Teses / dissertações: "Teaching - social science"

1

Christian, Richard Dennis Rhodes Dent. "A design for teaching preservice secondary social studies teachers methods for teaching critical thinking skills". Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633389.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 10, 2006. Dissertation Committee: Dent M. Rhodes (chair), Larry Kennedy, Kenneth Jerrich, Frederick Drake. Includes bibliographical references (leaves 195-204) and abstract. Also available in print.

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2

Hatfield, Denise Truex. "Addressing second and third grade California science and social science content standards through environmental literature". CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3056.

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In response to the federal legislation No Child Left Behind, schools across the country implemented required reading programs for classroom instruction. Open Court's Reading program meets this criterion for many schools. The text in Open Court Reading for grades two and three was evaluated for science and social science content standards that would be supportive of environmental education. Supplemental lessons from Project Learning Tree, Project WILD, and Project WET were identified.

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3

Butterfield, Alexandra. "Employing metacognitive procedures in Natural Science teaching". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.

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Thesis (MEdPsych)--Stellenbosch University, 2012.
ENGLISH ABSTRACT: Education, both in South Africa and internationally, experiences a number of challenges with regards to the need for improved teaching and learning. South African education is in a state of transformation to address the country's educational needs. In science education specifically, there is a heightened necessity to develop teaching that will respond to distinctive educational needs in the sciences. Many of the educational issues, presented in current literature, are mirrored in my Natural Sciences classroom. Given the benefits of enhanced metacognition for effective learning, this study aimed to investigate the use of metacognitive instruction procedures to improve my Natural Sciences teaching practice. Consequently, it also aimed to explore the influence that this may have on the metacognitive development of my Grade 9 Natural Sciences learners. This research study was based on a social constructivist perspective that views learning as a unique, internalized construction of knowledge from a social interaction, such as teaching. This study was embedded within a paradigm of praxis, with a qualitative action research cycle forming the research methodology and design respectively. Purposeful sampling was used to select nine of my Grade 9 Natural Sciences learners to act as informants for the Grade 9 class. Data was collected in the form of learner reflections, an open-ended questionnaire, a focus-group interview, and a research journal. Furthermore, the data was analysed, using a theoretically founded coding scheme, to identify and interpret significant themes and/or trends. The research findings indicated that the employed metacognitively orientated teaching procedures enhanced my Grade 9 Natural Sciences learners' metacognition. Their metacognitive awareness and reflection abilities improved, as well as their knowledge and regulation of cognition. The teaching techniques also demonstrated the potential to facilitate the development of my learners' conscious thinking, self-discipline, responsibility and active participation in learning - all characteristics envisaged for the ideal South Africa learner. In addition to this, the research process demonstrated the ability to enhance my Natural Sciences teaching practice and the information gained from this study will be used to inform my future teaching practice. I now realise the value of incorporating metacognitive teaching procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes and educational policy makers may benefit from the information gained from this study, for improving teaching practice. Apart from this, findings attained from this study have the potential to inform future cycles of this action research process or alternatively to be used for other research within the field.
AFRIKAANSE OPSOMMING: Onderwys, beide in Suid-Afrika en internasionaal, ervaar 'n aantal uitdagings rakende die behoefte aan verbeterde onderrig en leer. Die Suid-Afrikaanse onderwysstelsel is tans in 'n staat van transformasie om die land se opvoedkundige behoeftes aan te spreek. In die wetenskap-onderwys spesifiek, is daar 'n toenemende noodsaaklikheid om onderrig te ontwikkel wat die unieke onderwysbehoeftes in die wetenskappe kan aanspreek. Baie van die opvoedkundige kwessies soos in huidige literatuur uitgelig, is ook in my Natuurwetenskappe-klaskamer teenwoordig. Gegee die bewese voordele van verbeterde metakognisie vir effektiewe leer, het hierdie navorsingstudie gepoog om die gebruik van metakognitiewe onderrigprosedures vir die verbetering van my Natuurwetenskappe-onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed van metakognitiewe onderrigprosedures op die metakognitiewe ontwikkeling van my Graad 9 Natuurwetenskappe-leerders, na te vors. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat leer sien as 'n unieke, geïnternaliseerde konstruksie van kennis binne 'n sosiale interaksie, soos onderrig. Hierdie studie is binne 'n paradigma van „praxis‟ ingebed, met aksienavorsing as navorsingsontwerp en daar is van „n kwalitatiewe navorsingsmetodologie gebruik gemaak. Doelgerigte steekproefneming is gebruik om nege van my Graad 9 Natuurwetenskappe-leerders te kies om as informante vir die graad 9-klas op te tree. Data is in die vorm van leerders se refleksies, 'n oop-einde vraelys, 'n fokusgroep-onderhoud, en 'n navorsings- joernaal ingesamel. Verder is die data met behulp van 'n teoretiese koderingskema geanaliseer wat belangrike temas en/of tendense identifiseer en interpreteer. Die navorsing het aangedui dat die metakognitiewe onderrigprosedures wat gebruik is, my Graad 9 Natuurwetenskappe leerders se metakognisie versterk het. Hulle metakognitiewe bewustheid en reflektiewe vermoëns het verbeter, sowel as hulle kennis en regulering van kognisie. Die onderrigtegnieke het ook die potensiaal getoon om die ontwikkeling van my leerders se bewuste denke, self-dissipline, verantwoordelikheid en aktiewe deelname in die leerproses te fasiliteer. Hierdie eienskappe is van dié wat vir die ideale Suid-Afrikaanse leerder beoog word. Benewens hierdie aspekte het die navorsing ook my Natuurwetenskappe-onderrigpraktyk verbeter en die navorsingsbevindinge sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om metakognitiewe onderrigprosedures in my lesse te inkorporeer, sowel as die belang van refleksie oor my onderrigproses en om die uniekheid van elke leerder in my klas in ag te neem. Onderwys-opleidingsinstellings en opvoedkundige beleidmakers mag uit hierdie navorsing voordeel trek rakende die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, het die navorsingsbevindinge ook die potensiaal om toekomstige siklusse van aksienavorsing toe te lig en om binne verdere navorsing in die veld gebruik te word.

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4

Shepard, Pamela Ann. "The Use of Part-Time Faculty in Associate Degree Nursing, Social Science, and Biological Science Programs". Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332403/.

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This study surveyed the opinions of academic administrators of associate degree nursing programs, community college social science programs, and community college biological science programs regarding major benefits and concerns associated with the employment of part-time faculty. This study found that most part-time social science faculty teach in the classroom, half participate in non-teaching faculty activities, and most are paid a contract amount per course or credit hour. Part-time biological science faculty differed only in that most teach a combination of classroom and lab/practicum. Part-time nursing faculty differed in all three areas. Most part-time nursing faculty teach in lab or practicum settings, most participate in more non-teaching activities than other part-time faculty, and most are paid an hourly wage. However, the benefits and concerns associated with the employment of part-time nursing faculty were not significantly different from those identified by academic administrators of the other programs with one exception. Academic administrators felt that part-time nursing faculty expose students to the latest technologies in specialty areas and part-time social science faculty do not. The benefits cited by the respondents, that were in addition to the benefits most frequently cited in the literature, include increased interaction with the community and the ability to "try out" prospective full-time faculty. The concerns cited by respondents, that were in addition to the concerns most frequently cited in the literature, include the inability to find qualified part-time faculty to fill available positions and the concern that the employment of part-time faculty causes resentment among full-time faculty. The results from this study indicate that the literature pertaining to the benefits and concerns associated with the employment of social science and biological science part-time faculty in community colleges can be used to develop policies regarding part-time faculty in associate degree nursing programs.

