Дисертації з теми "School Science Model"
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1
Owen, Walter Lee. "A new model of evolution education for middle school science." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2999.
Анотація:
Proposes a new model for teaching inquiry and critical thinking in the middle school science classroom. This model will assist students in learning the evidence for evolution for themselves, as well as assisting them in developing skills in critical thinking and inquiry. The objective of this model is to create a more scientifically literate student body who can go on to pursue an even greater understanding of the nature of science.
2
krupnik-Gottlieb, Michal. "Toward a model of science and mathematics integration in school curriculum." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298921602.
3
Sun, Wei. "The relationship among middle school students' motivation perceptions of science class, science identification and career goals." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83454.
Анотація:
This dissertation examined the extent to which pre-high school students' motivation-related perceptions of their science class affected their science identification, which sequentially affected their future science-related career goals. The MUSIC® Model of Motivation (Jones, 2009, 2018) includes five components (i.e., eMpowerment, Usefulness, Success, Interest, and Caring) and is designed to help teachers design instruction to promote students' motivation. Domain identification (Osborne and Jones, 2011) is a concept closely related to students' motivation and academic outcomes. In this study, data was collected from 311 pre-high school students and Structural Equation Modeling (SEM) analysis was conducted to test the structure pattern among the MUSIC model components, science identification, and science-related career goals. Results indicate that with three of the MUSIC model components (i.e., usefulness, success, and interest) significantly related to students' science identification, students' science identification was highly correlated to their science career goals.
Moreover, this study demonstrated the structure patterns among the MUSIC model components and science identification varied by gender by conducting multi-group SEM analyses for a separate female sample (N = 161) and male sample (N = 150). Consistently, students' science identification was a strong predictor of their science career goals in both female and male groups.
These findings are important for STEM educators because they indicate that it may be possible for teachers to impact students' science identification and career goals by focusing on students' perceptions of the MUSIC model components in science class. Moreover, these results contribute to the study of the large gender gap in STEM careers. Teachers can focus on specific teaching strategies and help female students develop their science identification in ways that lead to their long-term science-related career goals.Ph. D.
4
Haynes, Dawn (Dawn Marie). "Effects of a Teacher Inservice Training Model on Students' Perceptions of Elementary Science." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278783/.
Анотація:
The purpose of this study was to test a teacher inservice training model which was designed to increase the number and use of hands-on science activities, increase the number of times teachers teach science, and improve students' perceptions of science.
5
Delaney, Alice. "Better Teaching Model? Middle School Science Classroom Using the 4MAT Instructional Strategy vs. Lessons Created Without this Model." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3259/.
Анотація:
The problem investigated was the need for effective and efficient learning for middle school science students to meet expectations set in Goals 2000. The use of the 4MAT Instructional Method was investigated as a possible method for attainment of current science standards. The study included one middle school science instructor's classes with 89 participating students. Measurements were taken and comparisons drawn using three assessment methods to determine if improved academic achievement and attitude scores resulted. Data analysis yielded no significant conclusion in either academic achievement or attitude improvement; however, observations of the researcher indicated potential usefulness of the 4MAT approach. The t-value calculated in the assessment methods was insufficient with a .05 probability of error present in the findings. The limitations of the study skewed the results and outweighed the possible observational insight.
6
Fan, Meng. "Stability of Academic Performance Across Science Subjects Among Chinese Students." UKnowledge, 2013. http://uknowledge.uky.edu/edp_etds/15.
Анотація:
With data describing 110,520 eighth grade students from 592 junior high (middle) schools in China, a three-level hierarchical linear model was developed in this study to create a multivariate multilevel environment to examine (a) the effects of student-level and school-level variables on science achievement in four subject areas (science inquiry skills, biology, earth science, and physics) and (b) the consistency or stability of academic achievement across the four subject areas among students and among schools. Results indicated that (a) student characteristics, including gender, parental SES, time spent in learning, and the type of family separation, were related to high academic achievement in each of the four science subject areas, (b) no school characteristics were found to be significant factors to affect students’ academic performance in any of the four science subject areas, (c) both students and schools with high academic achievement in one subject area also showed high academic achievement in other subject areas, and (d) the consistency or stability of science performance over the four subject areas did not depend on student characteristics and school characteristics.
7
Newton, Lynn Denise. "Teachers' questioning in primary school science : developing children's causal understanding through a mental model approach." Thesis, University of Newcastle Upon Tyne, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307937.
8
Brockbank, Brennan R. "Decision Making Associated with Selecting an Integrated or a Discipline Model for Middle School Science Instruction." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10617246.
Анотація:
Purpose. This study sought to identify, understand, and describe the decision-making processes used by school districts to determine the middle school science course sequence as part of the adoption of the Next Generation Science Standards. Additionally, this study explored and described the expressed comments, feelings, and beliefs of participants involved in the decision process about their experience in the decision-making process and the outcome.
Methodology. This multiple case study focused on four cases—three school districts that chose the integrated approach and one district that chose the discipline approach. Ten participants represented the four school districts. Data were collected from each participant utilizing personal face-to-face interviews.
Findings. Significant findings included: Administrators tended to defer to teachers, because of their expertise, to promote consensus and teacher buy-in; prolonged discussions led to expressions of demoralization among teachers; each of the four school districts used a different approach to the decision—one depended on expertise of a dedicated science education leader to make a command decision, while three districts included a broad set of participants to promote consensus; conceptual structuring devices facilitated decision making; science teachers with discipline-specific backgrounds tended to prefer the discipline model and were more reluctant to adopt the integrated approach; the professional identity of the science teacher influenced their preference and their feelings about the outcome; and each participant expressed unique perceptions of who was involved in the decision—teachers tended to downplay the importance of their own influence and to describe the ultimate decision as being in the hands of administrators.
Conclusions. There is no best approach to selecting a middle school science course sequence. Multiple decision-making approaches resulted in acceptable outcomes, but any approach can be improved by taking steps to promote levels of trust among constituents.
Recommendations. Educational leaders must understand how the professional identity and science content expertise of science teachers influence their preferences of curricular sequencing. Leaders interested in developing consensus should take careful steps to promote transparency and trust. Participants in the decision should be provided professional development to limit ambiguity, provide guidelines, and promote structuring devices to facilitate the decision.
9
Franks, Ruth Ann. "An investigation into the effectiveness of the "trainer of trainers" model for in-service science professional development programs for elementary teachers /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.
10
Capelle, Michael J. (Michael John). "Improving equipment performance through queueing model applications." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/38050.
Анотація:
Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1995, and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1995.Vita.
Includes bibliographical references (p. 73-74).
by Michael J. Capelle.
M.S.
11
Whigham, Paul Alexander. "A management science approach for developing a decision model for portfolio rationalization of consumer personal computers." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99038.
Анотація:
Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2015. In conjunction with the Leaders for Global Operations Program at MIT.Thesis: S.M., Massachusetts Institute of Technology, Engineering Systems Division, 2015. In conjunction with the Leaders for Global Operations Program at MIT.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 47).
Commoditization of the PC market has led to a shift in strategy at Dell away from customization towards defining specific consumer configurations ahead of time. This shift creates new planning and decision processes around which configurations to select. Given configurations are defined before true demand can be measured, variability leads to selection of configurations based on imperfect knowledge. The existing variety of configurations has imposed substantial complexity costs on Dell. Modeling this selection process as a Newsvendor "life-time buy" includes this variability while optimizing for profit. Estimated costs of overage, costs of underage, and complexity costs are used as inputs. This thesis seeks to develop a framework informing configuration selection decisions based on demand variability and expected profit. A heuristic model uses configuration volume estimates, profit margin estimates, and historical regional bias in submitted forecasts to score and rank potential configurations. This heuristic determines which configurations to select within a fixed maximum total number of configurations limit, based on the business's market share growth and profit goals. This maximum limit is set by Dell's Vice Chairman Jeff Clarke. The results of this heuristic show a decrease in decision process time, an increase in process transparency, and increase in expected profit. A what-if scenario analysis shows an annual increase of 3.4% in profit which amounts to several million dollars. These results were gathered through implementing the model in November 2014 and comparing the heuristic-based decisions against past process decisions.
by Paul Alexander Whigham.
