Faculty of Education - Theses
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ItemComputer-based learning in an Australian setting : a study of the development and use of a foreign language vocabulary program at the University of Melbourne( 1976)This thesis is the first Australian study of the use of computer-based learning by non-Science students. It begins with a review of research and developments in computer applications in education overseas, and looks in particular at the use of computers in the teaching of foreign languages. It then examines the development, use and evaluation of a foreign language vocabulary practice program for students in first year undergraduate Swedish courses at the University of Melbourne. Since non-Science students might be expected to be more wary of technological innovations, student attitudes to the program and to the computer as a learning medium were of particular interest in this study. As had been reported in overseas studies, a majority of students showed very favourable attitudes to computer-based learning, largely because of their opinion that the program ensured thorough learning of the material presented. A smaller group were found to have strongly negative attitudes to the technique. The proportion of students who made a great deal of use of the program was quite small. This was attributable mainly to the limited aim of the program, acquisition of vocabulary, although inconvenience due to unsuitability of the available computing facilities for educational applications was also a contributing factor.
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ItemInfluences on engineering education in Australia( 1976)This thesis is concerned with the identification and examination of the various types of influences on professional engineering education in Australia. It commences with a study of what a professional person in general, and a professional engineer in particular, should be, and describes the functions and characteristics of such a person. This is followed by an examination of curriculum design, and how the curricula of professional courses are controlled by professional societies. The various influences on engineering curricula are then considered in detail in four broad categories, namely historical influences, formal influences, informal influences, and societal influences within each of these categories, various tapes of influences are identified, and their method of application, and relative effectiveness, discussed. Apart from the chapters on terminology and historical influences, which have been researched from existing publications, the content of the thesis is original, and, as far as can be ascertained, is the first attempt to examine the subject of Australian engineering education in a sociological context.
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ItemEgan's stage theory : an exploratory study of its use in the analysis of science textbooks( 1985)Kieran Egan (1979) has challenged educationists to consider the need for a Theory of Development which is specifically Educational. Such a need is discussed and examined in the context of science teaching. Egan's Theory was applied to the selection of science text material for a group of eleven and twelve year old students. The students' responses to the materials were compared with Egan's descriptions of certain developmental stages, particularly of his Romantic Stage. The author concluded that Egan's theoretical proposition assisted in interpeting certain student behaviour and preferences. Possible classroom uses of Egan's theory are discussed, implications for text usage and design are outlined, and some areas of research are suggested.
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ItemThe sociohistorical approach to science teaching : theory and practice( 1978)A conception of scientific methodology is regarded as an important objective in science education. There exists an identifiable popular view of science which is expressed both explicitly and implicitly in science curriculum design, and in the evaluation of students' progress. This popular view of science includes such elements as objectivity, open-mindedness, logicality and rationality. It can be found in explicit statements of scientific methodology in science texts, and can be discerned in the actual structure of curricule,as well as in tests on students' understanding of science. The currently dominant behavioural objectives model of curriculum design, with its emphasis on the use of rational, logical means-end reasoning, is a facilitative agent in the propagation of the popular view. There is, however, considerable equivocation concerning the nature of scientific methodology. The existence of a number of different conceptions of science, for example those articulated by Popper, Kuhn, and Schwab, is incompatible with the singularity of the popular view. The prespecification of outcomes, as demanded by the behavioural objectives model of curriculum design, seems inappropriate in light of the fact that these outcomes (relating to scientific methodology) have such an equivocal base. The suitability of an alternative model of curriculum design, that articulated by Stenhouse, is explored. There has recently been a rise in interest in the Sociohistorical Approach to science teaching. This approach, which involves the setting of episodes of scientific inquiry in their social and historical context, may constitute a practical manifestation of Stenhouse's theory. An attempt is made to outline the marriage of the process model and the use of sociohistorical materials.