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5

Panzo, Barbara Ann. "Inclusion of Alaska natives in history/social science curriculum for fifth grade". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1680.

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This project addresses the need for more authentic multicultural curriculm in the elementary schools within California, specifically concerning Native Americans in Alaska Natives. This projects supports the need to include Alaska Natives in the California History/Social Science curriculum for fifth grade.

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6

Amicone, Patricia Weigel. "Multimedia technology as a presentation and archival tool for teaching history/social science". CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1300.

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This project was created to provide teachers with a model multimedia project that demonstrates the use of multimedia as both a presentation tool and an archival instrument. It provides teachers with a simple guide to help them teach students how to use multimedia as a productivity tool in the classroom. This outline gives a step by step format that guides teachers and students through the development and presentation process. In addition, an evaluation rubric is provided that offers teachers a concise means to monitor student learning.

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7

Smith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education". PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.

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Online learning is a rapidly growing phenomenon in post-secondary education. Institutions of higher learning have embraced online learning for its perceived merits, but without the consideration of how instructors deal with this different learning medium. Little is known of the extent to which different disciplines are suited to the online medium; this is pertinent to disciplines that rely on spontaneous in-person discussion. Furthermore, as colleges continue to invest heavily in online learning, instructors who only possess face-to-face teaching experience may begin teaching online. This poses a pedagogical challenge for instructors who are unfamiliar with the medium. This qualitative, in-depth interview study with ten social science instructors elucidates the process of transition from face-to-face teaching to online teaching. Through grounded analysis, a few key themes emerged. Respondents explain that teaching in the online classroom is qualitatively different from teaching in-person. The asynchronisity of the online classroom - which means students do not "meet", discuss, or learn at the same time - is a subtle yet significant difference between the two mediums. The asynchronous classroom means instructors relinquish control of when and where students will engage in study and discussion, and this requires students to have especially high self-regulatory skills. Respondents also explained that their online courses were several times larger than their in-person ones, with some courses allowing over twice as many students as an in-person course. Consequently, instructors must find new ways to approach teaching in the online medium. This pitfall of relying on old, obsolete methods in the online medium can be avoided if instructors are provided with the peer and pedagogical support of their professional peers, and access to teaching assistants to manage the greater time commitment of teaching online. In order to have a positive experience, online teachers must be willing to take on an intellectual challenge that may defy how they perceive themselves and their role in higher education. If instructors are open to a new intellectual challenge and possess the proper resources, they will become committed to teaching online and perceive the advantages of the medium to outweigh the disadvantages.

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8

Loveless, Linda H. "Staff development training for implementing a history-social science curriculum". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/848.

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9

Lam, Wai-lin. "Teaching methods and approaches to learning in science among Secondary 1 students in Hong Kong". [Hong Kong] : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833492.

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10

Martin, Sonya Nichole. "The cultural and social dimensions of successful teaching and learning in an urban science classroom". Thesis, Curtin University, 2004. http://hdl.handle.net/20.500.11937/390.

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This critical ethnography focused on improving the teaching and learning of chemistry in a diverse, urban, tenth-grade classroom in high-achieving magnet high school serving students of differing cultural, social, and historical backgrounds. Participants included all 26 students in the class, a university researcher (Sarah-Kate LaVan) and me as a teacher-researcher. Conducted within the methodological and theoretical frameworks of critical ethnography, this research employed collaborative research, autobiographical reflection, the sociology of emotions, and cogenerative dialogues as tools by which to examine the influence of structure and the social and historical contexts of lived experiences on teacher and student practices in the context of the science learning that took place in our classroom. The methods employed in this ethnography were designed to catalyze social transformation by identifying contradictions within structures and then finding ways to alter these structures to expand the agency of all those involved. Specifically I asked the following questions: 1) How do practices and schemas gained by being within school structures afford the structures of the classroom field? 2) How can the structures of the classroom be transformed to allow students and teachers greater exchange of capital (social, cultural, and symbolic)? 3) How does the exchange of capital afford agency for the participants? 4) How can participants' actions transform the structures associated with school and the classroom to break cycles of reproduction? Using multiple data resources such as field notes, videotape, interviews and artifacts, our research team was able to elicit and support findings at micro-, meso-, and macroscopic levels to answer these questions.This research provides evidence of the ways in which structure shapes and is shaped by the practices and beliefs of students and teachers in different fields and how those, in turn, structure fields and afford agency for both the individual and the collective. The major findings of the study reveal that students and teachers need to participate in structured conversations that explicitly define and negotiate roles and rules for successful classroom interactions. One way to accomplish this is via participation in overlapping fields of cogenerative dialogue, a feature of our research methodology that emerged as salient during our research. This study offers administrators, teachers, and students a means by which to evaluate the ways in which structures shape the learning environment. Coupled with cogenerative dialogue, participants are provided a pathway for expanding agency in the classroom and in the school.

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11

Martin, Sonya Nichole. "The cultural and social dimensions of successful teaching and learning in an urban science classroom". Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=17096.

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This critical ethnography focused on improving the teaching and learning of chemistry in a diverse, urban, tenth-grade classroom in high-achieving magnet high school serving students of differing cultural, social, and historical backgrounds. Participants included all 26 students in the class, a university researcher (Sarah-Kate LaVan) and me as a teacher-researcher. Conducted within the methodological and theoretical frameworks of critical ethnography, this research employed collaborative research, autobiographical reflection, the sociology of emotions, and cogenerative dialogues as tools by which to examine the influence of structure and the social and historical contexts of lived experiences on teacher and student practices in the context of the science learning that took place in our classroom. The methods employed in this ethnography were designed to catalyze social transformation by identifying contradictions within structures and then finding ways to alter these structures to expand the agency of all those involved. Specifically I asked the following questions: 1) How do practices and schemas gained by being within school structures afford the structures of the classroom field? 2) How can the structures of the classroom be transformed to allow students and teachers greater exchange of capital (social, cultural, and symbolic)? 3) How does the exchange of capital afford agency for the participants? 4) How can participants' actions transform the structures associated with school and the classroom to break cycles of reproduction? Using multiple data resources such as field notes, videotape, interviews and artifacts, our research team was able to elicit and support findings at micro-, meso-, and macroscopic levels to answer these questions.
This research provides evidence of the ways in which structure shapes and is shaped by the practices and beliefs of students and teachers in different fields and how those, in turn, structure fields and afford agency for both the individual and the collective. The major findings of the study reveal that students and teachers need to participate in structured conversations that explicitly define and negotiate roles and rules for successful classroom interactions. One way to accomplish this is via participation in overlapping fields of cogenerative dialogue, a feature of our research methodology that emerged as salient during our research. This study offers administrators, teachers, and students a means by which to evaluate the ways in which structures shape the learning environment. Coupled with cogenerative dialogue, participants are provided a pathway for expanding agency in the classroom and in the school.

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12

Ndodana, Cynthia Bulelwa. "A comparison of science teachers' and engineering students' rankings of science and technology related global problems". Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/17501.