M.B.A.
S.M.
12
Weise, Martin. "A model for teaching informatics to German secondary school students in English-language bilingual education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6456/.
Анотація:
Informatics as a school subject has been virtually absent from bilingual education programs in German secondary schools. Most bilingual programs in German secondary education started out by focusing on subjects from the field of social sciences. Teachers and bilingual curriculum experts alike have been regarding those as the most suitable subjects for bilingual instruction – largely due to the intercultural perspective that a bilingual approach provides. And though one cannot deny the gain that ensues from an intercultural perspective on subjects such as history or geography, this benefit is certainly not limited to social science subjects. In consequence, bilingual curriculum designers have already begun to include other subjects such as physics or chemistry in bilingual school programs. It only seems a small step to extend this to informatics. This paper will start out by addressing potential benefits of adding informatics to the range of subjects taught as part of English-language bilingual programs in German secondary education. In a second step it will sketch out a methodological (= didactical) model for teaching informatics to German learners through English. It will then provide two items of hands-on and tested teaching material in accordance with this model. The discussion will conclude with a brief outlook on the chances and prerequisites of firmly establishing informatics as part of bilingual school curricula in Germany.
13
Wu, Claudia. "Total supply chain cost model." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34869.
Анотація:
Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; in conjunction with the Leaders for Manufacturing Program at MIT, 2005.Includes bibliographical references (leaves 72-73).
Sourcing and outsourcing decisions have taken on increased importance within Teradyne to improve efficiency and competitiveness. This project delivered a conceptual framework and a software tool to analyze supply chain costs associated with a specified supply chain design. Determining total supply chain cost is a complex challenge. This work developed the concept of a hierarchical, inter-related, multi-level supply chain cost architecture. Within this architecture, supply chain costs can be expressed as a sum of only 5 supply chain cost factors (material, labor, logistics, inventory holding, and overhead costs). The reduction of a large number of potential cost factors eases communication about total supply chain costs within an organization. An interactive Excel VBA software was developed which allows the user to experimentally model changes to a specific supply chain design. The VBA program automatically recalculates the supply chain costs based on the changes made. The output of the program is a comparison of costs associated with different supply chain designs. In a case study, the total supply chain cost model was applied to evaluate different supply chain node locations in Southeast Asia for one of Teradyne's testers.
by Claudia Wu.
S.M.
M.B.A.
14
Davis, Brian. "Investigating the Experience: A Case Study of a Science Professional Development Program Based on Kolb's Experiential Learning Model." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/33.
Анотація:
Professional development for educators has been defined as the process or processes by which teachers achieve higher levels of professional competence and expand their understanding of self, role, context and career (Duke and Stiggins, 1990). Currently, there is limited research literature that examines the effect a professional development course, which uses David Kolb’s experiential learning model, has on the professional growth and teaching practice of middle school science teachers. The purpose of this interpretive case study is to investigate how three science teachers who participated in the Rivers to Reef professional development course interpreted the learning experience and integrated the experience into their teaching practice. The questions guiding this research are 1. What is the relationship between a professional development course that uses an experiential learning model and science teaching practice? 2. How do the Rivers to Reef participants reflect on and describe the course as a professional growth experience? The creation of the professional development course and the framework for the study were established using David Kolb’s (1975) experiential learning theory and the reflection process model designed by David Boud (1985). The participants in the study are three middle school science teachers from schools representing varied settings and socioeconomic levels in the southeastern United States. Data collected used the three-interview series interview format designed by Dolbere and Schuman (Seidman, 1998). Data was analyzed for the identification of common categories related to impact on science teaching practice and professional growth. The major finding of this study indicates the years of teaching experience of middle school science teachers significantly influences how they approach professional development, what and how they learn from the experience, and the ways in which the experience influences their teaching practices.
15
Millstone, Rachel Diana. "Optimizing the orchestration of resemiotization with teacher "talk moves" a model of guided-inquiry instruction in middle school science /." Diss., [La Jolla] : University of California, San Diego, 2010. http://wwwlib.umi.com/cr/ucsd/fullcit?p3402991.
16
Lightbody, Mary. "On-site professional development using differentiation to support instruction in middle school science /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1092837085.
Анотація:
Thesis (Ph. D.)--Ohio State University, 2004.Document formatted into pages; contains 229 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Aug. 17.
17
MacDonald, Ian A. M. B. A. Massachusetts Institute of Technology. "Using and extended enterprise model to increase responsiveness." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/37250.
Анотація:
Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2006.Includes bibliographical references.
OEMinc's new business model is a dramatic departure from that used in the past. The company has moved steadily upstream in the supply chain, leaving more and more of the manufacturing effort to suppliers. Literature shows that extraordinary productivity gains in the production network, or value chain, are possible when companies are willing to collaborate in unique ways, often achieving competitive advantage by sharing knowledge, research and assets. For its newest product, Excelsior, OEMinc has moved to an extended enterprise model involving dozens of Partners. Approximately half are Component Partners (CPs), who supply systems and components. The remainder are Assembly Partner's (APs), who integrate these components into sub-assemblies. Many components are purchased by OEMinc and drop-shipped by CPs to APs, then installed in subassemblies. For the purposes of this analysis, Critical Safety Inventory is defined as inventory held at a site that buffers against disruptions in quality or upstream delivery and is not needed for production at that time.
(cont.) More specifically, the need for CSI is driven by the following: *variability in delivery time, resulting in late parts at the AP site or at OEMinc; *part non-conformances, which result in parts being unavailable for installation; and/or *part damage upon installation. The challenge OEMinc faces, which this project attempts to address, is: "How can OEMinc mitigate supply chain risk in the context of reduced information and control?" This project focuses on inventory management as a tool for mitigating risk. Therefore, the project definition has been further defined as follows: To develop an effective safety inventory policy for OEMinc-owned, drop-shipped components within the Excelsior Supply Chain, with the goal of supporting production, reducing inventory cost, and enabling continuous improvement. As outlined above, OEMinc's move to the extended enterprise business model is a significant step towards its vision of being a large-scale systems integrator. The success of this transition is important for OEMinc's long-term future, in addition to being an enabler for the Excelsior. The following approach was used: 1) Case Studies: Components were selected based on characteristics that bracketed the types of issues that might be seen in the supply chain at OEMinc.
(cont.) It was expected that examination of these supply chains would reveal particular issues representative of a wider selection of components. 2) Simulation analysis: A generic simulation model was created for components under the Excelsior Business model. The simulation was used to determine how many shipsets of inventory should be held at the AP site for a varying lead times, expedite lead times and risks of non-conformance. 3) Benchmarking: Representatives of peer companies were interviewed and site visits were conducted to gather information on how they manage their relationships with partner suppliers, with special attention paid to inventory management, partner management, incentives and data exchange. 4) Metrics Analysis: OEMinc's existing metrics system was assessed to determine what changes might be made given the business model shift for the Excelsior program. 5) Implementation: Based on the results of the preceding steps, a set of guidelines was developed for Partners to reach the desired state with respect to CSI management. Using a Systems Dynamics framework, the supply chain was analyzed to determine what incentives should be applied to encourage the desired supplier behavior.
by Ian A. MacDonald.
S.M.
M.B.A.
