Browsing by Author "Bell, Beverley"

• The contructivist paradigm and some implications for science content and pedagogy 

  Carr, Malcolm; Barker, Miles; Bell, Beverley; Biddulph, Fred; Jones, Alister; Kirkwood, Valda; Pearson, John; Symington, David (Longman, 1997)

  Through a comparison of the widely-held traditional view of science with the constructivist view of science, we argue that the constructivist view of the content of science has important implications for classroom teaching ...

  

• Editorial 

  Bell, Beverley (Faculty of Education, University of Waikato, 2010)

  The article discusses various reports published within the issue including one by Beverley Bell on the use of theorizing in data analysis, the views on cross cultural research, and the collaboration between teachers and ...

  

• The effects of curricula and assessment on pedagogical approaches and on educational outcomes 

  Carr, Malcolm; McGee, Clive; Jones, Alister; McKinley, Elizabeth; Bell, Beverley; Barr, Hugh; Simpson, Tina (The Ministry of Education, 2005-06)

  The literature search was largely confined to large empirical studies and meta-analyses carried out in the last 5 years. The process adopted used electronic and physical searches and consultation with national and international ...

• Issues and challenges of using web blogs as a medium for research communication. 

  Hasim, Zuwati; De Luca, Rosemary; Bell, Beverley (Faculty of Education, University of Waikato, 2011)

  The advent of web-based technology has initially allowed millions of users to get hold of immense information and to communicate worldwide. In the field of education, for example, web-based technology has brought about ...

  

• Teacher development for formative assessment. 

  Bell, Beverley; Cowie, Bronwen (Faculty of Education, University of Waikato, 2001)

  This article reports on the teacher development that occurred during a two-year research project on the formative assessment practices of primary and secondary school teachers of science. The teacher development involved ...

  

• Investigative practical work in year 12 biology programmes 

  Haigh, Mavis (The University of Waikato, 1998)

  The most recent New Zealand national curriculum development in Science occurred between 1991 and 1993. This Science curriculum placed value on students developing scientific investigative skills. The senior Biology curriculum ...

  

• Re-defining teacher education of primary teachers of science in Hong Kong 

  Cheng, May Hung May (The University of Waikato, 2000)

  This study arises from my personal interest as a lecturer in the Hong Kong Institute of Education with a responsibility to prepare student-teachers to teach science at the primary level. This study was conducted based on ...

  

• Improving teaching and learning of University physics in Taiwan 

  Chang, Wheijen (The University of Waikato, 2000)

  This thesis studies the teaching and learning of first year university physics. The students involved in this study were first year physical science or engineering students at a private university in Taiwan. These students ...

  

• Formative assessment in science classrooms 

  Cowie, Bronwen (The University of Waikato, 2000)

  This study investigated how formative assessment was perceived, experienced and accomplished by teachers and students in ten Year 7 to 10 science classrooms. The study was undertaken within and built on the findings of the ...

  

• Learning through cooperative education work placements in science and technology 

  Eames, Chris W. (The University of Waikato, 2003)

  Cooperative education (co-op) is a strategy of education that includes a requirement for successful completion of both formal classwork and work placements to gain a qualification. The work placements immerse the student ...

  

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