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Bibliography: pages 73-82.
Using 262 acknowledged science educators from 41 countries, Bybee developed a scale for measuring the ranked priorities of scientists, and others, with respect to twelve major global problems related to science and technology in 1984. In 1993 this scale was re-administered to samples of 76 Cape Town science educators, 55 Transkei science educators and 129 chemical engineering undergraduates at the University of Cape Town. High correlations ranging from r = 0.68 to r = 0.90 were obtained among the four samples' mean ranked priorities on the scale as a whole, over the ten year period. Among the top six global problems in 1984, five still received consistently high overall prioritisation in 1993, namely: population growth; world hunger and food resources; human health and disease; air quality and atmosphere; and water resources. The mean ranking of war technology as a priority declined by seven places over the ten year period. Educators surveyed in follow-up studies in 1993 made numerous recommendations for teaching these global problems. These included the use of the science-technology-society (STS) approach in science education; the introduction of a core school curriculum on environmental education; the encouragement of student participation in projects which help to reduce or eliminate such global problems; and the re-allocation of money spent on nuclear arms towards the satisfaction of human basic needs such as food, housing, health and water services. In a follow-up survey of twenty lecturers in engineering at the University of Cape Town in 1993 and 1994 important goals and issues singled out by individuals included the provision of mass housing and infrastructure; sanitation; urbanisation; job creation; the abuse of high technology in communications; technological illiteracy among decision makers; abuse and reduction of oceanic resources; photochemical smog; the prediction and possible control of droughts and floods; demands on the human race of the information explosion; electromagnetic wave hazards and pollution; resource depletion education and the dissemination of knowledge; the emergence and separation of C.P. Snow's "Two cultures"; and the myth of the peace dividend. Several of these issues were then subsequently included in 1995 in an updated, modified and extended form of the Bybee Scale. Currently a reliable and validated 15-item Scale -emerging from the findings of this dissertation - is being employed by other research workers in various parts of the new South Africa. During 1995 its chief use has been offering relevant input into, and providing empirical justification for, fundamental aspects of the policy of the current Reconstruction and Development Programme, as set out in the 1995 White Paper of the Government of National Unity.

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13

Waters, Bonney Elizabeth. "Integrating reading, language arts, science, and social studies curriculum with the use of technology". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2135.

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The purpose of the project was to develop three thematic units for fifth grade that intergrate California State Standards in Reading, Language Arts, Science, and Social Studies with the use of technology. The benefits of doing so allows instructional time to be spent on more in depth study of the disciplines, Students make connections across curriculum which allows them to develop a deeper understanding of what is being taught. Also, integrating curriculum with technology engages students and allows them to have more control over their learning environment. When students are actively involved in what is being taught, they will internalize the information for better understanding.

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14

Blakestad, Nancy Lynn. "King's College of Household and Social Science and the household science movement in English higher education, c. 1908-1939". Thesis, University of Oxford, 1994. http://ora.ox.ac.uk/objects/uuid:ab86830a-8703-4d12-ac88-c3020a9eb7ef.

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This thesis is an account of the 'household and social science' course opened at King's College for Women in 1908 and its evolution up to 1939. The course was a significant departure for women's higher education in England as it was the first attempt to define a special university discipline based upon women's 'domestic' roles. However, historical accounts of women's higher education have either ignored or dismissed it, largely because of the predominance of'separate spheres' analyses in the historiography of women's higher education of the 1970s and early 1980s. Such accounts have presented the household science course in a negative light because of its 'domestic' image. This thesis thus offers a reassessment of the household science movement and those who supported it. The 'household science' concept owed its origin to the American 'home economies' movement which originated in the mid-nineteenth century. Chapter 1 provides a history of the home economics movement in America, tracing its evolution in the context of women's higher education until 1914. Initially home economics was seen as a 'vocational homemaking' course aiming to train women for home life. At the turn of the century, however, a 'scientific' model was developed by women scientists in order to promote research into social problems connected with the domestic sphere. These two models~the vocation and the scientific, have developed in tandem in American home economics. Chapters 2 and 3 consider the origins and early evolution of the 'household science' course in England, which was largely influenced by the American 'scientific' model. Chapter 2 first considers the concept of domestic education in the history of women's education and factors that precluded the development of a 'vocational homemaking' course in English higher education. The rest of the chapter analyses the origins of the household science movement in its social and intellectual context, in particular its connection with Edwardian preoccupations with 'physical deterioration' and infant mortality. Like their American counterparts, the founders of the course saw household science as a reform movement which aimed to promote research into domestic problems such as hygiene and nutrition, as well as to create a more useful and relevant university discipline for women's domestic roles, whether as housewife/mother or in 'municipal housekeeping' roles. Chapter 3 discusses the household science course from a disciplinary standpoint, looking at how the syllabus was constructed, the contemporary educational controversies it engendered, and its evolution up to 1920 when the B.Sc. degree was granted. Chapters 4, 5, and 6 examine the main factors which ultimately undermined the success of household science as a discipline. Chapter 4 evaluates career trends amongst KCHSS students from 1910-49, analysing to what extent the KCHSS administration was able to create a professional career structure for the household science discipline. The interplay between administrative policy, career trends, and professionalization is analyzed in relation to three career fields-social welfare, laboratory research, and dietetics. Chapters considers the professional conflicts between KCHSS and the domestic subjects teaching profession. Chapter 6 analyses KCHSS's failure to carve out a unique academic 'territory' or expertise and the various factors that affected this. The final chapter assesses how successful KCHSS was as an institution, looking at how students themselves experienced the course, their motivations for taking it, and its impact on their lives. Although household science was unsuccessful as a discipline, the course did give students a wide choice of career options, creating openings in less conventional spheres for women who did not want to teach and providing opportunities for the less-able student to follow a scientific career. The conclusion considers how the social climate of the interwar period affected the working out of the original household science ideals.

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15

Dietrich, Cynthia S. "A Phenomenological Study of Social Science Instructors' Assessment Practices for Online Learning". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/930.

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Online learning has revolutionized higher education in the United States. In 2007, there were 3.9 million students taking at least 1 online course. Assessment in online instruction is a new experience for teachers because of the recent advent of online course delivery. Current research on online learning does not address instructor experiences with learning assessments. This gap may contribute to online instructors being inadequately prepared to teach online. The purpose of this phenomenological study was to explore online instructors' experiences with assessments in their undergraduate social science courses. The study was guided by constructivism as well as theories associated with assessment for the college classroom. The main and secondary research questions focused on the participants' experiences with assessment in the online learning environment and the challenges and benefits of assessment in that learning environment. Data were collected with in-depth, semistructured interviews and analyzed via Moustakas's modification of van Kaam's method. The main themes are: (a) instructors use a combination of assessment practices, (b) changes to assessments are based on student feedback, and (c) academic honesty. The present study promotes positive social change by providing members of the online learning community with a better understanding of instructors' assessment processes, as well as the challenges and benefits those instructors face in assessing learning in online classes, all of which may contribute to improved instruction for online students.

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16

Pearson, Donna Kay. "The impact of the Mississippi We The People Summer Institute upon the content knowledge, teaching strategies, and dispositions of social studies teachers". Diss., Mississippi State : Mississippi State University, 2006. http://library.msstate.edu/etd/show.asp?etd=etd-04172006-110426.

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17

Sandahl, Johan. "Being Engaged and Knowledgeable: Social Science Thinking Concepts and Students’ Civic Engagement in Teaching on Globalisation". Stockholm University, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27404.

