Tesi: "Didactics : some teaching strategies"

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Madkhali, Shaikah A. "Effects of training ESL Saudi female students on some reading strategies". Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317745.

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This study took place in the Institute of Public Administration (IPA) in Riyadh. It investigates the effectiveness of teaching four reading strategies on ESL Saudi female students' reading comprehension and on their reported use of these strategies. The strategies taught are two "global" strategies: finding main ideas and prediction. Global strategies are those related to general approach and comprehension of the reading passage. The other two strategies are problem solving strategies: word analysis and guessing meanings of words. Problem solving strategies are concerned with working directly and analyzing the reading text.The study has three goals. First, the study aims to investigate the impact of teaching global and problem solving strategies on preparatory level students' reading comprehension. Second, it compares the impact of teaching global strategies on reading comprehension and that of teaching problem solving strategies on readingcomprehension. Third, it measures how preparatory level students' perception of use of strategies develops after teaching these strategies to the students.There were three groups of preparatory students (beginning) representing two treatment groups and one control group. Each treatment group received training in different strategies. The number of students in the global strategy group was twenty-four, and in the problem solving strategy group it was twenty-two students. Students in the control group numbered twenty-one. Measurements consisted of reading comprehension tests and a questionnaire about reading strategies conducted over pre- and post-training stages.The results obtained from the two measurements lead to three findings. First, the two training groups (global and problem solving) experienced only non-significant improvement in their post- reading comprehension when compared to the control group. This means that reading strategy training did not significantly improve their reading comprehension. Second, there was no significant difference between the two treatment groups in their gain in reading comprehension. This implies that the present study did not show any favor of training students on global strategies over training them on problem solving strategies. Third, there were various results regarding students perception of using the strategies they were taught. Students mostly showed decrease in their perception of using strategies either significantly or non-significantly except for two strategies which were using context clues and prediction. Students showed more significant awareness of using contextual clues after the treatment. They also revealed an almost significant gain in their perception of using prediction.
Department of English

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Espmarker, Johan, e Emanuel Tedenby. "Effective Teaching Methods and Strategies for Incorporating Word Frequency in the EFL Classroom : The importance and use of word frequency for English teaching". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-41517.

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Word frequency seems to be unknown for many teachers’ and possibly deemed not very important for vocabulary development. We set out to investigate the importance of incorporating word frequency in the EFL classroom. The aim of the study was to conclude if teachers incorporate word frequency into their teaching, as well as how this could be done efficiently. In order to collect data for this study, we used a questionnaire and semi-structured interviews. Despite a focus on teachers in years 4-6, in an effort to not only expand our potential samplegroup and to take into account the importance of transition between school forms, we reached out to teachers of English in years 4-9. This was accomplished with the help of various teacher forums on Facebook and a convenience sample. The initial results from the questionnaire showed that the majority of teachers were aware of word frequency. However, on closer inspection of the questionnaire, it became clear that several of the teachers did in fact not have sufficient knowledge of word frequency. Previous research has shown the importance of high-frequency words and that the 2,000 most frequent words are a necessary learning goal. Implications of not considering word frequency when teaching vocabulary can have a negative effect on students' progression. Our research has found a discrepancy between steering documents in Sweden, in which word frequency is not explicitly considered, and previous studies analysing the use of word frequency. This could be seen as the explanation for why teachers are not aware of word frequency.

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Lindstedt, Jonna. "Samhällets avspeglingar i religionskunskapsklassrummet : En kvalitativ intervjustudie av socialkonstruktionistiska tolkningar av lärares utsagor om mångkultur och konflikt". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-82882.

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The purpose of the present study is to examine how a multicultural classroom affects the teaching of religion, and which conflicts teachers at secondary school and upper secondary school encounter in multicultural classrooms, as well as how these affect the school’s fundamental values. The study has been conducted through qualitative interviews with seven teachers who either teach religion at secondary school level or upper secondary school level.The study is based on the assumptions that multiculturalism affects teaching in the religion classroom and that there are conflicts where the conduct during the conflicts affects how schools work with their fundamental values. The study has a social constructionism approach where what teachers say about this study’s central concepts multiculturalism and conflict are studied. These concepts have then been used as a foundation for the analysis.The result of the study is that teachers are generally positive about a multicultural classroom for teaching religion; however, the study shows that there are both positive and negative aspects of this. The teachers in the study emphasized that the multicultural classroom, among other things, benefits the students' understanding of each other and that they can share and learn each other's experiences. The disadvantage of a multicultural classroom was considered by teachers to be the skepticism that can arise regarding their legitimacy as a mediator of knowledge. As for conflicts in the multicultural classroom in religion teaching, the result shows that teachers see conflicts as both positive and negative for the work on fundamental values, depending on its outcome. According to the teachers, a conflict can generate understanding and respect among the students, but also provide space for the students to express prejudices that lead to disagreements.Key

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Rossi, Tommaso <1986&gt. "Comparative analysis of Chinese FL didactics : an exploratory study into methodological approaches, teaching strategies and materials between Italy and France". Doctoral thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18460.

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Nelle ultime decadi il Cinese Lingua Straniera (CLS) è divenuto particolarmente rilevante all’interno dei contesti formativi francesi e italiani. Questo trend positivo trova riscontro nell’alto numero di università, istituti privati e scuole secondarie che offrono corsi di CLS, probabilmente in risposta al crescente interesse per le lingue orientali da parte di discenti di tutte le età. Nonostante ciò, i dati sulla didattica del CSL negli istituti secondari ed accademici in Italia sono ancora piuttosto carenti. La nostra ricerca intende esplorare la dimensione didattica del CSL in Italia e Francia in ottica comparativa. Lo studio include tre sezioni: la prima affronta la disciplinarizzazione del CSL nei due Paesi, la seconda indaga gli approcci metodologici e le tecniche didattiche principalmente evincibili dall’analisi dei libri di testo prodotti nei due Paesi, la terza riporta uno studio di caso sulla didattica digitale applicata al CSL e una riflessione sulle pratiche didattiche.

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Bergfalk, Malin. "Att främja läsförståelse : Lärares didaktiska strategier vid användandet av läsförståelsestrategier". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-60744.

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Syftet med denna systematiska litteraturstudie är att undersöka vilka didaktiska strategier som forskning påvisar främjar elevers läsförståelse vid användandet av läsförståelsestrategier. Studier som ligger till grund för denna undersökning är sex artiklar och en avhandling, vilka har analyserats utifrån den sociokulturella språksynen för inläsning av läsförståelse. Forskningsresultatet visar att de didaktiska strategier som var avgörande för elevernas användning av läsförståelsestrategier var att; modellera för användandet av läsförståelsestrategier, ge feedback till eleverna, uppmana och uppmärksamma för eleverna i användandet av läsförståelsestrategier samt att ställa frågor om elevernas läsning.

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Yu, Shu-yun, e res cand@acu edu au. "The Effects of Games on the Acquisition of Some Grammatical Features of L2 German on Students’ Motivation and on Classroom Atmosphere". Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp98.29052006.

