Dissertations / Theses on the topic 'Teaching models'
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Fleming, Miri. "Teachers' receptivity to teaching models." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185807.
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The focus of this study is teachers' receptivity to new teaching models. Traditionally, research has been conducted to assess teachers' implementation of innovations. The stage prior to learning and implementing the model generally has been generally ignored. In this study, the researcher assumed that the level of teachers' receptivity could influence upon whether and to what extent the new teaching model is implemented. This study was designed to identify personal characteristics and environmental variables that affect the degree of teacher receptivity to a teaching model. Four teacher-participants were selected according to their level of receptivity to one of the models included in the study, Madeline Hunter's Essential Elements of Instruction or Hilda Taba's Teaching Strategies. The data collected through interviews were analyzed in two directions. First, participants' beliefs, experiences, and workplace conditions were identified using qualitative case study methodology. Second, participants' perceptions of the teaching models were analyzed using Rogers' (1962) framework for determining characteristics of an innovation. Several themes related to participants' receptivity to new teaching models, and their beliefs, experiences, and workplace conditions were revealed. These comprise differences in teachers' pedagogical orientations and in their perceptions of teaching models' characteristics, including the way the model was introduced, changes in levels receptivity, teaching models in relation to the student population served, satisfaction with workplace conditions, level of familiarity with the new teaching model, teachers' independence, and behavioral changes required by the teaching model. The study may be of particular interest to staff developers and educators of students teachers because of the importance of considering teachers' individual needs and characteristics when introducing new teaching models.
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Justi, Rosa da Silva. "Models of teaching of chemical kinetics." Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388404.
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Graves, Barbara, and Christine Suurtamm. "Disrupting linear models of mathematics teaching|learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79920.
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In this workshop we present an innovative teaching, learning and research setting that engages beginning teachers in mathematical inquiry as they investigate, represent and connect mathematical ideas through mathematical conversation, reasoning and argument. This workshop connects to the themes of teacher preparation and teaching through problem solving. Drawing on new paradigms to think about teaching and learning, we orient our work within complexity theory
(Davis & Sumara, 2006; Holland, 1998; Johnson, 2001; Maturana & Varela, 1987; Varela, Thompson & Rosch, 1991) to understand teaching|learning as a complex iterative process through which opportunities for learning arise out of dynamic interactions. Varela, Thompson and Rosch, (1991) use the term co-emergence to understand how the individual and the environment inform each other and are “bound together in reciprocal specification and selection” (p.174). In particular we are interested in the conditions that enable the co-emergence of teaching|learning collectives that support the generation of new mathematical and pedagogical ideas and understandings. The setting is a one-week summer math program designed for prospective elementary teachers to deepen particular mathematical concepts taught in elementary school. The program is facilitated by recently graduated secondary mathematics teachers to provide them an opportunity to experience mathematics teaching|learning through rich problems. The data collected include
questionnaires, interviews, and video recordings. Our analyses show that many a-ha moments of mathematical and pedagogical insight are experienced by both groups as they work together throughout the week. In this workshop we will actively engage the audience in an exploration of the mathematics problems that we pose in this unique teaching|learning environment. We will present our data on the participants’ mathematical and pedagogical responses and open a discussion of the implications of our work.
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McBrayer, Mickey Charles. "Calibration of groundwater flow models for modeling and teaching /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Basadien, Soraya. "Teaching logarithmic inequalities using omnigraph." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5661_1227103274.
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Over the last few years it became clear that the students struggle with the basic concepts of logarithms and inequalities, let alone logarithmic inequalities due to the lack of exposure of these concepts at high school. In order to fully comprehend logarithmic inequalities, a good understanding of the logarithmic graph is important. Thus, the opportunity was seen to change the method of instruction by introducing the graphical method to solve logarithmic inequalities. It was decided to use an mathematical software program, Omnigraph, in this research.
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Kneebone, Roger Lister. "Teaching and learning basic surgical skills using multimedia and models." Thesis, University of Bath, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250935.
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Chittleborough, Gail. "The Role of Teaching Models and Chemical Representations in Developing Students' Mental Models of Chemical Phenomena." Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/763.
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Chemical representations play a vital part in the teaching and learning of chemistry. The aim of this research was to investigate students’ understanding of chemical representations and to ascertain the influence of chemical representations on students’ developing mental models of chemical phenomena. Three primary threads flowing through the thesis are models, representations and learning. Each thread was found to play a vital part in students’ learning of chemical content, in their learning of the scientific process and in their learning about the process of learning itself. This research with students from Year 8 to first year university level comprised four studies that provide comparisons between ages, abilities, learning settings and teaching and learning approaches. Students’ modelling ability was observed to develop and improve through instruction and practice and usually coincided with an improvement in their understanding of chemical concepts. While students were observed to actively use models to make predictions and test ideas, some were not aware of the predictive nature of models when asked about it. From the research, five characteristics of scientific models have been identified: scientific models as multiple representations, scientific models as exact replicas, scientific models as explanatory tools, how scientific models are used, and the dynamic nature of scientific models. A theoretical framework relating the four types of models - teaching, scientific, mental and expressed - and a typology of models that highlights the significant attributes of models, support the research results. The data showed that students’ ability to describe the role of the scientific model in the process of science improved with their increasing age and maturity.The relationship between the three levels of chemical representation of matter - the macroscopic level, the sub-microscopic level and the symbolic level - revealed some complexities concerning the representational and theoretical qualities and the reality of each level. The research data showed that generally most students had a good understanding of the macroscopic and symbolic levels of chemical representation of matter. However, students’ understanding of the sub-microscopic level varied, with some students being able to spontaneously envisage the sub- microscopic view while for others their understanding of the sub-microscopic level of chemical representation was lacking. To make sense of the sub-microscopic level, students’ appreciation of the accuracy and detail of any scientific model, or representation upon which their mental model is built, depended on them being able to distinguish reality from representation, distinguish reality from theory, know what a representation is, understand the role of a representation in the process of science, and understand the role of a theory in the process of science. In considering learning, the importance of an individual’s modelling ability was examined alongside the role of chemical representations and models in providing clear and concise explanations. Examining the links forged between the three levels of chemical representation of matter provided an insight into how students were learning and understanding chemical concepts. Throughout this research, aspects of students’ metacognition and intention were identified as being closely related to their development of mental models.The research identified numerous factors that influenced learning, including internal factors such as students’ prior chemical and mathematical knowledge, their modelling ability and use of chemical representations, motivation, metacognitive ability and time management as well as external factors such as organisation, assessment, teaching resources, getting feedback and good explanations. The choice of learning strategies by students and instructors appeared to be influenced by those factors that influenced learning. Feedback to students, in the form of discussion with classmates, online quizzes and help from instructors on their understanding was observed to be significant in promoting the learning process. Many first year university non-major chemistry students had difficulties understanding chemical concepts due to a limited background knowledge in chemistry and mathematics. Accordingly, greater emphasis at the macroscopic level of representation of matter with contextual references is recommended. The research results confirmed the theoretical construct for learning chemistry - the rising iceberg - that suggests all chemistry teaching begins at the macroscopic level, with the sub-microscopic and symbolic levels being introduced as needed. More of the iceberg becomes visible as the students’ mental model and depth of understanding increases. In a variety of situations, the changing status of a concept was observed as students’ understanding in terms of the intelligibility, plausibility and fruitfulness of a concept developed.The research data supported four aspects of learning - epistemological, ontological, social affective and metacognitive - as being significant in the students’ learning and the development of their mental models. Many university students, who are mature and are experienced learners, exhibited strong rnetacognitive awareness and an intentional approach to learning. It is proposed that the intentional and metacognitive learning approaches and strategies could be used to encourage students to be more responsible for their own learning.
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Chittleborough, Gail Diane. "The Role of Teaching Models and Chemical Representations in Developing Students' Mental Models of Chemical Phenomena." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15381.