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The question of whether or not school makes a difference in preparing students for democratic citizenship has been debated for a long time in political science and curriculum studies. These discussions are mostly based on the results of international surveys measuring students’ political attitudes, values and participation. However, we first need to define what kind of prepared citizens are needed. This article takes on the definition issue and presents new perspectives by exploring how teachers in Social Science (Samhällskunskap) and their students in Sweden reason about engagement when they address complex societal issues such as globalisation. Based on interviews with a number of teachers and students I will argue that in order to understand what is going on in school we need to interpret Social Science teaching in terms of first- and second-order concepts, where the second-order concepts could be seen as "how to think like a social scientist". I will make a case that there is a didactic dilemma for teachers trying to educate students who are both trained in disciplinary thinking and leave school as politically engaged. However, this dilemma is not unsolvable and I will hold a position that it might contain answers to some of the questions that political scientists deal with in terms of engagement.

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18

Li, Wai-man. "Factors affecting the use of science equipment in the teaching of unit 8 "Making use of electricity" of integrated science in Hong Kong aided secondary schools". Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B3862686X.

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19

Mncube, Dumsani Wilfred. "Teaching of social science learning area in the context of curriculum change in senior phase of General Education and Training Band (GET) in schools under Empangeni education circuit". Thesis, University of Zululand, 2013. http://hdl.handle.net/10530/1318.

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A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Doctoral Degree in the Department of Curriculum and Instructional Studies at the University of Zululand, South Africa, 2013.
This study sets out to investigate the teaching of social sciences learning area in the context of curriculum change in the Senior Phase of the GET band. The main purpose of this study is to investigate educators’ experience and competence in the teaching of social sciences. The study targeted Senior Phase educators in the GET band because they had significant experience in teaching the new broad-field curriculum. This study is located within the interpretative paradigm using the methodology of critical analysis. It uses the mixed-mode approach, combining both qualitative and quantitative methods. Sampling of the participants was random owing to the poor accessibility of some schools in the circuit. The first research instrument was administered to Senior Phase educators to solicit their experiences of teaching learning areas since the implementation of NCS introduced the interdisciplinary approach to teaching and learning in schools. The second research instrument was the interview, followed by observation, to collect information on educators’ perception on a broad-field curriculum which advocates an integrated approach to the teaching of history and geography in schools. The third instrument was an in-depth interview which was used together with focus groups to solicit information about educators’ disciplinary and pedagogical knowledge, both of which are necessary for teaching history and geography as one discipline. The results showed that social science educators are still facing challenges with regard to the integrated teaching of history and geography. The results of the study have revealed that social science teachers in the Senior Phase are still teaching history and geography as distinct fields of knowledge. The critical analysis of findings has indicated that teachers’ ability to understand the broad-field nature of social science is still weak and its implementation is in conflict with the policy guidelines of integration.

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20

Barnes, Melanie Anne. "Integrating the language arts into the history-social science curriculum to develop critical thinking in children". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/711.

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This project has developed a resource guide that will help kindergarten, first, and second grade teachers implement an integrated history-social science curriculum that encourages children to become critical thinkers.

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21

Mclean, Neil. "The formation of teaching identities among novice social science seminar tutors : a longitudinal study at the London School of Economics and Political Science". Thesis, Open University, 2014. http://oro.open.ac.uk/54724/.

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Research into academic identities has predominantly identified how social structures influence and constrain the agency of those involved in academic work (McLean, 2012). This reflects the predominantly sociological underpinnings of this research area (Clegg,200S). This study introduces psychological theory on identity formation to offer a complementary focus on individual agency and personal meaning making. This longitudinal case study investigates how five novice social science graduate teaching assistants (GTAs) formed identities as academic teachers during their first two years inservice. These tutors participated in the London School of Economics' Postgraduate Certificate in Higher Education (PGCertHE) during these two years. Changing identity positioning over time (Wetherell, 2001) was captured in tutors' writing using discourse analysis developed in the Discursive Psychological tradition (Edley, 2001). The findings of this study offer insight into academic identity formation. However, this study also contributes to research into the impact that participation on developmental courses, such as the LSE PGCertHE, can have on aspiring faculty as academic teachers. Impact has been assessed through pre- and post-testing (Gibbs & Coffey, 2004; Hanbury, Prosser, & Rickinson, 2008; Postareff, Lindblom-Ylanne, & Nevgi, 2007) and case studies (Butcher & Stoncel, 2012; Ho, Watkins, & Kelly, 2001). These studies have found impacts in terms of increased student focus and self-efficacy (Stes, Min-Leliveld, Gijbels, & Van Petegem, 2010). This study presents complementary findings. However, the longitudinal design offers an account of how the change identified in the larger, survey-ba~ed studies can come about. This shifting positioning is presented here in terms of initial 'idealism' becoming 'realism' with experience, but then leading to 'independence' as tutors developed 'pedagogic content knowledge' (Shulman, 1987).

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Levin, Daniel Matthew. "What secondary science teachers pay attention to in the classroom situating teaching in institutional and social systems /". College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8103.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Rice, Diane. "Elementary General Education Teachers' Knowledge of and Experience Teaching Students with Disabilities in Science and Social Studies". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2100.

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In Grades 3 to 5 at a suburban southeastern elementary school, the percentage of students with disabilities (SWDs) who do not meet state standards in science and social studies is greater than that of their nondisabled peers. To address this disparity, district administrators required that proficiency ratings increase for SWDs without providing general education (GE) teachers with training. A qualitative bounded case study was used to understand how GE teachers constructed their knowledge of and met SWDs instructional needs and to understand GE teachers' needs as they worked toward meeting the district goals. Piaget's constructivist learning theory served as the conceptual framework for this study. A purposeful sample of 6 GE teachers, 2 each from Grades 3-5 whose classrooms included SWDs, volunteered to participate in open-ended interviews. Qualitative data were analyzed using provisional coding and pattern coding. A primary finding was that the participants identified teacher collaboration and professional development necessary to accommodate SWDs in the GE setting. This finding led to a recommendation that school leaders provide ongoing professional development for GE teachers as well as ongoing opportunities for collaboration between GE and special education teachers. These endeavors may contribute to positive social change by providing GE teachers instructional strategies and accommodations for meeting the learning needs of SWDs to increase the number and percentage of SWDs who meet the state standards and district goals in science and social studies.

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Li, Wai-man, e 李偉文. "Factors affecting the use of science equipment in the teaching of unit8 "Making use of electricity" of integrated science in Hong Kong aidedsecondary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B3862686X.

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Mezey, Eva. "The Nature and Role of Experiment in Science Education". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33990.

