative and quantitative). Results from the study show that most the pre-service teachers involved in the study hold both scientific and alternative conceptions about the earth in space. However, they seem to suppress the latter because they believe them to be unscientific. In addition they believe that their role is to impart scientific knowledge to learners. As has been revealed in a number of studies, some of the prospective teachers did not have much background in geography.

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49

Wilms, Carl E. "How Elementary School Teachers Teach Science: Using Nature of Science to Understand Elementary Teachers's Science Identities and Teaching Practices - A Case Study." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406618458.

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50

Lundebro, Michelle. "Förskollärares uppfattningar om teknik och lärplattan i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71832.

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Syftet med studien är att den ska bidra med kunskap om förskollärares uppfattningar om ämnet teknik och lärplattan i förskolan. Studien har genomförts med semistrukturerade interjuver med ljudinspelning tillsammans med sex förskollärare från tre kommuner. Hälften av deltagarna hade genomfört NTA-utbildningar inom teknik och alla hade tillgång till lärplatta i verksamheten. En slutsats är att arbetet med teknik och lärplattan i förskolan har kommit framåt, sedan ämnet teknik förtydligades mer i läroplanen och lärplattan introducerades i förskolan, men inte i samma utsträckning hos alla. Resultatet visar att de som har utbildning känner sig mer självsäkra på ämnet teknik. En annan slutsats är att förskollärarna uttrycker att det går att arbeta med teknik vid användandet av lärplattan, det gäller bara att komma på hur. Det visar sig även i resultatet att det är viktigt att granska apparna på lärplattan för att se om de är lämpliga och pedagogiska.
The purpose of the study is to contribute with knowledge about preschool teachers views about the subject of technology and the learning tablet in the preschool. The study has been conducted with semestructured interviews with sound recording together with six preschool teachers from three municipalities. Half of the participants had completed NTA-educations in technology and everyone had access to a learning tablet in the preschool. One conclusion is that the work with technology and the learning tablet in the preschool has come forward, since the subject of technology was more clarified in the curriculum and the learning tablet was introduced in the preschool, but not to the same extent among them all. The result shows that those who have education feel more confident about the subject of technology. Another conclusion is that the preschool teachers say that it is possible to work with technology when using the learning tablet, it is only a matter of getting to know how. It also appears in the result that it is important to examine the apps on the learning tablet to see if they are suitable and educational.

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Dissertations / Theses on the topic 'Teacher of natural sciences'

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