18
Schram, Asta Bryndis. "Validating an Icelandic Version of the MUSIC Model of Academic Motivation Inventory." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64155.
Анотація:
Students' motivation generally declines during the middle school years, a period of time when important foundations for further studies are laid. There is a move in many countries to improve science education, especially science literacy that is inadequate according to international research (Halldorsson, Olafsson, and Bjornsson, 2007, 2013). The subject of this dissertation is the translation and validation of the MUSICSM Model of Academic Motivation Inventory (MMAMI; Jones, 2012) from English into Icelandic. The purpose for the translation is to provide Icelandic educators with a tool to assess students' motivation in the science classroom. Motivation in the classroom is a complex issue in which both cognitive and contextual factors are involved. The information gained from the inventory responses could be used to guide the development or modification of the classroom strategies employed. The inventory measures students' perceptions of the five components of the MUSICSM Model of Academic Motivation: eMpowerment, Usefulness, Success, Interest and Caring, components that have been found to be influential to student motivation (Jones, 2009). The model is based on a thorough analysis of motivation theories and research. The inventory was developed for middle school students in science classes, although it can easily be modified to fit any subject. Back-translation followed by expert meetings was used to gain semantic equivalence. Participants were 458 middle school students in science classes in five public schools in Iceland. To obtain translation invariance in the first version of the translation, I used an Exploratory Factor Analysis (EFA) on one data set, using Principal Axis Factoring with Promax Rotation, to examine the translated items. Subsequently, I implemented a Confirmatory Factor Analysis (CFA) on a second data set to test for model fit. The results replicated the findings obtained with the original version and confirmed the five-factor structure of the MMAMI. All factor loadings were significant. The reliability analysis, using Cronbach's alpha, also replicated the good and acceptable alpha ratings of the original instrument. These findings provide validity evidence for the scores produced by using the Icelandic version of the MMAMI with middle school Icelandic students in science classesPh. D.
19
Gaytan, Candice Renee. ""Model-Based Reasoning is Not a Simple Thing"| Investigating Enactment of Modeling in Five High School Biology Classrooms." Thesis, University of California, Davis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602659.
Анотація:
Modeling is an important scientific practice through which scientists generate, evaluate, and revise scientific knowledge, and it can be translated into science classrooms as a means for engaging students in authentic scientific practice. Much of the research investigating modeling in classrooms focuses on student learning, leaving a gap in understanding how teachers enact this important practice. This dissertation draws on data collected through a model-based curricular project to uncover instructional moves teachers made to enact modeling, to describe factors influencing enactment, and to discuss a framework for designing and enacting modeling lessons.
I framed my analysis and interpretation of data within the varying perceptions of modeling found in the science studies and science education literature. Largely, modeling is described to varying degrees as a means to engage students in sense-making or as a means to deliver content to students. This frame revealed how the instructional moves teachers used to enact modeling may have influenced its portrayal as a reasoning practice. I found that teachers’ responses to their students’ ideas or questions may have important consequences for students’ engagement in modeling, and thus, sense-making.
To investigate factors influencing the portrayal of modeling, I analyzed teacher interviews and writings for what they perceived affected instruction. My findings illustrate alignments and misalignments between what teachers perceive modeling to be and what they do through instruction. In particular, teachers valued providing their students with time to collaborate and to share their ideas, but when time was perceived as a constraint, instruction shifted towards delivering content. Additionally, teachers’ perceptions of students’ capacity to engage in modeling is also related to if and how they provided opportunities for students to make sense of phenomena.
The dissertation closes with a discussion of a framework for designing and enacting lessons for engaging students in modeling. I draw on examples from this study to provide context for how the framework can support teachers in engaging students in modeling. Altogether, this dissertation describes how teachers facilitate modeling and why varying enactments may be observed, filling a gap in researchers’ understanding of how teachers enact modeling in science classrooms.
20
Black, Brian E. (Brian Edward) 1967. "Utilizing the principles and implications of the base stock model to improve supply chain performance." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/50029.
Анотація:
Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science; and, Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1998.Includes bibliographical references (leaf 44).
by Brian E. Black.
M.S.
21
Richards, Jessica L. "TECHNOLOGY AIDED INSTRUCTION AND INTERVENTION TO TEACH GRADE LEVEL SCIENCE TERM DEFINITIONS TO MIDDLE SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDER." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/55.
Анотація:
The purpose of this study was to teach middle school students with autism spectrum disorder (ASD) academic, grade level science term definitions. Three students with ASD who were served in a self-contained classroom for students with moderate and severe disabilities participated in the study. A multiple probe (days) across behaviors research design was used to evaluate the effectiveness of a model-lead-test procedure delivered using a computer software program to teach three sets of five science term definitions from the general education academic standards. Generalization probes were conducted in the general education setting by giving each student terms that they learned during intervention in the context of the classroom lesson and asking them to respond by giving the definition to the term. The results indicate that students were able to learn and maintain science term definitions when using teacher created e-books with an embedded model-lead-test procedure.
22
Tan, Kwan "Brian" Yui. "Minimizing the impact of model changeovers at a medium-mix high-volume cellular-telephone production line." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/35477.
Анотація:
Thesis (M.S.)--Massachusetts Institute of Technology, Sloan School of Management, 1996, and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1996.Includes bibliographical references (p. 79-80).
by Kwan "Brian" Y. Tan.
M.S.
23
Forbes, Ellen White. "Improving the knowledge and use of formative assessment a case study of a model of formative assessment in a K-3 science curriculum /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 139 p, 2007. http://proquest.umi.com/pqdweb?did=1362531011&sid=9&Fmt=2&clientId=8331&RQT=309&VName=PQD.
24
Bissaker, Kerry Ann, and kerry bissaker@flinders edu au. "The processes and outcomes of professional learning in an innovative school: the construction of an explanatory model." Flinders University. Education, 2010. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20100309.162227.
Анотація:
Science and mathematics education in Australian senior secondary years is experiencing declining enrolments, negative student attitudes, a shortage of qualified teachers and a curriculum that lacks relevance to contemporary life (Masters, 2006, Smith, 2003, Tytler, 2007). Such evidence calls for transformation in secondary science and mathematics education and acknowledges that teachers professional learning is central to achieving required transformation. Fulton Senior Secondary School is a purpose built school designed to respond to the perceived crisis in teaching and learning of science and mathematics in the final years of schooling. It is also the site in which this qualitative interpretive case study was conducted. The purpose of the research was to investigate the processes and outcomes of teachers professional learning in a setting that was designed to promote innovation and reform.
The research, conducted over a period of six years, used grounded theory methods to answer questions about what supported and sustained teachers learning, and what were the outcomes of this learning for teachers, students and the school. To achieve an authentic account of the teachers lived experiences, I positioned myself as an insider-researcher, working intensely and thoughtfully with staff at Fulton over a period of six years. The study revealed the nature of the interactions between contextual conditions, organisational elements and relationships factors that influenced teachers professional learning. An explanatory model of professional learning was developed as an outcome of the theorising process. This identified the importance of alignments between: teachers capacities, characteristics and sense of personal agency; and specific contextual conditions, organisational elements and relationship factors. Successful alignments were identified as affordances for teachers learning and formed the basis of the explanatory model. In essence, the contextual conditions, organisational elements and relationship factors of Fulton provided the architecture of an explanatory model of professional learning. The teachers acted as explorers of this architecture.
The research revealed that teachers brought existing beliefs and practices to Fulton, but through incidental and intentional learning, these beliefs and practices were expanded and often changed. Teachers developed deep understanding of many factors associated with effective pedagogy including: learning and learning processes; new science and mathematics content; effective curriculum design; and authentic assessment processes. The teachers were open to challenges and recognised their roles as learners in achieving the vision of the school. Their outcomes varied, but each teachers learning influenced both the students and the school as a learning organisation. There was considerable evidence that the investment in teachers as learners was pivotal to achieving the vision of transforming science and mathematics education in the senior secondary years at this school.