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Chemical representations play a vital part in the teaching and learning of chemistry. The aim of this research was to investigate students’ understanding of chemical representations and to ascertain the influence of chemical representations on students’ developing mental models of chemical phenomena. Three primary threads flowing through the thesis are models, representations and learning. Each thread was found to play a vital part in students’ learning of chemical content, in their learning of the scientific process and in their learning about the process of learning itself. This research with students from Year 8 to first year university level comprised four studies that provide comparisons between ages, abilities, learning settings and teaching and learning approaches. Students’ modelling ability was observed to develop and improve through instruction and practice and usually coincided with an improvement in their understanding of chemical concepts. While students were observed to actively use models to make predictions and test ideas, some were not aware of the predictive nature of models when asked about it. From the research, five characteristics of scientific models have been identified: scientific models as multiple representations, scientific models as exact replicas, scientific models as explanatory tools, how scientific models are used, and the dynamic nature of scientific models. A theoretical framework relating the four types of models - teaching, scientific, mental and expressed - and a typology of models that highlights the significant attributes of models, support the research results. The data showed that students’ ability to describe the role of the scientific model in the process of science improved with their increasing age and maturity.The relationship between the three levels of chemical representation of matter - the macroscopic level, the sub-microscopic level and the symbolic level - revealed some complexities concerning the representational and theoretical qualities and the reality of each level. The research data showed that generally most students had a good understanding of the macroscopic and symbolic levels of chemical representation of matter. However, students’ understanding of the sub-microscopic level varied, with some students being able to spontaneously envisage the sub- microscopic view while for others their understanding of the sub-microscopic level of chemical representation was lacking. To make sense of the sub-microscopic level, students’ appreciation of the accuracy and detail of any scientific model, or representation upon which their mental model is built, depended on them being able to distinguish reality from representation, distinguish reality from theory, know what a representation is, understand the role of a representation in the process of science, and understand the role of a theory in the process of science. In considering learning, the importance of an individual’s modelling ability was examined alongside the role of chemical representations and models in providing clear and concise explanations. Examining the links forged between the three levels of chemical representation of matter provided an insight into how students were learning and understanding chemical concepts. Throughout this research, aspects of students’ metacognition and intention were identified as being closely related to their development of mental models.
The research identified numerous factors that influenced learning, including internal factors such as students’ prior chemical and mathematical knowledge, their modelling ability and use of chemical representations, motivation, metacognitive ability and time management as well as external factors such as organisation, assessment, teaching resources, getting feedback and good explanations. The choice of learning strategies by students and instructors appeared to be influenced by those factors that influenced learning. Feedback to students, in the form of discussion with classmates, online quizzes and help from instructors on their understanding was observed to be significant in promoting the learning process. Many first year university non-major chemistry students had difficulties understanding chemical concepts due to a limited background knowledge in chemistry and mathematics. Accordingly, greater emphasis at the macroscopic level of representation of matter with contextual references is recommended. The research results confirmed the theoretical construct for learning chemistry - the rising iceberg - that suggests all chemistry teaching begins at the macroscopic level, with the sub-microscopic and symbolic levels being introduced as needed. More of the iceberg becomes visible as the students’ mental model and depth of understanding increases. In a variety of situations, the changing status of a concept was observed as students’ understanding in terms of the intelligibility, plausibility and fruitfulness of a concept developed.
The research data supported four aspects of learning - epistemological, ontological, social affective and metacognitive - as being significant in the students’ learning and the development of their mental models. Many university students, who are mature and are experienced learners, exhibited strong rnetacognitive awareness and an intentional approach to learning. It is proposed that the intentional and metacognitive learning approaches and strategies could be used to encourage students to be more responsible for their own learning.
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Page-Shipp, R., and Niekerk C. Van. "Mental models in the learning and teaching of music theory concepts." Journal for New Generation Sciences, Vol 11, Issue 2: Central University of Technology, Free State, Bloemfontein, 2013. http://hdl.handle.net/11462/637.
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Published ArticleA retired physicist attempting to master elements of music theory in a short time found the Mental Model of the keyboard layout invaluable in overcoming some of the related learning challenges and this has been followed up in collaboration with a professor of Music Education. Possible cognitive mechanisms for his response are discussed and it is concluded that his engrained learning habits, which emphasise models as found in physics, are potentially of wider applicability. A survey of the use of Mental Models among competent young musicians indicated that although various models are widely used, this is largely subconscious. The practical question of whether exposure of students to the keyboard would assist them in mastering music theory remains unresolved.
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Martin, Jeffrey Harold. "Evaluating models for Bible teaching at a residential summer camp an expository model, a reenactment model, and an experiential model /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Adbo, Karina. "Relationships between models used for teaching chemistry and those expressed by students." Doctoral thesis, Linnéuniversitetet, Institutionen för naturvetenskap, NV, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17824.
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This thesis is focused upon chemistry as a school subject and students' interpretations and use of formally introduced teaching models. To explore students' developing repertoire of chemical models, a longitudinal interview study was undertaken spanning the first year of upper secondary school chemistry. Matter in its different states was selected as the target framework for this study. The results presented are derived from both generalisations of groups of students as well as a case study describing an individual learner's interpretation of formal content. The results obtained demonstrated that the formal teaching models provided to the students included in this study were not sufficient to afford them a coherent framework of matter in its different states or for chemical bonding. Instead, students' expressed models of matter and phase change were to a high degree dependent on electron movement (Paper I), anthropomorphism (Paper II) and, for one student, a mechanistic approach based on small particles and gravitation (Paper III). The results from this study place focus on the importance of learners' prior learning (previous experiences) and the need to develop a coherent framework of formal teaching models for the nature of matter and phase change.
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Loesch, Alexander. "The implications of learning style models to school counseling a review of the literature /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009loescha.pdf.
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Beyrouthy, Camille. "Models, solution methods and threshold behaviour for the teaching space allocation problem." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10576/.
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Universities have to manage their teaching space, and plan future needs. Their efforts are frequently hampered by, capital and maintenance costs, on one hand, pedagogical and teaching services on the other. The efficiency of space usage, can be measured by the utilisation: the percentage of available seat-hours actually used. The observed utilisation, in many institutions, is unacceptably low, and this provides our main underlying motivation: To address and assess some of the major factors that affect teaching space usage in the hope of improving it in practise. Also, when performing space management, managers operate within a limited number and capacity of lecture theatres, tutorial rooms, etc. Hence, some teaching activities require splitting into different groups. For example, lectures being too large to fit in any one room and seminars/tutorials being taught in small groups for good teaching practise. This thesis forms the cornerstone of ongoing research to illuminate issues stemming from poorly utilised space and studies the nature of constraints that underlies those low levels of utilisation. We give quantitative evidence that constraints related to timetabling are major players in pushing down utilisation levels and also, devise "Dynamic Splitting" algorithms to illustrate the effects of splitting on utilisation levels. We showed the existence of threshold between phases where splitting and allocation is "always possible" to ones where "it's never possible", hence, introducing a practical application of Phase Transition to space planning and management. We have also worked on the long-term planning aspect of teaching space and proposed methods to improve the future expected utilisation.
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Gray, Wesley Barclay. "A discursive study of models of emotion in teaching and learning science." Thesis, University of Canterbury. School of Sciences and Physical Education, 2010. http://hdl.handle.net/10092/4654.
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The purpose of this study is to uncover the principles that inform a teacher’s dialogic behaviour, and shape her feelings, and to understand the implications of these principles for multiple aspects of pedagogic practice. I investigate the principles that underpin an emotional practice for two teachers, Julia and Lydia, and their Year 10 science lower band learners. Towards this goal, I approach the theory and empirical data in this study in ways that create opportunities for researching teachers’ emotions that other approaches do not: I examine patterns, commonality and relationships across conditions and over time to reveal within-person differences, and differences between persons, for Julia and Lydia’s emotional practice. In addition, I outline discursive models of analysis that open up the space for investigating the role of teachers’ emotions in ways that other conceptual and methodological frameworks do not: I expand models of analysis to different descriptive and classificatory systems to maintain the integrity of the object. I bring together multiple theoretical perspectives to build a multilevel theory that provides comprehensive insight into teachers’ emotions. I also specify the nature of interactions between levels, for the multilevel theory, to enable cross-validation and cumulative evidence building. The research findings for this study coincide with and expand upon the findings for previous studies on teachers’ emotions. Julia’s emotions interact with her science teaching in powerful ways and realize an emotional practice of strong feelings, and ‘grand’ narratives. In contrast, Lydia’s emotions interact with her science teaching in ways that promote solidarity and realize an emotional practice of graded feelings, and multiple narratives. I extend upon the language of description in this study to take into account the teachers’ meaning-making relevant to their appraisal processes and emotions. The potential for research into teachers’ emotions is expanded in this study through the synthesis of different descriptive and classificatory systems, and categories. In addition, the research findings provide insight into the relative costs and benefits of different models of emotion for multiple levels of pedagogic practice.
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Cleamons, Vincient. "Education Models for Teaching Adults about Modifying Dietary Carbohydrate and Controlling Weight." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4780.
