title: The description and modification of children's views of plant nutrition

authors: Barker, Miles

abstract: This study lies within the constructivist tradition in science education which holds that the learner's prior knowledge is a key factor in concept development. The topic was photosynthesis, which was known to be difficult for students although little was known of their prior understandings about plant activities. A three phase research programme was designed to arrive at a description of these pre-teach views (Part 1) and to use this knowledge in an action research programme which modified children's existing knowledge more effectively than current classroom practice (Part 2), 
Phase I comprised interviews with 28 pupils (aged 8 to 17 years). This lead to Phase II in which nearly 6000 pencil-and-paper survey responses were obtained from students from standard four (10- year-olds) to first year university (18+ years). The interviews and surveys showed that pre-teach children had a number of separate views about plant drinking, plant breathing, plant growth, how plants acquire energy, and plant feeding (these were collectively identified as views about 'plant nutrition'), but the children did not possess knowledge directly comparable with photosynthesis. As with earlier scientists' explanations, analogies and metaphors relating plants to animals were important in children's understandings. In contrast with what is known about children's prior knowledge generally, their views about plant nutrition were held with varying degrees of conviction and on some issues no views were evident. 
Phase III approached classroom action research by evaluating three existing strategies. Each of these (the guided discovery, element analysis, and trophic conflict strategies) was found to be deficient because children's prior knowledge was not considered and/or the scientists' view was not adequately addressed (i.e. food-making was considered at the expense of carbohydrate production or energy storage). A new strategy which explored the material aspects of photosynthesis (carbohydrate production)and which was based on the generative learning model was developed.
The new strategy resulted in a teaching package entitled "Where Does The Wood Come From?" which was trialled by an experienced and sympathetic teacher with a middle ability class of 26 fourth formers (14-year-olds). The class was observed throughout the four weeks of teaching, and individual students were also interviewed out of class at key times. After this unit, 71% of the students had acquired a view of photosynthesis as a carbohydrate-producing process. This contrasted with the usual guided discovery strategy, where a foodmaking view was the major outcome. Important observations were that the students perceived the unit as non-threatening, and that they underestimated the importance of their own ideas.
The study also documented some practical applications of the generative learning model (and constructivist theory generally) in the classroom. Investigations 1 surveys, a self-teach booklet, and a series of checkpoints were developed, and these features of the teaching package may have wider application. Also, it was suggested that the apparent similarities between children's views and those of earlier scientists may be used to facilitate classroom discussion and expose ideas. The findings of the action research resulted in suggested modifications to the generative learning model itself, especially its apparently sequential nature.

text: The description and modification of children's views of plant nutrition This study lies within the constructivist tradition in science education which holds that the learner's prior knowledge is a key factor in concept development. The topic was photosynthesis, which was known to be difficult for students although little was known of their prior understandings about plant activities. A three phase research programme was designed to arrive at a description of these pre-teach views (Part 1) and to use this knowledge in an action research programme which modified children's existing knowledge more effectively than current classroom practice (Part 2), 
Phase I comprised interviews with 28 pupils (aged 8 to 17 years). This lead to Phase II in which nearly 6000 pencil-and-paper survey responses were obtained from students from standard four (10- year-olds) to first year university (18+ years). The interviews and surveys showed that pre-teach children had a number of separate views about plant drinking, plant breathing, plant growth, how plants acquire energy, and plant feeding (these were collectively identified as views about 'plant nutrition'), but the children did not possess knowledge directly comparable with photosynthesis. As with earlier scientists' explanations, analogies and metaphors relating plants to animals were important in children's understandings. In contrast with what is known about children's prior knowledge generally, their views about plant nutrition were held with varying degrees of conviction and on some issues no views were evident. 
Phase III approached classroom action research by evaluating three existing strategies. Each of these (the guided discovery, element analysis, and trophic conflict strategies) was found to be deficient because children's prior knowledge was not considered and/or the scientists' view was not adequately addressed (i.e. food-making was considered at the expense of carbohydrate production or energy storage). A new strategy which explored the material aspects of photosynthesis (carbohydrate production)and which was based on the generative learning model was developed.
The new strategy resulted in a teaching package entitled "Where Does The Wood Come From?" which was trialled by an experienced and sympathetic teacher with a middle ability class of 26 fourth formers (14-year-olds). The class was observed throughout the four weeks of teaching, and individual students were also interviewed out of class at key times. After this unit, 71% of the students had acquired a view of photosynthesis as a carbohydrate-producing process. This contrasted with the usual guided discovery strategy, where a foodmaking view was the major outcome. Important observations were that the students perceived the unit as non-threatening, and that they underestimated the importance of their own ideas.
The study also documented some practical applications of the generative learning model (and constructivist theory generally) in the classroom. Investigations 1 surveys, a self-teach booklet, and a series of checkpoints were developed, and these features of the teaching package may have wider application. Also, it was suggested that the apparent similarities between children's views and those of earlier scientists may be used to facilitate classroom discussion and expose ideas. The findings of the action research resulted in suggested modifications to the generative learning model itself, especially its apparently sequential nature.