25
Weiland, Maria. "Hänsyn till helheten : extrahering av en didaktisk modell för det komplexa innehållet i den naturorienterande undervisningen på lågstadiet." Licentiate thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-394108.
Анотація:
This study focuses on science education in primary school. The aim is to systematize and exemplify the content in primary science, not only scientific content but everything surrounding teaching in science, in the forms of a didactical model. The study was performed in grades 1-3 (ages 7-10) in a Swedish primary- and lower secondary school. Four primary school teachers and their classes were followed in their teaching in science education. The empirical data consists of field notes, video- and audio recordings from in total 17 science lessons. The results show how science education in primary school contains much more than just teaching a scientific content. The results also show how teachers, in relation to, and simultaneously with, the scientific content, also teach students in speaking, reading, writing and in social interaction with others. The three types of content areas that were identified were systematized into a didactical model called ‘didactic score’. The didactic score highlights that all these parts in the teaching situation is performed simultaneously, but that different parts may be fore fronted and other parts may be put in the background during the process of teaching. The teacher has a prominent role in directing the students’ attention towards the different parts in the didactic score, in order to give the students conditions for creating continuity in the learning process.
26
Stammen, Andria. "The Development and Validation of the Middle School-Life Science Concept Inventory (MS-LSCI) Using Rasch Analysis." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523631816773049.
27
Riffel, Alvin Daniel. "Social and cultural relevance of aspects of Indigenous Knowledge Systems (IKS), meteorological literacy and meteorological science conceptions." University of the Western Cape, 2020. http://hdl.handle.net/11394/7258.
Анотація:
Philosophiae Doctor - PhDThis research study examines those aspects of Indigenous Knowledge (IK) that could be socially and culturally relevant in the Western Cape Province, South Africa, for teaching meteorological science concepts in a grade 9 Social Science (Geography) classroom using dialogical argumentation as an instructional model (DAIM). The literature reviewed in this study explains the use of argumentation as an instructional method of classroom teaching in particular dialogical argumentation, combined with IKS (Indigenous Knowledge Systems), which in this study is seen as a powerful tool both in enhancing learners’ views and positively identifying indigenous knowledge systems within their own cultures and communities, and as tool that facilitates the learning of (meteorological) literacy and science concepts. With the development of the New Curriculum Statements (NCS) and the Curriculum and Assessment Policy Statements (CAPS) for schools, the Department of Basic Education (DBE) of South Africa acknowledges a strong drive towards recognising and affirming the critical role of IK, especially with respect to science and technology education. The policy suggests that the Department of Education take steps to begin the phased integration of IK into curricula and relevant accreditation frameworks. Using a quasi-experimental research design model, the study employed both quantitative and qualitative methods (mixed-methods) to collect data in two public secondary schools in Cape Town, in the Western Cape Province, South Africa. A survey questionnaire on attitudes towards, and perceptions of high school, of a group of grade 9 learners, as well as their conceptions of weather, was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study. An experimental group (E-group) of learners were exposed to an intervention - the results were recorded against a control group (C-group) that were exposed to no intervention. Both the E-group and C-group were exposed to a Meteorological Literacy Test (MLT) evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks underpinning the study, namely, Toulmin’s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997). The findings of this study revealed that: Firstly, the socio-cultural background of learners has an influence on their conceptions of weather prediction and there was a significant difference between boy’s and girls’ pre-test conceptions about the existence of indigenous knowledge systems within the community they live in. For instance, from the learners’ excerpts, it emerged that the girls presented predominantly rural experiences as opposed to those of the boys which were predominantly from urban settings. Secondly, those E-group learners exposed to the DAIM intervention shifted from being predominantly equipollent to the school science to emergent stances and they found a way of connecting their IK to the school science. The DAIM model which allowed argumentation to occur amongst learners seemed to have enhanced their understanding of the relevance of IK and how its underlying scientific claims relate to that of school science. Thirdly, the argumentation-based instructional model was found to be effective to a certain extent in equipping the in-service teachers with the necessary argumentation skills that could enable them to take part in a meaningful discourse. The study drew on the personal experiences and encounters from a variety of sources. These included storytelling-and sharing, academic talks with local community members recorded during the research journey, formal round table discussion and talks at international and local conferences, conference presentations, informal interviews, indigenous chats at social event-meetings, and shared experiences at IKS training workshops as a facilitator. These encounters lead to the formulation of the research study and occurred throughout the country in various parts of the Southern African continent including: Namibia, Zimbabwe, Malawi, Botswana, Tanzania and Mozambique.
28
Akar, Elvan. "Effectiveness Of 5e Learning Cycle Model On Students'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605747/index.pdf.
Анотація:
The main purpose of this study was to compare the effectiveness of instruction based on 5E learning cycle model over traditionally designed chemistry instruction on tenth grade students&rsquounderstanding of acid-base concepts. Fifty- six tenth grade students from two classes of a chemistry course taught by the same teacher in Atatü
rk Anatolian High School 2003-2004 spring semester were enrolled in the study. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were taught by the instruction based on 5E learning cycle model. Acid-Base Concepts Achievement Test was administered to both groups as a pre-test and post-test in order to assess their understanding of concepts related to acid-base. Students were also given Attitude Scale Toward Chemistry as a School Subject at the beginning and end of the study to determine their attitudes and Science Process Skill Test at the beginning of the study to measure their science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and t-test. The results indicated that instruction based on 5E learning cycle model caused a significantly better acquisition of scientific conceptions related to acid-base produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction. In addition, science process skill was a strong predictor in understanding the concepts related to acid-base.
29
Tison, Estelle. "Modèles scientifiques scolaires de l'énergie au cycle 4 - Une analyse de documents institutionnels et de pratiques déclarées et effectives de formation continue." Electronic Thesis or Diss., CY Cergy Paris Université, 2023. http://www.theses.fr/2023CYUN1232.
