Faculty of Education - Theses
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ItemThe evolution of concepts of decimals in primary and secondary students( 1994)This thesis studies children's conceptions about ordering decimals. It builds upon previous work which established three commonly used systematic errors in children's understanding as they encounter decimal notation. Students were categorised according to erroneous rule usage. This work includes a small longitudinal study which showed little change over twelve months in rule usage by an Australian sample of 50 secondary students. The categorising tests were redeveloped to make them suitable for primary students and to have increased reliability. The main study traced the use of rules from Year Four to Year Ten in a sample of 379 students and showed how students with different rules performed on other decimal tasks. It was found that one of the rules, called the whole number rule (in comparing two decimals that with more decimal places is chosen as the larger) was important in earlier years but disappeared with time. The second rule, called the fraction rule (the decimal with fewer decimal places is chosen as the larger), persisted in worrying proportions well into the secondary years and it was shown that significant gaps in knowledge of decimal notation existed which had not corrected themselves with time. The third rule was shown to be not important. Further investigation of a longitudinal nature to examine how individuals actually make the transition to mastery of decimal notation is encouraged by this study.
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ItemAn evaluation of computer science in the Victorian Higher Schools Certificate( 1984)This thesis evaluates certain aspects of the Victorian Higher Schools Certificate subject, Computer Science. Firstly, an overview is taken of the subject as it was intended to function in the first three years of its accreditation, 1981 - 83. In the light of this, the draft proposal for changes to the course in 1984 is reviewed. Secondly, a number of specific areas of the course are examined in more detail. A questionnaire to course designers and teachers is the basis of this investigation. The relationship between stated objectives of the course and items of course content is explored. An analysis is conducted on the extent to which the four option components are equitable in terms of time. The relative importance of the three components of assessment is explored, especially in the case of a 'barely passing' student. Actual raw mark components for the 1981 students have been used in connection with the latter investigation.
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ItemAn assessment of the educational value of a computer simulation policy game in the teaching of higher school certificate economics( 1975)The use of computer simulation games in the teaching of the subject Economics represents a comparatively recent development in Australian educational practice. The original purpose of this research exercise was to examine the accuracy of the contention that participation in a computer simulation game on economic policy would improve Higher School Certificate economics students' understanding of government monetary and fiscal policy. To prove the accuracy of this hypothesis students from the economics classes of two high schools were subjected to a series of evaluation procedures. The exercises failed to provide a clear indication of a measurable gain in student understanding of the relevant topic area. However they did provide further evidence to the effect that computer simulation games represent a very successful means of motivating students.
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ItemA study of student perceptions of difficult genetics concepts( 1990)The teaching and learning of genetics has interested many researchers in recent years. Some authors have used genetics as a topic which exemplifies broader curriculum issues, while others have studied problems which are inherent to the topic. However, all have acknowledged that genetics is a significant subject because of its scientific importance and social relevance. This thesis reviews some broad issues of science teaching in order to place genetics within a science framework. Problems specifically pertinent to a genetics curriculum are then focussed upon. Three major areas of research in science learning are discussed. These are meaningful learning, concept mapping and problem solving. Meaningful learning is not just "getting the right answer", but occurs when new concepts are linked to existing ones. Many researchers therefore stress the usefulness of concept mapping as a tool to encourage meaningful learning. Problem solving is a special case of meaningful learning and is also recognised as a skill applicable to novel situations. Research into genetics teaching can be divided into three categories. These are difficult concepts, sources of misconceptions and problem solving strategies. There is general agreement about the concepts which are most difficult for students to understand. All authors emphasise the importance of associating meiosis with classical genetics. Valuable work has provided lists of difficult terminology and concept maps of suggested teaching sequences. It is clear that some textbooks are confusing and reinforce misconceptions that students hold. Studies of problem solving strategies confirm that an expert/novice dichotomy is artificial, rather that a successful/unsuccessful continuum exists. Recent literature indicates that teachers benefit from knowing which genetics concepts students perceive as difficult. Students in both Australia and Britain were surveyed and thirty statements were then placed in rank order of difficulty. These results supported previous research and confirmed the need to view a topic from the learner's point of view rather than just the teacher's standpoint.
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ItemThe effects of schools on achievement in science( 1975)The study sought to identify factors which were based in schools which affected the performance of sixth form students in science in Victorian schools, In order to identify school effects, allowance was made using multiple regression analysis for factors which were shown to contribute to academic performance but were those over which the school had no control. Use was made of information collected during a. study of science achievement by the International Association for the Evaluation of Educational Achievement (IEA). A sample of 37 schools was used the probability of selection of the school was proportional to its enrolment. Within each school, a random sample of students in the sixth form was made to select the students to take part in the testing program. Information collected enabled a predicted score for each school to be made and this was compared with the actual score obtained by averaging the scores of each student in the sample. Two groups of five schools were then selected for comparative study; one group which had performed better than expected and the other which had performed below expectations. The comparison of the two groups of schools to identify school factors was achieved by the study of the responses of teachers, students and school principals on survey instruments. In addition a visit was made to each school to gather further information. These procedures enabled the identification of school characteristics which were seen as contributing factors to the performance of students on tests of science achievement.