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The main purpose of this study is to explore the effects of the use of games as a teaching strategy for raising the grammatical accuracy level of secondary students of German as a second language. This thesis seeks also to examine the effect of game-based grammar instruction on students’ motivation and classroom atmosphere. The participants in this study were divided into two groups, the Control and Experimental groups, and received 90 periods, over 18 weeks, of grammatical instruction by the same teacher. The teaching program was the same for both groups. The difference consisted in the use of game-based practice for the experimental group, while the control group performed traditional grammar-based practice only. Data were collected using the following instruments: grammar tests and examinations,a questionnaire on motivation, a questionnaire on classroom atmosphere, a questionnaire on the type of grammar practice, a questionnaire on the role of grammar and grammar instruction, focus group interviews with students, and the researcher’s field notes. While the main result does not support the hypothesis for significant improvement in grammatical accuracy by the experimental students as a result of game-based practice, their overall improved performance is a worthwhile achievement, particularly if it is linked to significant improvements in students’ motivation and classroom atmosphere.These positive results offer a notable incentive to language teachers to include games in their teaching of grammatical features, because the positive results of this experiment with regard to learners’ motivation, peer interaction, teacher-student interaction augur well for an eventual improvement also in the rate of grammatical accuracy.

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Lam, Cho-lung, e 林楚龍. "The effect of some common teaching strategies used in issues educationon secondary school students' attitudes towards nuclear power". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957183.

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Yaaii, Nigatu Bayissa. "Étude comparative de quelques caractéristiques phonotactiques et morphosyntaxiques de l'afaan-oromo, de l'amharique et du français afin d’analyser l’interférence chez les apprenants du FLE en milieu académique éthiopien". Electronic Thesis or Diss., Mulhouse, 2024. https://www.learning-center.uha.fr/.

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Cette recherche se concentre sur les erreurs globales relevées dans les corpus collectés auprès des apprenantsdu français de l’université d’Arsi. À travers une étude comparative, l'objectif principal de cette recherche est,d'une part, d'examiner si les erreurs constatées sont dues à l'interférence des langues premières (L1) et,d'autre part, de déterminer si ces erreurs apparaissent à chaque niveau linguistique. Il s'agit donc d'évaluer sicette interférence affecte l'acquisition de la langue cible au niveau phonétique, morphologique et syntaxique.Au contexte de la didactique, certaines stratégies d'enseignement, introduites par un certain nombred'auteurs, sont proposées afin d’enseigner la production des sons uniques, la formation et l’assemblage desmots
This research focuses on global errors found in corpora collected from learners of French at the University ofArsi. Through a comparative study, the main aim of this research is, on the one hand, to examine whether theerrors noted are due to interference from the first languages (L1) and, on the other, to determine whetherthese errors appear at each linguistic level. The aim is therefore to assess whether this interference affects theacquisition of the target language at the phonetic, morphological and syntactic levels. In the context ofdidactics, certain teaching strategies, introduced by certain authors, are proposed to teach the production ofsingle sounds, word formation and word

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Lancho, Perea Luis Andres. "Spanish as a foreign language at university level : the role and use of language learning strategies by absolute beginners". Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/61263.

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This research is logged in the field of language acquisition, focusing on Spanish as a foreign language learnt at university level. It investigates how learning strategies are used by students to develop proficiency in Spanish over a three-year period (from the first year to the third year). Adopting a cognitive lens that places special attention to how linguistic knowledge is constructed, deconstructed and reconstructed, this study focuses on the language learning process, specifically on what the students do to learn a language. Taking into account that the learning of foreign language poses particular and distinctive challenges – as opposed to the learning of a second language – and using a multiphase design that combines sequential strands encompassing quantitative and qualitative techniques, this study finds that those who successfully complete all the Spanish courses are the ones who report significantly more use of metacognitive strategies in the first year. The study concludes by proposing a framework that helps to classify the role that the use of strategies play in learning a foreign language from a student’s perspective. This framework adds a new dimension and provides valuable information to similar types of studies. Considering the above-mentioned findings, the study recommends introducing first-year students to the potential value of using metacognitive strategies in foreign language learning, and suggests that lecturers should recommend more activities for students to engage in the language outside the classroom.
Thesis (PhD)--University of Pretoria, 2017.
Modern European Languages
PhD
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Jarhall, Jessica. "En komplex historia : Lärares omformning, undervisningsmönster och strategier i historieundervisning på högstadiet". Licentiate thesis, Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12037.

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What do history teachers teach about? How do they represent it? Why do they choose to teach the way they do? The main purpose of this study is to analyse what teaching patterns and strategies history teachers in lower secondary schools use in their history teaching for pupils aged 13-16. An additional aim is to get hold of how teachers transform their knowledge and experiences into history teaching. The results are then compared to previous research concerning teaching strategies for history teachers in upper secondary schools. The language the teachers use when they talk about their teaching is also compared to the language found in the field of history didactic research. Through interviews with five experienced history teachers in two different school contexts their own speech about what they regard as the aim of the teaching of history, what they choose to teach about and what methods they use in history teaching make the foundation for this empirical study. It is the teachers’ words about their own practice, i.e. the thought processes of experienced teachers that are in focus. Although the study is based on the method of semi-structured qualitative interviews and in some aspects can be regarded as a Grounded Theory study, one theoretical point of view is developed from the thoughts around transformation of the subject history. It concerns how the teachers approach history teaching and what factors the teachers talk about as the main factors of influence. The study shows both similarities and differences between the teachers’ teaching patterns and strategies as well as between the teachers at lower secondary schools compared to those who teach at upper secondary schools. There seem to be individual patterns for each teacher where their subject matter competence alongside with their personal experiences and interest for the subject history are factors that seem to influence the way the teachers teach. The pupils are one main factor that seems to be important for the teachers in lower secondary schools, as is the use of the national curriculum when planning their teaching. Concerning transformation the question about what methods to use is observed to be the most central. The didactic why, what and how-questions in history teaching are found to be intertwined, and together they build what can be viewed as a teacher’s subject didactic teaching pattern. There are only hints that some of the teachers have developed more sustainable and consequent strategies for their history teaching. One result is that teachers, although they in some sense talk about historical didactic concepts, lack a historical didactic vocabulary to talk about their teaching.
Baksidestext Vad väljer historielärare att undervisa om, vilka metoder används och varför gör lärarna de val de gör? I denna studie intervjuas fem erfarna högstadielärare i två olika skolkontexter. Lärarnas tal om vilka mål, vilket innehåll och vilka metoder som har varit mest centrala under deras senast genomförda historieundervisning ligger till grund för en beskrivning och tolkning av den didaktiska processen där lärare omformar sina ämneskunskaper och erfarenheter till konkret undervisning. De termer och begrepp lärarna använder när de talar om sin historieundervisning är liksom de omformningsfaktorer som påverkar lärarna i den didaktiska processen också av intresse. Resultatet visar att lärarna har funnit särskilda sätt att hantera skolämnet historia vilka kan betraktas som en lärares undervisningsmönster eller, i de fall där mönstret är mer varaktigt och sammanhållet, kan benämnas undervisningsstrategi. Studiens resultat visar både likheter och skillnader mellan lärarna, samt i jämförelse med tidigare studier av gymnasielärares undervisningsstrategier. Det språk lärarna använder liknar snarare den vokabulär som syns i läroplaner och läroböcker än det språk som används i historiedidaktisk forskning.

