title: Senior high school student biology learning in interactive teaching

authors: Lu, Tan-Ni

subjects: a social constructivist view of learning

abstract: This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.

text: Senior high school student biology learning in interactive teaching This paper reports Grade 12 students’ biology learning during interactive teaching classes in 2001 in Taiwan. The researcher as teacher, working within an interpretive framework, set out to improve her senior high school student biology teaching and learning. An intervention based on a social constructivist view of learning was designed, implemented and evaluated. The findings of this study indicate that intervention students’ cognitive development was facilitated, their reasoning and social abilities were enhanced, and they enjoyed the lessons more. Their first term examination outcomes were comparable with those in the traditional teaching classes. This study, therefore, provides an example for how interactive teaching, based on a social constructivist view of learning, can be effectively used for teaching and learning biology in the senior high school in Taiwan.

year: 2010

title: Integrating Interactive Digital Maps into a Digital Library

authors: McIntosh, Samuel John

subjects: digital library

abstract: Digital libraries and digital maps are two fast-growing technologies in the world
of computing. In this thesis we have explored using digital maps to enhance
the functionality of digital libraries. The Greenstone 3 digital library system
was augmented though the use of the digital mapping system, Google Maps.
An automatic place name recognition and disambiguation system was created
to obtain geographical information from documents as they were viewed. This
extracted information was presented as a map with markers showing the location
of the places within the text of the document.
We evaluated the system by performing a user study and an analysis of the
speed, efficiency and accuracy of the place name recognition and disambiguation
system. Participants in the user study completed most of the tasks easily
and made comments expressing their satisfaction with the system. Analysis
of the place recognition and disambiguation system was also positive, as the
system was fast, relatively efficient and was highly accurate.

text: Integrating Interactive Digital Maps into a Digital Library Digital libraries and digital maps are two fast-growing technologies in the world
of computing. In this thesis we have explored using digital maps to enhance
the functionality of digital libraries. The Greenstone 3 digital library system
was augmented though the use of the digital mapping system, Google Maps.
An automatic place name recognition and disambiguation system was created
to obtain geographical information from documents as they were viewed. This
extracted information was presented as a map with markers showing the location
of the places within the text of the document.
We evaluated the system by performing a user study and an analysis of the
speed, efficiency and accuracy of the place name recognition and disambiguation
system. Participants in the user study completed most of the tasks easily
and made comments expressing their satisfaction with the system. Analysis
of the place recognition and disambiguation system was also positive, as the
system was fast, relatively efficient and was highly accurate.

year: 2010

title: Te tātari i te kaupapa

authors: Ka'ai, Tānia M.

abstract: The primary objective of this thesis focuses on the linking of the National Qualifications Framework and standards-based assessment as an emancipatory mechanism for Māori in Kaupapa Māori schooling and the wider Māori community in New Zealand.

Argued from an eclectic theoretical approach incorporating Kaupapa Māori theory, it espouses a position which rejects structural inequalities that perpetuate the subordinate positioning of Māori people through the development of culturally responsive assessment theories and practices in written language for teachers and children in Kura Kaupapa Māori which purport a culturally responsive pedagogy.

The thesis also links curriculum, assessment and pedagogy using Kaupapa Māori theory which provides insights into Māori views of emancipation in education.

text: Te tātari i te kaupapa The primary objective of this thesis focuses on the linking of the National Qualifications Framework and standards-based assessment as an emancipatory mechanism for Māori in Kaupapa Māori schooling and the wider Māori community in New Zealand.

Argued from an eclectic theoretical approach incorporating Kaupapa Māori theory, it espouses a position which rejects structural inequalities that perpetuate the subordinate positioning of Māori people through the development of culturally responsive assessment theories and practices in written language for teachers and children in Kura Kaupapa Māori which purport a culturally responsive pedagogy.

The thesis also links curriculum, assessment and pedagogy using Kaupapa Māori theory which provides insights into Māori views of emancipation in education.

year: 1995