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ItemComputer education curricula for secondary schools( 1983)Educationally the nineteen eighties may well be remembered as the decade in which computers were introduced, in a planned and co-ordinated fashion, into the primary and secondary schools of Victoria. Throughout this thesis it is argued that while the planning and co-ordination have begun, they are a long way from being educationally satisfactory or effective. In particular, the need for the development of a broad curriculum to cater for the teaching and learning of Computer Education throughout the years of secondary schooling is examined, and a course proposal outlined. The concept of "curriculum" is discussed. A number of definitions are cited, and several traditional and current curriculum models are examined in the light of what might best suit Computer Education. Because Computer Education is a new subject, its introduction into the education system must be considered on a school-wide basis, rather than simply as a separate entity at one level such as year twelve. The arguments being put forward by the protagonists of course development within individual schools, as opposed to centralised development and dissemination, are examined and ultimately rejected for the introduction of Computer Education. One important aspect of curriculum development concerns the relationship that exists between the subject matter to be learned and the pedagogical methods to be used. It is now generally accepted that content, sequences and methods will vary according to the stage of development or educational maturity, of the learner. However many teachers are unaware of the differences that may exist between the logical development of a subject and the development that is most appropriate for the secondary school student. This is evidenced by the many text books and curricula that plunge, almost from the very beginning, into teaching the novice student how to write a computer program. Other problems, both existing and potential, that Computer Education curriculum developers must apply themselves to include the un-necessary duplication of content between Computer Education and other subjects, the advisability of integrating Computer Education into existing subjects for at least the first three years of secondary schooling, and the difficulty of obtaining suitable hardware and software at a realistic cost to schools. The curriculum proposal contained in this thesis considers the years from upper primary to the completion of secondary schooling, and assumes that some authority, for example VISE, would have ultimate control over the content at year twelve level. In the early years of secondary schooling the emphasis would be on students using prepared programs for tutoring, simulation, exploration and recreation. During this period every student would learn to use a computer in a variety of modes and in several subject areas. Programming would be taught when and if the need arose, unless students elected to take a Computer Science subject at year eleven level or later. Finally, the problems relating to the training of teachers are investigated. To prepare every teacher for the introduction of computers into secondary schools, considerable changes must be made immediately to existing preservice courses for both primary and secondary teachers. As well, the method and content and duration of inservice activities would need to be rethought, redesigned and given a much higher priority than at present.
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ItemA study of the use of computer managed instruction in the teaching of Fortran( 1974)Like many other studies of the effectiveness (in the cognitive domain) of innovatory teaching methods, this study revealed that for the sample of students involved, there were no statistically significant differences in the test scores obtained by the experimental group using a programmed text, when compared to the scores of those who learnt Fortran by the traditional lecture method. However, for the purposes of this study, such a finding is not of great importance per se; it was necessary as a first step to ensure that students using the individualised learning method were not academically disadvantaged. Certainly, the students who used the CMI exercises with traditional lectures (Group 2) performed better on the final examination than those who used the traditional exercises; the CMI exercises can therefore be claimed to be of positive benefit to the students. (From conclusions)
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ItemSocial ideologies in two sets of multicultural curricular materials( 1980)The large increase in the non-British proportion of Australia's population since 1945 has created a demand for greater recognition in schools of cultural difference and a re-affirmation of the goal of equality of educational opportunity. Marxist theories of ideology, hegemony and the State are employed to examine whether 'multicultural' curricular materials which are ostensibly advocating a critical appraisal of the society and subscription to these pluralist goals, are not soliciting support for dominant ideologies. The thesis questions whether they are not acting to reproduce the social order to the detriment of the ethnic minorities they are purporting to serve. The first of the two sets of curricular materials examined, Ethnic Australia, develops a Eurocentric view of exploration and inter-ethnic relations favourable to the needs of .capitalist economic growth. Its criticism of prejudice is unrelenting, but it does not extend it to an adequate analysis of the social conditions which might have generated discrimination and conflict. In its presentation of Italian and Greek cultures, it highlights and reinforces those attitudes and behaviours which are most conducive to an acceptance of competitive individualism under capitalism. The materials entitled Australia : A Multicultural Society, show the benefit of widespread consultation with educators and ethnic groups. They offer a view of culture and a picture of the material circumstances of Greeks and other migrants in Australia which accords with the most recent and carefully conducted research. In delivering a sustained attack on the inadequate provision for migrants in this country, they expose children' to a variety of ideological perspectives gleaned from the media, ethnic communities and the peer culture. Reservations are expressed about the capacity of materials with a liberal reformist ideology to develop in school students a critical awareness of the more intractable social structural barriers to the achievement of social equality and acceptance of cultural difference. Finally, there is brief discussion of the problems of construction and dissemination of critical curricular materials in a publicly funded educational system.
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ItemTransition from primary to secondary school maths retention( 1985)In the last decade, a great deal of educational interest has centred on the transition of secondary pupils into post-secondary education or the workforce. This research project undertook an examination of the transition of primary pupils from their current school to be relocated in a nearby secondary school. The basic question addressed by the study was : Does a primary student transferring to a nearby secondary school suffer significant reduction in his mathematical skills within the first two weeks in the new school ? The testing was completed by using a twenty item mathematics test and administered to pupils in year 5 and year 6 in the primary schools in December. The same test was again given the same pupils, now in year 6 and year 7, in the February of the following year. It was because of the potential bias of items being relatively more difficult for the younger group, that the Rasch latent trait model was used to calibrate sample free item difficulties for the two groups of students. Items in the test were then given an estimate of their difficulties and each pupil was given an ability estimate depending on the total number of successful items on the test. It was with these ability estimates that the major questions of this study were examined. The study used a three way analysis of covariance to determine if a significant set back in mathematics skills had occurred during the transition. The major factors were the different year groups, sex differences and schools. Consideration was also taken for the ethnic population in the study. The results suggest a reduction in mathematical skills in the first two weeks in high school, and that this applies equally for male and female students. However an interactive influence can occur due to school differences.
