Melbourne Graduate School of Education - Theses

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    Computer-based learning in an Australian setting : a study of the development and use of a foreign language vocabulary program at the University of Melbourne
    McDougall, Anne (1945-) ( 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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    Influences on engineering education in Australia
    Zorbas, Nicholas ( 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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    An analysis of education provision to older non-English speaking background youth with minimal or interrupted schooling in the Richmond/Collingwood area
    Polesel, John ( 1987)
    This study is an analysis of educational provision in the Richmond/Coilingwood area for young people aged 16 to 24 years of age, of migrant or refugee background, who have a history of minimal or interrupted schooling. These students are mostly of Indo-Chinese or Timorese background , and face severe problems relating to their lack of literacy and poor English proficiency. Many of these students are unaccompanied refugees and face economic hardship in Australia. Educational programs running in five postprimary schools, two TAFE colleges and two language centres are examined in light of their relevance to the needs of these students. It emerges from this study that a small number of institutions provide responsive quality programs for this group. There are, however, general problems relating to the low status and marginalization of ESL programs in most of the institutions. These problems are compounded by a lack of funding, unsympathetic administration, ignorance of the issues and difficulties relating to accreditation. In some institutions, no provision at all is made for these students. Needs emerging from these issues may be summarized as follows. A greater awareness of the educational requirements. of this group must be developed. An informed collaborative approach must be adopted to respond to these needs in the form of appropriate ESL programs. Policy and administrative support must be forthcoming to assist in achieving these goals.
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    Egan's stage theory : an exploratory study of its use in the analysis of science textbooks
    Valmadre, Christopher Charles ( 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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    Computer education and instructional television : a case study
    Price, John Antony ( 1987)
    Computing literacy training is an essential prerequisite for studies in economics, business and accounting. This type of training is characterized by a need to provide 'hands-on' instruction. This is time-consuming as it involves individual tuition. However Faculty staff with appropriate skill are limited and university education is geared towards large-group instruction. In response to the training needs of computing literacy and these constraints the Faculty of Economics and Commerce of the University of Melbourne created a series of instructional television (ITV) programmes. This project was successful in enabling students to develop basic skills in computing and some competence in the use of computers. The ITV programmes were evaluated by a survey of viewers via questionnaire and by teacher observation. The cost of the ITV project was estimated and the cost-effectiveness of the use of ITV in computing literacy training was established. In addition the cost-benefit ratio of the computing literacy ITV project was determined.
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    Developing a policy for teaching Chinese language and culture in Victoria
    Yang, Guosheng ( 1989)
    A rational policy for the teaching of foreign languages is based on a thorough understanding and analysis of the position and the importance of target languages in national political, economic, and social development. This paper discusses the importance to the development of Sino-Australian relations of the teaching of the Chinese language and of the making and implementation of policies for the teaching of the Chinese language in Victoria. Since 1972 it has been in the Australian and Chinese national interests that tight links between these two countries should grow rapidly and steadily. Consequently, there has been an increasing demand for learning the Chinese language. In order to meet this demand the Australian government, in recent years, has paid great attention to teaching the Chinese language in schools. However, there remain questions as to the general usefulness of learning the Chinese language and culture. Some believe that the present scale of teaching the Chinese language is meeting the general requirements of community language needs and is also providing adequate numbers of skilled Chinese language personnel for the work force. Therefore, they consider there is no need to expand the teaching of the Chinese language. On the other hand, those in favour of an expansion of Chinese language teaching foresee a continuing development of Sino-Australian links and an increasing demand for Chinese language skills from both government and people. In regard to policy-making and implementation in teaching second languages, the Chinese practice in this area is relevant. Their experience shows that a successful implementation of government language policy requires active response from local educational authorities subject to a centralised education system. These government-backed and funded educational authorities are the guarantee of policy implementation. The Australian federal government and the Victorian government have so far formulated comprehensive language policies for schools. Both national policy and state policy clearly stress the importance of developing the teaching of Asian languages, particularly Japanese and Chinese. These policies have promoted the teaching of Chinese language in Victorian schools to some extent. But school commitments to teaching Chinese, especially in state schools, are still on a very small scale. In most state schools, traditional views on second language teaching still give priority to European languages, or are only concerned with community languages. In the Australian education system it is the individual schools that determine what second languages they prefer to teach. Therefore, the gulf still exists between policy and policy-implementation . In community-run language schools there has been a rapid development in the teaching of Chinese language in the last five years. This reflects a strong desire by Australian citizens to learn the Chinese language and to learn about Chinese culture from people both of Chinese and non-Chinese backgrounds. The Chinese ethnic school and culture in Victoria. They are a potential student resource for formal schools, tertiary colleges, and universities. In Victoria, the teaching of Chinese language and culture at tertiary level started twenty five years ago. There has been a remarkable development in the last three years. This is reflected in a constant increase in student enrolment, the establishment of new subjects, and the development. of teaching materials. There is no doubt that the development of Sino-Australian relations will demand a great expansion in the learning and teaching of Chinese language and culture. Reinforced by the Australian government's national strategy for Asian studies, the teaching of Chinese language and culture will enter a new stage in the late twentieth century and early twenty first century.
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    The sociohistorical approach to science teaching : theory and practice
    Robottom, Ian M (1949-) ( 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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    Beyond school science: students and teachers perceptions of the science talent search
    Krystyn, Jean Elizabeth ( 1986)
    Every year the Science Teachers Association of Victoria (STAV) conducts a Science Talent Search (STS) which they maintain is one of the largest and longest running science fairs in the world. This study aimed to provide some insights into why this activity is so popular with students and teachers and to what extent it complements or provides outcomes different from school science. Information was collected by searching the archives of STAV and by interviews with teachers and students. The findings indicate that over the years STS has adapted to changes in the social and economic contexts of schooling, which have also influenced thinking about but not forced major changes in the secondary school science curriculum. This has contributed to its increased popularity with keen students and teachers as evidenced by increased participation. The students who were interviewed enjoyed and valued their experiences in STS. In particular they commented on the freedom to choose projects according to their abilities, interests and preferred modes of working. Many of their projects arose from every day life problems or recreational pursuits of themselves and their families. STS catered for a wide range of abilities and interests and provided an attractive forum for the involvement of girls in science activities. Girls said that they had gained great satisfaction from confirmation of their ability to meet challenges and solve problems relying mostly on their own resources. Based on students responses some distinctions can be made between school science and the science activities of the STS which indicate ways in which school science may need to change in order to attract and cater for a wider range of students.
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    Aspects of linguistic diversity in the Soviet Union: a commentary with translation on V. Tsulukidze's Language of friendship and fraternity
    Kirk, Neile A. ( 1988)
    Difficulties of a political and pedagogical nature persist for the teaching of Russian to non-Russians in the Soviet Union. V. Tsulukidze, Minister of Education of the Adar Autonomous Soviet Socialist Republic, has written of the beneficial influence of Russian on other languages within and without the Soviet Union. In the thesis, his article IAzyk druzhby i bratstva, published in the January 1984 issue of Narodnoe obrazovanie, is translated into English. The thesis provides a commentary on some aspects of Tsulukidze's article and provides examples of the way Russian has influenced and been influenced by other languages, both Soviet and non-Soviet, and indicates the difficulties in some instances of establishing the exact nature of such influences where there are ambiguous indications. Examples are also drawn from Croatian, German, French, Greek and other languages. The thesis also provides a discussion of the ideological context of language policy In the Soviet Union.
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    Computer education curricula for secondary schools
    Jones, Anthony John (1940-) ( 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.