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.
Full textJusti, 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.
Full textGraves, 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.
Full textMcBrayer, Mickey Charles. "Calibration of groundwater flow models for modeling and teaching /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Full textBasadien, 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.
Full textOver 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.
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.
Full textChittleborough, 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.
Full textChittleborough, 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.
Full textThe 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.
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.
Full textA 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.
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.
Full textAdbo, 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.
Full textLoesch, 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.
Full textBeyrouthy, Camille. "Models, solution methods and threshold behaviour for the teaching space allocation problem." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/10576/.
Full textGray, 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.
Full textCleamons, Vincient. "Education Models for Teaching Adults about Modifying Dietary Carbohydrate and Controlling Weight." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4780.
Full textSassoon, 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.
Full textChung, 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.
Full textThomas, 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.
Full textKavogli, 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.
Full textLewis, Gregory Paul. "Repeated Reading: Testing Alternative Models for Efficient Implementation." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1171.
Full textNetzell, 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.
Full textJones, Heather Patti. "Researching Effective Methods for Teaching the Phases of the Moon." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3865.
Full textSauer, 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.
Full textNg, 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.
Full textJones, Michael Anthony. "Models for educating architects in this century and the next." Diss., Georgia Institute of Technology, 1989. http://hdl.handle.net/1853/23347.
Full textThomas, 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.
Full textSinclair, 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.
Full textPinto, 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/.
Full textIn 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.
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.
Full textThis 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.
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/.
Full textHarrison, 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.
Full textGopalakrishnan, Sucharita. "Development of Web-Based Educational Modules for Testing VHDL Models of Digital Systems." Thesis, Virginia Tech, 1997. http://hdl.handle.net/10919/36893.
Full textMaster of Science
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.
Full textArmstrong, 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.
Full textVan, 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.
Full textSchürmann, 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.
Full textBecker, 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.
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.
Full textMany 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.
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.
Full textSantos, 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.
Full textCoordenação 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.
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.
Full textRigby, 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.
Full textKramer, 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.
Full textQUEIROZ, 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.
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.
Full textCaccavale, 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.
Full textHarrison, 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.
Full textinterpreted 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.
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.
Full textFrancoeur, 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.
Full textDrechsler, 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.
Full textThis 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.