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1
Malde, Millie. "The enjoyment factor : examining the relationship between enjoying and understanding science". Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112505.
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The investigation conducted for this thesis endeavoured to determine to what extent a relationship exists between pre-service elementary school teacher enjoyment of participating in science laboratory activities in a university-level background science course and their understanding of the science involved in those activities. A student enjoyment score for two science laboratory activities was generated from survey data. A student understanding score was generated from responses to relevant questions on the final exam of the course. A step-wise logistic regression was then conducted on the student enjoyment and understanding scores. Within the scope of the investigation described in this thesis, the findings lead to the conclusion that enjoyment appears to be unrelated to understanding.
2
Glock, Gina. "Mountain habitat activity guide". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/41.
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3
Lake, Gillian. "Let's talk! : an intervention supporting children's vocabulary and narrative development through sustained planned play and group shared storybook reading in the early years". Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:7bb60ed2-e7b3-4906-bcf4-d5bf3789c66b.
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An intervention, which targeted three- and four-year-old children's oral language, was developed for this study. The intervention was run over twice-weekly sessions, for ten weeks. Incorporating good Early Years practice, the first session in the week was a group shared storybook reading session with a puppet, where dialogic discussion took place and the children practised sequencing the story using visual prompts. The second weekly session consisted of planning, acting out and reviewing a planned pretend play episode based on the storybook which was read in that week's first session. Ninety-four children were randomly assigned to a control or treatment group and were tested at pre- and post-test on a battery of vocabulary and narrative assessments. The results of a Randomised Control Trial were positive in favour of the intervention. The most important of these results was a statistically significant effect on the receptive vocabulary of the children in the treatment group, with a large effect size, as measured by the standardised British Picture Vocabulary Scales (Dunn et al., 1997). There was also a significant effect on productive vocabulary, as measured by a Researcher-Designed Vocabulary Test (RDVT). This test was devised for the purpose of this study, testing one-word vocabulary, taken directly from the storybooks in the intervention. As this is not a norm-referenced, standardised test, caution is advisable in the interpretation of this result. A further positive effect concerned the narrative skills of the children in the treatment group, when compared to the children in a control group - the Mean Length of Utterance (MLU) score was higher in the treatment group, with a medium effect size. By examining the intervention by Randomised Control Trial, this study responds to the call from Lillard et al (2013) for more experimental research on pretend play and narrative. The acknowledgement of the role of the adult in the intervention coupled with the positive effect on the children's MLU and receptive vocabulary mean that the intervention, with further development, has the potential to be used as a Professional Development tool for supporting language development in the Early Years in the UK, in the future.
4
Jones, Sandra Joyce. "How an after school environmental science club can increase environmental knowledge: Awareness and sensitivity towards the environment for third and fourth grade students". CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3377.
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Children today are disconnected from the natural environment around them, sometimes finding it annoying, lacking in excitement, and little use to them. Their attention and focus are spent inside watching TV, playing games on computers or a variety of other electronic devices. The purpose of this project was to see if after-school exposure to an Enirovnmental Science Club on the school grounds can impact student attitudes toward our local environment and to increase these third and fourth grade students' knowledge and awareness of their environment.
5
Shetler, Pamela A. "Keeping our habitat healthy: A thematic unit for teaching environmental awareness for grades 3-5". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1090.
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There are many curriculum guides that address environmental education. Classroom teachers do not have the time to obtain and search all of these guides. This curriculum was developed by searching numerous manuals for appropriate lessons, developing a cohesive unit, and field testing the lessons on students in two classrooms. The project, as a whole, offers teachers a thematic, multi-disciplinary, hands-on, literature based method of developing students' appreciation and understanding of the world in which they live.
6
Shamansky, Amy Helene. "Use of crafts, games, and children's literature to enhance environmental education". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1335.
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7
Karr, Jolanda Tracie. "Environmental education: The equalizer". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.
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8
Staas, Gretchen L. (Gretchen Lee). "The Effects of Visits by Authors of Children's Books in Selected Elementary Schools". Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331813/.
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Guest author visits are popular events in schools across the United States. Little has been written, however, on a single author doing a single presentation in a school. This study addressed that situation. The study utilized two authors visiting four schools in a large North Central Texas school district.
9
Snow, Brian Craig. "No place like home: Using local surroundings and history to implement environmental education". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2713.
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This project is designed to use the strategies of environmental education to teach fourth grade curriculum. By learning about the San Bernardino Mountain's ecology, the hope is that students will discover the importance of these natural systems and stimulate their interest and awareness of the natural world.
