Beta-educational Science in Progress

Home   Artificial Intell.   Bio-exact   Chemistry   Computer Sci. BSc   Earth Sciences   Mathematics   Physics & Astr.   Science Educ.   Submit   Webmaster        


Displaying theses 1-10 of 20 total
Previous  1  2  Next  Search:

I. Liangoridi
Master programme: Mathematics & Science Education August 1st, 2014
Institute: AMSTEL Research group: AMSTEL Graduation thesis Supervisor: Anthony van Inge
photo of the author
Ethics in Science: Creating a Conscious Ethical Ideology
This research focused on investigating the possible effects on the ethical ideology of thirteen 16-year-old students as well as their views about ethics in science, after a carefully designed intervention based on interactive lectures, group assignments, classroom discussions and debates. The overall aim was to record students’ pre-existing ideas on general ethical matters and about ethics in science, investigate whether there were any changes in their views observed after the intervention, which would indicate they had engaged in a deep cognitive process and reevaluated their core beliefs, and finally, to record their level of interest in a controversial subject such as ethics.
picture that illustrates the research done
Scientific abstract (pdf 267K)   Full text (pdf 6399K)

O. Demir
Master programme: Mathematics & Science Education August 30th, 2012
Institute: AMSTEL Research group: AMSTEL Graduation thesis Supervisor: Mary Beth Key & André Heck
Students' Concept Development and Understanding of Sine and Cosine Functions - A New Theoretical and Educational Approach
This study investigates high school students' concept development and understanding of sine and cosine functions. Although it has often been reported in the literature that students develop fragmented trigonometric understanding, it is not the case that different teaching methods have been suggested in order to overcome students' difficulties. The present study provides a new theoretical framework for a connected trigonometric understanding, and a new learning trajectory based on that framework by also utilizing GeoGebra. Research findings are promising in terms of overcoming students' difficulties, and developing integrated trigonometric understanding.
picture that illustrates the research done
Scientific abstract (docx 101K)   Full text (pdf 16905K)

A.A. Tessema
Master programme: Mathematics & Science Education August 27th, 2012
Institute: AMSTEL Research group: AMSTEL Graduation thesis Supervisor: Dr. Mary Beth Key and Dr. André Heck
Teacher Educators’ Professional Development towards Educational Research in Student-Centered Instruction Supported by Dynamic Mathematics Software
This master thesis describes an explorative qualitative study which concerned the professional development of two teacher educators from Kotebe College of Teacher Education in Ethiopia. The aim of the research was to address the expressed needs of the teacher educators by designing a new professional development scenario. In this scenario the teacher educators had autonomy to construct their own knowledge, suggest their own ideas, work in a collaborative team, and they had ample opportunity to explore and discover on their own. The scenario was designed to encourage the participants to learn by doing, work in a collaborative team, and develop a feeling of ownership expressed through their contributions. Their learning was supported by dynamic mathematics software, samples of practical study materials, videos and photographs. It helped them to be engaged, to be critically reflective and work independently. In the joint educational research phase in the professional development scenario the teacher educators developed their own student activities using dynamic mathematics software, practiced student-centered instruction in their own classes and also developed their own research instruments. They acquired knowledge of how active learning instruction can be realized in practice. The aim of this research was to investigate the effect of the scenario and the collaborative teamwork on the teacher educators’ professional development. The research results indicated that the professional development scenario enabled the teacher educators to develop research ability. The outcomes led to a new professional development model which, if followed, is likely to lead to sustainable professional development
picture that illustrates the research done
Scientific abstract (docx 11K)   Full text (pdf 1149K)

Athina Stragalinou
Master programme: Mathematics & Science Education August 27th, 2012
Institute: AMSTEL Research group: AMSTEL Graduation thesis Supervisor: Mary Beth Key & André Heck
photo of the author
Instructional Strategies to Support Students’ First Steps into Proving and Reasoning
This study emphasizes the importance of proof and reasoning in the mathematics classroom and the engagement of students in meaningful geometrical proving tasks. I investigated how young students with no or minimum familiarity with proving statements, conceive the notions of proof and convincing in the mathematics classroom. I designed and taught a four lesson sequence at the Amsterdam International Community School. I examined the quality of students’ proofs and the types of reasoning used and I evaluated the effectiveness of my instructional scaffolding practices during these initial attempts of students to prove geometrical statements.
picture that illustrates the research done
Scientific abstract (docx 15K)   Full text (pdf 6994K)

C.G. van Veen
Master programme: Mathematics & Science Education May 24th, 2012
Institute: AMSTEL Research group: AMSTEL Graduation thesis Supervisor: Dr. Andre Heck
photo of the author
Interactive White Board in physics teaching; beneficial for physics achievement? A crossover study for the effects of interactive whiteboard use on the achievement of 9th grade students in physics.
This thesis describes a research (cross over) study for the effect of teaching physics with the support of the interactiv whiteboard (IWB). Two classes are compared on their achievement in physics when taught without or with the support of the IWB. During only one intervention of this cross over study, an influence of teaching with IWB was found. A questionnaire was also given to the students to find out which teaching strategies with IWB they favour in physics class. A general framework is given for teaching physics with the support of the features of IWB.
picture that illustrates the research done
Scientific abstract (pdf 47K)   Full text (pdf 5723K)

