Thèses : « Scienza pedagogica »

1

BRAMBILLA, ROSSANA. « La differenza pedagogica. Consistenza e funzionamento del "campo" educativo ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2009. http://hdl.handle.net/10281/25187.

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Nonostante i suoi sforzi, il sapere pedagogico risulta ancora incapace di dire qualcosa di nuovo, rispetto agli altri saperi, circa l’educazione, la società e la cultura. Mentre la pedagogia si impegna soprattutto a produrre una sempre maggior quantità di finalità educative, la sua possibilità di dire qualcosa di nuovo circa l’educazione sembra invece legata a una inesplorata interpretazione di tre concetti importanti: quelli di scienza, epistemologia e critica. Assunti radicalmente, questi tre concetti potrebbero cambiare il rapporto tra la pedagogia e l’educazione, colmando anche la storica e riconosciuta spaccatura tra teoria pedagogica e prassi educativa. Nella seconda parte del lavoro, ho studiato e analizzato il pensiero pedagogico di Riccardo Massa, evidenziandone la capacità di rispondere proprio a quei criteri di scientificità e criticità. Massa propone di studiare l’educazione nei termini di uno specifico “campo” di esperienza . Seguendo per primo questa strada, il pedagogista arriva alla formulazione di una precisa teoria della consistenza e del funzionamento del campo educativo . L’educazione, secondo lui, funziona come un “dispositivo”, cioè come un meccanismo, fatto di specifici elementi e di specifici livelli di forza. Nel terzo passaggio del lavoro, al fine di mostrare la capacità trasformativa della teoria massiana – in termini di lettura e progettazione delle pratiche educative –, ho avanzato una proposta di strutturazione e gestione alternative per dei reparti ospedalieri di riabilitazione, e anche una nuova idea di progettazione e conduzione del lavoro educativo con le famiglie.
Though its toils, pedagogy is still unable to say something new about education, society and culture. It continues only to produce all sort of teleologies, that is a large quantity of finalities for education. On the contrary, possibility to say something new about education seems linked to a new interpretation of three important concepts: science, epistemology and criticism. They could really let pedagogy to start a new connection with its object (education). In the second part of the work, I try to think of Riccardo Massa’s speech again. I consider his pedagogy as a new theory, able to think education as a particular “field” of experience. Education, in the opinion of Riccardo Massa, is a “device”, that is a mechanism made by specific elements and specific force levels. In the third part of the research, first, I try to use “device” theory to show a new possible way to structure and to run a rehabilitation ward. Finally, I try to use the same theory to show a new possible way to plan educational work with children families.

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Dahlin, Carl-Johan. « Pedagogiska metoder och spel : En jämförelse mellan användandet av pedagogik i utbildningsspel och underhållningsspel ». Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4151.

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Denna rapport redovisar resultatet av en analys som syftar till att identifiera pedagogiska metoder i utbildningsspel respektive underhållningsspel. Undervisningspotentialen i kommersiella underhållningsspel diskuteras ofta och anses kunna vara ett mycket bra sätt att motivera genom underhållning samtidigt som det är utbildande. Dock har inte många jämförelser genomförts mellan de pedagogiska fördelarna, nackdelarna och skillnaderna mellan underhållningsspelen och de kommersiella spel som specifikt har i syfte att utbilda. Analysens syfte är att undersöka pedagogiska metoder i två underhållningsspel och två utbildningsspel för att ta reda på om underhållningsspelen (oavsett om det gäller kunskap om spelet eller separata kunskaper) använder sig av ett större antal pedagogiska metoder än utbildningsspelen. Genom att analysera användandet av pedagogiska metoder i spel bör fördelar och nackdelar kunna hittas för att kunna förbättra utvecklingen av framtida utbildningsspel. Detta med utgångspunkt i att användningen av flera pedagogiska metoder under utlärning (s.k. multimodalitet) är fördelaktigt för att maximera lärandepotentialen. De pedagogiska metoderna har sin utgångspunkt i fyra inriktningar inom pedagogisk psykologi (behaviorism, kognitivism, konstruktivism och socio-kulturellt lärande). Dessa ställs i förhållande till ett antal spelegenskaper (utmaningar/regler, användargränssnitt, interaktionsmodell, bakgrundsberättelse och estetik/grafisk utformning) hos spelen för att identifiera pedagogiska metoder och placera in dem i aktuella spelegenskaper. Resultatet presenteras i form av ett antal matriser över förhållandet mellan pedagogiska metoder och spelegenskaper. Resultatet visar att ett marginellt större antal pedagogiska metoder kan identifieras i underhållningsspelen men att detta inte är något generellt resultat som kan sägas vara slutgiltigt då en mängd felkällor finns och antalet analyserade spel är för lågt.

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BREDENBERG, OLSSON LARS, et HANNA FAST. « Pedagogik Education science KOMMUNIKATION : - ett ledarperspektiv ». Thesis, Mittuniversitetet, Avdelningen för utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-25939.

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4

Cawood, Anthony Robin. « The relation between pedagogic text and pedagogic practice : a study of two grade seven science classes ». Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/13502.

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Includes bibliographical references (leaves 124-130).
Underlying the research is a concern regarding the implications of the nature of pedagogic text for the specialization of student consciousness. The thesis uses a theoretical approach that is grounded on Bernstein’s notions of classification, specialization and knowledge structures. The analysis of the pedagogic texts reveals two contrasting textual modalities: independent and dependent texts. Two differing pedagogic practices emerge: localized and generalized practices. The key differences between these modalities are the strength of the classification of teacher voice and text voice and everyday and scientific knowledge exhibited in pedagogic practice. It is suggested that strong classification of teacher voice and text voice facilitates an orientation to meaning that privileges the authority of written texts over spoken context embedded discourse.

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Acton, Donald, Kimberly Voll, Steven Wolfman et Benjamin Yu. « Pedagogical Transformations in the UBC CS Science Education Initiative ». ACM, 2009. http://hdl.handle.net/2429/8884.

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The UBC CS Science Education Initiative (CSSEI) has resulted in a number of research projects. New teaching methods and student assessment instruments are introduced to engage student learning and evaluations of their understanding. In this paper, we report four of these recent initiatives and their initial findings.

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6

Galignano, Marco <1974&gt. « La risonanza olistica. Arte, pedagogia e scienza della voce nelle culture dello spettacolo ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/3067/1/Galignano_Marco_tesi_La_Risonanza_Olistica.pdf.