10
Abrams, Robert. "Combating social differences within institutions: The need for a curriculum based on social awareness in our schools". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2781.
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To combat social, economic and racial inequality in the United States, the author advocates for 'social awareness' education to be built into the curriculum of the public school system. The purpose of the curriculum is to create a society that respects people and recognizes each individual's worth regardless of gender, socio-economic status, race, ethnicity, age, cultural confines, or religious beliefs. The author suggests a course of action on how to institute a social awareness course into the public school curriculum.
11
Copp, Kristine E. "Teaching water conservation to teachers of fourth-sixth grade students". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2250.
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This project inserviced teachers for grades fourth through sixth on water conservation activities that they could implement with their students. Project Wet (Water Education for Teachers) was used as the basis for the workshops. All selected activities correlated with the California State Content Standards.
12
Jones, Dorian A. "Administrative strategies in developing a real-life skills mathematics unit". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1047.
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13
Madison, Sotera. "NatureScope workshop handbook for facilitators". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/788.
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14
Corioso, Erica Lian. "Three branches of government webquest". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3294.
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The general purpose of this project was to enhance the retention of social studies curriculum via internet technology. Specifically, this project involved a webquest about the three branches of government.
15
Robinson, Diana Lynn. "Outdoor nature program for Azalea Trails Girl Scout Resident Camp". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2553.
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This project offers a nature program that can be implemented into youth camp programs. Outdoor Residential Camp programs offered by youth organizations provide an outdoor camp experience for many children in the communty. Many offer participants resident summer camp programs which is a perfect venue for the outdoor experience. Children exposed to outdoor experiences develop a greater sense of responsibility to the natural environment around them. The schools are not doing enough to educate youth about the natural environment. This project was written specifically for the Azalea Trails Girl Scout Camp located in the San Jacinto Mountains of Southern California however, it could be adapted to be used at any residental camp setting.
16
Hamukwaya, Shemunyenge Taleiko. "An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003480.
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The purpose of this study was to investigate and document parental involvement in a San community in Namibia over a period of two months. The emphasis was to investigate whether San parents in the Omusati region were involved in the learning of mathematics of their children. The learner participants were selected according to those who were open to sharing their ideas. An interpretive approach was used to collect and analyse data. The collected data was gathered from 9 participants (4 learners in grade 5 together with their parents, plus their mathematics teacher). Semi-structured interviews, parental contributions and home visit observations were the three tools that I used to collect data. The selected school is located in a rural area in the Omusati region of northern Namibia. The interviews were conducted in Oshiwambo (the participants‟ mother tongue) and translated into English and then analyzed. I discovered that the selected San parents were involved in some but limited school activities. The findings of this study emphasizes that illiteracy may be one of the contributing factors of low or non-involvement of parents among the San community. Other factors which I found caused parents not to assist their children with homework was parents spending much of their time at the local cuca shops during the day until late in the evenings. The study also highlights possible strategies that can be carried out by teachers to encourage parental involvement in school activities.
17
Baron, Alexander Macomber. "From teacher-regulation to self-regulation in early childhood : an analysis of Tools of the Mind's curricular effects". Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:e58a6fcc-d737-44ae-a79c-67652d196099.
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The aim of my DPhil is to identify educational practices predictive of students' self-regulation development during early childhood. Specifically, I will analyze the Tools of the Mind preschool curriculum (Tools), which emphasizes students' self-regulation cultivation as its paramount aim. Since its development in 1993, Tools has spread to schools in the United States, Canada, and South America. In the face of Tools' proliferation, two questions emerge: does Tools significantly improve children's self-regulation skills? And, if so, then which of its effective elements could be applied across various educational contexts? This dissertation contains two studies. In the first, I will systematically review extant Tools research and then execute a multilevel meta-analysis of the quantitative results. Study one serves three purposes: 1) to identify all studies in the existing Tools evidence base, 2) to estimate an aggregate curricular effect, and 3) to determine how that effect varies across contexts and student characteristics. Thus, study one will assess whether Tools, at the curricular level, improves students' self-regulation. By contrast, study two will involve more granular analyses of the discrete learning activities that collectively comprise Tools. Specifically, study two will analyze child-level self-regulation and teacher-level Tools implementation data for 1145 preschool children in 80 classrooms across six American school districts. I will employ multilevel structural equation models to assess which Tools activities are associated with students' self-regulation growth, which are associated with decline, and which exhibit no association at all. Ultimately, this dissertation features the first Tools meta-analysis as well as the first analysis of specific Tools instructional activities. It is hoped that these analyses will identify educational practices predictive of self-regulation development both within and beyond the Tools curricular context.