O. Grigoriadou
Master programme: Mathematics & Science Education February 29th, 2012
Institute: AMSTEL Research group: AMSTEL Graduation thesis Supervisor: Wolter Kaper
Reasoning in geometry: How first learning to appreciate the generality of arguments helps students come to grips with the notion of proof
It is one of the aims of teaching geometry at school level to help students understand what is an acceptable argument in mathematics and to move them from the level where they mostly use and understand inductive arguments to the level where they only use deductive ones. My research is about this move between the two levels. Based on past research in this area I designed a cycle of lessons in order to move students from one level to the next, and tried these lessons with a group of 24 students in Greece. I examined the different kinds of reasoning students use during this move and how their beliefs about proof and mathematics change.
picture that illustrates the research done
Scientific abstract (docx 13K)   Full text (pdf 11439K)

R. Pradeep
Master programme: Mathematics & Science Education December 1st, 2011
Institute: AMSTEL Research group: AMSTEL Graduation thesis Supervisor: André Heck
A Study of Mathematics Anxiety Amongst Primary Pre-service Teachers enrolled in a Dutch Teacher Training Program
This thesis is about mathematics anxiety of pre-service teachers enrolled in a teacher-training program at a primary school teacher train¬ing college (PABO) in the Netherlands, who prepared to become primary school teachers. The main purpose of my research was: 1) to investigate if there were any indications of mathematics anxiety in Dutch pre-service teachers enrolled in the study year 2010-2011 in the teacher-training program at the PABO of the Hogeschool van Amsterdam (HvA); If so, 2) to find out if there was a relationship between the students’ mathematics anxiety level and their performance in the mandatory mathematical skills test called WISCAT-pabo; and 3) to explore if they were able to overcome their anxiety and to perform better in a skills test through training sessions and tutoring by peers. In addition to the measurement of mathematics anxiety of first-year students and the exploration of the effectiveness of the given support to overcome this anxiety and/or pass the mathematical skills test, I also explored the Pedagogical Content Knowledge of prospective teachers who were further in their teacher-training program regarding the subject of mathematics anxiety. Through workshops with third-year students, I investigated what they knew about mathematics anxiety, whether they recognized it in their pupils (when they are practicing teaching at school), and what they thought one could do about it.
picture that illustrates the research done
Scientific abstract   Full text (pdf 1743K)

I. Wakwinji
Master programme: Mathematics & Science Education August 1st, 2011
Institute: AMSTEL Research group: AMSTEL Graduation thesis Supervisor: André Heck
Exploring How a Workshop Approach Helps Mathematics Teachers Start to Develop Technological Pedagogical Content Knowledge
The use of dynamic mathematics software is said to enhance pupils' understanding of mathematics. However, the challenge could be that teachers first need to become knowledgeable about using the computer teaching and learning environment for this positive effect on pupils' learning to happen. The question that arises is the following: What is required for teachers to start using dynamics mathematics software effectively in their lessons? An immediate answer could be that teachers have to develop Technological Knowledge and blend it with the Pedagogical Content Knowledge that they already have. The aim of my research was to train Zambian mathematics teachers in using GeoGebra and explore how they started to develop Technological Pedagogical Content Knowledge (TPCK). Ten in-service mathematics teachers at Mkushi High School participated in my research study. I explored their development of TPCK through the training course, in which they also developed lesson materials for use in real lessons. I investigated how teachers thoughts about teaching mathematics with ICT changed during the training.
picture that illustrates the research done
Scientific abstract   Full text (pdf 11000K)

W.L. Damsma
Master programme: Mathematics & Science Education June 30th, 2011
Institute: AMSTEL Research group: AMSTEL Graduation thesis Supervisor: Ed van den Berg
Teaching Science Through Inquiry. Discovering the Mirror in Kindergarten and grades 1&2
In The Netherlands, little time and attention is given to the field of science and technology at primary schools. In an effort to generate more science teaching in especially the lower grades, lesson materials about "mirrors" were developed together with teachers. An inquiry-based approach was adopted to provide opportunities for the students to explore with concrete materials. The research study shows that the developed materials were teacher-friendly and attractive for the students.
picture that illustrates the research done
Scientific abstract (pdf 171K)   Full text (pdf 2817K)

A. Kamali Sarvestani
Master programme: Mathematics & Science Education May 1st, 2011
Institute: AMSTEL Research group: AMSTEL Graduation thesis Supervisor: Dr. Wolter Kaper
Contemplating problems taken from the history of limits as a way to improve students’ understanding of the limit concept
The limit concept as the origin of calculus has always been one of the most difficult concepts for students to grasp. In this research, I have tried to tackle this dilemma by pursuing the process in which this concept is formed during several centuries with the students via oriented discussions. I had three students who were 4th VWO graders and had taken the WIskunde D profile as an optional course. As expected, I had to choose just a few significant historical problems which involved the concepts of infinity, infinitesimal, tending, and finally the limit notion, and try to carry the students through these problems at least to the correct informal concept. However, arriving at the formal definition was my ambition.
picture that illustrates the research done
Scientific abstract   Full text (pdf 892K)

Previous  1  2  Next  

This page is maintained by thesis@science.uva.nl