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La ricerca impostata considera campi disciplinari specifici e distinti, verso la loro integrazione, mirando a produrre un avanzamento relativo alla scienza della voce attraverso la pratica e lo studio della sua applicazione in campo artistico. A partire dall’analisi delle teorie novecentesche relative alla fonazione nel mondo della scena (Antonin Artaud, Stanislavskij e altri) per giungere alle acquisizioni prodotte dalle terapie corporee e vocali (Tomatis, Lowen, Wilfart in particolare), Marco Galignano ha sviluppato un percorso originale che è passato inoltre attraverso lo studio della pratica di una serie di artisti contemporanei (tra cui Baliani, Belli, Bergonzoni, Jodorowski, Hera, Lucenti e Manfredini) e di pedagoghi e terapeuti (da Serge Wilfart al maestro Paolo Zedda). Galignano ha inoltre riferito, nel suo lavoro, gli esiti della sua personale esperienza di formatore, sviluppata a Bologna all’interno di diversi Dipartimenti dell’Università Alma Mater, del Conservatorio di Musica G.B. Martini, dell’Accademia di Belle Arti e del Teatro Duse in particolare. L’obiettivo della tesi è dunque quello di fondare le basi teoriche per una rinnovata pedagogia vocale, a partire dalla possibile riscoperta del suono naturale fino a giungere alle potenzialità terapeutiche ed artistiche del linguaggio. Gli obiettivi di questo lavoro contemplano l’istituzione di una nuova modalità pedagogica, la sua diffusione attraverso una presentazione opportunamente composta e la sua inscrizione in diverse occorrenze artistiche e professionali. Molte le personalità di spicco del panorama internazionale della scienza e dell’arte della voce che hanno contribuito, negli anni, alla presente ricerca: Francesca Della Monica, insegnante di canto e performer, Tiziana Fuschini, logopedista, Franco Fussi, foniatra, Silvia Magnani, foniatra ed esperta di teatro, Gianpaolo Mignardi, logopedista, Dimitri Pasquali, pedagogo, Livio Presutti, medico chirurgo otorinolaringoiatra, Simonetta Selva, medico dello sport, Serge Wilfart, terapeuta della voce, Paolo Zedda, professore di canto in diverse realtà e Maestro di dizione al Conservatorio Nazionale di Parigi, e molti altri, oltre agli artisti citati in fondo, con le loro ricerche hanno contribuito direttamente alla redazione dell’elaborato finale, che mira a fondare le basi di una rinnovata pedagogia vocale per il teatro in Italia. La ricerca vuole infatti colmare in parte la penuria di apporti scientifici specificamente rivolti alla formazione vocale dell’attore teatrale. II lavoro vorrebbe inoltre raccogliere l’eredita di quei teorici, maestri e registi-pedagoghi che nel Novecento hanno posto le basi per la formazione dell’attore, e al tempo stesso prolungare la linea genealogica che da Stanislavskji trascorre in Grotowski, senza escludere esperienze fondate su presupposti alternativi alla formazione del repertorio vocale del performer: psicofisicità, terapie olistiche, fisica quantistica. Come accennato, una parte della ricerca è stata condotta in collaborazione col Prof. Franco Fussi, correlatore, e grazie al lavoro di redazione nel gruppo della rivista Culture Teatrali, diretto da Marco De Marinis, relatore. II percorso ha inteso infatti sviluppare alcune delle linee di ricerca aperte da Fussi virandole verso lo specifico dell’attività e del training vocale dell’attore, e ha avuto una tappa di verifica rilevante nel Convegno Internazionale di Foniatria e Logopedia “La Voce Artistica” di cui Fussi è direttore, a cui Galignano ha partecipato in veste di relatore. 1. II concetto guida del lavoro di Galignano risiede nell’idea di vibrazione e nel rapporto che questa intrattiene col suono. Il suono, per l’essere umano, costituisce la base materiale della fonazione, del linguaggio codificato comunitariamente così come dei particolari idioletti in continua evoluzione, basi della comunicazione verbale e paraverbale. Il linguaggio umano è costituito principalmente da sonorità vocale e da articolazione consonantica (rumori), e cioè composto di suoni armonici e di rumori prodotti da apparati articolari del corpo che risultano efficaci solo se integrati nel corpo da cui originano. A partire da un tentativo di definizione di salute corporea e di equilibrio psicofisico, attraverso l’analisi della rigenerazione cellulare e delle dinamiche comportamentali, Galignano definisce scientificamente la lingua parlata come emersione di codici comunicativi che originano da una schematizzazione del mondo intimo-personale del soggetto e si fondano su memorie molecolari, sull’attitudine comportamentale abituale, tra spontaneità, automatismi e capacità episodica di attenzione psicofisica. Ciò costituisce, per Galignano, la “risonanza olistica” alla base dell’efficacia comunicativa in sede pedagogica. L’argomento, che verrà sviluppato per la presentazione editoriale dell’elaborato e di cui la tesi di dottorato è solo una prima tappa in fieri, è stato sviscerato anche sulla base di nozioni di fisica classica e di fisica quantistica. Ciò senza dimenticare gli studi approfonditi sulla vocalità in ambito filosofico, da Bologna a Cavarero, da Napolitano a Zumthor. La tesi è composta attraverso una progressione che, a partire da una dichiarazione di poetica, trascorre poi verso l’analisi della fisiologia e della psicologia della voce, per approdare a una zona di approfondimento scientifico, teorico ed empirico, di una serie di metodi d’avanguardia di abilitazione e riabilitazione. In ultimo, come appendice, vengono riferiti i risultati del percorso laboratoriale condotto nel corso degli anni del dottorato di ricerca. Le esperienze sul campo maturate nell’ambito dell’attività pedagogica e laboratoriale si sono inoltre sviluppate a partire da un Progetto Strategico d’Ateneo dell’Università di Bologna intitolato “La Voce nel Corpo. La Recitazione e il Movimento Coreografico”, di cui Marco Galignano è responsabile scientifico. Un tempo specifico della tesi di dottorato è dunque composto a partire dai risultati maturati attraverso le varie azioni, laboratoriali e artistiche, che fin qui il progetto “La Voce nel Corpo” ha prodotto. In definitiva, attraverso il tessuto composto da esperienze pedagogiche, pratica artistica e ricerca scientifica, la tesi di dottorato di Galignano, work in progress, mira a comporre un sistema integrato, teorico-pratico, per l’insegnamento e la trasmissione di una specifica tecnica vocale calata nella pratica attoriale, ma utile a fini ulteriori, da quello riabilitativo fino alle tecniche di cura del sé su cui s’e appuntata la riflessione filosofica erede della teoresi artaudiana. La parte conclusiva della ricerca riguarda i suoi possibili futuri sviluppi, specifici, impostati attraverso la collaborazione, attuale, passata o in divenire, con artisti quali Marco Baliani, Matteo Belli, Alessandro Bergonzoni, Albert Hera, Michela Lucenti, Danio Manfredini e altri a cui Marco Galignano è particolarmente riconoscente.

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Galignano, Marco <1974&gt. « La risonanza olistica. Arte, pedagogia e scienza della voce nelle culture dello spettacolo ». Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2010. http://amsdottorato.unibo.it/3067/.

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Résumé :

La ricerca impostata considera campi disciplinari specifici e distinti, verso la loro integrazione, mirando a produrre un avanzamento relativo alla scienza della voce attraverso la pratica e lo studio della sua applicazione in campo artistico. A partire dall’analisi delle teorie novecentesche relative alla fonazione nel mondo della scena (Antonin Artaud, Stanislavskij e altri) per giungere alle acquisizioni prodotte dalle terapie corporee e vocali (Tomatis, Lowen, Wilfart in particolare), Marco Galignano ha sviluppato un percorso originale che è passato inoltre attraverso lo studio della pratica di una serie di artisti contemporanei (tra cui Baliani, Belli, Bergonzoni, Jodorowski, Hera, Lucenti e Manfredini) e di pedagoghi e terapeuti (da Serge Wilfart al maestro Paolo Zedda). Galignano ha inoltre riferito, nel suo lavoro, gli esiti della sua personale esperienza di formatore, sviluppata a Bologna all’interno di diversi Dipartimenti dell’Università Alma Mater, del Conservatorio di Musica G.B. Martini, dell’Accademia di Belle Arti e del Teatro Duse in particolare. L’obiettivo della tesi è dunque quello di fondare le basi teoriche per una rinnovata pedagogia vocale, a partire dalla possibile riscoperta del suono naturale fino a giungere alle potenzialità terapeutiche ed artistiche del linguaggio. Gli obiettivi di questo lavoro contemplano l’istituzione di una nuova modalità pedagogica, la sua diffusione attraverso una presentazione opportunamente composta e la sua inscrizione in diverse occorrenze artistiche e professionali. Molte le personalità di spicco del panorama internazionale della scienza e dell’arte della voce che hanno contribuito, negli anni, alla presente ricerca: Francesca Della Monica, insegnante di canto e performer, Tiziana Fuschini, logopedista, Franco Fussi, foniatra, Silvia Magnani, foniatra ed esperta di teatro, Gianpaolo Mignardi, logopedista, Dimitri Pasquali, pedagogo, Livio Presutti, medico chirurgo otorinolaringoiatra, Simonetta Selva, medico dello sport, Serge Wilfart, terapeuta della voce, Paolo Zedda, professore di canto in diverse realtà e Maestro di dizione al Conservatorio Nazionale di Parigi, e molti altri, oltre agli artisti citati in fondo, con le loro ricerche hanno contribuito direttamente alla redazione dell’elaborato finale, che mira a fondare le basi di una rinnovata pedagogia vocale per il teatro in Italia. La ricerca vuole infatti colmare in parte la penuria di apporti scientifici specificamente rivolti alla formazione vocale dell’attore teatrale. II lavoro vorrebbe inoltre raccogliere l’eredita di quei teorici, maestri e registi-pedagoghi che nel Novecento hanno posto le basi per la formazione dell’attore, e al tempo stesso prolungare la linea genealogica che da Stanislavskji trascorre in Grotowski, senza escludere esperienze fondate su presupposti alternativi alla formazione del repertorio vocale del performer: psicofisicità, terapie olistiche, fisica quantistica. Come accennato, una parte della ricerca è stata condotta in collaborazione col Prof. Franco Fussi, correlatore, e grazie al lavoro di redazione nel gruppo della rivista Culture Teatrali, diretto da Marco De Marinis, relatore. II percorso ha inteso infatti sviluppare alcune delle linee di ricerca aperte da Fussi virandole verso lo specifico dell’attività e del training vocale dell’attore, e ha avuto una tappa di verifica rilevante nel Convegno Internazionale di Foniatria e Logopedia “La Voce Artistica” di cui Fussi è direttore, a cui Galignano ha partecipato in veste di relatore. 1. II concetto guida del lavoro di Galignano risiede nell’idea di vibrazione e nel rapporto che questa intrattiene col suono. Il suono, per l’essere umano, costituisce la base materiale della fonazione, del linguaggio codificato comunitariamente così come dei particolari idioletti in continua evoluzione, basi della comunicazione verbale e paraverbale. Il linguaggio umano è costituito principalmente da sonorità vocale e da articolazione consonantica (rumori), e cioè composto di suoni armonici e di rumori prodotti da apparati articolari del corpo che risultano efficaci solo se integrati nel corpo da cui originano. A partire da un tentativo di definizione di salute corporea e di equilibrio psicofisico, attraverso l’analisi della rigenerazione cellulare e delle dinamiche comportamentali, Galignano definisce scientificamente la lingua parlata come emersione di codici comunicativi che originano da una schematizzazione del mondo intimo-personale del soggetto e si fondano su memorie molecolari, sull’attitudine comportamentale abituale, tra spontaneità, automatismi e capacità episodica di attenzione psicofisica. Ciò costituisce, per Galignano, la “risonanza olistica” alla base dell’efficacia comunicativa in sede pedagogica. L’argomento, che verrà sviluppato per la presentazione editoriale dell’elaborato e di cui la tesi di dottorato è solo una prima tappa in fieri, è stato sviscerato anche sulla base di nozioni di fisica classica e di fisica quantistica. Ciò senza dimenticare gli studi approfonditi sulla vocalità in ambito filosofico, da Bologna a Cavarero, da Napolitano a Zumthor. La tesi è composta attraverso una progressione che, a partire da una dichiarazione di poetica, trascorre poi verso l’analisi della fisiologia e della psicologia della voce, per approdare a una zona di approfondimento scientifico, teorico ed empirico, di una serie di metodi d’avanguardia di abilitazione e riabilitazione. In ultimo, come appendice, vengono riferiti i risultati del percorso laboratoriale condotto nel corso degli anni del dottorato di ricerca. Le esperienze sul campo maturate nell’ambito dell’attività pedagogica e laboratoriale si sono inoltre sviluppate a partire da un Progetto Strategico d’Ateneo dell’Università di Bologna intitolato “La Voce nel Corpo. La Recitazione e il Movimento Coreografico”, di cui Marco Galignano è responsabile scientifico. Un tempo specifico della tesi di dottorato è dunque composto a partire dai risultati maturati attraverso le varie azioni, laboratoriali e artistiche, che fin qui il progetto “La Voce nel Corpo” ha prodotto. In definitiva, attraverso il tessuto composto da esperienze pedagogiche, pratica artistica e ricerca scientifica, la tesi di dottorato di Galignano, work in progress, mira a comporre un sistema integrato, teorico-pratico, per l’insegnamento e la trasmissione di una specifica tecnica vocale calata nella pratica attoriale, ma utile a fini ulteriori, da quello riabilitativo fino alle tecniche di cura del sé su cui s’e appuntata la riflessione filosofica erede della teoresi artaudiana. La parte conclusiva della ricerca riguarda i suoi possibili futuri sviluppi, specifici, impostati attraverso la collaborazione, attuale, passata o in divenire, con artisti quali Marco Baliani, Matteo Belli, Alessandro Bergonzoni, Albert Hera, Michela Lucenti, Danio Manfredini e altri a cui Marco Galignano è particolarmente riconoscente.