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The prevalence of diabetes and other pathophysiological conditions has been correlated with the incidence of obesity. A large portion of an adult community in the northwestern United States suffers from excessive weight that has been linked to premature mortality rates and certain forms of diabetes. Excess calories from carbohydrate have been shown to increase weight. Therefore, diets that are modified in carbohydrate and calories may help mitigate weight and obesity comorbidities. This qualitative, single case study's purpose was to explore the methods health care professionals use for teaching adults about controlling weight. Altheide and Johnson's analytic realism theory, in which they describe how the experiences of educators and learners affect the way information is perceived, formed the conceptual framework for this study. An illustrative case study paradigm was used to identify the perceptions of licensed health care practitioners regarding the current adult teaching methods for modifying dietary carbohydrate and excess weight. Using a purposeful sample, data were collected in 2 phases with 5 licensed health care practitioners: Phase 1 entailed an open-ended electronic questionnaire and semistructured telephone interviews with open-ended questions during phase 2. Data were analyzed through coding and aggregation by NVivo and Tosmana software, respectively. The findings indicated that the American Diabetes Association (ADA) plate method was the most effective teaching model for controlling weight and carbohydrate intake. Consequently, the ADA plate method was used to create a professional development program to teach health care educators about nutrition instruction methods for adults. The study contributes to positive social change by enhancing preventive health measures for the local adult population through diet therapy education.
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Sassoon, R. "Joins in childrens handwriting, and the effects of different models and teaching methods." Thesis, University of Reading, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382162.
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Chung, Kin-pong, and 鍾建邦. "Dynamic graphing for the learning of mathematical modelling in an ICT environment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B42554081.
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Thomas, Kerry J. "Teaching Mathematical Modelling to Tomorrow's Mathematicians or, You too can make a million dollars predicting football results." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83131.
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Kavogli, Zoe Zoni. "Learning basic electrical concepts with models and analogies using a multimedia package." Thesis, University of Glasgow, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323425.
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Lewis, Gregory Paul. "Repeated Reading: Testing Alternative Models for Efficient Implementation." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1171.
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Repeated reading has been used for over 30 years. In the publication of the National Reading Panel Report, repeated reading was listed as an effective strategy for developing fluency. Yet, repeated reading’s efficacy has been recently questioned. Understanding the “how-to” of efficiently using evidence-based practices would allow teachers to deliver successful, time-sensitive instruction and intervention to students. This study was based on two research questions. First was a gain score (increase between a student’s first read and their final repeated reading), a better model and therefore a better criterion than the currently popular criterion of reaching a set words-read-correctly-perminute (WRCM) hot read, such as Samuels’ criterion of 95 WRCM. The study’s second question was exploring which demographic variables, such as age, ethnicity, gender, current reading ability, and socioeconomic status (SES), played a significant role in predicting the effectiveness of using weekly repeated reading scores as a predictor of benchmark reading measures at midyear and end-of-year outcome measures. The study used a unique theoretical multilevel path model to explore repeated reading.
A complex model was developed to study (a) the growth of a student’s ability to read words with speed and accuracy and (b) how student demographic features affect growth rates. It was found that a hot read advancement criterion provided a better model fit than the hypothesized advancement criterion of a student’s increase or gain between cold and hot reads. Student growth during repeated reading was found to be constant once a minimum WRCM criterion was reached. While repeated reading was shown to be a strategy that worked equally well for all students, the strategy was shown to be highlyeffective for English-language learners and showed promise in helping to closing the achievement gap. Limitations were discussed and recommendations provided.
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Netzell, Elisabeth. "Using models and representations in learning and teaching about the atom : A systematic literature review." Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117163.
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This study is a systematic literature review on the role of models and representations in the teaching, learning and understanding of the atom and atomic concepts. The aim of the study is to investigate the role of different visual representations, what models and representations are used in the science classroom, how learners interpret different external representations of the atom, what mental models students construct, and how the representations can be used and designed for meaningful learning and teaching of the atom and atomic concepts. In this systematic literature review, a combination of different databases was used to search for literature, namely ERIC, Scopus and Google Scholar. Some limiters were used to narrow down the returned results: the articles should be peer-reviewed and be published 1990-01-01 or later. Ten of the returned articles were included for individual analysis in the study. The results of the study show that students often find concepts of atomic structure difficult and confusing. The abstract microscopic world of atoms cannot be seen with the naked eye, and models are therefore necessary and crucial educational tools for teaching atomic concepts in school. However, when using a model, it is important for the teacher to explain the rules of the model, and the advantages and limitations of the representation must be discussed. Analysis of the included articles revealed three types of representations used to represent atomic phenomena: two-dimensional static diagrams or pictures (e.g. a picture of the atom), three-dimensional videos or simulations (e.g. virtual reality simulations), and visual analogies (e.g. the Bohr planetary model of the atom). The use of simulations and interactive learning environments seem to have a positive effect on students’ learning. One of the studies, described in the articles included for analysis, showed that students appreciated the use of virtual reality simulations, since it made abstract concepts easier to understand when they could be visualized.
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Jones, Heather Patti. "Researching Effective Methods for Teaching the Phases of the Moon." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3865.
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This study investigated the effectiveness of commonly used instructional methods for teaching the phases of the Moon to fifth and sixth grade students. The instructional methods investigated were the use of diagrams, animations, and models. The effectiveness of each method was tested by measuring students' understanding of Moon phases with a pre and post-assessment after receiving instruction with a specific method or combination of methods. These methods were then evaluated for their ability to help students learn essential concepts, reinforce relevant vocabulary and discourage misconceptions. Results showed that students had better scores with less prevalence of misconception when they were taught using two methods instead of one. Students taught with only computer animations had significantly lower scores and a higher prevalence of misconceptions when compared to the other methods. This may be due to some design errors in the animation used in this study. Even though students taught with only computer animations had significantly lower scores, students taught with computer animations followed by instruction with diagrams had significantly higher scores. Why this combination of instruction was more effective for student learning is a question that requires further research.
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Sauer, Eve R. "Teacher Preferences for Professional Development Delivery Models and Delivery Model Influence on Teacher Behavior in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/942.
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Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development Determining teacher preferences is an important component in professional development planning and the driving inquiry for this research. The purpose of this exploratory case study was to determine teacher preferences in delivery models for professional development and whether delivery models influenced teacher behaviors in the classroom. The primary theory for this study was based on andragogy, and the research was conducted under the conceptual framework of constructivist principles. Data collection included interviews with 10 classroom teachers using open ended questions. Data analysis included the extraction of themes and subthemes emerging from the interviews. Findings indicated teachers' preference for hands on professional learning opportunities and technology use in delivery models. Teachers also expressed an interest in being given a choice in the delivery model of their professional learning opportunities. Implications for positive social change focus on professional development planners and facilitators, who are encouraged to seek preferences from teachers to best meet the needs and interests of educators in order to advance changes in teacher behavior and subsequent improvement to student achievement.
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Ng, Weng Kei Kei. "An investigation into non-native English teachers' attitiudes towards pedagogic models of pronunciation teaching." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953429.
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Jones, Michael Anthony. "Models for educating architects in this century and the next." Diss., Georgia Institute of Technology, 1989. http://hdl.handle.net/1853/23347.
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Thomas, Kerry J. "Teaching Mathematical Modelling to Tomorrow''s Mathematicians or, You too can make a million dollars predicting football results." Turning dreams into reality: transformations and paradigm shifts in mathematics education. - Grahamstown: Rhodes University, 2011. - S. 334 - 339, 2012. https://slub.qucosa.de/id/qucosa%3A1949.
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Sinclair, Peter. "Differential outcomes of various models of work experience." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1159.
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In Western Australia an increasing number of secondary school students participate in work experience programs. Different models of work experience are becoming more common. The Ministry of. Education promotes the use of four such models. The purpose of this study was to examine the outcomes of work experience, as perceived by secondary school students in selected Government Schools, to see if there were any differences according to the model of work experience used. These perceptions were further examined to see if there was a significant difference in perceived outcomes according to other independent variables of student gender, year level, geographic location, duration of work experience or recency of work experience. Data were collected by means of a questionnaire. Students completing work experience in the survey period in responding government secondary schools with appointed Youth Education Officers were asked to complete the questionnaire using a Likert Scale of attitude response. The results of the questionnaire were analyzed using multiple analysis of variance. This gave an objective measure of the extent of achievement, as well as indicating any significant differences according to the independent variable examined. The study concluded that work experience produces positive outcomes in areas related to the employability, career choice, educational attitude and social development of students.
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Pinto, Danilo José Ferreira. "A abordagem multimodal como estratégia de ensino em um minicurso sobre interações interpartículas." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-08122016-153202/.