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Alves, Milena. "Características, elementos e importância do planejamento didático-pedagógico : uma revisão de termos e conceitos na área de Ensino de Ciências /". Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/153132.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Este texto apresenta a pesquisa de mestrado desenvolvida no âmbito do Programa de Pós-Graduação em Química da Universidade Estadual Paulista “Júlio de Mesquita Filho”, campus de Araraquara (PPG/IQ-CAr), vinculado ao Grupo de Pesquisa em Educação Química do IQ. O presente trabalho de pesquisa pretende contribuir para a compreensão da importância do planejamento didático-pedagógico para a prática docente e para o processo de ensino e aprendizagem, bem como para o entendimento de quais devem ser seus elementos básicos. Para tanto, realizou-se uma revisão sistemática em artigos de revistas e em anais de eventos da área de Ensino de Ciências e definiu-se as seguintes questões de pesquisa: quais as aproximações e afastamentos entre os sentidos atribuídos a termos utilizados dentro da temática do planejamento didático-pedagógico na área de Ensino de Ciências? De que modo as definições encontradas na literatura especializada da área refletem os diferentes sentidos e apontam para possíveis significados? Para a consecução dos objetivos da pesquisa optou-se pela realização de uma pesquisa teórica do tipo revisão sistemática e pautada nos procedimentos teórico-metodológicos da Análise de Conteúdo. Para operacionalizar a revisão sistemática, definiu-se os termos de busca a partir de critérios como relevância, importância e presença de divergências em suas definições e acepções. Assim, dois grupos de termos foram escolhidos: o grupo 1 que contém os termos dos elementos do planejamento didático-pedagógico (metodologia, estratégia, método, técnica e recurso) e o grupo 2 que contém os termos do planejamento em forma de projetos de ensino e aprendizagem (sequência didática, sequência de ensino, unidade didática, unidade de ensino). Os resultados da revisão sistemática apontaram divergências conceituais e a ausência de referenciais, além do uso indiscriminado dos termos e também das formas de elaboração do planejamento didático-pedagógico do professor. Realizou-se, após uma etapa de revisão de referenciais, a proposição de definições teóricas dos termos referentes aos elementos do planejamento do professor, a fim de que se pudesse apresentar as diferenças dos mesmos e apresentar a importância da delimitação desses elementos no planejamento didático-pedagógico. Ademais, argumentou-se que os planejamentos em forma de projetos de ensino estão vinculados a tradições de pesquisas na área e que, portanto, a utilização dos termos dos planejamentos em forma de projetos de ensino deve se dar de modo a considerar as concepções teórico-metodológicas associadas a cada um dos termos. Além disso, esses projetos devem ser elaborados e implementados dentro da perspectiva de se trabalhar com design, dada a necessidade de maior articulação entre os conhecimentos e produtos gerados e a prática escolar.
This text presents the master's research developed in the ambit of the Graduate Study Program in Chemistry of the Universidade Estatual Paulista "Júlio de Mesquita Filho", Araraquara campuses (PPG / IQ-CAr), linked to the Chemical Education Research Group of IQ. This research aims to contribute to the understanding of the importance of didactic-pedagogical planning for teaching practice and for the entire teaching and learning process and, for understanding what basic elements that a planning should contain. To reach these research objectives, a systematic review was carried out in journal articles and in annals of events in the area of Science Teaching, and the following research questions were defined: which are the approximations and departures between the meanings attributed to terms used within the theme of the didactic-pedagogical planning in the area of Science Teaching? How do the definitions found in the specialized literature of the area reflect the different meanings and point to possible meanings? In order to achieve the objectives of the research, a theoretical research of the type systematic review and based on content analysis was chosen. As a way of operationalization of the systematic review, the search terms were defined based on criteria such as relevance, importance and presence of divergences in their definitions and meanings. Thus, two groups of terms were chosen: group 1 containing the terms of the elements of teacher planning (methodology, strategy, method, technique and resource) and group 2 containing the terms of teacher planning in the form of teaching projects and learning (didactic sequence, teaching sequence, didactic unit, teaching unit). The results of the systematic review pointed to conceptual divergences and the absence of references, besides the indiscriminate use of terms and also of the forms of elaboration of the didactic-pedagogical planning of the teacher. After a revision of reference frames, the theoretical definitions of the terms referring to the elements of the teacher's planning were presented, in order to present the differences between them, and to present the importance of delimiting these elements in didactic-pedagogical planning. In addition, it was argued that the planning in the form of teaching projects are linked to research traditions in the area and that, therefore, the use of the terms of the planning in the form of educational projects must take place in order to consider the theoretical- associated with each of the terms. In addition, these projects must be elaborated and implemented within the perspective of working with design, given the need for greater articulation between the knowledge and products generated and the school practice.

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Solagha, Omta Zoi. "Writing Difficulties in the Swedish ESL-Classroom : How teachers of English deal with students’ writing difficulties". Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94207.

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This study covers a research within the area of writing difficulties in the ESL classroom (English as second language). This essay aims to look at teachers’ attitudes towards working with writing difficulties and also how teachers deal with this issue in the classroom. The data for this study was collected through the qualitative method; interviews and observations. The informants who participated in this study are English teachers, working in year 7-9. The observations were conducted during the informants’ lessons. Previous research has also been used in this study in order to establish the teachers’ work within writing. The study shows that the teachers feel that it is challenging to work with students who have writing difficulties, since those students might be unmotivated. However, the informants believe that teachers need to motivate their students to write more, in order to achieve development. Moreover, the study shows that teachers do not use any specific method when working with writing, instead they try to see what the students have difficulties with, and subsequently find solutions based on the individual’s needs.

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Warnich, Pieter Gabriël. "Uitkomsgebaseerde assessering van geskiedenis in graad 10 / Pieter Gabriël Warnich". Thesis, North-West University, 2008. http://hdl.handle.net/10394/1601.