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GHILARDI, Caterina. « Scienze Motorie e disabilità : un’indagine empirica e un paradigma pedagogico che integra ». Doctoral thesis, Università degli studi di Bergamo, 2016. http://hdl.handle.net/10446/61972.

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Nyirenda, Euginia Mukhala. « Zambian Secondary School Pre-service science Teachers' Pedagogical Orientations and Beliefs about science Teaching ». OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1711.

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The purpose of this explanatory sequential mixed methods study was fourfold: examine the pre-service science teachers' pedagogical orientations about science teaching; examine the pre-service science teachers' beliefs about science teaching; establish the extent to which the pre-service science teachers' pedagogical orientations correlate with their beliefs; and establish factors that shape the pedagogical orientations and beliefs of pre-service science teachers. A sample comprised 140 secondary school pre-service science teachers at three universities in Zambia. There were 102 males and 38 females. In the first phase, data were collected using the Pedagogy of Science Teaching Test (POSTT) that was adapted to suit the Zambian curriculum, and the Teacher Beliefs Interview (TBI) protocol. Whereas, in the second phase, a semi-structured interview was used to collect data. Twelve pre-service science teachers were interviewed to solicit in-depth information on the findings from the POSTT and TBI protocol.

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Ferzli, Miriam. « The Laboratory Report : A Pedagogical Tool in College Science Courses ». NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-04012003-200806/.

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When viewed as a product rather than a process that aids in student learning, the lab report may become rote, busywork for both students and instructors. Students fail to see the purpose of the lab report, and instructors see them as a heavy grading load. If lab reports are taught as part of a process rather than a product that aims to "get the right answer," they may serve as pedagogical tools in college science courses. In response to these issues, an in-depth, web-based tutorial named LabWrite (www.ncsu.edu/labwrite) was developed to help students and instructors (www.ncsu.edu/labwrite/instructors) understand the purpose of the lab report as grounded in the written discourse and processes of science. The objective of this post-test only quasi-experimental study was to examine the role that in-depth instruction such as LabWrite plays in helping students to develop skills characteristic of scientifically literate individuals. Student lab reports from an introductory-level biology course at NC State University were scored for overall understanding of scientific concepts and scientific ways of thinking. The study also looked at students? attitudes toward science and lab report writing, as well as students? perceptions of lab reports in general. Significant statistical findings from this study show that students using LabWrite were able to write lab reports that showed a greater understanding of scientific investigations (p<.003) and scientific ways of thinking (p<.0001) than students receiving traditional lab report writing instruction. LabWrite also helped students develop positive attitudes toward lab reports as compared to non-LabWrite users (p<.01). Students using LabWrite seemed to perceive the lab report as a valuable tool for determining learning objectives, understanding science concepts, revisiting the lab experience, and documenting their learning.

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

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

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Owusu, Kofi Acheaw. « Assessing New Zealand high school science teachers' technological pedagogical content knowledge ». Thesis, University of Canterbury. Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9254.

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Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers’ TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand’s high school science teachers in general had a high perception of their understanding of TPACK and its related constructs. Science teachers had high mean scores on all the constructs on a five- point Likert scale except technological knowledge. There is thus an indication that science teachers in New Zealand perceived themselves as being able to teach with technology effectively. Correlation analysis revealed that all six constructs correlated significantly with TPACK (also referred to as TPCK). Multiple and stepwise regression analyses revealed that Technological Pedagogical Knowledge (TPK) and Technological Content Knowledge (TCK) made statistically significant unique contributions to Technological Pedagogical Content Knowledge (TPCK). Pre-registered teachers indicated that their levels of TCK and Pedagogical Content Knowledge (PCK) were lower than more experienced teachers. This implied that recently graduated teachers found it difficult to appropriate the affordances of technology to affect the content they taught. Also, these recently graduated teachers lacked the experience to represent content in a format that made it comprehensible to their learners. The contextual factors that influenced teachers’ use of technology as well as teachers’ TPACK levels were investigated through multiple embedded case studies of six teachers who were regular users of technology in their teaching. The case studies revealed that science teachers used technology to support inquiry learning in a wide range of ways in lower levels of high school but mostly to clarify concepts and theories when it came to the senior level of high school. Teachers demonstrated different levels of expertise and engagement in the use of technology for transferring different types of knowledge from one teaching and learning context to another and for addressing differences amongst learners. This signalled that science teachers’ TPACK apparent developmental levels shifted depending on the context of the assessment requirements of the students. This is a major finding in this study because although previous researchers have assumed that context influences teachers’ TPACK characteristics and development, this study provides evidence of how specific aspects of context influences teachers’ TPACK. This evidence shows examples of how the development of an individual’s TPACK can be considered as dynamic where the interacting constructs and characteristics shift and change based on the context. The recommendations from this study propose that teacher education programmes should ensure that there is a focus on teaching preservice teachers how to appropriate the affordances of technology to teach specific content instead of teaching one technology skills based course. The evidence from this study indicates that teachers in New Zealand schools use collegial approaches in the use of technology. Therefore professional learning programmes should target groups of teachers in the same school or cluster of schools rather than targeting individual teachers. This will enable teachers to share ideas and provide leadership for their colleagues in terms of how to use technology. Again, technology related professional development programmes should move away from enriching teachers’ technological skills to emphasising how teachers can appropriate the affordances of technology in their classroom practices to meet their instructional goals as well as students’ learning outcomes. There is a consequent obligation for teacher educators, educationists and stakeholders to enable teachers to understand how best to harness the increased knowledge retrieval capacity that Information and Communication Technology affords, its information sharing abilities as well as the capacity to engage young people to act as experimenters, designers and creators of knowledge.

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Katsh-Singer, Rebecca. « District Science Leaders : Beliefs and Pedagogical Content Knowledge for Scientific Argumentation ». Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106720.

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Thesis advisor: Katherine L. McNeill
The Next Generation Science Standards (NGSS) represent a significant shift in the goals of U.S. science education. Instead of a focus solely on content acquisition, the NGSS aim to engage students in the practices of science. Teachers will require substantial support, in large part from science leaders at the district level, to change their instruction to accomplish this vision. However, little is known about how these leaders conceptualize the NGSS. Therefore, this dissertation utilizes a sensemaking theoretical framework to explore the beliefs and pedagogical content knowledge (PCK) of district science leaders about one of the NGSS science practices, scientific argumentation. Greater understandings of these constructs can aid in designing appropriate supports for district leaders and meeting the challenges of implementing the NGSS. Fifty-three district leaders from states that have adopted the NGSS participated in a survey focused on their beliefs and PCK for argumentation. After the administration of the survey, 10 district leaders who represented a range of states and beliefs were selected for follow-up interviews. These interviews were semi-structured and focused on the same areas of belief as in the survey. The findings from the surveys and interviews indicate that most district science leaders are supporters of the NGSS and believe that scientific argumentation offers important benefits for students. Many leaders referenced one or more of the NGSS science practices in their descriptions of effective science education and asserted that they believe that the NGSS will require teachers in their districts to make substantial changes in their current instruction. However, some leaders also maintained their beliefs in the effectiveness of traditional instructional methods that are not compatible with the NGSS, and few leaders mentioned critique as an essential component of argumentation. In addition, many leaders demonstrated challenges in their PCK for argumentation, specifically related to evidence and reasoning in scientific arguments and the role of critique in dialogical interactions. Therefore, supporting leaders to develop more accurate conceptions and knowledge of the NGSS and argumentation should be a priority for districts nationwide
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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

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

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Smith, Tara Blue Moon. « The Praxis of Science Fiction : Pedagogies for Social Change ». Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/27587.