18
Boshoven, Anne Elizabeth. "Arboreal adventure: A cross curricular unit on trees". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1423.
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19
Du, Plessis André. "Learners' perceptions of creating a collaborative hypermedia product: an exploratory case study at Mount Pleasant Primary School". Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003546.
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The Ministry of Education (SICTE, 2002) states that the widespread introduction of computers in schools should support Curriculum 2005 and that computer technology is part and parcel of making schools the center of community life. The vision is to establish Smart Schools: schools that are reinvented in terms of teaching-learning practices to prepare learners for the information era (SICTE, 2002). Kafai (1996:71) has found that conventional school assignments rarely give learners the opportunity to spend a great deal of time on complex projects. As a result, many learners have little experience in design: planning, problem solving, researching, dealing with time constraints, modifying expectations and synthesizing everything in a project. Research by Carver, Lehrer, Connell and Erickson (1992); Lehrer, (1993); Lehrer, Erickson and Connell (1994); Kafai (1996); Liu and Hsiao (2002) and Liu (2002) indicates that the design of hypermedia artefacts can assist in providing experience in design. To date, no equivalent research has been conducted in South Africa to ascertain the perceptions of learners regarding the creation of a hypermedia artefact over an extended period of time and whether some of the critical outcomes specified in Curriculum 2005 can be addressed in such a learning-by-design hypermedia project. This study shows that design skills and aspects related to the critical outcomes of Curriculum 2005 can be achieved. Furthermore, it indicates that this kind of project encourages interest, motivation and collaboration. In addition, it suggests that learners experience the role of the teacher as different and prefer such a learning environment. In spite of the positive results, some aspects that need attention for future implementation are suggested.
20
Ruppel, Darrell. "The Heaps Peak Arboretum environmental unit". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/793.
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21
Rau, Man-Lin. "Creative, imaginative English-as-a-foreign-language using storytelling and drama". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2693.
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With a view to improve English teaching, this project provides creative teaching methods for English teachers of elementary schools in Taiwan. Storytelling, creative writing, and creative drama are interesting and lively activities that are used to motivate students to learn English.
22
Schäfer, Jean Stewart. "An investigation of how visual arts can be used to teach mathematical concepts of space and shape in Grade R". Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003514.
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The impetus for this study came from the findings of an evaluation of a Maths and Science through Arts and Culture (MStAC) Curriculum Intervention undertaken with Grade R teachers registered for a BEd(in-service) qualification at Rhodes University, South Africa. The intervention aimed to enrich Grade R teachers’ teaching of mathematics. Post-intervention classroom observations showed that, in spite of the intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. This, together with the lack of research in the field of mathematics in early childhood, particularly in South Africa, motivated this research, a case study, which investigates how visual arts can be used to teach space and shape conceptualization in Grade R. I designed a research intervention underpinned by a constructivist model of teacher professional development located in reflective practice (Borko & Putman, 1995; Zeichner & Liston, 1996; Wilmot, 2005). Guided by Stacey’s (2009) notion of an emergent curriculum, I designed a three phase research intervention which involved selected Grade R teachers undertaking classroom-based research. Phase I built awareness around the notion of creativity; Phase II focused on making meaning of children’s behaviour and interests; and Phase III applied the knowledge and ideas from the Phases I and II to the teaching of space and shape. As an interpretive research study, it closely examines the participating teachers’ perceptions, experiences and reflections which were articulated in reflective reports and assignments. Following action research processes, the participant teachers engaged in the process of an emergent curriculum. They observed the behaviour interests of Grade R children, interpreted and made meaning of the evident behaviours, made decisions regarding extension activities, and planned accordingly. The findings of the study illuminate a model of teacher professional development that can support and enhance teachers’ practice. Understanding the notion of creativity and the ability to create a classroom conducive to creativity, are necessary components for teaching space and shape through visual arts activities. An emergent curriculum approach is proposed as an appropriate pedagogy for teaching children about space and shape through visual arts activities.
23
Rebar, Bryan M. "Children's conceptions of nature as influenced by a residential environmental education program". Thesis, 2005. http://hdl.handle.net/1957/29434.
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The majority of research in environmental education (EE) has focused on
measuring knowledge, attitudes, and behavior using quantitative tools and methods. Few
studies have attempted to elicit and characterize children's conceptions of the
environment or nature, particularly those resulting from a residential EE experience,
which contextualize knowledge, attitudes, and may be used to predict behaviors.