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In 2006, Outcomes Based Education (OBE) was introduced into Grade 10 (as part of the FET band) for the first time. For the Grade 10 History teacher, this new teaching approach implied modified assessment practices, setting new demands and challenges. It brought about an adjusted assessment strategy through which the focus of formal assessment was shifted to an interactive and learner-centred approach of "doing" History rather than "facts" simply being assessed. Whether outcome based assessment (OBA) is executed meaningfully, is determined by the Grade 10 History teacher's ability to develop learning and assessment strategies that can integrate the critical outcomes, the development outcomes, the learning outcomes and the assessment standards meaningfully with the facilitation of the historic content. The overarching aim of this research was to investigate the assessment practices of History teachers in Grade 10. It was undertaken within the framework of an extensive literature study on OBE and OBA as teaching processes - internationally and nationally. In order to determine the assessment practices of Grade 10 History teachers, an empirical investigation was undertaken that was based on both quantitative and qualitative research methods, with a view to: • establish to what extent the Grade 10 History teacher followed the guidelines/ prescriptions of OBA; • determine the Grade 10 History teacher's knowledge, attitudes and skills regarding OBA; • identify deficiencies and problems that prevent the Grade 10 History teacher from implementing OBA effectively; and • design an OBA model for the Grade 10 History teacher. A random sample of schools was drawn nationally. A structured questionnaire was sent to the Grade 10 History teachers of these schools [n = 424], of which a total of 122 was received back. The results were analysed quantitatively and qualitatively and the following are but a few findings of this research: • Most of the teachers were positively inclined towards OBA because it is aimed at developing the entire learner. • Most of the teachers had sufficient knowledge of the assessment documents made available to them, and it was comprehensible. • Most of the teachers were convinced that the training they had received, had not sufficiently empowered them professionally speaking for implementing OBA. • Most of the teachers expressed the need for more support from the Department of Education concerning better in-service training programmes, more support from subject and curriculum advisors and more resources and learning and teaching support material being made available. • Generally speaking, the theoretical knowledge of OBA of most of the teachers was good, but they desired more and longer practice oriented in-service training in specific aspects regarding OBA. Based on the results proceeding from the research, recommendations were made in order to promote the practical implementation of OBA in schools. A holistic OBE quality model for teaching History was also designed that will empower the History teacher to implement OBA effectively to then especially complement the critical outcomes.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.

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Olsson, Lisa. "Fixar läsfixarna läsningen? : Arbete med metoden "en läsande klass" i årskurs 1". Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84292.

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Karlsson, Lina. "Språkutvecklande stödstrukturer : En observations- och intervjustudie om lärares arbete med läsning i SO i åk 4–5". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-90802.

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The curriculum for social studies is designed in a way where knowledge is assessed through the students’ expressive language skills. Much of the knowledge is also expected to be gained through reading. The purpose of this study is to examine what types of scaffolding teachers can create for students reading social studies nonfiction texts in grades 4–5. The study is based on observations and interviews with three teachers. The material was subsequently analysed based on characteristics in language development methods, showing that teachers do not emphasise the importance of language for learning when teaching. The results also show that students, to a small extent, are used as supporting resources for one another and that teachers themselves take up much of the talking space in the classroom. During structured oral text instruction teachers request short answers, that are evaluable rather than allowing time for interrogative and reflective discussions. The effect of the teacher centered teaching is that the students are passivate instead of challenged with cognitively demanding tasks where scaffolding can enable a potentially higher learning level.

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Mucić, Boris. "”Vem är det Amanda hänger med då?” : Ett verksamhetsutvecklande arbete i årskurs 6 om hur textsamtal kan öka elevers delaktighet i läsundervisningen och gynna elevers läsförståelseutveckling". Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46439.

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In my workplace, the pupils' shortcomings in reading comprehension were noticed after a teacher at theschool noticed that only a few students actively participated in the whole class teaching and that few pupils could answer questions related to the text that was read in the whole class. The pupils in year sixat the school already have uneven results in reading comprehension and the reading lessons that has been conducted in the two classes has for the most part consisted of whole class tutoring and individual work. Based on the development needs that I have noticed in my workplace, the purpose of this study is to analyze four student groups' work with text conversations and find out what role support has in text conversations to develop students' reading comprehension. Furthermore, the study intends to investigate whether text conversations in small groups can increase students' participation in reading instruction inthe the swedish subject. Based on this, the following questions have been formulated: How can text conversations in small groups serve as support for students and promote the use of reading strategies? How can text conversations in small groups increase students' participation in reading lessons? The analytical tools that has been used to analyse the empirical data is scaffolding, reciprocal teaching and the participation model. Qualitative methods have been used to collect empirical material. These arefocus group interviews and observations. The results show that support, participation and interaction are important concepts that can, to a large extent, effect students' reading comprehension development.

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17

Färdig, Lucas, e La Espriella Stenberg Lucia De. ""Det hjälpte mig att förstå bättre." : En studie om litteratursamtalets möjligheter i årskurs 4-6". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100805.

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Syftet med denna empiriska studie är att undersöka hur litteratursamtal påverkar mellanstadieelevers förståelse av läst skönlitteratur. Den tidigare forskningen presenterar positiva resultat vid användning av litteratursamtal i skolklasser. Flera forskare hävdar att litteratursamtal förbättrar och fördjupar elevernas förståelse. För att undersöka detta användes semistrukturerade intervjuer och ett litteratursamtal med sex sjätteklassare. Utgångspunkten för de två intervjuerna och litteratursamtalet var Chambers samtalsmodell och texten som användes var Astrid Lindgrens berättelse Allrakäraste syster (1973) som studiens urvalsgrupp fick läsa och diskutera. Den insamlade datan analyserades sedan utifrån studiens syfte och frågeställningar. Studiens resultat var av positiv karaktär och visade att en fördjupad förståelse för berättelsen uppstod efter litteratursamtalet. Hela urvalsgruppen återger en positiv bild av litteratursamtalet, samt att alla uppvisade bättre förståelse för berättelsen efter att de fått diskutera den med varandra.

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18

Breetzke, Peter Roland. "Sequence in the mathematics syllabus : an investigation of the Senior Secondary Mathematics Syllabus (July 1984) of the Cape Education Department attempting to reconcile the demands of the strictly mathematical order and the developmental needs of pupils, modified by the mathematical potential of the electronic calculator : some teaching strategies resulting from new influences in the syllabus". Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001430.

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This study was motivated by the latest revision of the mathematics syllabuses of the Cape Education Department. The most important changes to content in the Senior Secondary Mathematics Syllabus (July 1984) are the introduction of calculus and linear programming, the substitution of a section on analytical geometry for vector algebra and the recall of the remainder and factor theorems. The way in which these changes were introduced left the task of integrating them into the teaching process in the hands of individual teachers. This is a task of extreme importance. If one's classroom practice is to simply plough one's way through the syllabus, one loses many opportunities to make the study of mathematics meaningful and worthwhile. Accepting the view of the spiral nature of the curriculum where one returns to concepts and procedures at increasing levels of sophistication, one needs to identify the position of topics in this spiral and to trace their conceptual foundations. Analytical geometry is in particular need of this treatment. Similarly there are many opportunities for preparing for the introduction of calculus. If the teaching of calculus is left until the last moments of the Standard 10 year without proper groundwork, the pupil will be left with little time to develop an understanding of the concepts involved. It is the advent of calculators which presents the greatest challenge to mathematics education. We ignore this challenge to the detriment of our teaching. Taken seriously calculators have the potential to exert a radical influence on the content of curricula and examinations. They bring into question the time we spend on teaching arithmetic algorithms and the priority given to algebraic manipulation. Numercial methods gain new prominence. Calculators can even breathe new life into the existing curriculum. Their computing power can be harnessed not only to carry out specific calculations but also to introduce new topics and for concept reinforcement. The purpose of this study has been to bring about a proper integration of the new sections into the existing syllabus and to give some instances of how the calculator can become an integral part of the teaching/learning process

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19

Lages, Rebecca, e Hanna Lindroth. "Tanke, känsla och handling : Stöttande strategier i den planerade matematikundervisningen i förskolan - en jämförande studie om barns lärande, utifrån tre olika arbetssätt". Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-180694.