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This thesis considers the literary genre of science fiction as generative of social change. In examining the genre from three different perspectives — the writers, the works and pedagogy — it demonstrates the importance of science fiction as a creative framework through which society can be examined and, as a site from which new ways of thinking may emerge. First-hand qualitative and quantitative data have been used to demonstrate that writers of science fiction purposively create didactic and meaningful work with the intention of influencing the ethical perspectives of their readers. This thesis also undertakes three thematic case studies focusing on ideas about religion, ecology and Artificial Intelligence (A.I.) explored in science fiction. These themes are analysed via an ethical and interpretative method, to distil the core philosophical ideas from six textual examples. In particular, this thesis focuses on Walter Miller Junior’s A Canticle for Leibowitz (1959) and Dumb Waiter (1952), Olaf Stapledon’s Star Maker (1937), Kim Stanley Robinson’s New York 2140 (2017), George Turner’s The Sea and Summer (1987) and Harlan Ellison’s I Have No Mouth and I Must Scream (1967). To conclude this examination of the relationship between science fiction and social change, this thesis presents a tertiary curriculum that utilises science fiction to promote positive social change among students. This thesis presents a unique approach to literary studies. It combines the social science methodologies of data analysis and interviews with close textual readings of selected texts, and finally the practice of curriculum design. In integrating these multiple dimensions, this thesis highlights the intention and potential of the science fiction genre to promote positive collective change. This thesis offers a unique way of evaluating science fiction that is aimed at better understanding real-world challenges, including cultural difference and environmental concerns.

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Williams, Stephen D. « Improving usability of pedagogical computer emulation interfaces ». Thesis, American University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1545764.

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Computer emulations, simulating real or imagined computer systems, are a valuable tool to quickly gain understanding of computer architecture and software. Existing computer emulation systems offer useful but limited visualization and interaction. This paper addresses improving usability of pedagogical computer emulator interfaces with the application of published design principles informed by research into visuospatial ability. The results include a survey of promising techniques addressing similar problems and suggestions for application. Along with supporting work extending a publicly available Java-based PC emulator to enable use of the popular Processing visualization development environment, this provides a well-developed design and implementation framework for future improvements by interested parties.

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Milne, Catherine E. « The pedagogical implications of teacher personal philosophies of science in the school science classroom : an interpretive study ». Thesis, Curtin University, 1993. http://hdl.handle.net/20.500.11937/1205.

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This thesis addresses the problematic relationship between teacher personal philosophies of science and teacher pedagogy. The research literature on philosophy of science and its impact on science education identifies the persistence and pervasiveness of traditional philosophies of science, such as inductive-empiricism and positivism, that misrepresent the practice of science. Although researchers have expressed concern about the influence of teacher beliefs in inductive-empiricism and positivism on teacher practice in the science classroom, the results of research in this field are inconclusive.This thesis reports an interpretive research study of three high school science teachers. An interpretive framework was developed in order to assist in the identification of teachers personal philosophies of science. The framework comprises philosophical theories of ontology, epistemology, and theory building, and the key assumptions of major philosophers of science.Interpretive analyses were conducted on classroom discourse in order to examine the influence of the three teachers personal philosophies of science on their teaching practice. Data were collected by means of participant-observation, audio-tape recordings, and teacher and student interviews. The validity of the research was optimised by using triangulation methods.The results of the thesis in the form of general assertions, indicate that experienced teachers personal philosophies of science comprise well-established and strongly integrated networks of ontological, epistemological, and theory building beliefs based on the traditional philosophies of science of inductive-empiricism and positivism. The results indicate also that a strong relationship exists between teachers traditional personal philosophies of science and teacher-centred classroom roles and teaching practices, and that this relationship is reinforced by institutional factors such as curriculum policy and teaching resources, and laboratory design and classroom organisation.These results have important implications for the implementation of constructivist-oriented curriculum reforms in school science.

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Milne, Catherine E. « The pedagogical implications of teacher personal philosophies of science in the school science classroom : an interpretive study ». Curtin University of Technology, Science and Mathematics Education Centre, 1993. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10950.

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This thesis addresses the problematic relationship between teacher personal philosophies of science and teacher pedagogy. The research literature on philosophy of science and its impact on science education identifies the persistence and pervasiveness of traditional philosophies of science, such as inductive-empiricism and positivism, that misrepresent the practice of science. Although researchers have expressed concern about the influence of teacher beliefs in inductive-empiricism and positivism on teacher practice in the science classroom, the results of research in this field are inconclusive.This thesis reports an interpretive research study of three high school science teachers. An interpretive framework was developed in order to assist in the identification of teachers personal philosophies of science. The framework comprises philosophical theories of ontology, epistemology, and theory building, and the key assumptions of major philosophers of science.Interpretive analyses were conducted on classroom discourse in order to examine the influence of the three teachers personal philosophies of science on their teaching practice. Data were collected by means of participant-observation, audio-tape recordings, and teacher and student interviews. The validity of the research was optimised by using triangulation methods.The results of the thesis in the form of general assertions, indicate that experienced teachers personal philosophies of science comprise well-established and strongly integrated networks of ontological, epistemological, and theory building beliefs based on the traditional philosophies of science of inductive-empiricism and positivism. The results indicate also that a strong relationship exists between teachers traditional personal philosophies of science and teacher-centred classroom roles and teaching practices, and that this relationship is reinforced ++
by institutional factors such as curriculum policy and teaching resources, and laboratory design and classroom organisation.These results have important implications for the implementation of constructivist-oriented curriculum reforms in school science.

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Hickey, Ruth L. « The influence of teachers' content knowledge and pedagogical content knowledge in science when judging students' science work ». Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/1216.

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Primary and secondary teachers in Western Australian have adopted a new Curriculum Framework (Curriculum Council, 1998a) which is outcomes-focused and endorses a constructivist approach to science for school students. This research examines the influence of teachers' science content knowledge on how they make judgements about students' conceptual understandings and the extent to which follow-up activities they suggest reflect a conceptual change approach to teaching science.Primary and secondary teachers, from a range of science education histories and experiences teaching students of different ages, responded to a science task involving concepts of heat energy, combustion and ignition. They were asked to judge a student work sample about the same task, and suggest follow-up activities to support further learning.How teachers made their judgements was found to vary in accord with their science knowledge, categorised as high, midrange and low. Teachers with high science knowledge were the most adept at making accurate and appropriate judgements and had the lowest frequency of problems with their judgements. Teachers with high and midrange science knowledge were more able to link their suggestions for follow-up activities to students' science concepts, and showed greater familiarity with activities commensurate with a conceptual change orientation to teaching. Non-recognition of students' concepts as critical evidence of development was a key aspect of the judgements of teachers with low science knowledge.Recommendations are made for professional development to assist teachers to develop appropriate science content knowledge they can use to support their pedagogical content knowledge so they are able to foster students' conceptual development.

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Hickey, Ruth L. « The influence of teachers' content knowledge and pedagogical content knowledge in science when judging students' science work ». Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10249.

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Primary and secondary teachers in Western Australian have adopted a new Curriculum Framework (Curriculum Council, 1998a) which is outcomes-focused and endorses a constructivist approach to science for school students. This research examines the influence of teachers' science content knowledge on how they make judgements about students' conceptual understandings and the extent to which follow-up activities they suggest reflect a conceptual change approach to teaching science.Primary and secondary teachers, from a range of science education histories and experiences teaching students of different ages, responded to a science task involving concepts of heat energy, combustion and ignition. They were asked to judge a student work sample about the same task, and suggest follow-up activities to support further learning.How teachers made their judgements was found to vary in accord with their science knowledge, categorised as high, midrange and low. Teachers with high science knowledge were the most adept at making accurate and appropriate judgements and had the lowest frequency of problems with their judgements. Teachers with high and midrange science knowledge were more able to link their suggestions for follow-up activities to students' science concepts, and showed greater familiarity with activities commensurate with a conceptual change orientation to teaching. Non-recognition of students' concepts as critical evidence of development was a key aspect of the judgements of teachers with low science knowledge.Recommendations are made for professional development to assist teachers to develop appropriate science content knowledge they can use to support their pedagogical content knowledge so they are able to foster students' conceptual development.

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Miller, Aaron L. « Bushido vs. Science : Beyond Conflicting Pedagogies of Japanese Basketball Coaching ». Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517241.

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Korn, Kristina. « Högskolebibliotekariens pedagogiska roll ». Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-17461.

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The Swedish academic libraries have gone trough radical changes during the last decades. The development of information technology, the educational expansion and new pedagogical ways of learning within the higher educational system have changed the conditions, not only for the academic libraries, but also in many ways for the librarians. The aim of this Masters thesis is to examine how Swedish librarians experience their pedagogic role and task in the context of an academic library. The following four questions in this investigation were asked: How do the librarians experience the formal task that they have? How do the librarians experience the physical library environment? How do the librarians experience the co-operation with others involved in their work? How do the librarians experience their own pedagogic knowledge and competence in their daily practice? The study showed that these librarians believed the physical environment to be very important and is seen as a pedagogical tool in their daily work. The co-operations with others involved needed to become better, especially with the teachers. The librarians felt that their pedagogic role and task is becoming more important. They also feel a need for more pedagogic knowledge to handle the increasing demands from the students using the academic libraries.
Uppsatsnivå: D

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SWAMI, RAJEEV KUMAR. « PERCEPTIONS OF PHYSICAL SCIENCE FACULTY AT THE COLLEGE LEVEL ABOUT TEACHING INTRODUCTORY LEVEL SCIENCE COURSES ». University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1029352979.

