title: A systems approach to physics education at first year university level

authors: Osborne, Roger John

abstract: The research work described in this thesis evaluates the contribution which a systems approach can make to the development of an instructional programme. The thesis investigated is that such an approach can lead directly to a better understanding of the instructional process in a given subject and thus indirectly to more efficient instruction in that area.

The term systems approach is first reconsidered and a view is established which is broader than that normally considered in education. Two distinct aspects of this systems approach are identified-an “applied” aspect and a “basic” aspect. With respect to curriculum development and analysis, the applied aspect involves the design, development and evaluation of a learning programme. Here evaluation includes the development of specific instruments and procedures which can lead directly to the improvement of the learning programme. The basic aspect involves the investigation of the developed learning system in terms of models which explore the interactions between an instructional programme and the students involved. 

These two aspects of the systems approach are then applied to the development and analysis of an instructional programme in physics at the first year university level. The determination of objectives, the design of instruction and the evaluation of instructional methods are detailed. Since the objectives of the instruction are generalized learner objectives, particular consideration is given to the measurement of student attainment with respect to these objectives. Four distinct aspects of student attainment are identified by the use of principal components analyses. 

In terms of the basic aspect of the systems approach, both general diagrammatic models and specific statistical models are developed to obtain a better understanding of the particular first year university learning system under consideration. Various statistical models, which attempt to establish and clarify interrelationships within the instructional programme are explored. Path analysis is used as the major statistical technique.

Through the application of the systems view to the development and analysis of the first year university physics instructional programme, it has been possible to see some of the potential, some of the problems, and some of the limitations of the systems approach to physics education. In particular the systems approach, as considered in this thesis, appears to provide a broad and comprehensive framework on which to base curriculum work and to provide a viewpoint which leads to an emphasis on particularly important aspects of an instructional system-namely the objectives, the teaching methods, the assessment procedures and the feedback mechanisms within the system

text: A systems approach to physics education at first year university level The research work described in this thesis evaluates the contribution which a systems approach can make to the development of an instructional programme. The thesis investigated is that such an approach can lead directly to a better understanding of the instructional process in a given subject and thus indirectly to more efficient instruction in that area.

The term systems approach is first reconsidered and a view is established which is broader than that normally considered in education. Two distinct aspects of this systems approach are identified-an “applied” aspect and a “basic” aspect. With respect to curriculum development and analysis, the applied aspect involves the design, development and evaluation of a learning programme. Here evaluation includes the development of specific instruments and procedures which can lead directly to the improvement of the learning programme. The basic aspect involves the investigation of the developed learning system in terms of models which explore the interactions between an instructional programme and the students involved. 

These two aspects of the systems approach are then applied to the development and analysis of an instructional programme in physics at the first year university level. The determination of objectives, the design of instruction and the evaluation of instructional methods are detailed. Since the objectives of the instruction are generalized learner objectives, particular consideration is given to the measurement of student attainment with respect to these objectives. Four distinct aspects of student attainment are identified by the use of principal components analyses. 

In terms of the basic aspect of the systems approach, both general diagrammatic models and specific statistical models are developed to obtain a better understanding of the particular first year university learning system under consideration. Various statistical models, which attempt to establish and clarify interrelationships within the instructional programme are explored. Path analysis is used as the major statistical technique.

Through the application of the systems view to the development and analysis of the first year university physics instructional programme, it has been possible to see some of the potential, some of the problems, and some of the limitations of the systems approach to physics education. In particular the systems approach, as considered in this thesis, appears to provide a broad and comprehensive framework on which to base curriculum work and to provide a viewpoint which leads to an emphasis on particularly important aspects of an instructional system-namely the objectives, the teaching methods, the assessment procedures and the feedback mechanisms within the system

year: 1976

title: Information seeking retrieval, reading and storing behaviour of library users