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Denna studies syfte är att undersöka om, och i så fall vilka, stöttande strategier som framträder i den planerade matematikundervisningen i förskolan. Det är en jämförande studie mellan det pedagogiska arbetssättet learning study och de pedagogiska arbetssätt som används enligt Maria Montessoris idéer, samt i förskolorna i Reggio Emilia i Italien. Genom platsbaserade observationer på tre olika förskolor, belägna i norra Stockholmsområdet, har material samlats in med hjälp av anteckningar och ljudinspelningar. Det insamlade materialet ligger till grund för en analys ur teorin om relationella utvecklingssystem, med fokus på stöttande strategier inom ramen för denna teori. Studiens resultat indikerar att alla stöttande strategier framträder inom alla tre arbetssätt, fast i varierande mängd. Social stöttning framträder mest inom learning study, ekologisk stöttning är mer framträdande inom montessoriverksamheten och självstöttning är mest framträdande för arbetssättet enligt Reggio Emilia-pedagogiken. Slutsatser av denna studie är att stöttande strategier inom ramen för teorin om relationella utvecklingssystem, ger en mer helhetlig bild av de stöttande strategier som framträder under den planerade matematikundervisningen i förskolan, jämfört med vad den mer traditionella uppfattningen om stöttat lärande kan erbjuda. Därför bör dessa stöttande strategier läras ut till förskollärare och verksamma inom förskolan så att barn inom förskolans verksamhet kan få den bästa möjliga undervisningen.

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Zuma, Sandile Cleopas. "Some strategies used by isiZulu-speaking learners when answering TIMSS 2003 science questions". Thesis, 2006. http://hdl.handle.net/10413/1822.

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The purpose of this study was to describe the performance of the South African Grade 8 learners in Trends in International Mathematics and Science Study (TIMSS) 2003 science test, to explore the translatability of TIMSS 2003 science items into isiZulu without significant loss of meaning, and to explore the strategies used by isiZulu-speaking learners when answering questions in the TIMSS 2003 test. Thirty six isiZulu-speaking learners were tested using written test questions taken from the science test in the TIMSS 2003. The degree to which a sample of 36 learners represented their understanding of the questions in a written test compared to the level of understanding that could be elicited by an interview is presented in this study. The findings of this study are presented, interpreted and discussed using Pollitt & Ahmed's (2001) model of question answering process as well as other relevant literature. The key findings of this study are as follows : • the South African Grade 8 learners performed very poorly on TIMSS 2003 science test, • close translation of TIMSS 2003 science items into isiZulu is possible if conducted with care by expert teachers, • the language of the test had some effect on isiZulu-speaking learners' performance on TIMSS 2003 science test, • the strategies used by isiZulu-speaking learners when answering science questions included: • translating the question into isiZulu before trying to answer it, • choosing an answer containing a word/term common in the question stem and in the options, • choosing the answer containing a familiar/unfamiliar word in the options, •guessing , •looking at patterns of previous choices, •'picture memory', and •'general knowledge'. When Pollitt & Ahmed's (2001) model of question answering is applied to isiZuluspeaking learners, two 'new' phases are introduced. The findings of this study suggest that language factors are embedded within other factors, importantly, the appropriate level of cognitive proficiency to enable correct answering of science questions. The findings of this study further suggest the need for development of cognitive/academic language proficiency (CALP) in both English and isiZulu languages, or in one of them.
Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

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Ntuli, Misrael Bhekukwenza. "An evaluation of the significance of mutual trust between the educator and the educand and its effect on educative teaching with special reference to some selected schools in Maphumulo district". Thesis, 1996. http://hdl.handle.net/10530/688.

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Dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Philosophy of Education at the University of Zululand, 1996.
This research was mainly informed by the role and significance of mutual trust between the educator and the educand in senior secondary schools in particular. These schools were selected on the basis of the fact that more often than not they are disturbed. There are instances where classes are suspended. There are times where the culture of learning is seen to be totally absent. In some cases there is tension and confrontation between educators and educands. Sometimes schools grind to a total halt. In the process educators blame educands or vice versa. This then motivated the current researcher to hypothesize that there is inadequate realisation of mutual trust between the educator and the educand in some selected schools. To delimit the study certain schools in Maphumulo district were chosen. Chapter 9 One dealt with the statement of the problem. Chapter Two and Three dealt with literature preview, that is, the literary base to the study. Chapter four explained the procedure that was followed in conducting this study. Chapter five dealt with the analysis and interpretation of data. Finally Chapter six dealt with conclusions, findings and recommendations. Among the findings the following can be cited. * There is inadequate realisation of mutual trust between the educator and the educand in Maphumulo district. * Channels of communication between educators and educands are not well opened in Maphumulo district. * Freedom with responsibility is not well taught in Maphumulo district. * Tension, and confrontation between the educator that occurs to a certain extent minimises chances of mutual trust between the educator and the educand. * Where educands are not included in decision-making processes problems of mutual trust abound. In short if teachers do not involve pupils in decision-making there will be misunderstanding. * The question of mutual trust does not only involve teachers and pupils but it also embodies the parent community. On the basis of the findings the following are some of the recommendations the researcher made. * Channels of communication between educator and educands have to be opened. * Teachers, parents and pupils have to be thoroughly educated about the significance of mutual trust. * Activities that combine parents, teachers and pupils are undoubtedly essential and the importance of parent-teacher-pupil associations cannot be overemphasized. * Educands should be involved in decision-making processes of the school as this will make them feel that they are accepted and loved. This is the base on which trust is built. * Any discipline that is administered by parents and teachers should be dispensed with friendliness and love. * Whilst teachers and parents are firm thy must also be friendly. * Pupils have to be given a chance of doing some tasks independently and with minimum interference of parents for this sometimes makes them responsible in taking decisions.

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22

Machisi, Eric. "Exploring solution strategies that can enhance the achievement of low-performing grade 12 learners in some mathematical aspects". Diss., 2013. http://hdl.handle.net/10500/13244.