Анотація:
Depuis les années 1970, l'énergie a donné lieu à de nombreux travaux de recherche en didactique qui ont mis en évidence des difficultés relatives à l'enseignement et à l'apprentissage de ce concept. En France, en 2015, l'énergie est devenue un thème d'enseignement à part entière au cycle 4. Des entretiens exploratoires montrent une hétérogénéité dans l'appropriation de ce thème par les enseignants et, en particulier, une grande diversité dans l'utilisation des chaînes énergétiques, qui ne comportent pas de normes communes.Dans ce travail de recherche, nous caractérisons les modèles scientifiques scolaires de l'énergie promus par des acteurs institutionnels susceptibles d'influencer les pratiques enseignantes, d'une part par une analyse de documents institutionnels (programmes, documents d'accompagnement et manuels), d'autre part par une analyse de pratiques déclarées et effectives de formation continue à l'enseignement de l'énergie (entretien avec des formateurs académiques et analyse de deux stages de formation). Nous nous intéressons particulièrement à la place des chaînes énergétiques dans ces modèles, à leur utilisation dans un contexte de classe et de formation, et aux raisons pouvant expliquer les choix de modèles et de formation effectués par les formateurs.Pour répondre à nos questions de recherche, nous avons composé un cadre théorique et méthodologique inspiré de la DADE (Robert et Rogalski, 2002) qui s'articule autour de trois approches : une approche didactique, qui permet de caractériser les tâches de formation et d'enseignement ; une approche épistémologique, qui permet de caractériser les modèles scientifiques scolaires de l'énergie ; une approche ergonomique, qui permet d'inférer les raisons qui justifient les choix de modèles et de tâches.L'analyse des documents institutionnels ne nous a pas permis de mettre en évidence un modèle scientifique scolaire de l'énergie unique et clair : les caractéristiques attribuées à l'énergie ne sont, le plus souvent, pas définies et, lorsqu'elles le sont, leurs définitions peuvent être contradictoires entre elles. La plupart des modèles décrits n'opèrent pas de distinction entre l'énergie associée aux systèmes d'étude et l'énergie reçue ou donnée par ces systèmes, de ce fait la représentation des phénomènes par des chaînes énergétiques ne répond pas à des règles de modélisation claires. Les liens entre concept scientifique scolaire d'énergie et concept sociétal d'énergie ne sont généralement pas faits, et les modèles identifiés ne permettent pas de discuter des questions sociétales liées à l'énergie sous un angle scientifique. Les formateurs qui mobilisent un modèle scientifique scolaire de l'énergie soulignent les difficultés liées à l'enseignement et à l'apprentissage de l'énergie, et évoquent la nécessité d'un consensus concernant les mots du modèle et la méthodologie de modélisation. Cependant, les modèles qu'ils promeuvent ne reposent pas sur des règles communes et ne s'appuient pas sur les mêmes caractéristiques de l'énergie. Un stage de formation se distingue par l'utilisation d'un modèle scientifique scolaire de l'énergie issu de la didactique, qui repose sur la distinction entre formes d'énergie et transferts d'énergie, et sur l'utilisation de chaînes énergétiquesSince the 1970s, energy has given rise to numerous research studies in didactics which have highlighted difficulties related to the teaching and learning of this concept. In France, in 2015, energy became a teaching theme in cycle 4 (grade 7 to 9). Exploratory interviews show heterogeneity in the appropriation of this theme by teachers and a great diversity in the use of energy chains, which are not based on common standards.In this research work, we characterize school science models of energy promoted by institutional actors likely to influence teaching practices, on the one hand through an analysis of institutional documents (programs, official documents and textbooks), on the other hand by an analysis of declared and actual practices of in-training service (interview with academic trainers and analysis of two training sessions). We particularly focus on the place of energy chains in these models, on their use in a classroom and training context, and on the reasons that can explain the choices of models and training made by trainers.To answer our research questions, we composed a theoretical and methodological framework inspired by the DADE (Robert and Rogalski, 2002) which is structured around three approaches: a didactic approach, to characterize the training and teaching tasks; an epistemological approach, to characterize the academic scientific models of energy; an ergonomic approach, to infer the reasons that justify the choices of models and tasks.The analysis of institutional documents did not highlight a single and clear school science model of energy: most often, the characteristics attributed to energy are not defined, and when they are their definitions may be contradictory to each other. Most of the models described do not make a distinction between the energy associated with the systems of study and the energy received or given by these systems, therefore the representation of phenomena by energy chains does not respond to clear rules of modelling. Generally, the links between the school science concept of energy and the societal concept of energy are seldom evoked (let alone explained in a satisfactory manner), and the models we identified do not permit to discuss societal issues from a scientific angle. Trainers who use a school science model of energy highlight the difficulties linked to teaching and learning about energy, and refer to the need for consensus regarding the words of the model and the modelling methodology. However, the models they promote are not based on common rules and do not rely on the same characteristics of energy. A training course is distinguished by the use of a school science model of energy derived from didactics, which is based on the distinction between forms of energy and energy transfers, as well as on the use of energy chains
30
Parry, Juliet M. "Academic content instruction and the high school English language learner : a series of lessons that model an approach to content instruction in science in a multi-level English as a second language high school classroom /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,302.
31
Woods, Barbara A. "The perceived efficacy of an empowerment model of youth development among Vermont educational leaders." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1141236451.
32
Lundström, Johanna. "Professional development for inquiry-based science education in a low stake high support environment : The French ASTEP-program." Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146203.
Анотація:
This work examines the learning outcomes of a French professional development program for science education in primary school, ASTEP. The program is based on a partnership between a primary school teacher on one hand and a subject expert on the other. Its uniqueness lies in the fact that the subject expert is a young university student who is challenged to be assessed on his/her learning for academic credits. Compared to most other professional development programs, ASTEP displays an alternative knowledge hierarchy, it is neither top down nor bottom up, but rather a form of knowledge exchange. Data on students´ and teachers´ reflections on the collaboration were analyzed through a grounded theory approach and subsequently organized within the interconnected model of teacher professional growth (IMTPG). Although the analyses indicated significant changes in the practice of the teachers, the learners who individually seem to benefit the most were the university students. The ASTEP program appears to provide a low stake high support scaffold for the students to refine their values and beliefs about a professional life and develop a professional identity.
33
Österlund, Lise-Lotte. "Redox models in chemistry : A depiction of the conceptions held by secondary school students of redox reactions." Doctoral thesis, Umeå universitet, Kemiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-35770.
Анотація:
According to previous research, students show difficulties in learning redox reactions. By the historical development different redox models exist to explain redox reactions, the oxygen model, the hydrogen model, the electron model and the oxidation number model. This thesis reports about three studies concerning conceptions held by secondary school students of redox reactions. A textbook analysis is also included in the thesis. The first study was an investigation of the students’ use of redox models in inorganic contexts, their use of the activity series of metals, and the students’ ability to transfer redox knowledge. Then the students’ work with an open-ended biochemical task, where the students had access of the textbook was studied. The students talk about redox reactions, the questions raised by the students, what resources used to answer the questions and what kind of talk developed were investigated. A textbook analysis based on chemistry books from Sweden and one book from England was performed. The redox models used as well as the dealing with redox related learning difficulties was studied. Finally, the students’ conceptions about redox in inorganic, organic and biochemistry after completed chemistry courses were studied. The results show that the students were able to use the electron model as a tool to explain inorganic redox reactions and the mutuality of oxidation and reduction was fundamental. The activity series of metals became a tool for the prediction of reducing agent in some reactions. Most of the students rejected that oxygen is a prerequisite for a redox reaction. In the biochemical task the resource most used to answer the raised questions were the students’ consultation of the textbook – together or individually. Most questions resulted in short answers and the majority of these questions were answered. Questions concerning redox were analysed by the students and integrated into a chemical context but they could neither identify the substances oxidised or reduced nor couple the concepts to transfer of hydrogen atoms. The majority of these redox questions became unanswered. The textbook helped the students to structure a poster as well as to answer basic chemistry questions. For questions about organic and biochemical redox, the book was of no help. The textbook analysis showed that all historical redox models are used. Different models are used in inorganic, organic and biochemistry. The mutuality of oxidation and reduction is treated differently in subject areas. The textbooks did not help the reader linking the different redox models that were used. Few redox-related learning difficulties are addressed in the books. After completed chemistry courses the students had major problems to justify a redox reaction explained by transfer of hydrogen atoms both in the organic and biochemistry examples.
34
Nordström, Anna. "Kommuners insatser för att främja elevnärvaro i grundskolan : en studie om två kommuners styrning ur ett organisationsteoretiskt perspektiv." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-159324.
Анотація:
Even though it is prescribed by law in Sweden that children in elementary school must fulfil a compulsory education, a significant number of students are absent. The aim of this thesis is therefore to analyse two municipalities’, Halmstad and Borås, efforts to improve student attendance in elementary school. The two municipalities are of middle size with approximately the same number of citizens and elementary schools. Both municipalities, that have large autonomy, have recently developed new policies regarding how schools should manage absence in elementary school. By studying these policies and interviewing responsible authorities, principals and representatives from student health care, the goal is to find out what governance models characterize the municipalities’ efforts to promote attendance in school. The methods used are of a qualitative character and the interviews semi-structured. The theoretical framework concentrates on organization theory, such as management models, instrumental, mythical and culture perspectives and evaluation. The results found show that the management model is strongly dominating the governance within the educational system. However, the practical methods used to promote school attendance depend in wide measures on experience and values among the actors working with the students, indicating a cultural perspective. Since the management model is dominating the governance of the school system, and this model highlights public servants’ acting space, the actors’ values and interpretations become important factors for the outcome.