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No ensino médio, o conceito de interações interpartículas é sistemático e classificatório em detrimento de um tratamento mais crítico acerca do sistema estudado. A correta compreensão deste conceito é importante para que o aluno possa explicar diversas propriedades físicas das substâncias (MENDES, 2007). Nesta perspectiva, a abordagem multimodal oferece suporte aos métodos de avaliação, elaboração de estratégias e pesquisas na área de ensino, pois o uso de diversas linguagens facilita a compreensão do objeto de estudo pelos seres humanos (MAYER, 2003). Neste trabalho são analisadas as potencialidades e as limitações dos modelos dos estudantes de ensino médio em interações interpartículas e suas interfaces com as propriedades físicas das substâncias em um minicurso oferecido na Faculdade de Educação da Universidade de São Paulo (USP). Os modelos expressos pelos estudantes são fomentados pela metodologia de ensino e aprendizagem do minicurso, a qual é suportada pelo uso de diversos modos de comunicação nos moldes da abordagem multimodal (MAYER, 2003). Os modelos são analisados de acordo com a frequência de acionamento de variáveis explicativas utilizadas pelo estudante para explicar e/ou predizer determinado fenômeno no contexto de resolução de problemas, enquanto que as limitações explicativas do modelo são contabilizadas qualitativamente via análise de conteúdo. Os resultados apontam que o uso de múltiplos modos de comunicação e informação se mostrou eficiente no fomento da produção discursiva em uma sala de aula heterogênea e auxiliou os estudantes durante o processo de aprendizagem, pois os modelos expressados evoluíram ao longo do minicurso em termos de complexidade, com cada vez menos limitações.In high school, the concept of interparticle interactions is systematic and classificatory as opposed to a more critical treatment on the studied system. The correct understanding of this concept is important for the student to explain the physical properties of substances (MENDES, 2007). In this perspective, the multimodal approach supports the methods of evaluation, strategizing and research in the area of education, since the use of different languages facilitates the understanding of the study object by humans (MAYER, 2003). This paper analyzes the potential and limitations of high school students\' models in interparticle interactions and their interfaces with the physical properties of substances in a short course offered at the Faculdade de Educação at Universidade de São Paulo (USP). The models expressed by students are fostered by the teaching and learning methodology of the course, which is supported by the use of different modes of communication in the molds of multimodal approach (MAYER, 2003). The models are analyzed according to the frequency of use of explanatory variables used by the student to explain or predict a given phenomenon in problem solving context, while the explanatory limitations of the model are counted qualitatively through content analysis. The results appoint that the use of multiple modes of communication and information are efficient in fostering the discursive production in a heterogeneous classroom and helped students during the learning process, because the expressed models evolved over the course in terms of complexity and with fewer limitations.
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Neto, Ulysses Rezende. "Ensino religioso em escolas públicas da região do Direc 5 do Estado da Bahia : uma análise de modelos de ensino religioso e de práticas docentes." Faculdades EST, 2008. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=116.
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Este trabalho traz uma análise reflexiva acerca do ensino religioso e dos
modelos utilizados nas escolas públicas estaduais que compõem a V Diretoria
Regional de Educação do Estado da Bahia DIREC 5 a fim de compreender
os conflitos estabelecidos na aplicação da legislação nacional e estadual no
cotidiano dessas escolas, bem como apontar caminhos para outras reflexões
acerca do ensino religioso nas escolas públicas do Brasil, de modo geral, e da
Bahia, de modo específico.This paper brings a reflective analysis about religious teaching and the models utilized in the state public schools that make up the V Regional Directory of Education on the State of Bahia - "DIREC 5" - in order to understand the conflicts that have been formed in the application of national and state legislation on the daily activities of these schools. This work also wishes to point out paths to other reflections on religious teaching in the public schools of Brazil, in a general sense, and, more specifically, in Bahia.
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Abosnan, Salem Hamed. "The teaching of 'reading English in a foreign language' in Libyan universities : methods and models." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7829/.
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This study focuses on the learning and teaching of Reading in English as a Foreign Language (REFL), in Libya. The study draws on an action research process in which I sought to look critically at students and teachers of English as a Foreign Language (EFL) in Libya as they learned and taught REFL in four Libyan research sites. The Libyan EFL educational system is influenced by two main factors: the method of teaching the Holy-Quran and the long-time ban on teaching EFL by the former Libyan regime under Muammar Gaddafi. Both of these factors have affected the learning and teaching of REFL and I outline these contextual factors in the first chapter of the thesis. This investigation, and the exploration of the challenges that Libyan university students encounter in their REFL, is supported by attention to reading models. These models helped to provide an analytical framework and starting point for understanding the many processes involved in reading for meaning and in reading to satisfy teacher instructions. The theoretical framework I adopted was based, mainly and initially, on top-down, bottom-up, interactive and compensatory interactive models. I drew on these models with a view to understanding whether and how the processes of reading described in the models could be applied to the reading of EFL students and whether these models could help me to better understand what was going on in REFL. The diagnosis stage of the study provided initial data collected from four Libyan research sites with research tools including video-recorded classroom observations, semi-structured interviews with teachers before and after lesson observation, and think-aloud protocols (TAPs) with 24 students (six from each university) in which I examined their REFL reading behaviours and strategies. This stage indicated that the majority of students shared behaviours such as reading aloud, reading each word in the text, articulating the phonemes and syllables of words, or skipping words if they could not pronounce them. Overall this first stage indicated that alternative methods of teaching REFL were needed in order to encourage ‘reading for meaning’ that might be based on strategies related to eventual interactive reading models adapted for REFL. The second phase of this research project was an Intervention Phase involving two team-teaching sessions in one of the four stage one universities. In each session, I worked with the teacher of one group to introduce an alternative method of REFL. This method was based on teaching different reading strategies to encourage the students to work towards an eventual interactive way of reading for meaning. A focus group discussion and TAPs followed the lessons with six students in order to discuss the 'new' method. Next were two video-recorded classroom observations which were followed by an audio-recorded discussion with the teacher about these methods. Finally, I conducted a Skype interview with the class teacher at the end of the semester to discuss any changes he had made in his teaching or had observed in his students' reading with respect to reading behaviour strategies, and reactions and performance of the students as he continued to use the 'new' method. The results of the intervention stage indicate that the teacher, perhaps not surprisingly, can play an important role in adding to students’ knowledge and confidence and in improving their REFL strategies. For example, after the intervention stage, students began to think about the title, and to use their own background knowledge to comprehend the text. The students employed, also, linguistic strategies such as decoding and, above all, the students abandoned the behaviour of reading for pronunciation in favour of reading for meaning. Despite the apparent efficacy of the alternative method, there are, inevitably, limitations related to the small-scale nature of the study and the time I had available to conduct the research. There are challenges, too, related to the students’ first language, the idiosyncrasies of the English language, the teacher training and continuing professional development of teachers, and the continuing political instability of Libya. The students’ lack of vocabulary and their difficulties with grammatical functions such as phrasal and prepositional verbs, forms which do not exist in Arabic, mean that REFL will always be challenging. Given such constraints, the ‘new’ methods I trialled and propose for adoption can only go so far in addressing students’ difficulties in REFL. Overall, the study indicates that the Libyan educational system is underdeveloped and under resourced with respect to REFL. My data indicates that the teacher participants have received little to no professional developmental that could help them improve their teaching in REFL and skills in teaching EFL. These circumstances, along with the perennial problem of large but varying class sizes; student, teacher and assessment expectations; and limited and often poor quality resources, affect the way EFL students learn to read in English. Against this background, the thesis concludes by offering tentative conclusions; reflections on the study, including a discussion of its limitations, and possible recommendations designed to improve REFL learning and teaching in Libyan universities.
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Harrison, Allan G. "Conceptual change in secondary chemistry : the role of multiple analogical models of atoms and molecules." Thesis, Curtin University, 1996. http://hdl.handle.net/20.500.11937/1411.