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The purpose of this study was to explore solution strategies that can enhance the achievement of low-performing Grade 12 learners in the following mathematical aspects: finding the general term of a quadratic sequence, factorising third degree polynomials, determining the centre and radius of a circle, and calculating the angle between two lines. A convenience sample of twenty-five low-performing Grade 12 learners from a secondary school in Capricorn District of Limpopo Province participated in the study which adopted a repeated-measures research design. Learners were exposed to multiple solution strategies and data were collected using achievement tests. Findings indicated significant differences in learners‟ average scores due to the solution strategies used. In determining the general term of a quadratic sequence, learners‟ scores were significantly higher when they used formula and the table method than with the method of residues and solving simultaneous equations. Synthetic division made learners to achieve better scores than long division and equating coefficients in factorising third degree polynomials. The use of formulae to find the centre and radius of a circle made learners to have better achievement scores than completing the square. In calculating the angle between two lines learners‟ scores were better using formula and the cosine rule than using theorems. It was concluded that exposing low-performing Grade 12 learners to multiple solution strategies would enhance their achievement in the mathematical aspects explored in the study. Some of the solution strategies that made learners to achieve better results were not in the prescribed mathematics textbooks. The study therefore recommends that mathematics teaching should not be textbook-driven and that low-performing Grade 12 learners should not be regarded as beyond redemption.
Mathematics Education
M.Sc. (Mathematics, Science and Technology Education)

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23

Johansson, Emma. "”Läsförståelse är nyckeln i alla ämnen” : En kvalitativ studie om hur lärare i grundskolans årskurs 1–3 beskriver sin undervisning i läsförståelse utifrån de didaktiska frågorna vad, hur och varför". Thesis, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44499.

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Enligt rapporter från Progress in Reading Literacy Studies [PIRLS] har de svenska elevernas förmåga att läsa och förstå text försämrats sedan 2001. Resultatet från 2016 visar dock en ökad förmåga hos eleverna. Aktuell forskning visar på vikten av att lärare undervisar i läsförståelse. Syftet med studien är därför att undersöka hur verksamma lärare i grundskolans årskurs 1–3 beskriver sin undervisning i läsförståelse utifrån didaktiska frågor. Detta syfte besvaras med följande frågeställningar: Vilka läsförståelsestrategier lärs ut? Hur beskriver lärarna sin läsförståelseundervisning utöver dessa strategier? Hur ofta undervisar lärarna i läsförståelse och varför anser de att denna mängd behövs? Varför väljer lärarna att undervisa i läsförståelse? Studien utgår från ett sociokulturellt perspektiv där nya kunskaper utvecklas tillsammans med andra utifrån individens egen proximala utvecklingszon. Materialinsamlingen har gjorts genom en kvalitativ enkät med öppna frågor där deltagarna valts ut via tre urvalskriterier. Innan materialinsamlingen började genomfördes en pilotstudie. Resultatet visar på att fem strategier är vanligast i undervisningen: att förutspå, att reda ut oklarheter, att sammanfatta, att ställa frågor och att skapa inre bilder. Denna undervisning sker i ett gemensamt lärande genom att lärarna modellerar och använder olika strategier. Lärarna motiverar dessa val utifrån styrdokument och forskning samt att de vill stärka elevernas läsförståelse. Slutsatsen är att studiens resultat har en relevans för lärarstudenters och yrkesverksammas planering av undervisning.
According to reports from Progress in Reading Literacy Studies [PIRLS], the ability of Swedish students to read and understand text has deteriorated since 2001. However, the results from 2016 show an increased ability of the pupils. Current research show the importance of teachers teaching reading comprehension. The purpose of the study is to investigate how active teachers in the elementary school years 1-3 describe their teaching in reading comprehension based on didactic questions. This purpose is answered with the following questions: What reading comprehension strategies are taught? How do the teachers describe their reading comprehension teaching in addition to these strategies? How often do teachers teach reading comprehension and why do they think this amount is needed? Why do the teachers choose to teach reading comprehension? The study is based on a socio-cultural perspective where new knowledge is developed together with others based on the individual's own proximal development zone. The material collection has been done through a qualitative questionnaire with open questions where the participants were selected via three selection criteria. Before the material collection began, a pilot study was carried out. The result shows that five strategies are most common in the teaching: predicting, clearing out uncertainties, summarizing, asking questions and creating inner images. This teaching takes place in a common learning by the teachers modeling and using different strategies. The teachers motivate these choices based on curriculum and research, that they want to strengthen the pupils reading comprehension. The conclusion is that the study's results have a relevance for the teaching students 'and professionals' planning of teaching.

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24

Ntuli, Thuli Gladys. "Exploring the classroom practices of natural sciences teachers when teaching matter and material in some of the schools in the Siyabuswa Circuit". Diss., 2019. http://hdl.handle.net/10500/26876.

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The study explored the classroom practices of Natural Sciences teachers when teaching the Matter and Material strand in senior phase schools in the Siyabuswa circuit. The following research questions were explored: What is the nature of the teacher’s teacher knowledge when teaching Matter and Material strand in the senior phase schools? What is the nature of the teacher’s instructional strategies when teaching the Matter and Material strand in the senior phase schools? How does the teacher’s teacher knowledge and instructional strategies shape the classroom interactions and discourse? The qualitative case study approach was employed, wherein three teachers participated. Interviews and observation were used for data collection. The findings revealed that Natural Science teachers lack content knowledge and inadequate Subject Matter Knowledge which influences their instructional strategies, hence their classroom interactions and discourses. Recommendations were made to the Department of Education and government to look into the factors that influence the teaching of Natural Sciences as far as teacher’s knowledge and contextual factors are concerned.
Irhubhululo leli liphathelene nomfundisi nakafundisa ngekumbeni isifundo se Natural Sciences khulu khulu sitjheje amakghono kunye nobukgwari I Matter and Material strand emabangeni aphakathi (Senior Phase) isiyingi sange Siyabuswa. Imibuzo erhujululiweko netsengiweko ngelandelako: inzindzolwazi lomfundisi lingangani lokha nakafundisa isifundo se Matter and Material strand emabangeni aphakathi (Senior Phase)? Anjani amakgono womfundisi nakafundisa / nokwethula isifundo se Matter and Material strand emabangeni aphakathi (Senior Phase)? Ingabe ilwazi neendlela zokufundisa zomfundisi ziletha njani ukuzwisisa nokuragela phambili kwesifundo ngekumbeni? Irhubhululo elingeneleleko mayelana nokufuna ilwazi ngesihloko esingehla lisetjenzisiswe. Kusetjenziswe abafundisi abathathu kulelirhubhulo. Ukuhlolwa kwelwazi babuzwe imibuzo begodu baphoswa ilihlo elibukhali ukubuthelela inzinzolwazi. Imiphumela iveze pepeneneni bona abafundisi be Natural Sciences bayatlhayela ngelwazi kunye nelwazi elingeneleleko mayelana nesifundo, lokho kunomthelela omumbi ngendlela abathula ngayo ilwazi kunye nendlela yokuzwisisa kwabafundi. UMnyango wezeFundo kunye norhulumende bayelelisiwe bona batjheje amaphuzu anemithelela emimbi lokha nakufundiswa isifundo se Natural Sciences khulu khulu inzinzo lwazi lomfundisi kunye neenqabo zokufunda.
Die studie is die ondersoek na klaskamer praktyke van Natuurwetenskaponderwysers wanneer onderrig gegee word in Materie-en Materiale vesel in senior fase skole, in die Siyabuswa omgewing. Die volgende navorsingsvrae was ondersoek: Wat is die aard van die onderwyser se onderrigkennis wanneer Materie-en Materiale vesel in senior fase skole onderrig word? Wat is die aard van die onderwyser se onderrigstrategie wanneer Materie-en Materiale vesel in senior fase skole onderrig word? Hoe vorm die onderwyser se kennis-en onderrigstrategieë die klas se interaksies en diskoers? Die kwalititatiewe gevallestudie benadering was toegepas waartydens drie onderwysers deelgeneem het en die versamelde data gebruik was. Die bevindinge het die Natuurwetenskaponderwysers se gebrek aan inhoudskennis en onvoldoende Vakkennis, wat hul onderrigstrategieë nadelig beïnvloed uitgewys, vandaar hul klaskamer en interaksie diskoerse. Aanbevelings is gemaak aan die Departement van Opvoeding en die Regering om ondersoek in te stel na wat die onderrig van Natuurwetenskappe benadeel in so verre dit die kennis van die onderwysers betref.
Science and Technology Education
M. Ed. (Specialisation in Natural Science Education)