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Experimentets art och roll i naturvetenskaplig undervisning är ett fundamentalt och omfattande ämne. I föreliggande litteraturstudie görs ett försök att sätta in frågan i ett historiskt, pedagogiskt och vetenskapligt sammanhang. Innan experimentets roll diskuteras, ställs dock frågan vad naturvetenskap är, varför och hur det skall undervisas, och vad som kännetecknar praktiskt arbete och experimentell verksamhet i skolan. Med denna bakgrund refereras några forskares och lärares erfarenheter och åsikter. Det visar sig, föga överraskande, att formerna för och avsikterna med experiment i undervisningen är skiftande. Studien får därför ses som ett försök till kartläggning av frågeställningen, med avsikten att lyfta fram några representativa exempel. Slutsatsen måste bli, att titelns fråga har många möjliga svar. Den gemensamma nämnaren förefaller vara, att praktiskt arbete och experiment är önskvärda inslag i naturvetenskaplig undervisning, trots oenighet och osäkerhet beträffande deras mål och effektivitet.
The nature and role of experiment in science education is a fundamental and extensive subject. In the present literature survey, the subject is considered in a historical, pedagogical and scientific context. However, previous to discussing the role of experiment, we ask what science is, why and how we should teach it, and what characterizes practical and experimental work in school. Bearing this in mind, the experiences and opinions of some researchers and teachers are accounted for. We realize, not very surprisingly, that the methods and intentions for using experiment in science teaching are diverse. This work is consequently an attempt to map the subject and to bring forward some representative examples. The conclusion must be, that the question we have posed in the title has many possible answers. These appear to have in common, that practical and experimental work are considered desirable in science teaching, in spite of disagreement and doubt concerning their goal and efficiency.

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Wong, Kai-shung, e 王啓淞. "Evaluating teaching units on science issues in society: a case study in sixth form curriculum". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627036.

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Burrows, Andrea C. "A social study of women in contemporary biological sciences". Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135540/.

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Murphy, Rachel Elaine. "Relationship Between Eighth Grade Social Science Students, Teacher Diversity and Academic Success". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4659.

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Dynamics between student teacher ethnicity and the practices of culturally plural curricula seeks to improve student performance and strives to minimize the achievement gap. This quantitative study explored whether there was a significant difference in the North Carolina Final Exam history-social science test performance between (a) African American and Hispanic students taught by a teacher from a different ethnic makeup and (b) African American and Hispanic students taught by a teacher from a similar ethnic makeup in 8th grade of social science classes. Student's performance is a key factor in evaluating the credibility of a school which is crucial to all stakeholders. The theoretical framework for this study centered around Tillmans' theory of culturally sensitive education which focused on variations of academic achievement based on student's engagements with teachers who share their cultural background or teachers who teach curricula that reflects their own cultures. Data were collected from a purposeful sampling of depersonalized archival records of 2,000 8th grade African American and Hispanic students who took the North Carolina Final Exam for Social Sciences. Data were analyzed using causal-comparative approach and focused on the fixed factor of race with 3 covariates and teacher race as the dependent variable. Results indicated that there was a significant difference in the students performance depending on the ethnicity of their teacher. Students with a teacher of their ethnic background, performed better compared to having a teacher from a different ethnic background. This study contributes to social change through the understanding of how teacher diversity and the need for relational teaching can promote greater academic achievement within their classrooms.

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Berry, Carol, e Peter Kusterer. "Using Teachers’ TryScience to support educators and improve teaching". Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6466/.

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The challenge is providing teachers with the resources they need to strengthen their instructions and better prepare students for the jobs of the 21st Century. Technology can help meet the challenge. Teachers’ Tryscience is a noncommercial offer, developed by the New York Hall of Science, TeachEngineering, the National Board for Professional Teaching Standards and IBM Citizenship to provide teachers with such resources. The workshop provides deeper insight into this tool and discussion of how to support teaching of informatics in schools.

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Scallan, Bob. "The Effect of Guided Practice on Student Achievement in Social Studies and Science in Grades Five and Six". Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332421/.

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The purpose of this study was to assess whether guided practice is more effective than no guided practice (1) in fifth and sixth grade classrooms, (2) in fifth and sixth grade social studies classrooms and fifth and sixth grade science classrooms, and (3) in science classrooms and social studies classrooms. In this experimental study, all fifth and sixth grade students in a small school district in north Texas were randomly assigned to two experimental groups and two control groups in each grade. Over the course of one month two teachers who had previously been trained in the use of guided practice procedures taught the experimental groups in each grade, using, extensive guided practice. Two other teachers taught the control groups in each grade without the use of guided practice. Students in both groups were administered a pretest before beginning each of two chapters in each textbook, while a posttest was administered after the study of each chapter. The analysis and interpretation of data yielded the conclusions that the use of guided practice in classes can be expected to result in higher student achievement than in classes using little or no guided practice in the following areas: science classes, social studies classes, sixth grade classes in general, fifth grade classes in general, fifth grade science classes, and fifth grade social studies classes. The use of guided practice did not result in significant gains in student achievement in sixth grade science classes and sixth grade social studies classes when compared with classes which used little or no guided practice.

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Carder, Lou Anne. "A teachers' guide to integrating middle-grade science into language arts". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/646.

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Lam, Wai-lin, e 林慧蓮. "Teaching methods and approaches to learning in science among Secondary1 students in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957195.

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Tsang, Man-sing. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596580.

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Alhwiti, Awad Hamad. "Teacher perceptions of the effectiveness of the social studies teacher training program at Tabouk Teachers' College in Saudi Arabia". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5308.

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Thesis (Ed. D.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains viii, 84 p. Vita. Includes abstract. Includes bibliographical references (p. 71-77).

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Parrott, Deborah, e Reneé C. Lyons. "Teaching Civics in the School Library". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2372.

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This session will encourage school librarians to consider the precepts of the book "Teaching Civics in the Library." Specifically, participants will be encouraged and shown how to utilize high-interest trade books and carefully evaluated websites to immediately integrate school librarianship and civics education. Participants will be introduced to carefully constructed questions eliciting civic discussion, as well as detailed civic action/service project suggestions, for all grade levels, along with civic-oriented reading promotion plans, collection development best practices, grant writing options, and extended units of learning. First, a brief discussion will ensue as to the role of a school librarian in creating civic-minded students pursuant to AASL Learning Standard 3. Next, participants will be introduced to methods and best practices associated with this role, as listed above, actually participating in a Socratic discussion based in award-winning children's literature (for purposes of modeling). Then, a smattering of projects, promotion plans, helpful organizations, and grant opportunities will be highlighted, along with an inquiry as to successful programming across the country. A Q and A session will provide additional information in association with the ideas which most highly piqued audience interest.

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Ahmed, Zaiboenisha. "Teachers’ perception of the integration of socio-scientific issues in their science classes". Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1856.

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Thesis submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the FACULTY OF EDUCATION AND SOCIAL SCIENCES at the CAPE PENINSULA UNIVERSITY OF TECHNOLOGY 2014
The purpose for this study was to reveal the perceptions held by science teachers on the integration of socio-scientific issues in their science teaching. Also pertinent to this investigation was an understanding of what these teachers saw as the purpose(s) of such integration, how they purported to carry out the integration in their classroom, and how they perceive the role of social justice in science teaching. The theoretical principles of critical pedagogy underpinned the study and its methodology was guided by a phenomenological approach. The qualitative study was confined to eight schools in the Cape Town Metropole and ten science teachers made up the purposefully selected sample. Grounded theory was used as a method of analysis of the transcripts obtained from the semi-structured interviews conducted with the teachers on the socio-scientific issues depicted by two scenarios. Teachers saw the purposes for SSI integration in terms of its focus on the science curriculum, the everyday relevance of science and the impact of science. In addition they thought SSI integration could be useful to inculcate values, encourage behaviour change, advance both society and self, and develop critical thinking. They cited seven different teaching strategies and practices which they preferred for such integration: enquiry-based tasks; science content-specific activities; science-technology-society-environment (STSE) activities; communication of science information; science oriented projects; literacy programmes and deliberation and decision-making. The teachers thought that they could use the SSI scenarios to address socio-economic issues and issues pertaining to equity, self-determination, equality and civic values. Four general teacher profiles emerged from the research findings. These profiles captured both the commonalities and diversity existing among the participants’ perspectives.