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Chemistry textbooks and teachers frequently use a variety of metaphors, analogies and models to describe atomic and molecular structures and processes. While it is widely believed that multiple analogical models encourage students to construct appropriate mental models of chemical phenomena, uncritical use of multiple analogical models may actually be responsible for a number of alternative conceptions in chemistry. Students hear and read about electron clouds and shells, atoms that are like miniature solar systems and balls, and molecules that are simultaneously represented by balls-and-sticks, joined spheres, electron-dot and structural diagrams. A strong case has been made that students try to integrate these diverse analogical models resulting in the generation of unscientific synthetic models. Conceptual change research programs also propose that carefully designed teaching and learning activities can stimulate students to exchange their intuitive and synthetic conceptions for more scientific conceptions.This thesis investigates the occurrence of students' intuitive and synthetic mental models of atoms and molecules at both a general and specific level. The investigations consisted in the first phase of semi-structured interviews with 48 Year 8-10 science students. While the data were predominantly qualitative the interviews also generated simple quantitative data. The second phase was wholly qualitative and involved the researcher as teacher' in the Year 11 class. Portfolios were compiled for each student in the class and six portfolios were interpreted to produce a set of case studies describing the students' learning about atoms, molecules and bonds. These data were derived from transcripts of class discussions and individual interviews; pre-tests, formative tests and post-tests; student essays and worksheets and analogical teaching events. The data were interpreted from a constructivist viewpoint with attention given to credibility, viability and transferability, and dependability. The desire to collect every piece of useful data was constrained by the ethical need to minimise the disruptive effect of the research on the students' normal learning.The first or general phase of this study investigated the question: With what models of atoms and molecules are lower secondary science students familiar? The interviews about atomic and molecular conceptions held by the Year 8-10 students found, for example, that some students confused atoms with cells because both have a nucleus, while others believed that electron shells enclose and protect the atom. All but two students visualised atoms with large nuclei and close static electrons. A majority of this student sample were confused by ball-and- stick molecular models and had a strong preference for space-filling molecular models because they were more 'real'.The second or specific phase of this study consisted of an in-depth study of the development of mental models of atoms, molecules and bonds by six Year 11 chemistry students over 40 weeks of instruction. This study investigated the question: Do systematically presented multiple analogical models help students change their conceptions of atoms, molecules and bonds in favour of the scientific view? The students' prior mental models of an atom were dominated by a solar system model with the electrons in simple shells. A variety of metaphors, analogical models and explanations emphasising the diffuse spaciousness of atoms helped three students restructure their conceptions in favour of the scientific concept. Students also were encouraged to identify the shared and unshared attributes of familiar molecular models and, in time, three students became competent multiple modellers. It is claimed that these three students changed their conceptions of atoms and molecules in the sense that they realised that models are thinking and communicative tools, not reality itself. The significant change in these students' thinking was their recognition that atomic and molecular analogical models are context-dependent.The phase two study's pre-occupation with conceptual change or knowledge restructuring raised an important methodological question: Is a multi-dimensional approach a better way to interpret conceptual change learning? or, are the various theoretical perspectives on conceptual change complementary? The study's theoretical framework found that conceptual change learning can be interpreted from epistemological, ontological, motivational, holistic explanatory and developmental perspectives. The collection and analysis of the data showed that student modelling ability and Perry's model of intellectual development were powerful interpretive tools when data needed to be examined from multiple perspectives. The six case studies support the assertion that multi-dimensional interpretive frameworks have superior credibility and viability compared to uni-dimensional studies.Finally, the research raised several questions requiring further investigation. No direct support was found for the claim that dissatisfaction is central to conceptual change. This issue needs much more study due to the popularity of discrepant event teaching. While a multi-dimensional conceptual change model has been synthesised, this model needs further refinement as does the issue of how to monitor the status of students' conceptions. A most promising line of pedagogical research is the value of teaching scientific modelling through the use of multiple systematic analogical models.
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Gopalakrishnan, Sucharita. "Development of Web-Based Educational Modules for Testing VHDL Models of Digital Systems." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36893.
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The exponential growth of the World Wide Web (WWW) on the Internet and accompanying WWW browsers has promoted opportunities for new methods of teaching and learning. Teaching does not simply involve presenting textual information over the Internet along with a few hyperlinks, but requires effective user engagement with the teaching module. This is the main challenge in website design.
The objective of this thesis is the development of an effective training module made available over the Internet so as to train acquisition and maintenance personnel on how they can use VHDL to design and maintain digital systems. The educational modules provide extensive information on VHDL modeling and testing styles and standards at various abstraction levels. The Sobel edge detector model was chosen as an example to explain the various concepts of modeling and testing. This model was chosen since it was thought to be simple enough for any student to understand, yet complex enough to explain most of the VHDL concepts of modeling and testing. The course material on test bench development at various levels of abstraction, reuse of test bench models, use of configurations for simulation of mixed abstraction and mixed data type models, testing techniques and WAVES was developed as a part of the current thesis.
Finally a complete section on website design has been included which explains the design strategy adopted for developing the website and the various key issues involved in presenting teaching modules over the Internet.Master of Science
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Netzell, Elisabeth. "What models and representations do Swedish upper secondary school teachers use in their teaching about the atom?" Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-131625.
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This report presents the results from a survey study on Swedish upper secondary school physics andchemistry teachers’ use of models and representations in teaching the atom. The study builds upon an earlier systematic international literature review on the role of models and representations in the teaching, learning and understanding of the atom. The overall aim of the study is to explore what models and representations are used by Swedish upper secondary school physics and chemistry teachers in their teaching about the atom, what informs teachers’ selection of the atomic models and representation forms and how they specifically use them in their teaching of the atom. The method for collecting the data for this study was an electronic questionnaire containing six introductory questions followed by nine open and four closed items, which were analysed both quantitatively and qualitatively. Thirty-one responses were received and analysed in this study. The results of the study indicate that Swedish teachers’ selection and use of atomic models and representation forms in their practice correspond with findings in the previously conducted literature review. For example, the Bohr atomic model was shown to be the most popular for teaching about the atom amongst the Swedish teachers in this study, since it is deemed intuitive and easy to visualize. A further result revealed that the de Broglie atomic model was only used by physics teachers, and that physics teachers overall used more atomic models in their teaching than chemistry teachers, a finding that might be related to the different teaching content in physics and chemistry. The study also shows that Swedish teachers are very comfortable with, and advocate, using different representation forms in their teaching. One interesting finding in this regard was that the use of physical models is predominantly more popular among chemistry than physics teachers. In line with the findings in the previous literature review study, students’ prior knowledge and individual learning styles were found tobe important influencing factors in teachers’ selection of representation forms to use in the classroom.The majority of the teachers also agreed on that it is important to explain to students how models should be interpreted and used, but one interesting finding, that differs from the previous research, is that some teachers were of the opinion that students have an already well-developed modelling ability when encountering different models of the atom.
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Armstrong, James Richard. "Relationships between different staffing models, context variables, and social climate in special classes for children with psychosocial disorders." Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/26141.
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Van, Raden Stephanie Justine. "The Effect of Role Models on the Attitudes and Career Choices of Female Students Enrolled in High School Science." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/370.
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Girls who have high aptitude in math are not entering careers related to science, technology, engineering, and math (STEM fields) at the same rate as boys. As a result, female students may have fewer employment opportunities. This study explores one potential way to reduce the gap between male and female career aspirations and choices. Specifically, it looks at the impact of bringing women with careers in math- and science-related fields into high school classrooms as role models. The study uses surveys to measure pre- and post-visit perceptions of science and scientific work as well as student's short-term interest in math and science courses. In addition to these surveys, student comments were collected about the role model visits. While the overall study yielded little statistical significance, it also indicated that the role model visits had some impact on student perceptions and choices and raised questions that warrant further study.
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Schürmann, Leon. "An investigation into the use of weather type models in the teaching of South African climatology at senior secondary school level." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1015948.
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The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.
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Becker, Gesi Gladis Krössin. "PILHAS: UMA PROPOSTA PARA A COMPREENSÃO DO CONCEITO DE EQUILÍBRIO QUÍMICO E DE POTENCIAL REDOX." Centro Universitário Franciscano, 2017. http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/596.
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This research correlate the chemistry of the daily life of the students, with the subjects and contents of the discipline of Chemistry of the second year High School at Cruz Alta, RS. The concepts of electrochemistry including redox potential, batteries, which are among the most difficult in student learning. In this work, we investigated the impact of contextualization, the use of experimental demonstration and discussion of relevant aspects as ways of arousing students' interest and favoring the learning of concepts of the content in question. The relevance of problematizing the different models and pedagogical epistemologies in the teaching of science is justified, since the conceptions of the educator and his praxis, involved in the teaching-learning process, are closely related to the quality of teaching and, consequently increasing the degree of understanding of the students. Thus, the research problem is presented: what are the effects of the use of different pedagogical models for teaching the concepts of chemical equilibrium and redox powers in the student learning process? In order to answer it, the general objective is to analyze the effects of two pedagogical models of teaching and evaluation on the content related to the chemical equilibrium and redox processes in batteries, regarding significant learning of students. With regard to the specific objectives: to provide an educational space/ time motivated by exchanges of knowledge, respect for students' previous knowledge and instigating the construction of knowledge in chemistry, based on scientific experiments. Based on a constructivist pedagogy, to produce an educational space/ time dense quantitatively in information of a theoretical nature, starting only with expository classes and with the use of lists to solve problems, based on a traditional pedagogy and To carry out a comparative analysis, with a qualitative and quantitative approach, in order to verify and understand the results, in students' learning, from the application of the different teaching models. The methodologies used as well as the methodological procedures characterize a qualitative and quantitative approach of the type of case study with the application of theoretical/ formal/ traditional evaluation and the resolution of a practical problem culminating in the elaboration by the students of a concrete and conceptual product about the subject. Data analysis was carried out comparatively between different teaching models, namely the traditional and the proposed in this work. All students said they liked the method and wanted to continue learning according to the same method in their school.