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Netshivhumbe, Ndivhuwo Prudence. "Classroom practices of some natural sciences teachers of the Vhembe District, Limpopo Province". Diss., 2018. http://hdl.handle.net/10500/26874.

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Abstracts in English, Sotho and Afrikaans
The purpose of this study was to explore the classroom practices of Senior Phase Natural Sciences teachers in some of the schools of the Vhembe District. Qualitative case study approach was employed and three teachers participated. The following research questions were explored: What is the level of the teacher’s subject-matter knowledge in the teaching of Natural Sciences (NS)? What is the nature of the teacher’s instructional strategies in the teaching of NS? How does the teacher’s subject-matter knowledge and instructional strategies shape the teachers’ classroom interaction and discourse in the teaching of NS? Interviews, observations and a questionnaire have been used for data collection. Teachers used their teaching experiences to teach NS. Results indicated lack of teachers, facilities and resources. It is recommended that the Department of Education as an arm of government should see that schools have the facilities, resources and teachers they need for proper teaching and learning as well as providing sufficient workshops to improve teachers’ classroom practices.
Sepheo sa thuto ena e ne e le ho hlahloba mekhoa ea litlelase tsa matichere a Phahameng ea Setsebi sa Tlhaho ea Setsebi tse ling tsa sekolo sa Vhembe. Ho ne ho sebelisoa mokhoa o nepahetseng oa ho ithuta litsebo le matichere a mararo. Lipotso tse latelang tsa lipatlisiso li ile tsa hlahlojoa: Mokhoa oa mosuoe oa mosuoe ke oa mofuta ofe thutong ea Saense ea tlhaho? Mokhoa oa mekhoa ea koetliso ea tichere ke efe tabeng ea thuto ea saense ea tlhaho? Mosuoe oa mosuoe o tseba joang le mekhoa ea ho ruta e amanang le ho sebelisana ha tichere le ho bua ka thutho ea saense ea tlhaho? Lipuisano, litlhaloso le lipotso. E sebeliselitsoe ho bokella data. Barupeluao ba ile ba sebelisa liphihlelo tsa bona tsa thutho ho ruta saense ea tlhaho. Liphello li bonst’a ho haelloa ke matichere a saense ea tlhaho, mehaho le thepa. Ho khothalletsoa hore Muso le Lefapha la Thuto lo bone hore likolo li na le mehaho, lisebelisoa le matichere bakeng sa thuto le thutho e nepahetseng hammoho le ho fana ka lithupelo tse lekaneng bakeng sa ho ntlafatsa mekhoa ea matichere ea tlelase.
Die doel van die studie was om die klaskamerpraktyke van senior Fase Natuurwetenskappe-onderwysers in sommige skole van skole in die Vhembe-distrik te ondersoek. Kwantitatiewe gevallestudie-benadering was in diens en drie onderwysers het deelgeneem. Die volgende navorsingsvrae is ondersoek: Wat is die aard van die onderwyser se onderwyser kennis in die onderrig van Natuurwetenskappe? Wat is die aard van onderwyser se onderrigstrategiee in die onderrig van Natuurwetenskappe? Hoe vorm die onderwyser se kennis en onderrigstrategiee die onderwyser se klasinteraksie en-diskoers in die onderrig van Natuurwetenskappe? Onderhoude, waarnemings en vraelys wat gebruik word vir data-insameling. Deelnemers het hul onderrigervarings gebruik om Natuurwetenskappe te onderrig. Resultate dui op gebrek aan Natuurwetenskappeonderwysers, fasiliteite en-bronne. Dit word aanbeveel dat die regering en die Departement van Onderwys moet sien dat skole fasiliteite, hulpbronne en onderwysers het vir behoorlike onderrig en leer, asook voldoende werkwinkels om onderwysers se klaskamerpraktyke te verbeter.
Science and Technology Education
M. Ed. (Natural Science Education)

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Norlander, Peter. "Historieundervisning i det multimediala klassrummet : lärares förhållningssätt till olika mediers kvaliteter och användbarhet". Licentiate thesis, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-128366.

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In Sweden, the subject of history has become more comprehensive and diverse in recent decades. Parallel to this development, a new media landscape has been established, both in society at large and in school. Today there is a wide variety of teaching materials available, such as documentaries, news media, digitalized source material, music, computer games, encyclopedias, popular scientific articles, etc. This raises questions about which types of media history teachers use to teach their subject. The aim of this study is to analyze how teachers approach and relate to the qualities and usability of different media for teaching and learning history in upper secondary school. Semi-structured interviews are used to obtain detailed accounts of how teachers view their media use. Methodologically, the study examines teaching materials in a practice-oriented research tradition, focusing on the perceptions and uses of various media. Media ecology and sociocultural theory serve as the theoretical basis of the study. In brief, these theoretical perspectives claim that media should not be seen as neutral and value-free channels for conveying information, because intermediary media can both form and affect the learning that comes through the use of a certain medium. The concept of affordance is used in order to highlight and analyze how teachers view the effects that various types of media might have on how students understand history. This study shows that history teaching in upper secondary school is conducted in a media-rich environment. Based on the categorizations used, the eleven teachers who participated in this study report that they use a total of eighteen different types of media, and this complements and nuances the image of history teaching as a textbook-driven activity. This study also shows diversity in the teachers’ media repertoires. To explain this variation and to show the considerations underlying teachers’ media use, the term mediation strategies is used. The use of this concept shows that teachers’ perceptions of the usability of various media depend on how they perceive the qualities of these various media, as well as how the teachers relate both to the subject of history and to the pupils. Based on previous research and the results of the present study, it is concluded that it is advisable to advocate an extensive and varied media use when teaching history. Furthermore, it is highlighted that there is a need for a thorough discussion regarding which types of media should be part of history teachers’ media repertoires and what kind of mediation competence history teachers require today.