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Becker, Ryan Liss. "A Science Instrument for the Digital Age: #Scistuchat Participants' Perceptions of Twitter as a Tool for Learning and Communicating Science". ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/495.

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The integration of digital technologies in K-12 education is ubiquitous. Web 2.0 technologies enable students who were once passive consumers to become active participants in, and even creators of, dynamic digital experiences. Social media, in particular, can connect disparate populations, minimizing traditional barriers such as time, space and geography. Similarly, science communication has also been influenced by an expanding array of media through which scientists can now connect directly with the public. #Scistuchat, the focus of this study, uses the social media platform Twitter to bring together scientists, secondary science students and teachers outside of school in monthly, science-focused Twitter chats. Using a multiple-case (embedded) design, this study sought to answer the question "How do #scistuchat participants perceive Twitter as a tool for learning and communicating science?" Thematic, cross-case analysis of four #scistuchats revealed themes specific to the #scistuchat experience, as well as the broader use of Twitter for science learning and communication. In addition to real-time observations of each chat and later analysis of the archived tweets, videoconferencing technology was used to conduct individual interviews with participating scientists (n=16) and teachers (n=6), as well as focus groups with students (n=17). Notable #scistuchat-specific findings include a recognition of the experience as dynamic and student-focused. Regarding student outcomes, although gains in science content knowledge were limited, an evolving understanding of scientists and the nature of their work was prominent. Findings regarding the broader use of Twitter for science purposes highlighted its multidimensional, professional utility and its unique contributions when leveraged in classroom settings.

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Cardwell, Steven McDonald. "A study to determine the nature of science teachers' functional paradigms using qualitative research methods". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28593.

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It is believed that one of the overriding factors that has contributed to the resistance to curriculum change on the part of teachers is that some of the new curricula seem to require a major change in teaching methodology and style. This change amounts to a conflict between paradigms. If this belief is correct, then one can argue that there will have to be a shift in teachers' functional paradigms in order for these curriculum innovations to be implemented. The study focuses on the goals, problems, exemplars, and routines, which constitute the "functional paradigms" of teachers. The term "functional paradigm" is meant to convey the idea that the characteristics which unite a community of practitioners are likely to be centered on practical matters: Why do teachers function in particular ways? Do teachers attach "common meanings" to particular situations or entitles? The following specific research questions were examined: 1. What are some of the factors which influence the formulation of teachers' functional paradigms? 2. What is the nature of teachers' functional paradigms? 3. a) What are the perceptions of teachers with regard to curriculum change? b) What is the relationship between teachers' functional paradigms and their perceptions of curriculum change? c) To what extent do teachers' functional paradigms become idiosyncratic when they are faced with a curriculum change? The methodology involved interviews with teachers. A pilot study was conducted prior to the main study. The interviews in the main study were analyzed in terms of six main categories. The results seem to indicate: 1. There are common categories and sub-categories that contribute to the formation, development, and maintenance of teachers/ functional paradigms. They include: o past educational experiences. o background in general. o practicum experiences. o past and present teaching experiences. o curriculum materials. o constraints on teaching. o school, students, and other workers in the school. 2. There seems to be a "core" of common categories among teachers. The intersection of elements within these categories composes the functional paradigms of teachers in general. Although the paradigms are functional in an active sense, they are relatively stable within the "culture", and over the long term. This stability must be considered if innovators in education ever contemplate a change which would require a shift in teachers'" functional paradigms. This commonality of beliefs, routines, problems, and exemplars is probably greater among teachers within the same small segment of the organization than within the entire profession. 3. Evidently, teachers select, interpret, and utilize learning materials in different ways dependent on the nature of their personal functional paradigms. A number of differing elements in teachers'' functional paradigms have been identified. These elements determine how teachers teach in terms of their use of curriculum materials. Curriculum change agents must consider the functional paradigms of individuals and determine how common these paradigms are before attempting a major pedagogical change. This study has shown that if these factors are not considered, then the curriculum change that is contemplated will be reduced to a mere change in content. The teachers will utilize the curriculum materials according to their own functional paradigms. 4. The inertia against curriculum change is most difficult to overcome with more experienced teachers, and more easily overcome with beginning teachers. This suggests that the focus of curriculum implementation needs to be aimed at certain segments of the profession. Somehow the change agents must assist educators to change their functional paradigms to meet the desired ends of the new curriculum prior to implementation. The alternative is the disparity that seems to exist between the curriculum that is intended by the policy makers, the curriculum that is implemented by the teachers, and the curriculum that is ultimately attained by the students.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Wray, Taylor. "Becoming the Teacher They Need From Me". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/134.

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My experience in the teacher education program at Claremont Graduate University has been eye opening and display of true growth for myself as an educator. Part A provides a description of my personal background and motivations for becoming a teacher. Provided, is an explanation behind my current teaching pedagogy. In addition, Part B introduces my three focus students. This year, I selected a student with a traumatic life experience, an English Learner, and a student with an Individual Education Plan. Getting to know these students’ academic profiles and personal lives, I have formulated individualized action plans based on personal goals. Part C dives into my student teaching experience at Canyon Hills Junior High. This section offers an analysis of the community, the school, and a microanalysis of my own classroom. In reflection of all that I have learned and grown this past year, Part D provides a self-analysis of teacher effectiveness and areas in which there is room to continue to grow.

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Nilsson, Pernilla. "Learning to Teach and Teaching to Learn : Primary science student teachers´ complex journey from learners to teachers". Doctoral thesis, Norrköping : Department of Social and Welfare Studies, Linköping University, 2008. http://www.bibl.liu.se/liupubl/disp/disp2008/sste19s.pdf.

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Johansson, Johanna. ""Eleverna ska lära sig för samhället" : En kvalitativ studie av mellanstadielärares uppfattningar gällande undervisning om elevnära samhällsfrågor". Thesis, Karlstads universitet, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73575.

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Detta är en kvalitativ studie som syftar till att undersöka hur mellanstadielärare, verksamma inom ämnet samhällskunskap, resonerar kring kunskapsområdet samhällsfrågor och mer specifikt elevnära samhällsfrågor. Vidare undersöks lärares uppfattningar av undervisning i elevnärasamhällsfrågor och hur det arbetet kan kopplas till skolans demokratifostransuppdrag. För att undersöka detta har semistrukturerade intervjuer genomförts med sju verksamma lärare för att få en förståelse för deras tankar, upplevelser samt erfarenheter kring undervisning i elevnära samhällsfrågor. Studiens resultat visade bland annat att lärarna aktivt arbetar med elevnära samhällsfrågor och att de anser att det är en viktig del av samhällskunskaps-undervisningen. Resultatet antyder också att lärarna tolkar begreppet elevnära med ett bredare perspektiv än geografiskt. Lärarna delade uppfattningen av att eleverna behöver ha kunskap om samhället för att kunna verka i det. Vidare hade de föreställningen att samtal samt diskussioner är betydelsefulla och att de som lärare behöver skapa lärandemiljöer där eleverna lär sig att se olika perspektiv och får uttrycka sina åsikter. Lärarna såg få utmaningar med samhällsfrågor men att det då är upp till lärarna att göra det greppbart för eleverna. De belyser också att intresse och delaktighet vid undervisning med elevnära samhällsfrågor har betydelse för elevernas bildning till demokratiska samhällsmedborgare.
This essay is a qualitative study that aims to report how teachers active in middle school reasons about the subject civics with social issues and also pupil-related social issues. Furthermore, the aim is to investigate the purpose with teaching pupil-related social issues and if this study can be connected to the democratic task of nurturing citizens that teachers have. In order to do this, seven teachers have been interviewed in semi-structured interviews to get their thoughts and experiences on teaching pupils-related social issues. The results of the study showed, among other things, that the teachers are actively working with pupil-related social issues and that it is an important part of social science studies. The result also indicated that the teachers views the pupil-related perspective broader than only geographical. The teachers shared the opinion that the pupils need to have knowledge of society in order to be able to live in it. Additionally, the teachers held the notion that conversations and discussions are important and that the teachers need to create learning environments where the pupils learn to see different perspectives and also are able to express their opinions. The teachers in the study saw few challenges with teaching social issues but that it is up to the teachers to make it understandable for the pupils. They also demonstrate that interest and participation in pupils-related social issues are significant for the pupils´ formation into democratic citizens.