Therefore little is known about how physical, socio-cultural, and personal dimensions are
reflected in conceptual learning in the context of a guided outdoor program. This study
begins to address this relative knowledge void by employing qualitative and
phenomenological methods in a grounded theory approach. Interviews, writings and
drawings on the topic of nature were collected from 5th grade students before and after a
three-day residential outdoor school program conducted on the Oregon coast. Students'
responses were analyzed in terms of breadth and depth of their nature conceptions.
Individual students' additions to the emergent categories of breadth, including new
organisms, habitats, processes, and non-living things, were used to measure change in the
breadth of students' nature concepts. Change in depth of students' nature concepts was
measured by means of emergent hierarchical typologies representing ideas included in
students' understanding of nature. Factors affecting students' learning, including the
themes students use to frame their interpretations of nature, emergent misconceptions,
references to TV and books, students' interest, and weather, are discussed in terms of
their impact on the breadth and depth of students' nature conceptions. Findings indicate
almost universal gains in breadth and modest gains in depth of students' nature concepts.
Children's preconceived ideas about nature, particularly an idealized view in which
nature is seen as the opposite of human environments, appear to play an important role in
learning.Graduation date: 2006
24
Kaindume, Appollos Ndemundjomata. "Factors limiting science teachers from engaging learners in practical work : a case study". Diss., 2018. http://uir.unisa.ac.za/handle/10500/25682.
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The main aim of this study is to determine what factors limit Natural Science, Grade 7 teachers from engaging learners in practical work or performing experiments. This study is conducted in the Ogongo circuit of the Omusati Region. A qualitative case study approach was adopted for the study. The sample includes two (2) Grade 7 Natural Science teachers and six (6) Grade 7 Natural Science learners. Semi-structured interviews and observations were used to collect data. Data from interviews and observations were analyzed using thematic analysis. All interview and observation transcriptions were categorized into codes, categories, and themes. Themes and subthemes were grouped into tables and linked to literature to strengthen the findings of this study. The main themes were lack of pedagogical know-how, time, laboratory materials, and training to update and practice appropriate teaching strategies/approaches. The results of the study recommend training to prepare teachers on the use of appropriate teaching to improve the teaching and learning of Natural Science. The study recommends that Natural Science teachers should share knowledge and facts concerning Natural Science to understand teaching and learning concepts better. The learners are afforded enough opportunities to judge, analyze, and draw conclusions from the supplied content based on their level of understanding of tasks. The study exposed factors limiting teachers practice and informs stakeholders on ways to improve Grade 7 science teaching and learning to overcome the challenges of the field.Science and Technology Education
M. Ed. (Natural Science Education)
25
Bettman, Maria Catharina. "Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa". Thesis, 2020. http://hdl.handle.net/10500/26761.
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The South African school curriculum recognises the vital importance of life skills acquisition
through the learning area, Life Orientation (referred to in the primary school as Life Skills). The
Curriculum Assessment Policy Statement (CAPS) Life Skills (Creative Arts) for the
Intermediate Phase promotes drama-based instruction in life skills learning. The curriculum
links to Forum Theatre techniques which are aimed at the learner’s holistic development
through, among others, social game playing, improvised role-play and devising and performing
a problem play which includes audience participation mediated by a ‘Joker,’ a facilitator role
usually filled by an experienced and trained teacher. Children learn about the self, their peers
and society through reality-based exploration and the conflicts that arise due to socialisation
and power-based problems. Cognitive behavioural, existential and experiential learning
theories and the theatrical theory and practice of Augusto Boal, who invented Forum Theatre
as part of the Theatre of the Oppressed, formed the framework for this performative case study
inquiry conducted in a South African primary school. A researcher-designed Forum Theatre
intervention was implemented by the Grade 6 (Creative Arts) teacher with four Grade 6 classes
over eight weeks in Life Skills (Creative Arts) classes, culminating in Forum Theatre
performances by the four classes, respectively. Data were gathered through classroom
observation in which the researcher assumed the role of observer-participant, conducted
individual and focus group interviews with Grade 6 teachers, did interviews with Grade 6
learners, took video recordings of learners’ classroom activities, recorded the Forum Theatre
performances, and collected the learners’ written reflections. The findings indicated: the
process adjustments required to facilitate Forum Theatre activities in a primary school setting;
effectiveness of experiential learning of life skills through game-playing and discovery;
performative pedagogy fostered life skill acquisition; performative pedagogy harnessed nonverbal,
embodied learning to build social insight; and describes the teacher experience in
implementing a Forum Theatre intervention. Recommendations for practice include teacher
training for experiential, explorative, and performance-based teaching in line with the CAPS
document, which provides for a range of performative teaching and learning activities to
promote effective life skills acquisition in primary school learners.Educational Studies
Ph. D. (Education)
26
Mogale, Khutso Charles. "Exploring how unqualified senior phase natural science teachers conduct practical work in grade seven in Lebopo Circuit". Diss., 2018. http://hdl.handle.net/10500/26865.