A realização desta pesquisa advém da proposta de correlacionar a Química do cotidiano, vivenciada no dia-a-dia pelos educandos, com os temas e conteúdos da disciplina de Química do segundo ano Ensino Médio de uma escola de Cruz Alta, RS e os conhecimentos acerca dos conceitos da eletroquímica, bem como seus tópicos de potencial redox, pilhas e baterias, que estão dentre os de maior dificuldades na aprendizagem pelos estudantes. Neste trabalho, foi investigado o impacto da contextualização, uso de demonstração experimental e discussão de aspectos relevantes como formas de despertar o interesse dos estudantes e favorecer a aprendizagem de conceitos do conteúdo em questão. Justifica-se a relevância de problematizar os diferentes modelos e epistemologias pedagógicas articulando-os ao ensino de ciências, uma vez que as concepções do educador e sua práxis, envolvidas no processo de ensino-aprendizagem, estão intimamente relacionadas a qualidade do ensino e, consequentemente, elevando o grau de entendimento dos estudantes. Assim, apresenta-se o problema de pesquisa: quais são os efeitos da utilização de diferentes modelos pedagógicos para o ensino dos conceitos de equilíbrio químico e de potencias redox no processo de aprendizagem dos estudantes? Com o propósito de respondê-lo compõe-se o objetivo geral: analisar quais são os efeitos de dois modelos pedagógicos de ensino e de avaliação, acerca do conteúdo referente aos temas equilíbrio químico e de processos redox em pilhas, no que tange a aprendizagem significativa dos estudantes. No que tange aos objetivos específicos: oportunizar um espaço/tempo educativo motivador permeado por trocas de saberes, respeito aos conhecimentos prévios dos estudantes e instigante no que concerne a construção do conhecimento em química, a partir de experimentos científicos, de cunho teórico-prático, pautando-se em uma pedagogia construtivista, produzir um espaço/tempo educativo denso quantitativamente em informações de cunho teórico, a partir, somente, de aulas expositivas e com a utilização de listas para a resolução de problemas, pautando-se em uma pedagogia tradicional e realizar uma análise comparativa, de abordagem qualitativa e quantitativa, a fim de verificar e compreender os resultados, na aprendizagem dos estudantes, oriundos da aplicação dos diferentes modelos de ensino. As metodologias utilizadas bem como os procedimentos metodológicos caracterizam uma abordagem qualitativa e quantitativa do tipo de estudo de caso com a aplicação de avaliação teórica/formal/ tradicional e pela resolução de um problema prático culminando na elaboração, pelos estudantes, de um produto concreto e conceitual sobre o tema. A análise dos dados realizou-se comparativamente entre diferentes modelos de ensino, a saber, o tradicional e o proposto neste trabalho. Todos os alunos disseram que gostaram do método e desejavam continuar a aprender de acordo com o mesmo método em sua escola.
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Bergqvist, Anna. "Teaching and learning of chemical bonding models : Aspects of textbooks, students’ understanding and teachers’ professional knowledge." Doctoral thesis, Karlstads universitet, Institutionen för ingenjörs- och kemivetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48502.
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Despite the growing importance of science and technology in society, school students consider these subjects irrelevant and hard to learn. Teachers must therefore know how to teach science in ways that enhance students’ understanding and interest. This thesis explores various aspects of the teaching and learning of chemical bonding, an important topic in school chemistry that is primarily taught using models. Research has shown that students find chemical bonding difficult to understand, and that the use of models in science education contributes to this difficulty. I therefore investigated teachers’ knowledge of how to teach chemical bonding and ways of developing it to improve students’ understanding. To this end, I analysed chemistry textbooks and teachers’ lesson plans, and conducted semi-structured interviews with teachers about their teaching of chemical bonding. This revealed that the representations of chemical bonding used in textbooks and by teachers can cause students difficulties. The teachers were generally unaware of how these representations might affect students’ understanding, implying that their pedagogical content knowledge (PCK) could be improved. To explore ways of incorporating research findings into teaching practice and developing teachers’ PCK, I conducted a learning study in which three secondary science teachers together explored and reflected on their own teaching practice. CoRe, a method for creating detailed descriptions of what, how, and why specific content is taught, was used to enhance the reflections and make the teachers’ PCK explicit. As a result, the teachers developed their representations of chemical bonding, became more aware of students’ understanding, and were better able to motivate their actions and choices of content and strategies. This thesis shows how professional development can bridge the gap between research and teaching practice, and how teachers’ PCK can be developed to improve students’ understanding.Many complex real-world phenomena can only be understood using models that make the abstract visible and provide explanations, predictions, descriptions, or simplifications. However, research has shown that students have difficulties understanding models used in science education in general, and particularly chemical bonding models. This thesis examines various aspects of the teaching and learning of chemical bonding, and its presentation in textbooks and by teachers. It is shown that the representations used by teachers and in textbooks can cause students to have difficulties in understanding, which teachers were generally unaware of. Teachers rarely justify their choices specifically to overcome students’ difficulties, suggesting that their knowledge of how to teach chemical bonding could be improved. A learning study in which teachers collaboratively explored and reflected on their own teaching practice significantly improved their presentation of chemical bonding, their awareness of students’ understanding, and their ability to justify their choices. Overall, this work shows that there is a gap between research and teaching practice, and that effective ways of incorporating research results into teaching practice are needed to improve teaching and learning in chemistry.
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Funcke, Matthew. "Developing high-fidelity mental models of programming concepts using manipulatives and interactive metaphors." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017929.
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It is well established that both learning and teaching programming are difficult tasks. Difficulties often occur due to weak mental models and common misconceptions. This study proposes a method of teaching programming that both encourages high-fidelity mental models and attempts to minimise misconceptions in novice programmers, through the use of metaphors and manipulatives. The elements in ActionWorld with which the students interact are realizations of metaphors. By simple example, a variable has a metaphorical representation as a labelled box that can hold a value. The dissertation develops a set of metaphors which have several core requirements: metaphors should avoid causing misconceptions, they need to be high-fidelity so as to avoid failing when used with a new concept, students must be able to relate to them, and finally, they should be usable across multiple educational media. The learning style that ActionWorld supports is one which requires active participation from the student - the system acts as a foundation upon which students are encouraged to build their mental models. This teaching style is achieved by placing the student in the role of code interpreter, the code they need to interpret will not advance until they have demonstrated its meaning via use of the aforementioned metaphors. ActionWorld was developed using an iterative developmental process that consistently improved upon various aspects of the project through a continual evaluation-enhancement cycle. The primary outputs of this project include a unified set of high-fidelity metaphors, a virtual-machine API for use in similar future projects, and two metaphor-testing games. All of the aforementioned deliverables were tested using multiple quality-evaluation criteria, the results of which were consistently positive. ActionWorld and its constituent components contribute to the wide assortment of methods one might use to teach novice programmers.
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Santos, Leandro Antonio dos. "ELABORAÇÃO DE UNIDADES DIDÁTICAS COMO ESTRATÉGIA CENTRAL PARA A COMPREENSÃO DOS MODELOS CIENTÍFICOS: UMA PROPOSTA BASEADA EM VIGOTSKI PARA O ESTUDO DO MOVIMENTO PONTA." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2016. http://tede2.uepg.br/jspui/handle/prefix/2143.
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Previous issue date: 2016-08-29Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This master dissertation describes the process of research, development and application of four teaching units addressed to the study of motion carried out at a public high school. In the teaching units were discussed concepts such as velocity, free fall and its relationship with the study of the inclined plane, gravity acceleration, simple pendulum and finally, the principle of conservation of the linear momentum. A better understanding of the physical contents was intended by emphasizing discussions concerning to the scientific models, the possible formalization schemes and their correspondent idealizations or approximations. By applying the teaching units, methodological tools were considered in the form of computer simulations, experimental activities, documentaries and experimental video presentations. Also, discussions of solved problems, general searches and debates were enforced. The Interactionist Social Theory due Vigostski was applied as the theoretical basis for the work. From that perspective, the social interaction in the classroom was further enhancing by promoting the exchange of ideas, an active involvement of the students and a permanent dialogue, that allowed the classroom teacher to work in the zone of proximal development acting as the mediator between the previous student knowledges and the scientific knowledge to be acquired. It also is emphasized the collaborative work with others physics teachers at Nearby Pubic High Schools that allowed the improvement of the present proposal.