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Lock, Wai-ki, e 陸偉基. "The effects of the guided reciprocal peer-questioning on the comprehension of social science subjects in secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30277607.

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Cooper, Pete. "An Examination of Reported Motivation and Time Allocation across Five Teaching Tasks amongst Online and Onsite University Level Social Science Faculty". Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10842215.

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The objective of this examination was to determine if there were significant differences in reported levels of motivation across five teaching tasks, as well as time allocated to each teaching task, among online and onsite university-level social science faculty. One hundred thirty-six social science faculty members were allocated into two groups that reported teaching in either online or onsite settings. Each participant completed the WTMST measuring various types of motivation across various types of teaching tasks. A measure of estimated time spent on each of the five teaching tasks was also obtained. The two groups showed several similarities in amount of motivation across teaching tasks and types of motivation with greater motivation for teaching, class preparation and evaluation of students than administrative and complementary tasks and greater motivation for teaching than class preparation. Both groups showed greater identified regulation than intrinsic motivation and greater intrinsic motivation and identified and external regulation than introjected regulation and amotivation. However, the onsite group reported greater motivation for teaching and class preparation than evaluation of students that was not shown for the online group and the onsite group reporting greater external regulation than intrinsic motivation and greater introjected regulation than amotivation that was not shown for the online group. The onsite group reported more time teaching than evaluation of students while the opposite finding was shown for the online group. The onsite group reported more time on class preparation than the other tasks except teaching while the online group reported less time, or no difference in time, spent on class preparation compared to other tasks. Reported time estimates and motivation scores were shown to be positively correlated across teaching tasks. The patterns of motivation scores across teaching tasks and types of motivation are described relative to self-determination theory. Differences within groups in motivation scores, and reported allocation of time, across teaching tasks, and corresponding positive correlation between motivation scores and reported time estimates suggests a relationship between the distribution of required duties of faculty and their motivational experiences. The findings are discussed relative to potential future qualitative and quantitative research of college faculty motivation and time allocated to various tasks, and relative to benefits to college level faculty, administrators and faculty services, and to students, toward facilitating quality of the academic experience.

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Luk, Sau-yung Maria, e 陸秀容. "An evaluation on the implementation of the advanced level engineering science". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574511.

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Diego, Daniel. "A PHENOMENOLOGICAL INQUIRY INTO THE TEACHING OF CLIMATE CHANGE". Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3715.

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The purpose of this study was to explore the ways in which educators address climate change and the impacts of human activity on the environment in conjunction with the Next Generation Science Standards. This study utilized qualitative methods, a phenomenological methodology informed by Moustakas, and a Systems Theory and Ecojustice Education conceptual framework. The central research questions was: in what ways do educators who are implementing the Next Generation Science Standards address climate change and the impacts of human activity on the environment? The supporting research questions were: in what ways do educators who are implementing the Next Generation Science Standards perceive their roles and responsibilities in addressing climate change and the impacts of human activity on the environment? in what ways do educators who are implementing the Next Generation Science Standards interpret the associated Earth and Human Activity standards prior to enactment? and, how do educators who are implementing the Next Generation Science Standards teach climate change and the impacts of human activity on the environment?Eight participants were purposely selected using criterion sampling. All participants taught in grades six-twelve, had at least five years teaching experience, and worked in the Sacramento Valley region of California. Data collection consisted of interviews, observations, and document analyses. During the data analysis, horizontalization was utilized which led to the illumination of the following themes: Climate change is an existential crisis, Examination and refinement of pedagogy, Perceptions on Next Generation Science Standards pedagogy, Inquiry-based pedagogical methods, Pedagogical resources, Fostering relevancy to students, and Steps toward an eco-ethical consciousness. The conclusions drawn are: context is key, confusion persists and teachers need guidance and support, adopted curricula and content standards are inadequate, systems thinking and eco-ethical mindsets are vital, teachers are essential for survivability, and more needs to happen. The recommendations from this study are of relevance to policy makers, administrators, curricula and standard developers, teachers, and anyone else interested in mitigating the impacts of human activity on the environment.

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Frempong, George. "Socioeconomic gradients in mathematics achievement : findings for Canada from the Third International Mathematics and Science Study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/NQ56545.pdf.

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Barrett, Terri-Ann. "An analysis of the language needs of Social Science students at the University of the West Indies : implications for assessment and teaching". Doctoral thesis, Université Laval, 2020. http://hdl.handle.net/20.500.11794/67783.

