Faculty of Education - Theses
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ItemA cross-age comparative investigation of students' attitudes towards computers as a tool to support learning in years 7-12 science classes( 2000)This thesis documents a cross-age comparative investigation of students' attitudes towards computers as a tool to support learning in Years 7 - 12 science classes. The study was set at the secondary school campus of an independent girls' school in Victoria. The secondary school is broken into three relatively autonomous groups, the Junior Secondary School (JSS), the Middle School (MS) and the Senior School (SS). Data was collected by a survey administered to 1215 students in Years 7 -12 science classes. Results of the survey were analysed using Analysis of Variance (ANOVA) and post hoc Bonferonni analyses. This study aimed to investigate the ways computers are used in science classes. Word processing and the internet were the most common computer uses across the school. A comparison of students in JSS, MS and SS's preferred frequency of use of computers in science classes was undertaken. JSS students preferred to use their computers more frequently in science classes when compared to MS and SS students. An investigation of the uses of computers in science classes that students found beneficial to their learning of science concepts was undertaken and compared across the three school groups. Students' attitudes towards computers as tools to support learning in the science classroom was investigated. The majority of students in all school groups felt the computer was a beneficial support for learning when completing assignment work and was a beneficial tool for presentation. However, it depended on the number of years of computer experience in science classes as to whether students felt the computer was of benefit to their learning of theory or practical work. Aspects of computer use at school in general, that students liked or disliked was determined. The stage of the curriculum that students were currently in, was the major determinant for the students' attitudes towards the use of computers as a support for learning.
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ItemTaking social capital into account when implementing educational policy : implications of the Kirby report for social capital in Ironbark( 2002)There is a growing body of research around the concept of social capital that suggests that there are connections evident in relation to successful educational achievement and employment, and high rates of social capital. Social connectedness - one of the outcomes of having social capital - is held to be very important for young people of post-compulsory school age, particularly in the current economic climate. This exploratory study will examine the problem: What can social capital mean in post-compulsory education policy, and in the manifestation of that policy?' This study examines The Ministerial Review of Post Compulsory Education and Training Pathways in Victoria, commonly referred to as The Kirby Report. Kirby takes the view that the links are strong between community and social values, the economic future of the state, and educational outcomes for young people. Within this report and its recommendations, the concept of social capital and its contribution to building community values is deemed to be one of the broad requirements of the community in relation to young people and their experiences in education and training. The concept of social capital and the effects of the growth or reduction of social capital within rural communities is also examined, and it is the links between social capital, the implementation of the recommendations of a report such as Kirby, and the ramifications of these links for a rural town in North-East Victoria of 2,500 residents, that provide the framework for this study.
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ItemCollaboration : the key to the resilient learner( 2007)In what ways may Collaborative Teamwork and Social Development be linked as they inform Resilience in the Middle Years.' This thesis examines the key role that small group collaboration may play in the social development of student collaborative skills, particularly of a pro-social nature, developed by classroom practice. The study involves Victorian middle years students and a mixed method approach is applied. Quantitative analysis allows student questionnaire response data to be examined to facilitate understandings of the performance of collaborative groups and qualitative analysis of student interview data allows deeper understandings of student interactions to emerge. These collaborative skills include shared planning, monitoring and assessment, supportive behaviours and a commitment to ensuring successful group outcomes. Motivational factors including those based on interest, self-efficacy and attribution are referred to. A collaborative learning model is also described. Personal learning and development that may result from collaborative group work is described in the context of the individual's resilience and personal growth.
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ItemValues and the teaching of history to junior secondary school students( 2006)Entitled 'Values and the teaching of history to junior secondary school students' this thesis aims to explore the value of history as a subject for study by junior secondary school students and the role of values in the teaching of history. A focus on the types of knowledge that teachers bring to their professional practice forms part of the groundwork for the study. Professional knowledge is considered as pedagogical knowledge and content knowledge (Darling-Hammond, 1999; Shulman, 1986, 1987). These branches of a teacher's knowledge are discussed in relation to the teaching of history. History is broadly identified as a field of knowledge (Carr, 1961; Hexter, 1971; Leinhardt, 1994; Marwick, 1983), a discipline for study (Ang, 2001; Collingwood, 1946; Leinhardt, 1994; Levstik, 2000; Marwick, 1983; Rogers, 1984; Skilbeck, 1979) and a subject within the school curriculum (Board of Studies, 2000; Foshay, 2000; Macintrye, 1997; Mays, 1974; Victorian Curriculum and Assessment Authority (VCAA), 2004, 2005). The value of teaching history to junior secondary school students is broadly considered in terms of the knowledge and understanding that can be developed through the study of history as a school subject. The embedded nature of values within teaching is acknowledged and distinctions drawn between social/community values, general educational values taught through history and more specific values associated with the study of history. The research is situated within the qualitative paradigm (Denzin & Lincoln, 2000, 2005; Flick, 2002; Strauss & Corbin, 1990) and involved a case study (Bassey, 1999; Denzin & Lincoln, 2000; Merriam, 1988; Stake, 1995, 2000, 2005; Stenhouse, 1985; Yin, 2003a, 2003b) conducted at the junior secondary level that included the participation of the researcher, three other history teachers and students from Year 7 and Year 8 history classes. The methods used to collect data included an initial session with the teacher-participants and, at the conclusion of the study, a debriefing focus group with the teacher-participants, lesson observation and post lesson small-scale student discussions. The data gathered from this investigation is presented as a number of narratives (Bage, 1999; Bruner, 1986; Clandinin & Connelly, 2000; Connelly & Clandinin, 1990; Freebody, 2003; Mishler, 1986; Stake, 2000). The researcher contributes to these narratives as a teacher of history. The study affirms the value of teaching history to junior secondary students, recognizing an association with broad educational values (Department of Education, Science and Training (DEST), 2005; Gilbert & Hoepper, 1996, 2004) and subject specific values, such as, sharing knowledge about the past (Fitzgerald, 1977). Values that are imparted through the study of history are categorized as general and specific and are closely linked to skills. The study is premised on the beliefs that thinking about practice (the past and the present) may enlighten future history teaching and learning (Schtin, 1996) and that 'mindfulness' (Leinhardt, 1994) is an essential characteristic of history teaching that engages both the teacher and student in the learning process.
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ItemExploring the relationships between student experiences in robotics and their cognitive style( 2007)With the increasing availability of technology in schools, more students are gaining experience in the use of robotics in the classroom. This study examines student experiences in an educational robotics program and also assesses their cognitive style using the Cognitive Styles Analysis developed by Richard Riding (1998). The data is then analysed to determine what types of relationships may exist between a student's cognitive style and their experiences in the robotics unit. The participants in the study were a class of Year 9 students at an Independent Girls' school in Melbourne, with the class being taught by the researcher. It was found that there may be some relationship between some student experiences in robotics and cognitive style, although further research with larger numbers of research participants would be necessary to explore these relationships further. The determination of the type of relationships that exists would be of interest to educators who are involved in the delivery of educational robotics units.