Faculty of Education - Theses
Permanent URI for this collection
Search Results
1 - 4 of 4
-
ItemAn analysis of the literature surrounding the theories of systematic design & constructivism to ascertain the relevance of each approach for the learning of soft skills-- Is the systematic model for designing Web-based training suitable for all learners?( 2002)The purpose of this paper is to analyse the literature surrounding the educational theories of systematic design and constructivism to ascertain the relevance of each approach to developing web-based training programs appropriate for both the development of soft skills in industry as well as appropriate to the needs of different learners. The systems approach, which advocates set objectives and criterion-referenced testing, has dominated the design of training for many years. However many current web-based training programs are not enabling learners to achieve the standards of performance required to compete in a global economy. Organisations are interested in developing employees who can solve complex problems and apply their knowledge to new situations. To achieve this goal organisations will need to utilise more Constructivist design strategies as they are best suited to complex, ill-structured knowledge domains. Emerging from the literature was support for the position that novices benefited from the more structured and linear approach of the systems model, whereas advanced learners required a more constructivist learning environment that advocates an open and problem-based approach, allowing more learner control and input.
-
ItemPhenomenal robotics! : so what are students' perceptions about the robotics experience?( 2006)Robotics as a learning experience is becoming very popular in Australian schools and is being offered to students at primary and secondary level. It is considered to be a valuable integrated unit particularly in the areas of science and mathematics but also provides an ideal environment for students to engage and learn via constructionist principles. But what do young students perceive to gain from participating in a robotics experience? This investigation looks at the lived experience of doing robotics through the eyes of a group of students who were of mixed ages but had participated in the robotics' experience when they were in grade six as 12 year olds. The students were interviewed regarding the effect of the robotics experience on their learning during and after the experience ended. Students reflected on the phenomenon and made strong connections with the social value of the program. Their emphasis was not so much on academic skills gained but on the sense of self and its relationship to the group. The robotics experience provided an environment that allowed the students to feel valued and motivated to strive for goals, without realising they were gaining valuable information and skills as well as enjoying themselves.
-
ItemInventories and checklists used in assessing cognitive development in early childhood : do they reflect general findings from neuro-scientific research?( 2004)Recent advances in technology have allowed for increasingly detailed studies of the brain and neural activity. The effects of experience have been shown to alter not only behaviour but also the structural character of individual neurones and neural pathways. Recent studies involved in tracing neural activities associated with specific cognitive tasks have shown variation between individuals. The effect of experience on development, and the individual nature of cognitive development appear to be findings from neuro-scientific research that are verified and generally accepted. Despite literature that on the whole recommends utilization of neuro-scientific knowledge by the field of early childhood, little documented or practical evidence can be found to support these recommendations. This research-based study investigated the degree to which early childhood practitioners consider the significance of neuro-scientific information within their professional practice. A focus on the cognitive assessment methods utilized by practitioners suggested neuro-scientific information is not paramount for many practitioners when they are selecting a method to assess children's cognitive abilities.
-
ItemDancing in the light: essential elements for inquiry learning in secondary schools( 2009)The aim of this phenomenological research is to identify the essential elements for successful inquiry learning in an Australian secondary school context. The academic literature indicates a number of elements that define an inquiry learning environment, however there is little research into how secondary students or teachers perceive and prioritise these elements. This qualitative study which extends over a five year period in one Australian co-educational school investigates the perceptions of long term inquiry learning programs by year 8 (14 years of age) and year 10 (16 years of age) students and their teachers. The data consists of formal semi-structured student and teacher interviews, coded and analysed from a phenomenological perspective, assisted through Qualms computer software. The school that is the site of this research developed inquiry learning in the secondary school as part of a continuum of inquiry from the Reggio Emilia influenced Early Learning Centre and the International Baccalaureate Primary Years Programme (PYP). Overall, the research identifies six elements of inquiry that are seen as crucial by teachers and students. These essential elements are respect, valuing uncertainty, reflection, discourse, planning for purpose and possibilities, and the social mediation of learning. These elements are developed into implications for practice focusing on classroom, administration and professional learning strategies. Although only a single site setting, this research could offer insights for schools considering implementing inquiry programs and highlights further generative research possibilities to the little researched issue of inquiry learning in secondary classroom practice. ix