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ItemAustralian studies and the Geelong College( 1988)The Geelong College pioneered the teaching of Australian Studies as part of the secondary school curriculum. The notion of teaching about Australia through an inter-disciplinary course was seen as revolutionary in its early days of the mid-1970s. Since that time, however, the teaching of Australian Studies has become increasingly widespread in schools, and also in some tertiary institutions. Over the same period, the Australian Studies course at The Geelong College has undergone review and change according to staff interests, student reaction and the contemporary situation. In the early 1980s, the face of Victorian Education was to change through the effects of the "Blackburn Report", an enquiry into post-compulsory schooling, of which a major recommendation was that all students should undertake a study of Australian society at Levels 11 and 12. The Victorian Curriculum and Assessment Board has used this recommendation as the basis for introducing a compulsory two-unit course titled "Work and Australian Society" as part of the new Victorian Certificate of Education, which will be fully operational by 1991. The Geelong College, like all other secondary schools in the state, is having to prepare for the introduction of Australian Studies in this form. Although this school has had the advantage of experience with an established Australian Studies course, the present course does not fully satisfy the requirements of the VCAB guidelines; therefore some degree of modification and rewriting is necessary. This thesis will attempt to design, implement and evaluate some units of work for Year 11 Australian Studies students at The Geelong College, units which satisfy both the VCAB requirements and the needs of the student clientele of this particular school. In order to undertake such a project, this thesis initially examines the development in the study of Australian society and culture. It then attempts to identify a methodology which could be used as a model for the planning of curriculum modfications for this course. The nature of the particular institution in question will be examined as a preparatory step to the development of a curriculum. The thesis concludes with a review of the process undertaken and discusses its applicability as a general methodology.
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ItemGerman in Victorian secondary schools : differences in provision( 1990)The following thesis focuses on the provision of German language teaching in the secondary school curriculum. As a supportive comparison considerable attention has also been paid to French language teaching. Both of these subjects have undergone great changes, and a general decline in popularity and importance, during the post war period. It would also appear that both German and French, often recognized as traditional modern language subjects, have been neglected in general pronouncements about L.O.T.E. in favour of Asian and community languages. The study reveals that very little consolidated information exists on the availability of language teaching in Victoria. The thesis, therefore, attempts to pool available published and unpublished data on availability, popularity and geographical location of German as a subject in the Victorian secondary school curriculum.
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ItemLiterature and English teaching : a study of literature in the teaching of English at Scotch College, Melbourne( 1991)The first chapter of this thesis provides a personal memoir of my teaching career, and places it in the wider historical context of developments within English teaching in England and Australia. It establishes my own position at the key points of these developments in 1966, 1975, 1980 and 1985 and introduces the main area of interest - the place of literature in the teaching of English. The second chapter concerns the vast amount of writing on the nature and teaching of literature in English. It provides an historical review of the main body of this writing and derives some of its focus from the seminal work of John Dixon in 1966, as well as the Bullock Report of 1975. The vigorous yet sometimes slightly artificial debate on the issue of literature teaching is also examined in the review of the important journal, The Use of English. Chapter Three develops the ideas propounded in some of the writings examined in the previous chapter and provides an analysis of my own experience at Melbourne Grammar School. Chapter Four shows the similarities and differences existing between Scotch College and Melbourne Grammar School and details a more critical view of the state of English teaching from 1980 - 1990 at Scotch College. It reviews some of the specific examples of literature teaching and shows the slow progress which has been experienced over a decade within the College. The final chapter brings together the case of Scotch College and reviews possible future progress in the light of perceived difficulties inherent in the structure of the College. The general outlook for English at the College is seen in positive terms and suggestions are provided for further research into both the reading habits of students and the processes involved in the teaching of literature within the current restraints.
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ItemA comparison of the difficulties of algebra, fractions and decimals for Year 9 students( 1989)Skills tests in arithmetic and algebra were administered to 222 Year 9 students in two schools in Melbourne. Students, who were given one of four test papers, attempted twelve core questions, and three pairs of questions, the second of which was a j ump in difficulty from the first. These jumps in difficulty were expressions of the difference between working with fractions or decimals as opposed to whole numbers, and algebra as opposed to arithmetic. The results for the paired questions were firstly analysed using McNemar's test for changes. It was found that there is a jump in difficulty when moving from settings not involving fractions and decimals to settings where operating with fractions and decimals is necessary. Although the situation involving the addition of algebra is not as clear, it appears as well that the movement of a question from are arithmetic to an algebraic setting poses difficulties for students. Rasch analysis was used to give a measure of difficulty for all items, and the differences in difficulty for each of the paired questions calculated. The Newman-Kuels procedure was used to test if there was a difference in the difficulty jumps for the three areas. It was found that the jump in encountering fractions or decimals as opposed to whole numbers is significantly greater than the jump in coping with algebra as opposed to arithmetic. It is suggested that emphasis on acquiring a thorough conceptual, knowledge of rarional number needs to continue through the junior years of secondary school.
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ItemConceptual development in science practical work( 1987)In an investigation of the effect of practical work upon the conceptual understanding of high school biology students the author employed concept maps as the primary research tool. Practical reports and responses to interview questions were also analysed. Misconceptions were identified in the concept maps, practical reports and interviews. The interviews appeared to reveal the greatest detail of the students' misconceptions. The component scores of the students' concept maps were substantially unaltered by the performance of a practical exercise selected from a year 11 biology course. If concept maps are reflectors of conceptual understanding then it appears that the conceptual frameworks of the students were stable over the duration of the practical exercise. Several component scores of the concept maps were found to be significantly correlated with either the students' exam results or their practical work assessment. Concept maps may have application as predictors of academic performance or be used to supplement or replace traditional measures of achievement.