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Kidanemariam, Dereje Andargie. "Exploring students' academic performance in some fundamental concepts in chemistry through learning styles and instructional materials at two preparatory schools in Ethiopia". Thesis, 2013. http://hdl.handle.net/10500/13325.

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The main objective of the study was to explain how learning styles and instructional material influence students’ academic performance in some fundamental chemical concepts, and to integrate a specific learning styles model into the literatures of chemistry education and suggest how to apply it in the teaching-learning process of chemistry. To achieve the intended objective, a sequential explanatory mixed method design was applied. Out of 1676 science students in two preparatory schools, 326 participants were selected using a disproportionate random sampling and a sequential mixed method with a nested sampling strategy. Data were collected through Learning Styles Index, Chemistry test, and Semi-structured and open-ended questionnaire. The quantitative part of the data was analysed using descriptive statistics and inferential statistics including an independent sample t-test and multiple regression analysis. The qualitative part of the data was analysed using a framework analysis approach. This approach involves thematic analysis followed by comparisons both within and between themes, and between cases. The quantitative phase of the study found that the contributions of learning styles to academic performance in some fundamental chemical concepts have not statistically significant contribution. Therefore, it can be concluded that there was not any superior learning style that lead students to success in the fundamental chemical concepts considered in this study. The qualitative part of the study showed that the majority of students preferred the same nature of chemistry instructional materials. It also showed that nature of chemistry instructional materials used in the schools were different which can accommodate students’ with different learning styles. Based on the findings it is recommended that instructional designers and teachers take into consideration the representational nature of chemical concepts and then students learning styles when making instructional decisions.
Science and Technology Education
D. Phil. (Mathematics, Science and Technology Education (Chemistry Education))

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Sikhosana, Lettah. "Integration of environmental education by senior phase teachers in some schools of Nkangala District". Diss., 2019. http://hdl.handle.net/10500/26860.

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Abstract (sommario):

Morero oa thuto e ne e le ho hlahloba hore na hobaneng matichere a maemo a phahameng a hokahanya kapa a sa kopanye thuto ea tikoloho ho ruteng le ho ithuteng. Sepheo sa thuto ena e ne e le tsebo ea mosuoe mabapi le thuto ea tikoloho, maano a ho a sebelisa, liphephetso le menyetla e fumanoeng ha ba tlameha ho kopanya thuto ea tikoloho. Boithuto bo amohetse mokhoa oa ho etsa lipatlisiso oa boleng, thuto ea linyeoe le paradigm ea lipatlisiso. Lintlha tsa boleng li ile tsa bokelloa ho sebelisoa lipuisano le boithuto ba lithuto. Matichere a mararo a nkile karolo thutong ena. Pseudonyms e ne e sebelisoa ho sireletsa boitsebiso ba bona. Mokhoa oa typology o sebelisitsoe ho sekaseka metheo ea data lipotsong tsa lipatlisiso, lihlooho, sebopeho sa mohopolo, tlhahlobo ea lingoliloeng le boiphihlelo ba motho oa mofuputsi. Lintlha tsohle tse bokelletsoeng, li ile tsa hlahlojoa le ho hlalosoa e le nyeoe e le ‘ngoe. Phuputso e senotse hore thuto ea tikoloho ha e kopantsoe ka katleho, matichere a hokahanyang le tse sa kopaneng li bile le mathata le hore matichere ha a na tsebo e lekaneng mabapi le ho kopanngoa ha thuto ea tikoloho. Ka hona, ho khothalletsoa hore sekolo mmoho le matichere ba hlahise mananeo a thuto a tikoloho ka bophara le ho fan aka maikutlo a mekhoa e ka sebelisoang ho ntlafatsa maano a bona a ho ruta ho kopanya thuto ea tikoholo ka nepo.
Injongo yesifundo yayikukuphonononga ukuba kutheni kwaye kutheni ootitshala benqanaba eliphakamileyo bedibanisa okanye bengadibanisi imfundo yendalo ekufundiseni nasekufundeni. Ugxininiso kolu phando lwalukwimfundo katitshala malunga nemfundo yendalo esingqongileyo, iindlela zokufundisa ezisetyenzisiweyo, imiceli mngeni kunye namathuba afunyanwa xa kufuneka edibanise imfundo yendalo. Uphononongo lwamkele indlela yophando esemgangathweni, uyilo lwamatyala kunye nepharadigm yophando. Idatha yolwazi yaqokelelwa kusetyenziswa udliwanondlebe kunye nokujonga izifundo. Ngootitshala abathathu abathathe inxaxheba kolu phando. I-pseudonyms yasetyenziswa ukukhusela ubuqu babo. Indlela yokuchwetheza isetyenziselwe ukuhlalutya iziseko zedata kwimibuzo yophando, imixholo, isikhokelo sekhonkco, uphononongo loncwadi kunye namava obuqu omphandi. Yonke idatha eqokelelweyo, yahlalutywa kwaye itolikwa njengecala elinye. Olu phando luveze ukuba imfundo yendalo esingqongileyo ayihlangananga kakuhle, ootitshala abadibanisa kunye nabangazidibanisi nemiceli mngeni kwaye ootitshala abanalwazi lwaneleyo malunga nokudityaniswa kwemfundo yendalo esingqongileyo. K ngoko kucetyiswa ukuba isikolo kunye nabafundisi-ntsapo bazise iinkqubo zokufunda zokusingqongileyo kwaye bacebise ngeendlela ezinokuthi zisetyenziselwe ukuphucula izisetyenziselwe ukuphucula izicwangiso zabo zokufundisa ukulungiselela ukudityaniswa kwemfundo yendalo esingqongileyo ngempumelelo.
The aim of the study was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning. The focus of this study was on teacher’s knowledge about environmental education, instructional strategies used and challenges and opportunities experienced when they have to integrate environmental education. The study adopted a qualitative research method, case study design and an interpretative research paradigm. Qualitative data was collected using interviews and lesson observations. Three teachers participated in this study. Pseudonyms were used to protect their identities. A typology approach was utilised to analyse data based on the research questions, themes, conceptual framework, literature review and the personal experience of the researcher. All data collected was analysed and interpreted as a single case using. The study revealed that environmental education is not integrated effectively, teachers who integrate and those that do not integrate encountered challenges and that teachers have inadequate knowledge about the integration of environmental education. Therefore, it is recommended that the school together with teachers introduce continuous environmental education programmes and suggests approaches that can be used to improve their instructional strategies to enable the intergration of environmental education effectively.
Science and Technology Education
M. Ed. (Environmental Education)

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