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Bart, Austin Cory. « Motivating Introductory Computing Students with Pedagogical Datasets ». Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/77585.

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Computing courses struggle to retain introductory students, especially as learner demographics have expanded to include more diverse majors, backgrounds, and career interests. Motivational contexts for these courses must extend beyond short-term interest to empower students and connect to learners' long-term goals, while maintaining a scaffolded experience. To solve ongoing problems such as student retention, methods should be explored that can engage and motivate students. I propose Data Science as an introductory context that can appeal to a wide range of learners. To test this hypothesis, my work uses two educational theories — the MUSIC Model of Academic Motivation and Situated Learning Theory — to evaluate different components of a student's learning experience for their contribution to the student's motivation. I analyze existing contexts that are used in introductory computing courses, such as game design and media computation, and their limitations in regard to educational theories. I also review how Data Science has been used as a context, and its associated affordances and barriers. Next, I describe two research projects that make it simple to integrate Data Science into introductory classes. The first project, RealTimeWeb, was a prototypical exploration of how real-time web APIs could be scaffolded into introductory projects and problems. RealTimeWeb evolved into the CORGIS Project, an extensible framework populated by a diverse collection of freely available "Pedagogical Datasets" designed specifically for novices. These datasets are available in easy-to-use libraries for multiple languages, various file formats, and also through accessible web-based tools. While developing these datasets, I identified and systematized a number of design issues, opportunities, and concepts involved in the preparation of Pedagogical Datasets. With the completed technology, I staged a number of interventions to evaluate Data Science as an introductory context and to better understand the relationship between student motivation and course outcomes. I present findings that show evidence for the potential of a Data Science context to motivate learners. While I found evidence that the course content naturally has a stronger influence on course outcomes, the course context is a valuable component of the course's learning experience.
Ph. D.

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Zimmermann, Erika. « The interplay of pedagogical and science related issues in physics teachers' classroom activities ». Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388392.

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DANI, DANIELLE E. « THE IMPACT OF CONTENT AND PEDAGOGY COURSES ON SCIENCE TEACHERS' PEDAGOGICAL CONTENT KNOWLEDGE ». University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1086191691.

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Lavadia, Linda. « Technological, Pedagogical, and Content Knowledge (TPACK)| An Educational Landscape for Tertiary Science Faculty ». Thesis, Concordia University Irvine, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10280318.

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Earlier studies concluded that technology’s strength is in supporting student learning rather than as an instrument for content delivery (Angeli & Valanides, 2014). Current research espouses the merits of the Technological Pedagogical Content Knowledge (TPACK) framework as a guide for educators’ reflections about technology integration within the context of content and instructional practice. Grounded by two theoretical frameworks, TPACK (Mishra & Koehler, 2006; 2008) and Rogers’ (1983, 1995) theory of diffusion of innovation, the purpose of this mixed-methods research was two-fold: to explore the perceived competencies of tertiary science faculty at higher education institutions with respect to their integration of technology within the constructs of pedagogical practice and content learning and to analyze whether these perceived competencies may serve as predictive factors for technology adoption level. The literature review included past research that served as models for the Sci-TPACK instrument. Twenty-nine professors of tertiary science courses participated in an online Likert survey, and four professors provided in-depth interviews on their TPACK practices. Quantitative analysis of data consisted of descriptive and reliability statistics, calculations of means for each of the seven scales or domains of TPACK, and regression analysis. Open-ended questions on the Likert survey and individual interviews provided recurrent themes of the qualitative data. Final results revealed that the participants integrate technology into pedagogy and content through a myriad of TPACK practices. Regression analysis supported perceived TPACK competencies as predictive factors for technology adoption level.

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Mthethwa-Kunene, K. F. E. « Exploring science teachers’ pedagogical content knowledge in the teaching of genetics in Swaziland ». Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43191.

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Recent trends show that learners’ enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools’ performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers’ PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers’ school genetics’ content knowledge, related knowledge of instructional strategies and knowledge of learners’ preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners’ preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of genetics-related learners’ preconceptions and learning difficulties despite having taught the topic for many years. There were some instructional deficits in their approaches and techniques in teaching genetics. The teachers failed to use physical models, teacher demonstration and/or learner experimentation in their lessons (or include them in their lesson plans) to assist learners in visualizing or internalizing the genetics concepts or processes located at the sub-microscopic level. The teachers’ PCK in genetics teaching was assumed to have developed mainly through formal university education programmes, classroom teaching experiences, peer support and participation in in-service workshops. The implications for biology teacher education are also discussed.
Thesis (PhD)--University of Pretoria, 2014.
lk2014
Humanities Education
PhD
Unrestricted

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Dani, Danielle E. « The impact of content and pedagogy courses on science teachers' pedagogical content knowledge ». Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1086191691.

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Boston, Julie. « Learning in a digitally connected classroom : Secondary science teachers’ pedagogical reasoning and practices ». Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2275.

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Despite decades of research surrounding Information Communication Technology (ICT) use in schools, the pedagogical reasoning required to provide meaningful ICT enabled learning opportunities is rarely analysed in the literature. The purpose of this research was therefore to investigate teachers’ pedagogically reasoned practice. This study involved three exemplary Australian secondary science teachers, renowned for their expertise in utilising ICT working in classrooms where students had school issued one-to-one computers and reliable network access. The research utilised qualitative methods, including semistructured interviews, video-based observational data, and an array of lesson artefacts. The study followed a naturalistic multiple-case study design to explore the pedagogical reasoning and actions of these science teachers. The study identified different forms of pedagogical reasoning and action for a digitally connected world. Many aspects of this iterative model bear close resemblance to Shulman’s (1987) original conception of pedagogical reasoning and action. In each case, sophisticated reasoned decision-making drawing upon a range of teacher knowledge bases, most notably technological pedagogical content knowledge took place. The pedagogical reasoning and action model presented demonstrates a backward mapping approach where the use of ICT was directed at supporting the development of scientific content and educational outcomes of the mandated science curriculum. The research also found that these teachers held social constructivist beliefs for the use of ICT and intentionally designed ICT enabled opportunities from a learning affordance perspective. The research also demonstrated a reflexive relationship between the teacher’s beliefs and their pedagogical practices. Teacher activity involved significant preparatory work in the selection and curation of motivating, authoritative and multimodal Internet accessible ICT resources and tools aligned to the mandated science curriculum. In each case, the teachers had purposefully created a customised classroom online presence or website, offering students a flexible learning environment, an uncommon practice at the time of the study. The teachers designed ICT enabled learning opportunities following a guided inquiry model, frequently involving collaborative problem-based strategies. In each case, the students were the dominant users of ICT in the classroom using ICT for discovering knowledge, constructing knowledge and for sharing knowledge. The teachers’ role was predominantly one of orchestration of the learning environment, scaffolding and questioning students as they engaged with guided inquiry-based learning tasks. Ultimately the research revealed the critical role of the teacher in mediating the affordances of ICT for meaningful learning. Overall the findings offer useful insights into how exemplary science teachers’ reason and act about the use of ICT in a digitally connected classroom. An important implication for the development of initial science teacher education programs arose from the study, notably that preservice teachers require ongoing and authentic course opportunities to support the development of the technology, pedagogy, and content knowledge relevant for a digitally connected classroom.

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Silva, Cristiane Oliveira da. « Pedagogia, cultura e mídia : articulações em educação científica ». reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/72608.