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Abstracts in English, Xhosa and ZuluThe rationale behind this study was, to explore how unqualified natural science teachers in grade seven conduct practical work. Furthermore, the study explored an understanding of some of the experiences, beliefs and views of unqualified NS teachers. This was a qualitative study. Data was collected through classroom observations and semi-structured interviews. The three cases were interviewed and observed separately. This study was guided by main research question: How do unqualified grade seven natural science teachers facilitate practical work in the senior phase? Which was further unpacked into three sub-questions: How do unqualified NS teachers define practical work? What are the views, aims and objectives of unqualified NS teachers about practical work? How do unqualified NS teacher conduct practical work? The study revealed that in all three cases, practical work was conducted consecutively as poorly, outstandingly, and excellently. Moreover, an intensive professional pedagogical development is recommended for natural science teachers.
Isizathu emva kwesi sifundo sasiyihlolisise indlela abafundisi bezesayensi bezendalo abangafanelekanga ngayo kwiibakala ezisixhenxe ezenza umsebenzi osebenzayo. Ngaphezulu, uphando luhlolisise ukuqonda kwamanye amava, iinkolelo kunye neembono zabafundisi be-NS abangafanelekanga. Oku kwakufundwe ukufaneleka. Idatha yaqokelelwa kumagumbi okufundela kunye noonononongo olulungelelanisiweyo. Amatyala amathathu axoxwa ngumbutho kwaye athathwa ngokwahlukileyo. Olu pho nonongo lukhokelwa ngumbuzo ophambili wokuphanda: Ootitshala abangabalulekanga bakala be-sayensi bendalo abasixhenxe banceda njani umsebenzi osebenzayo kwisigaba esiphakamileyo? Yiyiphi enye eyayixhaswa kwimibandela engaphantsi kwemibuzo emithathu: Ootitshala abangenasigxina be-NS bachaza njani umsebenzi osebenzayo? Ziziphi iimbono, iinjongo kunye neenjongo zabafundisi be-NS abangafanelekanga malunga nomsebenzi osebenzayo? Umfundisi ongenagunyaziwe we-NS uqhuba njani umsebenzi osebenzayo? Uphononongo lubonakalise ukuba kuzo zonke iimeko ezintathu, umsebenzi osebenzayo wenziwa ngokulandelelanayo, ngokugqithiseleyo, nangokugqwesileyo. Ngaphezu koko, uphuhliso olunzulu lwezobugcisa lunconywa kubafundisi bezesayensi zendalo.
Isizathu esilandelayo kulolu cwaningo kwakuwukuhlolisisa ukuthi othisha bezesayensi engokwemvelo abangafaneleki yini ebangeni lesi-7 ukuqhuba umsebenzi osebenzayo. Ngaphezu kwalokho, lolu cwaningo luhlolisise ukuqonda okunye okuhlangenwe nakho, izinkolelo nokubukwa kwabafundisi be-NS abangafaneleki. Lokhu kwakuyi-study qualitative. Idatha yaqoqwa ngokusebenzisa ukuhlolwa kwamakilasi kanye nezingxoxo ezihleliwe. Amacala amathathu axoxwa futhi ahlonishwa ngokwehlukana. Lesi sifundo sasiqondiswa umbuzo oyinhloko wocwaningo: Abafundisi abangayifaneleki bangabafundi abayisikhombisa besayensi yemvelo benza kanjani umsebenzi osebenzayo esigabeni esiphakeme? Yikuphi okwakungeniswa phakathi kwemibuzo emithathu engaphansi: Abafundisi abangaqiniseki NS bachaza kanjani umsebenzi osebenzayo? Yiziphi imibono, izinhloso kanye nezinhloso ze-NS abangaqeqeshiwe mayelana nomsebenzi osebenzayo? Ngabe uthisha we-NS ongagunyaziwe uqhuba kanjani umsebenzi osebenzayo? Ucwaningo luveze ukuthi kuzo zonke izimo ezintathu, umsebenzi osebenzayo wenziwa ngokulandelana, ngokungafani, nangokugqamile. Ngaphezu kwalokho, ukuthuthukiswa okujulile kwezobuchwepheshe kunconywa othisha bezesayensi yemvelo.
Science and Technology Education
M. Ed. (Natural Sciences)