year: 1986

title: Challenges for e-learning for university instructors in Taiwan

authors: Wang, Su-Chen

subjects: e-learning

abstract: Blended courses that include both face-to-face and e-learning have been offered  in many universities in Taiwan but very little research has been undertaken on instructor  perspectives of the challenges they faced in their e-learning teaching. This paper explores the challenges faced by university instructors in a national research-based university in Taiwan. An interpretive paradigm utilizing qualitative and quantitative methods was adopted. The paper outlines the findings from 27 e-learning instructors in in-depth interviews and 55 of 69 e-learning instructors who responded to this open-ended question in the questionnaire. Instructors noted they faced pedagogical, personal, and technological challenges. The findings suggested instructors needed to adopt different pedagogical approaches to work with new media in developing their e-learning courses so new curriculum design, new teaching methods, new ways of assessment, and new interaction approaches were needed. The instructors faced personal challenges in time management and role change if they needed to provide course materials online and respond in time. Instructors noted they also encountered four categories of technological challenges: easy access to necessary computer equipment, technical skills to access computer technology and the e-learning system, technical skills for communication, and the quality of e-learning computer facilities and technology. University administrators interested in solving the issue of the under-use of e-learning would be wise to recognize the challenges instructors face and to provide the necessary policy and practical support to help overcome these challenges if they wish to promote the use of e-learning as a part of the blended delivery of courses.

text: Challenges for e-learning for university instructors in Taiwan Blended courses that include both face-to-face and e-learning have been offered  in many universities in Taiwan but very little research has been undertaken on instructor  perspectives of the challenges they faced in their e-learning teaching. This paper explores the challenges faced by university instructors in a national research-based university in Taiwan. An interpretive paradigm utilizing qualitative and quantitative methods was adopted. The paper outlines the findings from 27 e-learning instructors in in-depth interviews and 55 of 69 e-learning instructors who responded to this open-ended question in the questionnaire. Instructors noted they faced pedagogical, personal, and technological challenges. The findings suggested instructors needed to adopt different pedagogical approaches to work with new media in developing their e-learning courses so new curriculum design, new teaching methods, new ways of assessment, and new interaction approaches were needed. The instructors faced personal challenges in time management and role change if they needed to provide course materials online and respond in time. Instructors noted they also encountered four categories of technological challenges: easy access to necessary computer equipment, technical skills to access computer technology and the e-learning system, technical skills for communication, and the quality of e-learning computer facilities and technology. University administrators interested in solving the issue of the under-use of e-learning would be wise to recognize the challenges instructors face and to provide the necessary policy and practical support to help overcome these challenges if they wish to promote the use of e-learning as a part of the blended delivery of courses.

year: 2008

title: Exploring the experiences of young Māori mothers

authors: Shepherd, Cindy-Joe Theresa Aroha

subjects: Young Māori mothers

abstract: This thesis explores the lived experiences of three young Māori mothers (aged 16 
years old) in Aotearoa, New Zealand, focusing on their strengths, challenges, and resilience. 
By employing a Kaupapa Māori methodological framework, the research aims to reframe 
narratives about young Māori mothers towards a strengths-based perspective, advocating for 
protection and nurturing Māori whakapapa. Using qualitative methods, the study explores the 
pūrākau (stories) of three young Māori mothers attending a teen parent unit in Waikato. 
The study highlights how, by living within both individualistic and collective realms, 
these young mothers actively challenge stigma, assert their worth, and develop unique 
underlying strengths. The findings, structured around emergent themes from their collective 
experiences, reveal a dichotomy: these young mothers must navigate the individualistic 
pressures and high expectations of motherhood while also drawing strength from collective 
responsibilities upheld within their whānau and supportive community services. Despite 
facing significant societal stigma and systemic barriers, the mothers demonstrate immense 
strength. Their resilience is grounded in whānau connections, proactive self-care, and 
engagement with taiao, wairua, and tino rangatiratanga—processes that also support 
intergenerational healing. 
This research underscores the importance of culturally responsive support systems 
that honour Indigenous knowledge and collective well-being. It offers insights for reorienting 
policy and practice to empower young Māori mothers, recognising their tino rangatiratanga 
and transformative agency by embracing their multifaceted realities.

text: Exploring the experiences of young Māori mothers This thesis explores the lived experiences of three young Māori mothers (aged 16 
years old) in Aotearoa, New Zealand, focusing on their strengths, challenges, and resilience. 
By employing a Kaupapa Māori methodological framework, the research aims to reframe 
narratives about young Māori mothers towards a strengths-based perspective, advocating for 
protection and nurturing Māori whakapapa. Using qualitative methods, the study explores the 
pūrākau (stories) of three young Māori mothers attending a teen parent unit in Waikato. 
The study highlights how, by living within both individualistic and collective realms, 
these young mothers actively challenge stigma, assert their worth, and develop unique 
underlying strengths. The findings, structured around emergent themes from their collective 
experiences, reveal a dichotomy: these young mothers must navigate the individualistic 
pressures and high expectations of motherhood while also drawing strength from collective 
responsibilities upheld within their whānau and supportive community services. Despite 
facing significant societal stigma and systemic barriers, the mothers demonstrate immense 
strength. Their resilience is grounded in whānau connections, proactive self-care, and 
engagement with taiao, wairua, and tino rangatiratanga—processes that also support 
intergenerational healing. 
This research underscores the importance of culturally responsive support systems 
that honour Indigenous knowledge and collective well-being. It offers insights for reorienting 
policy and practice to empower young Māori mothers, recognising their tino rangatiratanga 
and transformative agency by embracing their multifaceted realities.

year: 2024-06-23