35
Hugman, Alexandra Mary. "Investigating the introduction of the International Baccalaureate Diploma alongside the existing local curriculum: examining the intended, implemented and achieved science curricula." Thesis, Curtin University, 2009. http://hdl.handle.net/20.500.11937/1903.
Анотація:
My thesis describes a two-year study carried out during the introduction of the International Baccalaureate Diploma (IBD) alongside the local Higher School Certificate (HSC) at a school in New South Wales, Australia. The study examined the intended, implemented and achieved science curricula to provide a formative evaluation that could be used by the school to improve students’ experience and achievement, and a summative evaluation that could be used to inform other schools considering the implementation of the IBD alongside a local curriculum.My research represents one of only a few studies that compare the IBD with another programme, and the only study, to date, in Australia. It is also one of the only studies that compare senior science programmes in any country. Methodologically, my study supports previous research that has successfully combined the collection of quantitative and qualitative data in a mixed-method approach.Keeves’ (2004) model was used to provide a framework to help to describe the curricula in terms of the antecedents and context in which they are embedded. A modified version of Halls’ (1971) model was used to compare the aims, objectives and content of each of the curriculum. Gilbert’s (2004) model, adapted from the Australian Council of Education Research (2001) model, was used to compare the skills required by each of the science programmes. To discern the depth and breadth of the science courses examination questions were compared and contrasted.To examine the implemented curriculum, the views and experiences of the teachers and students participating on each of the programmes (IBD and HSC) were sought. Data related to the views of the participating teachers were gathered using in-depth interviews, observations and anecdotal evidence. To examine the students’ experience of science in each programme, their perceptions of the learning environment were assessed using the Science Laboratory Environment Instrument (SLEI). Focus group interviews with students enrolled on each of the science programmes were used to triangulate, embellish and clarify the questionnaire results.To examine the achieved curriculum, data were collected using the Multiple Intelligences Checklist for Adults and Senior Secondary Students (MICA), a purpose designed attitude instrument and students’ University Admissions Index score. Finally, a questionnaire was used to examine whether students enrolled in the IBD and HSC programmes felt that the Year 10 science programme had adequately prepared them for their senior science course.The results indicated that the IBD provided a more traditional, mathematically based science course with rigorous, mainly external assessment, whereas the HSC provided a broader, more historically and socially based science course. Concerns were raised by both the IBD and HSC teachers with respect to the content-laden requirements of both of the programmes. IBD teachers raised issues related to the resources available and the need for adequate professional development. Students’ views of the learning environment indicated that those in the IBD course generally had more positive views than their HSC counterparts. In terms of the achieved curriculum, the results indicated that there were some differences between the two programmes, with IBD students attaining a higher University Admissions Index score and indicating an increased likelihood of selecting a science-related career than their HSC counterparts. Finally, the results indicate that there are issues related to the Year 10 science programme (designed to suit the needs of the HSC programme) that may need to be addressed to better prepare students embarking on the IBD programme.
36
Binjumah, Sami Mohammed. "Using activity theory to explore the perspectives of participants on an initial teacher education programme for science teachers in the Kingdom of Saudi Arabia." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/31032.
Анотація:
This research discusses the issue of education reform in the Kingdom of Saudi Arabia (KSA) through an exploration of the perspectives of a range of participants involved in the preparation programme for science teachers which is run through an existing relationship between the University of Taibah and public schools in Medina city in the Kingdom of Saudi Arabia. The research examines the perspectives of participants in the university and the school (university supervisors, university coordinators, headteachers, collaborating teachers and science student teachers). It discusses teacher preparation issues in the multiple contexts reported in the literature. Teacher preparation in other contexts has revealed models which could be useful in the Saudi context. Activity Theory (AT) was used as the theoretical framework to achieve this study’s objective of exploring the academic systems of the university/school and the relationship between them in science teacher preparation, focussing on the contradictions that create conflicts for student teachers learning to teach the modern science curriculum. Activity Theory was a useful tool in organizing this research as it permitted the exploration of the relationships between systems, analysing the rich data collected on the relationship between university and school. Activity Theory acted as a link between the need for a more expansive unit of analysis in initial teacher education (ITE) studies and appropriate and effective research methods. This research is situated within the interpretative paradigm. It usescase study with mixed methods as an appropriate methodology, using multiple methods of data collection, namely semi-structured interviews as the main tool, questionnaires and documentary evidence. This research revealed the utilitarian nature of the relationship between the university and the school, which did not reach the level of a cooperative partnership, and which contained many contradictions that created conflicts for science teachers when learning the teaching skills required of modern science curricula.
37
Behrendt, Marc E. "It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field Station." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1388769652.
38
Tasneem, Tania. "Model eliciting activities : an assessment framework in a middle school science context." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-08-4078.
Анотація:
This work stems from the fact that objectively assessing student “mastery” of science concepts without truly understanding how they are making sense of these concepts, continues to be one of the most difficult tasks I face as an educator. A model eliciting activity (MEA) is an instructional tool that provides students and teachers with plenty of opportunities to express, test, and refine their thinking while simultaneously providing a document trail of thinking. Model eliciting activities allow teachers, students, and researchers to gain valuable information about how students construct, test, and revise models. Essentially, they are rich metacognitive tools that encourage students to express and refine their own thinking while simultaneously providing an opportunity for teachers and students themselves to gain insight on how their students are learning. However, two difficulties arise in the implementation of MEAs: (1) assessing the quality of the tasks involved in MEAs, and (2) assessing student knowledge demonstrated through MEAs (Wang et.al., 2009). This report reviews the literature on assessing MEAs and focuses on the development of a generalized assessment framework for model eliciting activities in a middle school science context.text
39
Banister, Ronald N. "Evaluation of an in-service training model in elementary school science." 1988. http://hdl.handle.net/1993/9512.
40
謝敬尉. "A content analysis of model representation in elementary school science films." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/96514731948327395901.
Анотація:
碩士國立花蓮教育大學
科學教育研究所
96
The study based on five types of model representation (Boulter & Buckley, 2000) and two types of classification in film analysis (Wu, 1995), and there were seven movie model representation in total. This research took content analysis method to analyze 17 films , 64 sections each film and 317 parts each section from Science and Technology field provided by a most popular publisher at 2007 school year. The research found： 1.Many model representation may appear in the films at the same time. In general, the most popular model representation appeared in the whole film were verbal, concrete, setting and gestural representation. The frequency of model representation in non-experimental film were ordered as concrete, visual, setting, and gestural representation, while the orders were concrete, verbal, gestural and setting in experimental film. Mathematical representation didn’t occur on all types of films. 2.The frequency of model representation in the film for intermediate grade were ordered as verbal, concrete, gestural, setting and visual, while it was verbal, concrete, setting and visual in higher grades. The concrete, verbal, gestural and setting model representation appeared with the same frequency in experimental films across all grades. 3.Physics and Chemistry focused on experiment, so setting, verbal, concrete and action were the major model representation, while verbal, concrete, setting, and visual model representation were more popular in Biology and Earth Science 4.The case teachers affirmed the effect of film in teaching science, and they all had some understandings to model representation of elementary school science films. The case teachers who graduated from Science department and non-Science department had slightly different viewpoints regarding to the content depth of the films provided by the publisher.
