Faculty of Education - Theses

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Type: Masters Research thesis × Subject: Science × Subject: Study and teaching (Primary) × Start date: 1980 × End date: 1999 ×

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    From I can't and I don't to I can and I want to : a study in teaching and learning
    Surman, Lynne ( 1998)
    In recent years, the teaching and learning of science in primary schools has been a major concern within professional sectors and at all levels of education. This study reveals teachers' responses and personal growth within a long term professional development program. Through an analysis of workshop session transcripts the researcher identifies a range of meanings made by the participant primary teachers about the teaching and learning of science in their classrooms. The findings indicate that positive changes in the teachers' views of themselves as learners of science takes place when teachers and tertiary teacher educators work together in long term collaborative inquiry. A further outcome is that the teachers develop new confidence and abilities which inform their classroom practice.
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    Teachers' evocation of and response to children's questions in primary science
    Harrison, Terry Francis ( 1996)
    Recently some writers have advocated a reorganisation of primary science teaching based on children's questions as an extension of an inquiry based and constructivist approach to teaching and learning. This study was designed to add to recent findings on the role and place of evoking and responding to children's questions in primary science. A case study approach was used to investigate aspects of classroom interactions. Specifically, this study gathered and analysed data on the role and value of a teaching sequence known as the Interactive Teaching Approach as it was used to elicit children's questions as the basis for implementation of science curriculum units by teachers and the associated development of children's questioning skills together with the issues and difficulties which arose for the teachers as they used the approach. Results suggested that, when encouraged, children readily asked questions and asked a range of question types. However, the data gathered also explicated a number of key issues and difficulties which arose for the teachers involved. Their comments suggested that extended professional development will be necessary to implement science curriculum units with an Interactive Teaching Approach. The findings were interpreted and discussed in relation to a suggested model for the development of children as effective questioners, a framework for making sense of children's questions and, as there was some evidence for a change in the nature of children's questions as a topic is taught, a proposed model of stages of development of a curriculum unit and children's questioning skills. They were also linked to future professional development for primary teachers. The teachers in this study found the information gathered to be valuable for them as they planned their teaching and learning strategies and their involvement in the research advanced their professional development as science teachers in primary schools.