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Em uma sociedade regida pelo discurso da ciência, percebe-se a marcante presença dos conhecimentos científicos nos diferentes meios de comunicação e nos diversos espaços de divulgação, como revistas, jornais, televisão, internet, exposições e museus. Nesse contexto, propostas relacionadas ao educar cientificamente os cidadãos têm ultrapassado as fronteiras escolares, sendo percebidas também no contexto dos espaços educacionais não formais. Essa tendência à popularização científica nos faz questionar sobre o quanto a ciência está sendo imposta na sociedade como uma verdade única e incontestável, sobretudo através dos discursos midiáticos. Dessa perspectiva, esse estudo teve por objetivo investigar e analisar os modos de divulgação e ensino-aprendizagem dos conhecimentos científicos na articulação entre pedagogia, cultura e mídia, pensando os modos de ensinar/aprender ciência a partir da escola, dos recursos midiáticos e do contexto sociocultural em que a sociedade atual se insere. Para tanto, foi desenvolvida uma pesquisa qualitativa, caracterizada como um estudo de caso de cunho etnográfico voltado à educação, cuja realização se deu através de observações participantes em aulas de Ciências e de projetos de investigação, em duas turmas de 7ª série do Ensino Fundamental de uma escola pública federal. Em um primeiro momento, apresentamos um olhar histórico sobre a construção do pensamento científico e a divulgação da ciência, abordando algumas relações entre ciência, sociedade e educação. Na sequência, exploramos algumas argumentações teóricas acerca de estratégias e efeitos de educar cientificamente os cidadãos mediante práticas discursivas processadas em diferentes instâncias, como a escola e a mídia. Posteriormente, abordamos a existência de variadas pedagogias culturais no processo de divulgação e ensino-aprendizagem dos conhecimentos científicos. Percebemos que alunos e professores incorporavam em suas falas e comportamentos diversas marcas do discurso da divulgação científica – principalmente da mídia televisiva –, como a espetacularização da ciência, a publicização da vida privada e a preocupação com fatores de risco. Além disso, observamos a legitimação do discurso da ciência e o mito da “verdade” científica. Em um último momento, discutimos os efeitos da inserção de laptops educacionais no cotidiano da escola investigada. Percebemos a importância da interatividade e da colaboração entre professor e aluno durante as atividades propostas, de modo que os princípios pedagógicos não permanecessem em uma lógica unidirecional de transmissão do conhecimento. Os estudos e análises que compõem essa dissertação nos apontam para a necessidade de se olhar criticamente para outras configurações que estão em funcionamento nas escolas, as quais são atravessadas e se articulam a novas formas de cultura e de relações sociais que estão sendo interpeladas, sobretudo, pelos discursos científicos e midiáticos.
In a society ruled by the discourse of science, it is noticed the remarkable presence of scientific knowledge in different means of communication and in several spaces used for its divulgation, as magazines, newspapers, television, internet, exhibitions and museums. In this context, proposals for the act of scientifically educate citizens have surpassed the school boundaries, also emerging in spaces of informal education. This trend to scientific popularization leads us to interrogate how much science is being socially imposed as the only and incontestable truth, especially through media discourses. From this perspective, the present work aimed to investigate and analyze the modes of divulgation, education and learning of scientific knowledge in the articulation of pedagogy, culture and media, reflecting upon the ways of teaching and learning science present in school and in media artifacts – which exist in the midst of the sociocultural context of society. For that, a qualitative research was undertaken, characterized as an ethnographic case study in Education. It was developed by performing participant observation in Science classes and investigation projects in two classes of 7th year students of primary education at a Brazilian public school. In the first step, it was presented a historical perspective of the construction of scientific knowledge and science divulgation underlining the relations among science, society and education. In what followed, some theoretical arguments were explored about the strategies and effects of the act of scientifically educate citizens through discursive practices in different spaces, such as school and media. The next step was approaching different cultural pedagogies in the process of divulgation, education and learning of scientific knowledge. It was noticed that both students and teachers adopted in their speech and in their behavior several marks of the discourse of scientific divulgation – especially that one employed by televised media –, such as spectacularization of science, publicization of private life and risk concerns. Moreover, it was observed the legitimation of science discourse and the myth of scientific “truth”. In the last step, the adoption of educational laptops in the routine of school was discussed. It was noticed the relevance of interactivity and collaboration between student and teacher during the activities offered to them, in order to challenge the unidirectional logic of knowledge construction. The set of analyses that constitutes this study points out to the necessity of casting a critically look to other configurations which are now present in school, being part of and articulated to new forms of culture and social relations called into being, most of all, by scientific and media discourses.

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Nordgren, Eva. « Användarutbildning : pedagogik på högskolebibliotek ». Thesis, Uppsala universitet, Institutionen för ABM, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-101477.

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Koulaidis, Vasilios. « Philosophy of science in relation to curricular and pedagogical issues : a study of science teachers' opinions and their implications ». Thesis, University of London, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629415.

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This study sought to capture how science teachers view scientific knowledge from a philosophical-epistemological perspective. The philosophical themes investigated were scientific method, criteria of demarcation, patterns of scientific change and problems related with the construction of reality. Furthermore, an attempt was made to investigate the relation teachers' views on these matters both to certain curricular issues (the question of integration and the meaning of the terms "content" and "process") and to some pedagogical issues (assumptions about learning, instruction and aspects of classroom activities).

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Kovacevic, Anka, et Begger Gerd Thorén. « Förberedelseklasser : Pedagogiska perspektiv på andraspråkinlärning ». Thesis, University West, Department of Social and Behavioural Studies, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-1614.

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Den ökade invandringen i Sverige har bland annat bidragit till ökade krav på skolans bemötande av nyanlända elever från olika länder som är i behov att lära sig det svenska språket.

Med tanke på språkets betydelse för individen i ett främmande land är syftet med vår studie att undersöka andraspråkinlärning i förberedelseklasser, utifrån pedagogiska perspektiv.

Frågeställningarna i undersökningen är; Hur upplever förberedelseklasslärare att invandrarelever lär sig det svenska språket? Vilka pedagogiska redskap används under språkinlärningsfasen och bedömer lärarna att eleverna får tillräckliga språkkunskaper för att möta skolans krav i övrig ämnesundervisning?

Studien belyser mångfald i samhälle och skola, språkets betydelse, undervisningsmetoder samt modersmålets roll i andraspråksundervisningen, utifrån några lärares syn på dessa fenomen. Skiljer sig uppfattningen åt mellan pedagoger, angående detta?

Studien bygger på kvalitativ metod med sju intervjuer och en observation samt en omfattande litteraturundersökning, vilket enligt vår mening visar att det finns ett ökat behov av mångkulturell förståelse i den svenska skolan.

Resultatet av våra intervjuer är naturligtvis inte generaliserbar på grund av dess begränsade omfattning men den visar ändå enligt vår uppfattning att det efterfrågas förändrade förhållningssätt och undervisningsmetoder som inkluderar samtliga ämnesområden. Resultatet åskådliggör även att invandrarelever inte har tillräckliga språkkunskaper för att klara skolans kunskapskrav och att det finns ett utanförskap som kan ha sin grund i samhällets segregation, vilket vi anser har stärkts genom litteraturen.

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Tovazzi, Alice <1992&gt. « Didattica della matematica alla scuola primaria : il possibile contributo della scienza 'mente, cervello e didattica' ». Doctoral thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/19515.

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Didattica della Matematica e prassi didattica hanno subito nel corso degli ultimi due secoli uno scollamento a detrimento della seconda. Questa tesi è un tentativo nella direzione di fare luce su una delle possibili spiegazioni di questa frattura. Con uno sguardo pedagogico, e non matematico, è stato quindi osservato il processo di insegnamento-apprendimento all’interno di sei diverse classi afferenti a due scuole primarie, allo scopo di verificare come differenti tecniche didattiche possano o meno coniugarsi con l’orientamento pedagogico e didattico dei docenti e con i bisogni educativi espressi dagli alunni. In particolare è stato adottato l'approccio della scienza Mente, cervello e didattica, che offre strumenti e metodologie capaci di estendere le conoscenze finora raggiunte. I risultati ottenuti costituiscono un primo riferimento riguardo alla relazione tra l'applicazione di tecniche didattiche elaborate in contesti accademici e il loro grado di accoglimento nella prassi scolastica.

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Doyle, Katherine Mary. « Mapping the language of science and science teaching practices : a case study of early childhood school science ». Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45941/1/Katherine_Doyle_Thesis.pdf.

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Concerns raised in educational reports about school science in terms of students. outcomes and attitudes, as well as science teaching practices prompted investigation into science learning and teaching practices at the foundational level of school science. Without science content and process knowledge, understanding issues of modern society and active participation in decision-making is difficult. This study contended that a focus on the development of the language of science could enable learners to engage more effectively in learning science and enhance their interest and attitudes towards science. Furthermore, it argued that explicit teaching practices where science language is modelled and scaffolded would facilitate the learning of science by young children at the beginning of their formal schooling. This study aimed to investigate science language development at the foundational level of school science learning in the preparatory-school with students aged five and six years. It focussed on the language of science and science teaching practices in early childhood. In particular, the study focussed on the capacity for young students to engage with and understand science language. Previous research suggests that students have difficulty with the language of science most likely because of the complexities and ambiguities of science language. Furthermore, literature indicates that tensions transpire between traditional science teaching practices and accepted early childhood teaching practices. This contention prompted investigation into means and models of pedagogy for learning foundational science language, knowledge and processes in early childhood. This study was positioned within qualitative assumptions of research and reported via descriptive case study. It was located in a preparatory-school classroom with the class teacher, teacher-aide, and nineteen students aged four and five years who participated with the researcher in the study. Basil Bernstein.s pedagogical theory coupled with Halliday.s Systemic Functional Linguistics (SFL) framed an examination of science pedagogical practices for early childhood science learning. Students. science learning outcomes were gauged by focussing a Hallydayan lens on their oral and reflective language during 12 science-focussed episodes of teaching. Data were collected throughout the 12 episodes. Data included video and audio-taped science activities, student artefacts, journal and anecdotal records, semi-structured interviews and photographs. Data were analysed according to Bernstein.s visible and invisible pedagogies and performance and competence models. Additionally, Halliday.s SFL provided the resource to examine teacher and student language to determine teacher/student interpersonal relationships as well as specialised science and everyday language used in teacher and student science talk. Their analysis established the socio-linguistic characteristics that promoted science competencies in young children. An analysis of the data identified those teaching practices that facilitate young children.s acquisition of science meanings. Positive indications for modelling science language and science text types to young children have emerged. Teaching within the studied setting diverged from perceived notions of common early childhood practices and the benefits of dynamic shifting pedagogies were validated. Significantly, young students demonstrated use of particular specialised components of school-science language in terms of science language features and vocabulary. As well, their use of language demonstrated the students. knowledge of science concepts, processes and text types. The young students made sense of science phenomena through their incorporation of a variety of science language and text-types in explanations during both teacher-directed and independent situations. The study informs early childhood science practices as well as practices for foundational school science teaching and learning. It has exposed implications for science education policy, curriculum and practices. It supports other findings in relation to the capabilities of young students. The study contributes to Systemic Functional Linguistic theory through the development of a specific resource to determine the technicality of teacher language used in teaching young students. Furthermore, the study contributes to methodology practices relating to Bernsteinian theoretical perspectives and has demonstrated new ways of depicting and reporting teaching practices. It provides an analytical tool which couples Bernsteinian and Hallidayan theoretical perspectives. Ultimately, it defines directions for further research in terms of foundation science language learning, ongoing learning of the language of science and learning science, science teaching and learning practices, specifically in foundational school science, and relationships between home and school science language experiences.