41
Wu, Weishen, and 吳為聖. "A Model of Middle School Science Teachers’ Intentions toward Integrating Information Technology into Teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/75706729001623402571.
Анотація:
博士國立彰化師範大學
科學教育研究所
95
While schools are striving for instating the use of information technology (IT), many researches reported only a few secondary teachers have used IT in their teaching practices. Previous researches have explored the factors influencing teachers’ adoption of IT; however, there has been relatively few works on the theoretical verifications. This study aims to establish a research model by which to examine the factors influencing science teachers’ intentions to infuse IT into teaching, and to investigate the discrepancies of individual differences toward intentions of infusion and the influencing factors. Combining the revised Technology Acceptance Model (TAM) with the decomposed Theory of Planning Behavior, this study added new socio-cultural factors and external variables derived from the Social Cognitive Theory, the Theory of Innovation Diffusion, and the Task-technology Fit Theory as the research framework. An online questionnaire was administrated to 1,835 science teachers in 461 middle schools based on a stratified random sampling method. A total of 457 effective samples from 461 middle schools were obtained. Results of exploratory and confirmatory factor analyses showed that the reliability and validity of the instrument were at acceptable levels. The model fitness and path attributes were examined by a structural equation modeling approach. The model fitness indices showed the samples had a good fit with the research model. Nine factors were revealed, including the resource availability (RA), perceived usefulness (PU), perceived ease-of-use (PE), entrance stress (ES), subjective norm (SN), image, (IM), perceived fit (PF), personal innovativeness (PI) and self-efficacy (SE). Results showed all hypotheses were supported, except for the relationship between PE and PU. The research model explained 61 percent of variance of intention to infusion (ITI). The stronger effects to ITI included the RA, PU, PE, PF, ES, SE and PI while the weaker effects to ITI included the SN and IM. There were thirteen paths to ITI, including three paths from endogenous variables and ten paths from exogenous variables. Of all paths to ITI, the strongest path was the PFPUITI. With the RA, the baseline model dramatically increased the total variance explained (R2=0.59); however, the full model only slightly increased the total variance explained. Results indicated that science teachers’ intentions to infusion were influenced by nine factors within the personal cognitions and characteristics, school contests, and socio-cultural dimensions. Their relationships are summarized as follows: (1)The RA, PU and PE positively influenced ITI while ES negatively influenced ITI; (2)The SN positively influenced ITI by ways of PU and IM; (3)The PE positively influenced ITI; (4)As the antecedents of PU, SN, IM and PF positively influenced ITI via PU; (5)As the antecedents of PE, SE and PI positively influenced ITI via PE; PI significantly determined SN. The discrepancies of individual differences between intention and infusion, as well as the influencing factors, were tested by the one-way ANOVA. Results were summarized as the follows: (1)The Science teachers with a Master’s degree held the strongest intentions of infusion, followed by those with Bachelor’s degrees and those with Ph.D.’s; (2)The Science teachers with Master’s degrees had stronger cognitions on PE, SN, RA, PF, SE and PI than those with Bachelor’s degrees and Ph. D’s; (3)Male Science teachers had stronger cognitions on PU, PE, IM, SE and PI than female science teachers; (4)Science teachers in the northern districts had stronger cognitions on PU and PI than science teachers in the eastern districts and off-shore islands. The present study confirms the applicability of the research model on explaining or predicting teachers’ adoption of IT in their teaching practices. It supports application of TAM in the educational setting and enhances understanding of teacher’s IT usage. The findings provide useful information for designing teacher growth programs in practices.
42
ZENG, KE-HSUAN, and 鄭可萱. "Advancing Senior High School Students’ Scientific and Reading Literacies by Science News Questioning Model." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/462p9j.
Анотація:
碩士國立臺中教育大學
科學教育與應用學系碩士班
106
The purpose of this study is to propose a learning scaffold of science news questioning model for high school students when they read science news. It is hoped a clear framework and clues for news reading can be facilitated by self-questioning strategy to judge the purpose, experiment designing and logical relations between results and evidence in science articles. The subjects were 70 students (32 students in experiment group and 38 students in control group) within a senior high school located in central Taiwan. Both the learning sheet of science news questioning and comprehension test for science news were self-developed and validated. The duration of this study were two months. The results of ANCOVA indicated that students in experiment group revealed steady literacy performance increases within three tests, in addition, this self-questioning teaching model is helpful for their scientific literacy performances (i.e. explain phenomenon scientifically and interpret data and evidence scientifically) and reading literacy performances (access and retrieve information、integrate and interpret information and reflect and evaluate information). However, this model didn’t help much when it comes to the designing of scientific inquiries with respect to their understandings of science news. Finally, the analysis of learning sheets also indicated that the core competences achieved within experiment group students were their critical thiking regarding evidences appeared in those articles.
43
"A model for efficient algorithms for ontology merging." Tulane University, 2007.
Анотація:
Ontologies are clearly the most important feature of the Semantic Web, as demonstrated in Chapter 1. Ontology Merging is the key operation that will be needed for the effective operation of the Semantic Web, and this is the focus of Chapter 2. In Chapter 3, we prove that the development of Ontologies with the explicit goal of facilitating Ontology Merging is hugely beneficial to the Semantic Web In Chapter 4, we prove that well formed formulations of Nodes, Levels, Paths, Subtrees, Trees and Ontologies leads to easier development of intelligent ontology merge operations and algorithms. In Chapter 5, we show that an explicit specification of various ontology types leads to a cluster of efficient ontology merge algorithms. The results of the experiments show that the Ontology formulations and Ontology Merge algorithms developed in this work are realizable in polynomial timeacase@tulane.edu
44
Chang, Ling Chian, and 張凌倩. "A Guidance Model for Content Knowledge Growth of First-Year Computer Science High School Teachers." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/67636287931517347721.
Анотація:
碩士國立臺灣師範大學
資訊教育研究所
87
For a computer science teacher, the rapid advancement of computer science and computer technology magnifies the importance of the on-the-job continuous education. For beginning computer science teachers, clarifications or supplementations of subject knowledge are often needed. However, timely help is not possible under the current guidance model for first-year school teachers. In this thesis, a guidance model is proposed to address the needs of the beginning computer science teachers in terms of subject related knowledge, in which a web-based Computer-Mediated Communication (CMC) system and monthly technology oriented lectures were used to supplement the usual teacher guidance model. The system architecture and quantitative and qualitative evaluations of the system are reported. Experiments have shown that the proposed model is feasible and is useful for improving the subject related knowledge of beginning computer science teachers.
45
Ing, Chang Pi, and 張苾盈. "Research of Lego Robot with Cooperation Learning Model for Junior High School Students’ Science Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/52318121002211486238.
Анотація:
碩士南開科技大學
電子工程研究所
104
The research is about the course of Lego Robot with cooperation learning model, basic on junior high school’s science course, with“learning by doing” process to learn science , improve the attitude of learning science, and investigate this process’s effect to student’s psychology. The main point is by the list: 1.Research of the improvement to student’s learning outcome in science with Lego Robot course( Gearwheel, Velocity, Friction) 2.Research the promotion of student’s science attitude( Group cooperation, Learning science, Experimental activities) 3.Investigat of the effect for student’s self-confidence and interpersonal relationship. This study employed the same experiment、heterogeneous grouping with the test before and after the Lego Robot course.This study adopt the students in Nantou Beimei Junior High School who participate in Lego Robot Camp. Before and after the camp, put the test of“Science Quiz Question” and“Scientific Attitude Scale”. After the Lego Robot Camp and the competition of WRO(World Robot Olympiad),researcher interviewing the three students who participate in the competition for self-confidence and personal relationship datas. Through the analysis and by the researcher formed conclusions are as follows: 1.The course of Lego Robot with cooperation learning model is effective in Beimei Junior High School students learning gearwheel and velocity’s science concept, but no significant difference in terms of friction concept learning. 2.Lego Robot course with cooperation learning model is also effective in improving student’s science attitude, especially those with low or high achievement, their making progress is significantly better than those with intermediate achievement. 3.The activity of Lego Robot maked the students increase their self-confidence and interpersonal relationship. Finally, according to the results, researcher provides recommendation for reference of the implementation of Lego Robot course and future research through the conclusions of this study.
