Дисертації з теми "Teaching - social science"
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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.
Повний текст джерелаTitle 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.
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.
Повний текст джерелаButterfield, Alexandra. "Employing metacognitive procedures in Natural Science teaching." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.
Повний текст джерелаENGLISH 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.
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/.
Повний текст джерелаPanzo, 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.
Повний текст джерелаAmicone, 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.
Повний текст джерелаSmith, Patrick Steven. "Learning to Adapt: Online Social Science Instruction in Higher Education." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1089.
Повний текст джерелаLoveless, Linda H. "Staff development training for implementing a history-social science curriculum." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/848.
Повний текст джерелаLam, 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.
Повний текст джерелаMartin, 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.
Повний текст джерелаMartin, 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.
Повний текст джерелаThis 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.
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.
Повний текст джерелаUsing 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.
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.
Повний текст джерелаBlakestad, 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.
Повний текст джерелаDietrich, Cynthia S. "A Phenomenological Study of Social Science Instructors' Assessment Practices for Online Learning." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/930.
Повний текст джерелаPearson, 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.
Повний текст джерелаSandahl, 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.
Повний текст джерелаLi, 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.
Повний текст джерелаMncube, 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.
Повний текст джерелаThis 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.
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.
Повний текст джерелаMclean, 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/.
Повний текст джерелаLevin, 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.
Повний текст джерелаThesis 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.
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.
Повний текст джерелаLi, Wai-man, and 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.
Повний текст джерелаMezey, 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.
Повний текст джерелаThe 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.
Wong, Kai-shung, and 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.
Повний текст джерелаBurrows, 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/.
Повний текст джерелаMurphy, Rachel Elaine. "Relationship Between Eighth Grade Social Science Students, Teacher Diversity and Academic Success." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4659.
Повний текст джерелаBerry, Carol, and Peter Kusterer. "Using Teachers’ TryScience to support educators and improve teaching." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6466/.
Повний текст джерелаScallan, 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/.
Повний текст джерелаCarder, Lou Anne. "A teachers' guide to integrating middle-grade science into language arts." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/646.
Повний текст джерелаLam, Wai-lin, and 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.
Повний текст джерелаTsang, 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.
Повний текст джерелаAlhwiti, 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.
Повний текст джерелаTitle from document title page. Document formatted into pages; contains viii, 84 p. Vita. Includes abstract. Includes bibliographical references (p. 71-77).
Parrott, Deborah, and Reneé C. Lyons. "Teaching Civics in the School Library." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2372.
Повний текст джерелаAhmed, 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.
Повний текст джерелаThe 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.
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.
Повний текст джерелаCardwell, 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.
Повний текст джерелаEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Wray, Taylor. "Becoming the Teacher They Need From Me." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/134.
Повний текст джерелаNilsson, 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.
Повний текст джерелаJohansson, 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.
Повний текст джерелаThis 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.
Lock, Wai-ki, and 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.
Повний текст джерелаCooper, 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.
Повний текст джерелаThe 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.
Luk, Sau-yung Maria, and 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.
Повний текст джерелаDiego, Daniel. "A PHENOMENOLOGICAL INQUIRY INTO THE TEACHING OF CLIMATE CHANGE." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3715.
Повний текст джерелаFrempong, 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.
Повний текст джерелаBarrett, 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.
Повний текст джерелаThe 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
Ellison, Michael Steven. "Ninth Grade Student Responses to Authentic Science Instruction." Thesis, Portland State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722299.
Повний текст джерелаThis 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.
Tsang, Man-sing, and 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.
Повний текст джерелаMELO, 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.
Повний текст джерелаMade 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.