Esta dissertação de mestrado descreve o processo de pesquisa, de elaboração e de aplicação de quatro unidades didáticas voltadas ao estudo do movimento, para estudantes do primeiro ano do Ensino Médio, de uma escola pública paranaense. Nas unidades de ensino são abordados conceitos como de velocidade, de queda livre e sua relação com o estudo do plano inclinado, de aceleração da gravidade e estudo do pêndulo simples e, por fim, do princípio da conservação da quantidade de movimento linear. Busca-se uma melhor compreensão dos conteúdos físicos privilegiando uma discussão conceitual dos modelos científicos, os possíveis esquemas de formalização e suas respectivas idealizações e aproximações. Ao aplicar as unidades didáticas, foram considerados procedimentos metodológicos na forma de simulações computacionais, atividades experimentais, exibição de documentários e experimentos em vídeo. Além disso, foram propostas discussões sobre a resolução de exercícios, pesquisas e debates. A Teoria Sociointeracionista de Vigostski é utilizada como base teórica para o trabalho. A partir dessa perspectiva, buscou-se valorizar a interação social em sala de aula, o intercâmbio de ideias, o envolvimento ativo dos estudantes, o diálogo permanente, possibilitando ao professor em sala de aula trabalhar na zona de desenvolvimento proximal, agindo como mediador entre o conhecimento que os estudantes já possuem e os conhecimentos científicos a serem adquiridos. Ressalta-se o perfil de trabalho colaborativo com os outros professores de física das Escolas Públicas próximas que permitiram o aperfeiçoamento da presente proposta.
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Alummoottil, Joseph Michael. "The spiral curriculum, integrated teaching and structured learning of mathematics at the secondary level." Thesis, Rhodes University, 1990. http://hdl.handle.net/10962/d1003654.
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The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.
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Rigby, Elaine Rose. "Modelling results of student evaluations to improve the quality of teaching in accounting departments." Thesis, Canberra, ACT : The Australian National University, 1995. http://hdl.handle.net/1885/133664.
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The Course Evaluation Questionnaire is a student evaluation instrument designed to
measure the teaching performance of academic organisational units. The statistical
qualities of its scales, as well as their sensitivity, reliability and validity have been
confirmed in other studies. This study situates the development of the CEQ within the
context of public sector reform in Australia, which emphasised accountability measured
through performance indicators. It reviews previous research using the CEQ and
attempts to apply the CEQ in a new way, by using responses from students who were
enrolled in a first year accounting subject at three established universities, to construct a
model which quantifies the relationship between students' overall satisfaction score and
certain variables which were tested for their contribution to students' satisfaction. The
variables which were found to make a statistically significant contribution to student
satisfaction were: good teaching; clear goals and standards; appropriate workload;
emphasis on student independence; gender; language background; and university. The
major conclusions reached are 1) that of the five CEQ scales good teaching appears to be
most strongly related to overall satisfaction and that positive effect is the same at all three
universities, 2) that gender affects satisfaction at all three universities and 3) that
language background has an effect at two universities. The implications of these findings
for quality teaching in accounting courses and for accounting education research are
discussed.
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Kramer, Phyllis Silverman. "Sexual stereotyping and the manipulation of female role models in Jewish Bible textbooks : a study in the history of biblical interpretation and its application to Jewish school curricula." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=41646.
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Having been a male dominated pursuit, Bible interpretation has long reflected a male bias and encouraged sexual stereotyping in the study of biblical characters. The history of Jewish Bible interpretation and the traditional Jewish emphasis on works of specific exegetes have, in turn, colored the educational materials used in Jewish school curricula and stereotypes have been perpetuated as elementary school children study the Bible. This thesis focuses on eight women in Scripture. After examining the Bible, selected rabbinic exegetical works are studied to see how this literature reflects or changes the Bible's image. A review of textbooks and teaching tools used for Bible study follows to see how these educational materials present the biblical women, whether or not they mirror classical Jewish perspectives on biblical women, and if they offer a varied portrait of the figures.
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QUEIROZ, Robson Oliveira. "A utilização de modelos didáticos, na forma de analogias, no ensino de isomeria 3D : uma investigação dos saberes docentes junto a professores de química." Universidade Federal Rural de Pernambuco, 2015. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5960.
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This research was carried out in order to examine how a group of three chemistry teachers of a federal educational institution experienced in the classroom at work a rather abstract content called the stereoisomerism or isomerism (3D), a term used in the research, aiming to contribute to the formation of this teachers class. This content involves geometrical isomerism and optical isomerism. This analysis involved the determination of educational models through the use of analogies used by teachers and the determination of knowledge mobilized by them during their classes or at least the knowledge that should be mobilized. Theteachers have given two lessons each on the isomerism (3D). These lessons were observed and shooted by a third agent and then the speeches of teachers were transcribed, and some observations were made about their ways of doing things in the classroom and the way theyexplained the contents. Preliminary analysis of the transcribed speech was carried out by an association between the steps taken by teachers in their classes using analogies and a rational use of methodology of analogies, the TWA (Teaching With Analogies). After an initial analysis of the teachers’ speeches a supplementary questionnaire was drawn up so that the teachers could answer itbased on these lines in the classroom and aiming to bring relations between the knowledge mobilized by teachers and analog models used in classes on the isomerism (3D). The results showed, in general, that teachers have used three types of analog models for their explanation of the isomerism (3D), concrete, operational and the model with multiple analogies. The teachers have used such models without rigor spontaneously and they have used analogies without worrying about the students' prior knowledge, for example, if they know the difference between the analogy used and the subject of the lesson. It was determined also that knowledge of the content, according to Shulman, presented by teachers is very significant; however, the curriculum knowledge and teaching are at lower levels than one would expect for such teachers who are experienced. Finally, we found some shortcomings regarding the training of these teachers, through the fault pointing the pedagogical reasoning that should have developed over the years, according to Shulman, as some steps you should follow and which relate to assessment during the process of reflection and teaching to resume the process, present in the pedagogical reasoning.
Esta pesquisa foi realizada com o objetivo de analisar o modo como um grupo de três professores de Química de uma instituição federal de ensino vivencia em sala de aula, em ação, portanto, um conteúdo de caráter bastante abstrato, denominado de estereoisomeria ou isomeria (3D), termo utilizado na pesquisa, objetivando-se contribuir para a formação dessa classe de professores. Esse conteúdo envolve a isomeria geométrica e a isomeria ótica. A análise envolveu a determinação dos modelos de ensino através da utilização de analogias, usada pelos professores, e a determinação dos saberes mobilizados por esses durante suas aulas ou, pelo menos, os saberes que deveriam ser mobilizados. Os professores ministraram duas aulas, cada um, sobre a isomeria (3D). Essas aulas foram observadas através da filmagem por um agente terceiro e depois foram transcritas as falas dos professores. Além disso, foram realizadas algumas observações sobre o modo de atuação dos professores em sala, bem como de suas explicações sobre o conteúdo. A análise preliminar das falas transcritas foi realizada fazendo uma associação entre os passos dados pelos professores em suas aulas, utilizando as analogias, e uma metodologia de uso racional das analogias, a TWA (Teaching With Analogies). Após uma primeira análise das falas dos professores, elaborou-se um questionário complementar para que os professores respondessem, baseando-se nessas falas em sala de aula e objetivando trazer as relações entre os saberes mobilizados pelos professores e os modelos analógicos utilizados nas aulas sobre a isomeria (3D). Os resultados indicaram, em linhas gerais, que os professores fazem uso de três tipos de modelos analógicos para suas explicações sobre a isomeria (3D): o concreto, o operacional e o modelo com múltiplas analogias. Os dados também mostram que os professores utilizam tais modelos desprovidos de rigor, de uma forma espontânea e que fazem uso das analogias sem se preocupar com o conhecimento prévio dos alunos, ou seja, se os estudantes sabem diferenciar a analogia que foi feita pelo professor do assunto alvo. Determinou-se também que o saber do conteúdo, segundo Shulman, apresentado pelos professores é bastante expressivo, todavia, os saberes do currículo e pedagógico estão aquém do que se esperaria para tais professores, que são experientes. Por fim, foram encontradas algumas deficiências com relação à formação desses professores, através do registro de problemas no raciocínio pedagógico. Esse procedimento pedagógico deveria ter sido desenvolvido ao longo dos anos, conforme Shulman, com alguns passos que deveriam ser seguidos. Esses passos estão relacionados à avaliação durante o processo de ensino e também à reflexão para retomar o processo, presentes no raciocínio pedagógico.
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Speller, Rowland. "An analysis of models of distributed leadership and the experiences of teaching staff in three secondary schools." Thesis, University of Kent, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544102.
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Caccavale, Lindsey Wood. "Investigating Professional Development Models that Assist Teachers in Developing High Quality Teaching Skills: An Action Research Study." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1499449931.