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蔡蕙文. "A study of STEM instructional model applied to science and technology in junior high school." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/92201698198203460693.
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Lin, Fen-Ju, and 林芬如. "The Influence of Creative Inquiry Model on Senior High School Science Club Students’ Scientific Inquiry, Scientific Creativity and Science Learning Motivation." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/99m25b.
Анотація:
博士國立彰化師範大學
科學教育研究所
107
The purpose of this study was to explore the changes of the experimental group students’ learning outcome after participated in the senior high school “Science and Art” club after one-year intervention of creative inquiry model (CIM) in the middle of Taiwan. Students’ learning outcome included examining experimental group students’ scientific inquiry ability and engagement, scientific creativity and influenced factors, and comparing the motivation in science learning and the learning patterns in the experimental group as well as control group 53 students with low motivation in science learning that were selected purposely from different academic areas, sociology group class, science group class, physical education class and English class. The control group, 27 students with similar learning performance as control group, received only traditional teaching. 26 students in the experimental group participated in traditional teaching as well as CIM for one year. The combination of qualitative and quantitative research designs were used in the study. Quantitative data includes (1)Assessment in Scientific Inquiry Ability, the scores of experimental group students’ study reports were based on the scientific standards of the Oregon Department of Education (ODE, 2011), (2)Assessment in Scientific Creativity, the scores of scientific creative’s in the experimental group students’ before and after CIM activities were based on the “Scientific Creativity Product Criteria” that revised by Lin and Chin (2018), and Lin, Tuan and Chin (2017), (3) Science Learning Motivation: The experimental group and the control group students answered the “Scientific Learning Motivation Questionnaire”, that was based on Wu, Tuan, Hsieh and Chin (2013). Qualitative data included individual interviews and group interviews with the experimental and control group students and teachers. In addition, for the experimental group data collection included classroom videos, students’ worksheets, study sheets and their reflective notes, and teachers’ journals. The results and findings of the research were presented through classification, coding and interpretation. Findings showed that CIM significantly improved senior high school students with low science learning motivation in the science learning in the following dimensions: (1) Changes in scientific inquiry ability and engagements: Students in different groups in the experimental group had different levels of inquiry ability improvement, and the higher the engagements, the more advanced the inquiry ability. (2) Changes on scientific creativity and researches on influenced factors: Quantitative data showed that the progress of scientific creativity is mainly determined by the iii completion of "problem solving". The qualitative data shows that the stronger the task motivation on the activity, the more conducive to scientific creativity; the higher inquiry ability is benefit to produce more conducive to scientific creativity. The greater openness on the activity enhance more favorable for students to cross and integrate between the difference subjects, and is conducive to creative thinking. (3) Differences in science learning motivation and changes in learning patterns: The experimental group's motivation of science learning was significantly higher than the control groups, because students experienced creative training made experimental group students’ success on CIM activities and significantly reduced learning anxiety. On the contrary, most of the control group students still used the traditional learning strategies, which was mainly based on mastery learning, and the learning anxiety is not reduced. Keywords: CIM Activities, Scientific Inquiry Ability, Scientific Creativity, Science Learning Motivation, Senior High School Students
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Miliszewska, Iwona. "A Multidimensional Model for Transnational Computing Education Programs." Thesis, 2006. https://vuir.vu.edu.au/579/.
Анотація:
As transnational education is becoming firmly embedded as a part of the distance education landscape, governments and universities are calling for meaningful research on transnational education. This study involved the development and validation of a model for effective transnational education programs. The study used student experience as a key indicator of program effectiveness and, following a holistic approach, took into consideration various dimensions of the transnational education context including student, instructor, curriculum and instruction design, interaction, evaluation and assessment, technology, and program management and organisational support. This selection of dimensions, together with their attributes, formed the proposed model for transnational education programs. The model was applied for validation against three transnational computing education programs currently offered by Australian universities in Hong Kong. Two methods of data collection - a survey, and group interviews with students - were used to validate the model; data was obtained from approximately three hundred subjects. The model was evaluated in terms of the perceived importance, to the students, of the various attributes of each program dimension on program effectiveness. The results of the validation indicated that the students in all the programs participating in the evaluation were in agreement as to the factors they consider most important to the effectiveness of transnational programs. The validation of the model led to its refinement; first, the least important attributes were removed from dimensions; second, a new dimension, pre-enrolment considerations, was introduced to the model; and finally, the attributes within each of the dimensions were ordered in terms of their perceived importance.
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Wu, Mei-chuan, and 吳玫娟. "Using Multidimensional Item Response model to Analyze Science Basic Competency Test for Junior High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/63923250694650167750.
Анотація:
碩士國立臺南大學
測驗統計研究所碩士班
99
Many educational and psychological tests are inherently multidimensional, meaning these tests measure two or more dimensions or constructs. When item response data do not satisfy the unidimensionality assumption, multidimensional item response theory (MIRT) should be used to model the item-examinee interaction. The purpose of this study is to apply MIRT to analyze the 2009 and 2008 Science Basic Competency Test. The item response data of 5000 examinees on 58 items each for these two years were analyzed using the NOHARM program to fit both uni- and multi-dimensional models. And graphical representations are drawn using the MATLAB software to assist better understanding of what tests are measuring. The results showed that: (1)for dimension analysis, the two-dimensional solution is better than the unidimensional solution for both data sets based on the values of three fit indices, although the unidimensional solution fits the data well enough; (2) given by the results from item vector plot, the Science Basic Competency Test of 2009 and 2008 are more like two-dimensional tests than unidimensional ones. From the test information surface, it was found that the direction of maximum information from the axis for each year is close to the angle of and , respectively. This is also the direction of maximum discrimination. Finally, the clamshells graphs show that the tests are less effective in distinguishing examinees with both traits are high or both traits are low.
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Anna-Lin and 林桂櫻. "Development a teaching model for integrating nano-technology into science and technology instruction at elementary school." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/44710663514314810789.
Анотація:
碩士國立花蓮師範學院
國小科學教育研究所
93
The purpose of this research is to develop a teaching model for nano- technology instruction at the elementary school. The issues of this study would liked to investigate are: 1.What is the process during the instruction? 2.What are the difficulties and their solutions? 3.What are the main factors that affected the instruction? 4. What is the model applied effectively into the instruction? Action research was mainly adopted in this research. The subjects participated in the study were fifth graders in four months. The information analyzed was collected through teaching websites, the recording of half-structured interviews, questionnaires, teaching diaries, observations in class and teacher’s recording lists, and so on. In a four-month semester, the teacher’s professional development and student’s participating in the study are also discussed. The major findings and conclusions are summarized as follows: 1.The process of integrating nano- technology into elementary school teaching needs to be elaborately planned. The teaching methods include learning cycle, knowledge management and use of information technology. 2.To analysis the factors of success do much help to the instruction. The affective factors included the teacher’s ability, student’s ability and environmental context. 3.The main reasons why the research can keep going are to analyze the feasibility, evaluate the forthcoming problems, and make out the adaptive instruction model. 4.Adopting the Hackett’s learning cycle, knowledge management and appropriate use of information technology can develop effective teaching models for integrated nano-technology into elementary school teaching.