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    Fluency and flexibility of thinking : a study of open-ended thinking with pupils of high ability in science : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University
    (Massey University, 1971) McAlpine, Donald M.
    This study explored some aspects of fluency and flexibility of thinking with a sample of 13 to 15 year old pupils of high ability in science drawn from England, U.S.A. and New Zealand. Stimulus material within the general field of science was presented for response in the open-ended idiom. This procedure established a closer alignment between the nature of the task and the interests and abilities of the subjects than hitherto obtained for such pupils. Tests included three measures of open-ended thinking employing science stimuli, an intelligence test, an attitude scale, a personal preference questionnaire, and teacher and peer rating scales. Scoring procedures and interscorer reliabilities for the open-ended measures were determined, and scores from all tests converted to normalized T-scores. Then a series of correlational studies was undertaken which examined relationships between measures of fluency, flexibility, intelligence and personality. Two centroid factor analyses - one in the cognitive, the other in the personality domain - were carried out in an effort to seek further evidence of the internal structure of matrices. Results from total sample data (by country) were employed for the majority of statistical analyses, although selected samples incorporating high-low scorers (±1SD) and other selected groups based on sex, age, and classroom differences were utilised on other occasions. Within the limits of sample selection some inter- and intra- cultural differences in cognitive and personality behaviours were observed, although the major result was one of variation on a theme rather than of striking contrasts. Scores on either fluency or flexibility of thinking were seen to be less correlated across tests (e.g. generally between .30 to .45 for fluency, and between .25 to .35 for flexibility) than with each other within tests (e.g. generally between .65 to .75). This tendency was supported by factor analysis which suggested a composite fluency-flexibility factor anchored to each test. Although some measure of stable cognitive style was seen to be operating, it was overshadowed in the present study by a tendency for pupils to be task-specific even within the science domain. Correlations between intelligence and fluency and flexibility of thinking were generally low and positive. Differences on some attitude factors suggested that within this sample of pupils of superior ability in science high scorers in flexibility (and to some extent in fluency) of thinking tended to approve more of such traits as running risks, doing dangerous experiments, teasing people and investigating the unusual, and approve less of being obedient, accepting expert advice, and getting everything correct. While the study was not primarily concerned with the wider issues of divergent or creative thinking, nor with the academic bias of science/arts students, they were briefly discussed when the educational implications of the study were considered.
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    Engaging learners effectively in the sciences : the pathway from secondary to university education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Science at Massey University, Manawatu, New Zealand
    (Massey University, 2011) Hughes, Helen
    Considerable evidence exists of a world-wide trend of declining student numbers in school and university sciences. Much of the research evidence relating to student engagement in the Sciences has focused on school students, with very little focusing on university students, and even less on the transition and engagement of students from school to university science. This research seeks to understand how university students become or remain engaged in science during their transition from school to university. Data were collected using a mixed-methods design that included a questionnaire and focus groups. Participants consisted of first-year university students from the College of Science, alongside their lecturers and paper coordinators; plus secondary school students studying one or more sciences, alongside their teachers. Analysis of questionnaire data revealed five ‘teacher efficacy’ scales (Lecturer Qualities, Relevant Contexts, Scientific Method, Self-Directed Learning, and Maximising Technology) that correlated with three ‘student engagement’ scales (Commitment to Performance, Learning with Excitement, and Discovering Meaning). Thematic analysis of qualitative data supported these relationships between teacher efficacy and student engagement. Student engagement was most strongly influenced by lecturers’ qualities, along with the ability to place scientific knowledge into contexts that were relevant to the student. However, lecturers’ and teachers’ perceptions of their teaching qualities were significantly greater than those of their students and, conversely, students’ perceptions of their own engagement were significantly greater than those of their teachers/lecturers. The findings provide clear evidence that more widespread use of best practice pedagogies and provision of relevant contexts would promote student engagement in the Sciences at both secondary and tertiary education levels. In arriving at this conclusion, the present study explores some key questions: • Student engagement is not lost in transition; but are students engaged at all? • Teachers influence student engagement; but are teachers reaching their potential? • Teaching needs to be more engaging; but what does that involve? • Undergraduates want to become scientists, but must they wait until postgraduate studies?
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    Primary science curriculum implementation in Malaysia : inquiry as hope and practice : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 1999) Ling, Ai Yieng Jeannie; Ling, Ai Yieng Jeannie
    Malaysia is gearing towards becoming a fully industrialised country by the year 2020 as envisaged in the nation's 'Vision 2020'. The decline in the number of students taking up science in upper secondary schools over the last decade has caused great concern among many politicians and science educators over the availability of skilled manpower necessary to achieve the nation's vision. Various measures have been introduced to promote students' interest in taking up science, among which was the introduction of an inquiry-based science curriculum for all primary schools in 1995. While understanding of basic scientific concepts continues to be an important goal of the new curriculum, the curriculum also emphasises the development of thinking skills, scientific skills, scientific attitudes and moral values. A qualitative case study methodology was employed to study the status of implementation of the inquiry-based primary science curriculum in two Malaysian schools. The study focused on five experienced teachers each observed teaching a series of lessons on 'Animal Reproduction' to primary four pupils. Semi-structured interviews were conducted to find out the teachers' views and understandings on matters related to science, science teaching and learning, and the science curriculum. Some sense of the science context in the school was established through interviews with the respective head teachers. Documents and records such as school calendars, minutes of meetings, teachers' record books, pupils' science exercise books, and science test papers were also analysed to supplement data collected from classroom observations and interviews. The results of the study reveal that the teachers practised teacher-centred instructional strategies, presenting facts and information directly to the pupils and largely neglecting the aspects of curriculum which deal with the development of skills and attitudes. There was little opportunity for pupils to learn science concepts through practical work and inquiry. Inadequate teacher preparation, poorly designed curriculum materials, an inappropriate assessment system, incongruent socio-cultural context of learning, and lack of professional and organisational support were identified to be among the factors which contributed to the teachers' inability to effectively implement the inquiry-based science curriculum. Appropriate actions need to be urgently taken to rectify these problems. Otherwise, we may be witnessing another generation of science teaching where inquiry learning is simply an espoused aspiration. The vision of developing pupils into the self-reliant, creative and innovative individuals as advocated in the science curriculum remains distant.