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ItemThe motorised sailing-ship: a study of Realms of meaning by Philip H. Phenix( 1977)Realms of Meaning, by Philip H. Phenix is an influential book which sets out a curriculum for general education. This assessment of the book takes the view that, while it is a stimulating contribution to philosophy of the curriculum, the work as a whole is unsatisfactory in some important ways. Generally speaking it is claimed in this thesis, that in attempting to modify what is in fact a traditional ideal (i.e. the ideal of 'liberal education') in order to meet the demands of the present, Phenix produces a curriculum which can be likened in some ways to a motorised sailing ship. However this examination of Realms of Meaning is intended to throw some light on what is required of a more generally acceptable philosophy of general education. Two central and related claims of Realms of Meaning are: 1. That knowledge exhibits structures and can be classified according to these structures. 2. That this fact is of vital importance for the curriculum planner. It is argued that the attempt to substantiate these claims in realms of Meanie is not entirely convincing. Another central feature of the book is the attempt by Phenix to show an intimate connection between education, human nature and the scholarly disciplines. This attempt is made via the concept of 'meaning'. It is an attempt which, in the view of this thesis is not entirely successful and this sets up tensions' which are felt in other parts of the book, in particular in the classification of the disciplines, and in the specification about curriculum which are derived from this classification. In addition it is argued in this thesis that Phenix fails to deal satisfactorily with some of the problems caused by the universality of the curriculum he proposes. . Chief among these problems are. 1. The problem of individual differences, and 2. the problem of the transmission of culture. Finally some conclusions are drawn about some of the characteristics of a. more generally acceptable philosophy of general education.. These conclusions arise from a conviction that (1) such a philosophy should . concern itself exclusively with the question of what, if anything, everyone, should learn and, (2) a curriculum for such general education should justify itself entirely on practical grounds.
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ItemUses made of students' writing: implications in terms of language and learning( 1980)Students in our schools do a great deal of writing - writing has always been regarded highly in our educational system. We, as teachers, are responsible for giving our students most of the writing that they do and, because of this, we need to answer some pertinent questions: e.g. Do we know why we give our students the writing? Are we aware of where writing fits in the overall learning process of our students? Is what we are actually doing in the classroom with respect to our students' writing the same as what we think we are doing? This study is concerned with questions such as these in order to determine what is current practice, and to critically discuss such practice in terms of its impact on the learning success of students. The relationship between thought and language is intricate, but there is evidence that these have different genetic roots and develop differently; at certain stages, their curves of development meet. Word meanings may be. viewed as the overlap of thought and speech, and it is through word meanings that there is transition from thought to words. Written language requires a higher level of abstraction than spoken language. There is a reliance on formal meanings of words, and more words are needed than with speech, due to the absence of a communicating partner whose knowledge of the current subject can be pre-supposed. The communication is meant for a person who is not present or who may even be imaginary; motives for written language differ from those for spoken language. Different types of language can be discerned. James Britton categorized language as being transactional, expressive or poetic, where the purpose of the language differs in each case. Language closest to the students' everyday speech is expressive, yet there is evidence the predominant language demanded of secondary school students is transactional, and this demand increases as the student moves up the school. If language plays, a central role in students' learning, what are the consequences of this? There is also evidence that, as the student moves through the secondary school, the teacher is seen increasingly as almost the sole audience for the writing. What impact does this have? What then, are the uses made of students' writing? Why do teachers set it? How do they mark it? What uses are made of it by teachers after they have marked it and handed it back? Two research reports are considered in detail which focus on such issues in order to determine what is happening across the curriculum at about middle secondary school level. The first, by Douglas Barnes and Denis Shemilt, made use of an open questionnaire. Factor analysis was employed to establish patterns. Replies were seen as falling on a dimension which was called the Transmission-Interpretation dimension. The researchers further hypothesized by extrapolating from teachers' attitudes to writing in order to reconstruct their attitudes to knowledge and learning. The second research report resulted from a survey conducted by the present writer. A closed questionnaire was circulated to teachers of middle secondary level in twelve schools and the replies were factor analyzed. Two factors were discussed in detail; for both factors, there was evidence that patterns in responses closely matched the pattern obtained by the Barnes-Shemilt study. Having obtained some knowledge of language types expected or demanded, audiences provided for students' writing and the uses made of the written work, the implications in terms of language and learning are discussed.