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Teacher effectiveness and collective efficacy are the leading factors in predicting student achievement (Donohoo, 2016; Eells, 2011; Hattie, 2012; Marzano, 2003; Stronge, Grant, & Xu, 2015; Wright, Horn, and Sanders 1997). as students in the United States continue to be out-performed by other nations, schools are charged with investigating ways to strengthen teacher effectiveness and increase the sense of collective efficacy amongst a school staff. This action research study investigated the effects on teacher reflection, teacher pedagogy, and collective efficacy after implementing three different types of peer observation models. Action research was purposefully chosen as the methodology for this study because of the vested interest in the outcomes by all those involved. Teachers were organized by grade level and randomly assigned to one of three intervention groups: lesson study, teaching and learning tours, and instructional rounds. Over a 12-week period of time, teachers engaged in their assigned type of peer observation a total of four times. Qualitative and quantitative data was collected consisting of pre- and post- Collective Efficacy Scales (CE-SCALE), semi-structured focus group interviews, and pre- and post- teacher observations using the Balanced Literacy Form. Findings supported that when teachers engaged in the different peer observation models, they were able to engage in deep reflection about their teaching and improve their pedagogy. There was no change in pre- and post- collective efficacy scores. This study hopes to inspire other groups of practitioners to use the action research process to identify problems that impact their personal learning environments, collect data, and use that data to determine a course for improvement.
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Harrison, Allan G. "Conceptual change in secondary chemistry : the role of multiple analogical models of atoms and molecules." Curtin University of Technology, Science and Mathematics Education Centre, 1996. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12238.
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Chemistry textbooks and teachers frequently use a variety of metaphors, analogies and models to describe atomic and molecular structures and processes. While it is widely believed that multiple analogical models encourage students to construct appropriate mental models of chemical phenomena, uncritical use of multiple analogical models may actually be responsible for a number of alternative conceptions in chemistry. Students hear and read about electron clouds and shells, atoms that are like miniature solar systems and balls, and molecules that are simultaneously represented by balls-and-sticks, joined spheres, electron-dot and structural diagrams. A strong case has been made that students try to integrate these diverse analogical models resulting in the generation of unscientific synthetic models. Conceptual change research programs also propose that carefully designed teaching and learning activities can stimulate students to exchange their intuitive and synthetic conceptions for more scientific conceptions.This thesis investigates the occurrence of students' intuitive and synthetic mental models of atoms and molecules at both a general and specific level. The investigations consisted in the first phase of semi-structured interviews with 48 Year 8-10 science students. While the data were predominantly qualitative the interviews also generated simple quantitative data. The second phase was wholly qualitative and involved the researcher as teacher' in the Year 11 class. Portfolios were compiled for each student in the class and six portfolios were interpreted to produce a set of case studies describing the students' learning about atoms, molecules and bonds. These data were derived from transcripts of class discussions and individual interviews; pre-tests, formative tests and post-tests; student essays and worksheets and analogical teaching events. The data were ++interpreted from a constructivist viewpoint with attention given to credibility, viability and transferability, and dependability. The desire to collect every piece of useful data was constrained by the ethical need to minimise the disruptive effect of the research on the students' normal learning.The first or general phase of this study investigated the question: With what models of atoms and molecules are lower secondary science students familiar? The interviews about atomic and molecular conceptions held by the Year 8-10 students found, for example, that some students confused atoms with cells because both have a nucleus, while others believed that electron shells enclose and protect the atom. All but two students visualised atoms with large nuclei and close static electrons. A majority of this student sample were confused by ball-and- stick molecular models and had a strong preference for space-filling molecular models because they were more 'real'.The second or specific phase of this study consisted of an in-depth study of the development of mental models of atoms, molecules and bonds by six Year 11 chemistry students over 40 weeks of instruction. This study investigated the question: Do systematically presented multiple analogical models help students change their conceptions of atoms, molecules and bonds in favour of the scientific view? The students' prior mental models of an atom were dominated by a solar system model with the electrons in simple shells. A variety of metaphors, analogical models and explanations emphasising the diffuse spaciousness of atoms helped three students restructure their conceptions in favour of the scientific concept. Students also were encouraged to identify the shared and unshared attributes of familiar molecular models and, in time, three students became competent multiple modellers. It is claimed that these three students ++
changed their conceptions of atoms and molecules in the sense that they realised that models are thinking and communicative tools, not reality itself. The significant change in these students' thinking was their recognition that atomic and molecular analogical models are context-dependent.The phase two study's pre-occupation with conceptual change or knowledge restructuring raised an important methodological question: Is a multi-dimensional approach a better way to interpret conceptual change learning? or, are the various theoretical perspectives on conceptual change complementary? The study's theoretical framework found that conceptual change learning can be interpreted from epistemological, ontological, motivational, holistic explanatory and developmental perspectives. The collection and analysis of the data showed that student modelling ability and Perry's model of intellectual development were powerful interpretive tools when data needed to be examined from multiple perspectives. The six case studies support the assertion that multi-dimensional interpretive frameworks have superior credibility and viability compared to uni-dimensional studies.Finally, the research raised several questions requiring further investigation. No direct support was found for the claim that dissatisfaction is central to conceptual change. This issue needs much more study due to the popularity of discrepant event teaching. While a multi-dimensional conceptual change model has been synthesised, this model needs further refinement as does the issue of how to monitor the status of students' conceptions. A most promising line of pedagogical research is the value of teaching scientific modelling through the use of multiple systematic analogical models.
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Gattenhof, Sandra Jane. "'Artnerships : effective models of arts and education partnerships." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/35835/1/35835_Digitised%20Thesis.pdf.
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Since 1984 there has been ongoing debate in arts and educational circles about School Touring Programs which provide performing arts programs to school audiences in school venues. John Emery published in Lowdown one of
the first articles to review and question the position of School Touring Programs in Australia. Emery spoke of "Queensland's get up and go" in relation to arts experiences provided to schools. It is true to say that
Queensland Arts Council's School Touring Program is the largest coordinated youth performing art program of its kind in Australia. But a question remains; how does this monolithic structure position teachers? Are they encouraged to be baby-sitters, wardens, consumers or partners in the
arts experience? As teachers in Queensland are required to meet syllabus outcomes they are a vital link in extending and deepening the live arts experience for students. Yet in the current climate Queensland teachers have little opportunity to become familiar with an art work, it's context or it's themes before it enters their schools. There is an urgent need for stronger dialogic mechanisms
between arts providers and teachers. Using a constructivist paradigm this thesis will illuminate how arts providers
and agencies, including Queensland Arts Council, in Australian states and territories can develop partnerships with schools to enhance outcomes for students and teachers in arts education. Drawing upon observations and understandings of the three arts education models in the United States of America - Wolf Trap Institute for Early Learning in the Arts, Virginia; Performing Arts Centers and This model encourages teachers to play a more proactive role in rich learning experience that is part of a live theatre experience. The model supports teacher and student engagement with live arts experiences and has the potential to work in Queensland, in Australia and beyond. This challenging and exciting opportunity for teachers and
artists will seek to extend their thinking and develop aesthetic education opportunities and resources to support the first hand experience of art.
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Francoeur, Eric. "The forgotten tool : a socio-historical analysis of the development and use of mechanical molecular models in chemistry and allied disciplines." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/NQ44433.pdf.
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Drechsler, Michal. "Models in chemistry education : A study of teaching and learning acids and bases in Swedish upper secondary schools." Doctoral thesis, Karlstad University, Faculty of Technology and Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-783.
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This thesis reports an investigation of how acid-base models are taught and understood in Swedish upper secondary school. The definition of the concepts of acids and bases has evolved from a phenomenological level to an abstract (particle) level. Several models of acids and bases are introduced in Swedish secondary school. Among them an ancient model, the Arrhenius model and the Brønsted model. The aim of this study was to determine how teachers handle these models in their teaching. Further, to investigate Swedish upper secondary students’ ideas about the role of chemistry models, in general, and more specific, of models of acids and bases. The study consisted of two parts. First, a study was performed to get an overview of how acids and bases are taught and understood in Swedish upper secondary schools. It consisted of three steps: (i) the most widely used chemistry textbooks for upper secondary school in Sweden were analysed, (ii) six chemistry teachers were interviewed, and, (iii) finally also seven upper secondary school students were interviewed. The results from this study were used in the second part which consisted of two steps: (i) nine chemistry teachers were interviewed regarding their pedagogical content knowledge (PCK) of teaching acids and bases, and (ii) a questionnaire was administered among chemistry teachers of 441 upper secondary schools in Sweden. The results from the interviews show that only a few teachers chose to emphasise the different models of acids and bases. Most of the teachers thought it was sufficient to distinguish clearly between the phenomenological level and the particle level. In the analysis of the questionnaire three subgroups of teachers were identified. Swedish upper secondary chemistry teachers, on the whole, had a strong belief in the Brønsted model of acids and bases. However, in subgroup one (47 %) teachers’ knowledge of how the Brønsted model differs from older models was limited and diverse. Teachers in subgroup two (38 %) and three (15 %) seemed to understand the differences between the Brønsted model and older models, but teachers in subgroup 2 did not explain the history of the development of acids and bases in their teaching. Instead they (as teachers in subgroup one) relied more on the content in the textbooks than teachers in the third subgroup. Implications for textbook writers, teaching, and further research are discussed.