authors: Turner, Kristine

subjects: computer science

abstract: In the interest of digital libraries, it is advisable that designers be aware of the potential behaviour of the users of such a system. There are two distinct parts under investigation, the interaction between traditional libraries involving the seeking and retrieval of relevant material, and the reading and storage behaviours ensuing. Through this analysis, the findings could be incorporated into digital library facilities. There has been copious amounts of research on information seeking leading to the development of behavioural models to describe the process. Often research on the information seeking practices of individuals is based on the task and field of study. The information seeking model, presented by Ellis et al. (1993), characterises the format of this study where it is used to compare various research on the information seeking practices of groups of people (from academics to professionals). It is found that, although researchers do make use of library facilities, they tend to rely heavily on their own collections and primarily use the library as a source for previously identified information, browsing and interloan. It was found that there are significant differences in user behaviour between the groups analysed. When looking at the reading and storage of material it was hard to draw conclusions, due to the lack of substantial research and information on the topic. However, through the use of reading strategies, a general idea on how readers behave can be developed. Designers of digital libraries can benefit from the guidelines presented here to better understand their audience.

text: Information seeking retrieval, reading and storing behaviour of library users In the interest of digital libraries, it is advisable that designers be aware of the potential behaviour of the users of such a system. There are two distinct parts under investigation, the interaction between traditional libraries involving the seeking and retrieval of relevant material, and the reading and storage behaviours ensuing. Through this analysis, the findings could be incorporated into digital library facilities. There has been copious amounts of research on information seeking leading to the development of behavioural models to describe the process. Often research on the information seeking practices of individuals is based on the task and field of study. The information seeking model, presented by Ellis et al. (1993), characterises the format of this study where it is used to compare various research on the information seeking practices of groups of people (from academics to professionals). It is found that, although researchers do make use of library facilities, they tend to rely heavily on their own collections and primarily use the library as a source for previously identified information, browsing and interloan. It was found that there are significant differences in user behaviour between the groups analysed. When looking at the reading and storage of material it was hard to draw conclusions, due to the lack of substantial research and information on the topic. However, through the use of reading strategies, a general idea on how readers behave can be developed. Designers of digital libraries can benefit from the guidelines presented here to better understand their audience.

year: 1997-06

title: Different coloured tears: Dual cultural identity and Tangihanga

authors: Edge, Kiri

subjects: bereavement

abstract: Although whānau/family that are configured by both Pākehā and Māori identities number significantly within New Zealand, there has been little or no attention paid to the ways in which these identities influence the bereavement processes that will inevitably impact upon the lives of these whānau/family. The present study explored the experiences of an individual, whose whānau/family included two life ways: Māori and Pākehā. Of specific focus was the ways in which these identities influenced his bereavement subsequent to the death of his beloved wife, who was of Māori descent. One elderly male Pākehā participant was interviewed, using an open ended narrative approach. The interview was semi-structured around five broad themes, but the focus was upon the participant’s experiences and his preference in expressing these. The data analysis utilised a thematic process which allowed the participant’s experiences to determine the emergent themes. The results depicted the diversity of issues that may be raised for dual cultural whānau/family within bereavement processes. Two central themes are discussed in relation to intercultural conflict and the eventual resolution that was created. Decision-making processes, cultural and language differences played significant roles within the conflict and exclusion experienced by the participant. Communication and compromise provided resolution to the prior conflicts experienced. This created positive and unexpected outcomes which resulted in increased understandings and the strengthening of links between the participant, his whānau/family and his wife’s marae.

text: Different coloured tears: Dual cultural identity and Tangihanga Although whānau/family that are configured by both Pākehā and Māori identities number significantly within New Zealand, there has been little or no attention paid to the ways in which these identities influence the bereavement processes that will inevitably impact upon the lives of these whānau/family. The present study explored the experiences of an individual, whose whānau/family included two life ways: Māori and Pākehā. Of specific focus was the ways in which these identities influenced his bereavement subsequent to the death of his beloved wife, who was of Māori descent. One elderly male Pākehā participant was interviewed, using an open ended narrative approach. The interview was semi-structured around five broad themes, but the focus was upon the participant’s experiences and his preference in expressing these. The data analysis utilised a thematic process which allowed the participant’s experiences to determine the emergent themes. The results depicted the diversity of issues that may be raised for dual cultural whānau/family within bereavement processes. Two central themes are discussed in relation to intercultural conflict and the eventual resolution that was created. Decision-making processes, cultural and language differences played significant roles within the conflict and exclusion experienced by the participant. Communication and compromise provided resolution to the prior conflicts experienced. This created positive and unexpected outcomes which resulted in increased understandings and the strengthening of links between the participant, his whānau/family and his wife’s marae.

year: 2011