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Subject: search.filters.subject.Science -- Study and teaching (Secondary)

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    The staffing of science departments in New Zealand secondary schools : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University
    (Massey University, 1980) Gerritsen, Max Anthony
    This thesis attempts to ascertain the state of staffing in science departments of New Zealand Secondary Schools as at 1st September 1980. This study updates, and extends, the work done by E.J. Searle (1954) and O. Taylor (1965) of producing data about the staffing of science departments in secondary schools. The survey consisted of two different questionnaire forms. One was to be completed by the Head of Department (H.O.D.) Science while a second form was completed by every teacher in the schools who was teaching one or more science classes. The questionnaires were sent to all State and Private Secondary Schools, District High Schools and the Form 3-7 departments of Form 1-7 Schools. A response from 70% of the schools resulted. The major areas for which information was obtained included: qualifications held and qualifications relevant to senior science subjects being taught, the percentage of trained teachers teaching science, salaries, the resources available to the teacher of science, the main areas of concern in science education as perceived by the teacher of science, and information from H.O.D s about the numbers of science teachers leaving teaching and the type of employment they had gone to. Information was also obtained relating to class sizes, the level of training and the teaching ability of teachers in training (i.e. those on Section and List A teachers), morale in science departments, the extent to which science teachers have become subject specialists and the type of people involved in part-time science teaching. The responses made were hand coded by the researcher, punched on to computer discs and the necessary sorting and statistical analyses were done by Massey University's B6700 Computer. Listed below are some of the major findings of the project. It seems that most teachers of science teach mainly science (81.7%) which is a marked increase in subject specialisation since 1965. The teacher of science is generally much better qualified than in 1965 and 86.6% of the sample were trained teachers. Teachers with tertiary qualifications in Education, other than the Diploma in Teaching, are quite rare (13%). One of the major findings of Taylor's 1965 survey was that 57.7% of the science teachers in District High Schools and F. 1-7 Schools lacked completed degrees or diplomas. This value has now dropped to 20.5%. Most teachers (76.4%) are reasonably happy with their present salary even though they do lack salary relativity with other professions having similar qualifications. Excluding salary considerations, 64.4% of the sample were reasonably happy with their present situation as post-primary teachers of science. Science teachers did, however, recommend most strongly that less class contact time, better equipment and textbooks, more technician assistance and smaller teacher/pupil ratios are essential requisites of future modifications to their present conditions. There is a definite shortage of well-trained, well qualified teachers which has to some extent been improved by the recruitment of teachers from overseas. For the schools in the sample the total shortage of science teachers was 1170 class contact hours per week. The mean size of a science class has remained static at 23 over the past twenty-six years since Searle's 1954 survey. The thesis concludes with some recommendations of future changes that the researcher feels would help improve staffing and conditions in the science departments of New Zealand secondary schools.
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    The learning and transfer of science process skills in New Zealand secondary school distance education : a thesis presented in partial fulfilment of the requirements for the degree Master in Education, Massey University, Palmerston North
    (Massey University, 1998) Latimer, Margaret Anne
    This study investigates whether the science process skills of processing and interpreting scientific information, carrying out an investigation, communicating information and using information can be transferred across the strands of the Science in the New Zealand Curriculum (Ministry of Education, 1993b). The data were collected during the 1995 school year and was from a level 6 science course developed by the Correspondence School. Measurements of student performance were taken from moderated teacher-marked activities and were analysed using group means comparisons of each science process skill taught and pair-wise comparisons of students' performance. A representative population sample, chosen by using stratified random sampling, was surveyed on how they viewed the skills offered in the level 6 science course. The fulltime teachers who marked the level 6 science course in 1995, were also surveyed about the success of the course. The broad method used to conduct this research was illuminative evaluation. Results indicate, that while whole process skills such as carrying out an investigation may be transferable, other science process skills are more context bound and less likely to be transferred.
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    Curriculum development in integrated science for form one to form three in Mauritius : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy at Massey University
    (Massey University, 1981) Sin Yan Too, Chin Hin
    During the past decade, Integrated Science curricula and courses have mushroomed all over the world. Likewise the Mauritius Integrated Science Project came into existence in 1976. Implied is that this 'new' science course is also a 'better' course. Is it and can it be improved? After retracing the history of Mauritian education and showing how the education system was shackled to the powers that be, mention is made of how the wind of change started blowing over the education system. The birth of M.I.S.P is hailed; its aims and objectives are then discussed. This centres on the meaning of Integrated Science, its composition and where M.I.S.P stands with regard to it. Philosophical concerns for the nature of science, the relevance of science education as well as the social implications of science education,all these concepts are treated at length. It is the thesis of this author that if these three concerns are not taken into consideration in curriculum development work for a science course at primary and secondary education levels, then we would only be scratching the surface. In consequence, an in-depth analysis of the scientific method is called for. How far the M.I.S.P teaching approach diverges from this scientific method is then exposed. Time dichotomy between the process of science and the product of science is fully discussed. It is suggested that school science, based essentially on the product of science, despite teaching approaches to the contrary i.e guided discovery method, will do more harm than good. It is proposed that the process is the all important factor in science education. Learning through science rather than learning Science is upheld to be the goal of science education. Scientific thinking should predominate over scientific knowledge at the level of education under consideration. This is said to have survival value and is viewed as the Education for Tomorrow. Proposal for changes in the structure and contents of M.I.S.P is made. The implementation issue is emphasised, especially in terms of teacher training, and examinations. These two factors are considered essential to the success of M.I.S.P. Otherwise a new orthodoxy will set in.