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Le, Grange Lesly L. L. « Pedagogical practices in a higher education context : case studies in environmental and science education ». Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/19380.

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Thesis (PhD) -- Stellenbosch University, 2001.
Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation of post-apartheid teacher education. I examine two case studies of my own professional practice. The first case study involves in-service education work that I performed with teachers in a local community, Grassy Park. The second case study represents work I performed with students in a pre-service education programme at the University of Stellenbosch. My study aims to: • Critically examine the implications of social issues, particularly environmental issues, for pedagogical practices generally and for South African pedagogical work in particular. • Critically review the changing socio-historical determinants of pedagogical practices in South African teacher education. • Investigate changing pedagogical practices by describing and reflecting on work done in my own professional contexts as a science/environmental teacher educator at a historically Afrikaner university. With respect to teacher education, Pendlebury (1998) argues that we are seeing shifts in public space, evaluative space, pedagogical space and institutional space from insulated space (hidden from public scrutiny) to a more porous space. In this study I am concerned with pedagogical space that, in Pendlebury's (1998:345) terms determines 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. I use these categories of Pendlebury (1998:345) together with Turnbull's (1997) perspectives on knowledge production as conceptual tools to frame my analyses of the cases. Although a significant part of my study focuses on classroom practices, I take pedagogy to have a much broader meaning that incorporates in Hernandez's (1997:11) terms 'all spaces in which knowledge is produced and identities are formed'. This research report offers a brief insight into the complexities of change at the micro-level of classroom practices. But, importantly also contextualises these micro-level pedagogical practices within broader socio-historical determinants and provides praxiological comments on postapartheid education policies. The research also initiates an investigation into the social organisation of trust in post-apartheid South Africa.
AFRIKAANSE OPSOMMING: In hierdie studie ondersoek ek die geleenthede vir die transformasie van onderwyseropleiding in die post-apartheidsera. Ek bespreek twee gevallestudies uit my eie professionele praktyk. Die eerste gevallestudie handel oor die indiensopleiding van onderwysers in Grassy Park, 'n plaaslike gemeenskap. Die tweede gevallestudie handel oor die werk wat ek met studente in 'n voorgraadse onderrigprogram aan die Universiteit van Stellenbosch gedoen het. Die studie het die volgende ten doel: • 'n Kritiese ondersoek na die uitwerking van sosiale aspekte, met die klem op omgewingsaangeleenthede, op opvoedkundige praktyke in die algemeen en op die Suid- Afrikaanse opvoedkundige praktyk in die besonder. • 'n Kritiese oorsig oor die sosio-historiese veranderinge wat deeI vorm van die opleiding van Suid-Afrikaanse onderwysers. • 'n Ondersoek na veranderende opvoedkundige praktyke aan die hand van 'n beskrywing van en refleksie op my eie professionele werk as dosent in die wetenskap/omgewingsopvoeding aan 'n historiese Afrikaanse universiteit. Ten opsigte van onderwyseropleiding beweer Pendlebury (1998) dat verskuiwings in die publieke ruimte, evaluerende ruimte, pedagogiese ruimte en institusionele ruimte, plaasvind van 'n afgesonderde ruimte (verberg vir publieke waarnemimg/evaluasie) na 'n meer deursigtige ruimte. In hierdie studie fokus ek op die pedagogiese ruimte wat, volgens Pendlebury (1998:345), bepaal 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. Ek gebruik Pendlebury (1998: 345) se kategoriee saam met Turnbull (1997) se perspektiewe oor kennisproduksie as konseptuele raamwerk vir my analise van die twee gevallestudies. Alhoewel 'n beduidende gedeelte van my studie op klaskamerpraktyke fokus, moet die term pedagogie(k) volgens my 'n veel breer betekenis verband gesien word om ook Hernandez (1997: 11) se 'all spaces in which knowledge is produced and identities are formed' intesluit. Hierdie navorsingsverslag lig die komplekse aard van transformasie op die mikro-vlak van klaskamerpraktyke toe. Van groot belang is ook die kontekstualisering van opvoedkundige praktyke op mikro-vlak binne die breer sosio-historiese veranderlikes en lewer praktykverwante kommentaar op die opvoedkundige beleid van die post-apartheidsera. Die navorsing dien ook as vertrekpunt om sosiale vertroue in die post-apartheids-Suid-Afrika te ondersoek.

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Eklund, Joakim. « Måltiden som möte och pedagogisk resurs ». Thesis, Örebro universitet, Restaurang- och hotellhögskolan - Grythytte Akademi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-11912.

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Deshpande, Pranita. « Assessment Of Two Pedagogical Tools For Cybersecurity Education ». ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2557.

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Cybersecurity is an important strategic areas of computer science, and a difficult discipline to teach effectively. To enhance and provide effective teaching and meaningful learning, we develop and assess two pedagogical tools: Peer instruction, and Concept Maps. Peer instruction teaching methodology has shown promising results in core computer science courses by reducing failure rates and improving student retention in computer science major. Concept maps are well-known technique for improving student-learning experience in class. This thesis document presents the results of implementing and evaluating the peer instruction in a semester-long cybersecurity course, i.e., introduction to computer security. Development and evaluation of concept maps for two cybersecurity courses: SCADA security systems, and digital forensics. We assess the quality of the concept maps using two well-defined techniques: Waterloo rubric, and topological scoring. Results clearly shows that overall concept maps are of high-quality and there is significant improvement in student learning gain during group-discussion.

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Johansson, Sofie. « Naturvetenskap i förskolans pedagogiska idé ». Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31626.

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The purpose of this study is to see how the nurseries are working around the pedagogical idea, how they have formulated their goals regarding science and how they evaluate whether they realized the goals. In this study , I have chosen to use qualitative methods , which then formed the basis for how the study was conducted - from planning, execution and analysis. As the investigation person I have found myself in the midst of the activities, to get an overall impression of the educational idea and thus gain insight into whether and activities and the educators thoughts match each other. In the local documents which examined it was seen that the goals of the curriculum were clear and the result was visible that the educators want to lay the foundations of science and give kids a better understanding about nature , recycling and the animals that live in our neighborhood. But what emerged was that the work of the pedagogical idea did not feel anchored , several of the teachers expressed that they have been told to design it and it is much to make it look good outwardly .
Syftet med den här undersökningen är att se hur några förskolor arbetar kring den pedagogiska idén, hur de har formulerat sina mål gällande naturvetenskap och hur de utvärderar om de förverkligat målen. I den här undersökningen har jag valt att använda mig av kvalitativa metoder, som sedan har legat till grund för hur studien utförts - från planering, genomförande och analys. Som undersökningsperson har jag befunnit mig mitt i verksamheten, för att få ett helhetsintryck av den pedagogiska idén och därmed få inblick i om verksamheten och pedagogernas tankar överensstämmer. I de lokala dokument som granskades såg man att målen från läroplanen fanns med mer eller mindre utförliga och pedagogerna vill lägga grunden i naturvetenskap och ge barnen ökad förståelse kring naturen, kretslopp och djuren som lever i vår närhet. Vidare visade resultaten och arbetet kring den pedagogiska idén inte var helt förankrat. Flera av pedagogerna uttryckte en osäkerhet kring uppdraget och uttryckte att man blivit tillsagda att utforma den och det är mycket för att det ska se bra ut utåt sett.

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Scott, Philip Harland. « Developing science concepts in secondary classrooms : an analysis of pedagogical interactions from a Vygotskian perspective ». Thesis, University of Leeds, 1997. http://etheses.whiterose.ac.uk/483/.

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This study is concerned with how teachers use and guide classroom talk to support students in developing an understanding of scientific conceptual knowledge. The focus is on teachers and teaching. The study involves developing theoretical tools for describing the ways in which teachers make scientific ways of talking and knowing available to their students in classroom settings. The study has both theoretical and empirical components. The theoretical component involves drawing on aspects of Vygotslcy's socio-cultural theory of learning and development and the work of other neo-Vygotskian scholars to develop theoretical tools, based on the concept of the teaching narrative, for analysing the teaching interactions of the classroom. The empirical part involves taking those theoretical tools and applying them to real classroom situations. It is anticipated that the process of applying the theoretical tools to particular classroom situations will enable elaboration and further development of those tools; in this respect there is close interlinking between theoretical and empirical components of the study. The empirical component is based on two case studies. These case studies detail short teaching sequences in which two teachers introduce their classes to particular scientific concepts. The first case involves teaching and learning about chemical change (focussing on the process of rusting) and the second about air pressure. In summary, the main aim of this thesis is to draw upon Vygotskian theory to develop ways of talking and thinking about language-based pedagogical strategies of science teaching. The intention is that such ways of talking and thinking, framed in terms of the teaching narrative, should contribute to the professional language of science teaching providing tools for reflecting on and developing teaching practice.

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Lehr, Jane L. « Social Justice Pedagogies and Scientific Knowledge : Remaking Citizenship in the Non-Science Classroom ». Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28335.