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La littérature qui existe sur l'analyse des besoins de langue indique que ces études devraient constituer la base du développement des programmes dans les contextes académiques où l'anglais est enseigné. En outre, la recherche sur la situation jamaïcaine souligne les besoins particuliers des locuteurs du créole jamaïcain. Les étudiants entrent dans l'enseignement de l'anglais standard de la Jamaïque dans des contextes d'enseignement supérieur. Le but de cette recherche est d’analyser les besoins des étudiants en sciences sociales de l’Université des West Indies, Mona, Jamaïque, afin de réviser le test d’entrée de l’université et le développement des cours. Les questions de recherche abordent les besoins en compétences de ces étudiants du point de vue de diverses parties prenantes et comme illustré dans les plans de cours. En plus, ils prennent en compte si le test d'entrée reflète ces besoins. L'étude a également exploré dans quelle mesure les besoins variaient selon les départements et les facteurs sociolinguistiques. Dans cette étude à méthodes mixtes, les données ont été collectées par de questionnaires et d'entrevues; les programmes de cours et le test de langue d’entrée ont également été obtenus pour l’analyse des documents. Les participants comprenaient 302 étudiants, 5 professeurs de langues, 8 professeurs de cours de contenu, et 7 membres de l’administration. Les données ont été analysées à l’aide du modèle de caractéristiques des tâches de Bachman et Palmer (2010) ainsi qu’un modèle d’analyse des besoins, axé sur la situation actuelle, la situation cible et l’analyse des écarts. Une analyse MANOVA a été réalisée pour faire un calcul des moyens des besoins linguistiques déclarés des élèves et pour déterminer la relation entre les besoins des élèves et des facteurs tels que le département, l'âge, le sexe, la situation géographique, et le statut socio-économique. Les résultats de l’étude ont indiqué que la lecture était la compétence la plus importante pour la réussite scolaire des étudiants et que la majorité des étudiants jugeaient leurs compétences inférieures aux attentes de l’université à leur égard. Les résultats ont également montré qu'il y avait une inadéquation entre le test d'entrée et la situation cible en termes de validité et un manque entre les attentes les professeurs de la langue et de sciences sociales. D’ailleurs, les besoins des étudiants variaient en fonction de leur département; les étudiants en tourisme ayant le plus grand écart entre leurs compétences et leurs attentes perçues par rapport aux exigences de l’université. Le sexe, la situation géographique, et le statut socioéconomique peuvent prédire la compétence de l’élève dans certaines habilites linguistiques. Sur la base de ces résultats, nous recommandons qu'un test soit développé qui reflète plus précisément les besoins de la situation cible, ce qui peut être réalisé grâce à la collaboration du département de langue et de la faculté des sciences sociales.
The existing literature on needs analysis indicates that these studies should form the basis of curriculum development in contexts where English for Academic Purposes is taught. In addition, the literature on the Jamaican language situation underscores the particular needs of Jamaica Creole speakers entering Jamaica Standard English-medium instruction in higher education contexts. The purpose of this research is to analyze the needs of the Social students at the University of the West Indies, Mona, Jamaica in order to inform the university’s entrance test and course development. The research questions address the skills-based needs of these students from the perspectives of various stakeholders and also as reflected in the course syllabi. Additionally, they take into account whether the language entrance test reflects those needs. The study also explored to what extent needs varied according to departments and sociolinguistic factors. In this mixed-method study, data was collected using questionnaires and interviews; course curricula and the university’s entrance language test were also obtained for document analysis. The participants included 302 students, 5 language teachers, 8 faculty-specific teachers and 7 administrators. Data was analyzed using Bachman and Palmer’s (2010) task characteristics model as well as a needs analysis model, which focused on the present situation, target situation and gap analysis. A MANOVA analysis was carried out to do a means analysis of the reported language needs of the students and to determine the relationship between student needs and factors such as department, age, gender, geographical location and socioeconomic status. The results of the study indicated that reading was the most important skill for the students’ academic success and that the majority of the students rated their competences as being lower than the university’s expectations of them. The findings also showed there was a mismatch between the entrance test and the target situation in terms of its construct validity and also a mismatch between the expectations of the language and the Social Science teachers. Additionally, the needs of the students varied according to their department with the tourism students having the largest gap between their competences and their perceived expectations of the university’s requirements. Gender, geographical location and socioeconomic status were also predictors of the students’ competence in certain language skills. Based on these results, we recommend that a test is developed that more accurately reflects the needs of the target situation, which can be achieved through the collaboration of the department of language and the faculty of Social Sciences

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48

Ellison, Michael Steven. "Ninth Grade Student Responses to Authentic Science Instruction". Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722299.

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This mixed methods case study documents an effort to implement authentic science and engineering instruction in one teacher’s ninth grade science classrooms in a science-focused public school. The research framework and methodology is a derivative of work developed and reported by Newmann and others (Newmann & Associates, 1996). Based on a working definition of authenticity, data were collected for eight months on the authenticity in the experienced teacher’s pedagogy and in student performance. Authenticity was defined as the degree to which a classroom lesson, an assessment task, or an example of student performance demonstrates construction of knowledge through use of the meaning-making processes of science and engineering, and has some value to students beyond demonstrating success in school (Wehlage et al., 1996). Instruments adapted for this study produced a rich description of the authenticity of the teacher’s instruction and student performance.

The pedagogical practices of the classroom teacher were measured as moderately authentic on average. However, the authenticity model revealed the teacher’s strategy of interspersing relatively low authenticity instructional units focused on building science knowledge with much higher authenticity tasks requiring students to apply these concepts and skills. The authenticity of the construction of knowledge and science meaning-making processes components of authentic pedagogy were found to be greater, than the authenticity of affordances for students to find value in classroom activities beyond demonstrating success in school. Instruction frequently included one aspect of value beyond school, connections to the world outside the classroom, but students were infrequently afforded the opportunity to present their classwork to audiences beyond the teacher.

When the science instruction in the case was measured to afford a greater level of authentic intellectual work, a higher level of authentic student performance on science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student’s world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership.

In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.

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49

Tsang, Man-sing, e 曾文聲. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958849.

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50

MELO, Énery Gislayne de Sousa. "Relações entre representações sociais sobre ciências e ensino de ciências de licenciandos em física". Universidade Federal Rural de Pernambuco, 2007. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5841.

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Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-03T14:08:47Z No. of bitstreams: 1 Enery Gislayne de Souza Melo.pdf: 640128 bytes, checksum: 0778e1f09d066b63eb0918b456e84bbc (MD5)
Made available in DSpace on 2016-11-03T14:08:47Z (GMT). No. of bitstreams: 1 Enery Gislayne de Souza Melo.pdf: 640128 bytes, checksum: 0778e1f09d066b63eb0918b456e84bbc (MD5) Previous issue date: 2007-07-16
In this work we analyze relations between the social representations of science and Science teaching of professors in initial formation in Physics. For this, we based in the Theory of the Social Representations of Serge Moscovici, beyond categorizing the Science as idealistic, empirist, construtivist and externalist and the Science teaching in new trends, redescover and traditional. The methodological approach consisted of applying in a sample of 26 in of professors in initial formation in Physics a partnercultural questionnaire, a hierarquical evocation Test and two alternative multiple questionnaires, one of them relating to the science and other to the Science teaching. We detach in our results as correlations strongest, that is, of bigger coefficient, corresponding to the pairs Idealism - New Trends, Externalism - New Trends, Construtivist - New Treds and Externalism - Traditional. Then, the initial formation in Physics seem to have in the ideas most innovative of Science teaching a powerful ally for the creation of strategy of if argue science. Inversely, the ideas most traditional seem to become a possible obstacle in the establishment of connections with science. The study of these relations it leads to the knowledge of the institutions, on its pupils, its formation, making possible the reflection concerning the paper of science and its education and its technologies in the transformation for a model of development, and socially more just democratic.
Neste trabalho analisamos relações entre as representações sociais de ciência e de ensino de ciência de licenciandos em Física. Para isso, baseamo-nos na Teoria das Representações Sociais de Serge Moscovici, além de categorizarmos a ciência como idealista, empirista, construtivista e externalista e o ensino de ciências em novas tendências, redescoberta e tradicional. A abordagem metodológica consistiu em aplicar em uma amostra de 26 licenciandos em Física um questionário sócio-cultural, o teste de evocação hierarquizada e dois questionários de múltiplas alternativas, um deles referente às visões de ciência e o outro ao ensino de ciências. Destacamos nos nossos resultados as correlações mais fortes, ou seja, de maior coeficiente de correlação. São eles: Idealismo - Novas Tendências, Externalismo - Novas Tendências, Construtivista - Novas Tendências e Externalismo – Tradicional. Portanto, os licenciandos em Física parecem ter nas idéias mais inovadoras de ensino de Ciência um forte aliado para a criação de oportunidades de se discutir a ciência. Inversamente, as idéias mais tradicionais parecem se tornar um possível obstáculo no estabelecimento de conexões com a ciência. O estudo dessas relações conduz ao conhecimento das instituições, sobre seus alunos, sua formação, possibilitando a reflexão acerca do papel da ciência e de seu ensino e de suas tecnologias na transformação para um modelo de desenvolvimento, socialmente mais justo e democrático.

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