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This dissertation contributes to efforts to rethink the meanings of democracy, scientific literacy, and non-scientist citizenship in the United States. Beginning with questions that emerged from action research and exploring the socio-political forces that shape education practices, it shows why non-science educators who teach for social justice must first recognize formal science education as a primary site of training for (future) non-scientist citizens and then prepare to intervene in the dominant model of scientifically literate citizenship offered by formal science education. This model of citizenship defines (and limits) appropriate behavior for non-scientist citizens as acquiescing to the authority of science and the state by actively demarcating science from non-science, experts from non-experts, and the rational from the irrational. To question scientific authority is to be scientifically illiterate. This vision of 'acquiescent democracy' seeks to end challenges to the authority of science and the state by ensuring that scientific knowledge is privileged in all personal and public decision-making practices, producing a situation in which it becomes natural for non-scientist citizens to enroll scientific knowledge to naturalize oppression within our schools and society. It suggests that feminist and equity-oriented science educators, by themselves, are unable or unwilling to challenge certain assumptions in the dominant model of scientifically literate citizenship. Therefore, it is the responsibility of non-science educators who teach for social justice to articulate oppositional models of non-scientist citizenship and democracy in their classrooms and to challenge the naturalized authority of scientific knowledge in all aspects of our lives. It demonstrates how research in the field of Science & Technology Studies can serve as one resource in our efforts to intervene in the dominant model of scientifically literate citizenship and to support a model of democracy that encourages the critical engagement of and opposition to scientific knowledge and the state.
Ph. D.

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Della, Santa Alice. « La rima : dalla metrica alla pedagogia con un'indagine su Gianni Rodari ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amslaurea.unibo.it/5646/.

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Questo lavoro si presenta come un’indagine pluridisciplinare fra metrica,linguistica,letteratura e didattica, in cui la rima n’è l’oggetto e il filo conduttore. Attraverso questa ricerca si tenta di mostrare la capacità della rima di costituire un ponte fra espressione e contenuto, di allargare così il bagaglio non solo linguistico del fruitore, ma anche quello conoscitivo. Partendo dall’ambito linguistico e metrico, si analizza in prima istanza, l’apporto pratico che la rima ha avuto nell’evoluzione delle lingue volgari indoeuropee, per poi diventare il mezzo più semplice e istintivo per strutturare il verso poetico. Si passa così da un contesto folklorico ad uno colto, percorrendo tutti i secoli della nostra storia letteraria. Nella seconda parte la materia metrica cede il posto a quella didattico – pedagogica, e il passaggio è facilitato dalla poesia novecentesca che rimette in discussione il ruolo della rima, e la vede come il mezzo perfetto d’associazione fra parole, non solo di suono, ma anche di senso. A questo risponde la teoria del “binomio fantastico” di cui si avvale Gianni Rodari per creare le sue filastrocche, ed educare divertendo i suoi alunni. La rima con la sua omofonia finale, col suo accostamento casuale, concentra l’attenzione del bambino su di se e lo fa entrare a contatto col mondo delle parole, con la potenza della lingua.

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Lundström, Liv. « Studiebibliotekarier som pedagogisk resurs på folkbibliotek ». Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16308.

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The purpose of this thesis was to explore how Swedish librarians working with educational matters In Swedish: studiebibliotekarier experience his/her pedagogic work in the context of a public library. My intention was thus to reach an understanding of how they experienced their educational work. The following questions were asked: 1 How do the librarians experience the physical environment created for their students? 2 How do the librarians experience the co-operation with others involved in their work? 3 How do the librarians experience the formal task that he/she now is given? 4 How do the librarians experience their own pedagogic qualifications regarding the demands that are made upon them by the students? I have interviewed six librarians and incorporated theories on pedagogic roles in an educational context. I reached the conclusion that these librarians believed the environment to be important for the outcome of the students success with their studies. They often felt that they failed to organise a good enough studying environment though, partly due to lack of funding. The co-operation with others involved in their work was poor, especially with those working with educational matters. Finally they liked the idea of seeing themselves as tutors or counsellors, aiming to become integrated in the students search and learning process.
Uppsatsnivå: D

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Jones, Philip. « Engaging science pedagogies : What Year 10 students in a Western Australian independent school have to say about science learning ». Thesis, Jones, Philip (2015) Engaging science pedagogies : What Year 10 students in a Western Australian independent school have to say about science learning. Masters by Research thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/27923/.

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Emerging from a personal and professional interest in student engagement with learning in secondary school science classrooms, this dissertation investigates the question: How do year 10 students understand, experience and respond to science teaching in secondary school? Through the voices of some year 10 secondary school science students in an Independent Christian Secondary school in Western Australia, supported by some aspects of my professional experience, this thesis identifies, describes and explains the kinds of classroom conditions conducive for enhancing student engagement in science learning. A case study approach was adopted to investigate student perceptions of engaging pedagogies in year 10 science classes. Seeking a diverse range of strengths, abilities and attributes, all year 10 students, 60 in all, were invited to take part in the research program. The participating students consisted of a mixed gender group of 18 year 10 students, all with some interest in science learning. The students were interviewed in pairs and in focus groups, about the kinds of pedagogical, organisational and cultural conditions that enhanced their engagement in science learning. A time frame matrix was adopted to guide open ended questions and discussions. Drawing on year 10 student past, present and future perceptions of when they were learning science, this thesis identifies as essential ingredients a knowledgeable, passionate and committed teacher, hands on learning, relevance and ownership of learning, and relational learning, that connects with, and is relevant to student engagement in science learning. Methodologically, the thesis acknowledges the value and importance of student voice in research relative to student engagement in science learning. Above all, the thesis reinforces the significance of building a relational learning environment that gives access to meaningful and relevant learning activities in science classrooms based on a culture of trust, respect and care.

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Toor, Saba K. « A pedagogical framework for enhancing skills of references and citations ». Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/71180/.

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References and citations form a basis for scientific research and creation/discovery of knowledge. However literature reviews had indicated that many errors are present in scholarly papers published in journals and conferences as well as in books and articles. Furthermore, course works of students studying in higher education institutions contain mistakes in references lists and in-text citations. Problems that stem from these inaccuracies are multifarious and range from the act of plagiarism, not acknowledging the source, problems in information access and retrieval as well as causing inaccuracies in ranking articles and journals, thus hindering the growth of knowledge. Based on the importance of this global issue this research was initiated. The first objective of our research was to determine root causes for the presence of mistakes and inadequacies in references and citations within the academic arena. We chose the academic arena because they are the training grounds for education and scientific research. Furthermore, through this research we sought a unique practical solution for this issue. In order to conduct a thorough and comprehensive investigation into the above mentioned problems, and to achieve the aim of proposing a suitable solution, we divided our research work into three main phases. First phase was the investigative phase. During this phase a thorough literature review was conducted. As a result of this review, research questions were formed. Both quantitative and qualitative methods were adopted to investigate the causes of erroneous references and citations. Triangulation research methodology was used to get reliable and comprehensive information. Data received through these methods were analyzed and core issues such as inadequate feedback and training in referencing task were highlighted. In the second phase, termed as solution phase, a pedagogical framework was proposed to resolve issues that were reported during the investigative phase. A conceptual framework was built on the principles of Learning theories and spaced repetition theory. To evaluate this framework experiments were conducted. This was done in the third and final phase of the research which was termed as evaluation phase. Two types of experiments were conducted, first type was in a traditional classroom environment and the second type of experiment was with students who chose to work independently (without tutors). Data were collected and analyzed from these experiments using both quantitative methods and qualitative methods and were analyzed. This research provides insight into causes of errors within referencing tasks of students in higher education. It Indicates that reform in the pedagogy for teaching this skill is needed. Furthermore a unique pedagogy is presented. Results from experiments have indicated that through the proposed operational model improvements of referencing skills have been seen.

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McClune, William Campbell. « Teaching science today for living tomorrow : a conceptual framework and pedagogical model for promoting students' critical response to science in the news ». Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437473.

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Kwan, Jenny, et 關幸欣. « Interactive relationships among teachers' intentions, beliefs, pedagogical content knowledge and classroom instruction on the natureof science ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46329900.

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Fagan, Dominique. « Using ICTs as a pedagogical resource to facilitate epistemological access in science with teacher education students ». Thesis, UWC, 2020. http://hdl.handle.net/11394/7376.

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Philosophiae Doctor - PhD
The study aimed to investigate the kind of knowledge privileged when student teachers use Information Communication Technologies in facilitating learning in science subjects. The assumptions were that future student teachers, through their pedagogic practices, may either reproduce or interrupt educational inequalities. The ability to interrupt inequalities is conditioned by the manner in which these student teachers have been inducted into the field of teacher education and this process includes the ability to manipulate technological resources to facilitate epistemological access. This concept originally coined by Morrow in the 1980s looked at black students seeking entry to university. Since then the concept was used to signify the importance of knowledge in the curriculum. In this study, the exploration of epistemological access goes beyond physical or formal access and includes meaningful access to knowledge. The semantics dimension of Legitimation Code Theory (LCT) proposed by Maton was used, with a particular focus on semantic density (SD) as a theoretical framework. Maton argues that semantic density can vary across teaching practices and contexts. The study assumes that student teachers, through their pedagogic practices, may either reproduce or interrupt educational inequalities

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Myhre, Oddmund Reidar. « Technology pedagogy : six teacher candidates' developing pedagogical models for the use of computers in science instruction / ». Thesis, Connect to this title online ; UW restricted, 1997. http://hdl.handle.net/1773/7716.

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Thèses sur le sujet « Scienza pedagogica »

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