/library/oar/handle/123456789/50826 2025-12-26T04:23:02Z /library/oar/handle/123456789/68554 Title: Teaching Computing without computers : unplugged Computing as a pedagogical strategy in a Maltese classroom Abstract: The research study disclosed in this publication investigates Unplugged Computing as a formal pedagogical strategy to teaching Computing to a Maltese secondary class of Year 9 students. It explores the extent to which it can be used to achieve the desired learning objectives of the Maltese Computing Curriculum. It aims at identifying the effectiveness of this pedagogy outlining the strengths and weaknesses in its application, taking into consideration the level of attainment for students, as well as the impact on teachers’ lesson preparation. This research study is based on the delivery of five activities covering topics from the abovementioned Curriculum using Unplugged Computing as the pedagogical strategy. It analyses students’ reaction when exposed to such Unplugged activities to assess the viability of using this pedagogy when teaching Computing concepts. This analysis has been carried out on the basis of the researcher’s reflections, observations gathered from the students’ customary Computing teacher and a set of completed worksheets filled in by the respective students following each of the Unplugged activities. The study concludes that Unplugged Computing is an effective pedagogical strategy that helps attain a high level of engagement and student involvement, encouraging teamwork and collaboration. It concludes that students experience a wide attention span and good retention through the constant link of Computing scenarios to real life examples and the use of tangible non-Computing related objects. Notwithstanding, the study also identifies certain limitations of this pedagogy, mainly that it is not sufficient as a standalone pedagogy, but needs to be applied in conjunction with other pedagogies to be able to cover all the expected learning objectives of the Curriculum. Description: M.TEACHING&LEARNING 2019-01-01T00:00:00Z /library/oar/handle/123456789/67689 Title: Creativity in Science education at ESPLORA : a case study Abstract: Esplora is an informal learning environment in Malta which aims to cultivate scientific creativity. The aim of the research was to shed light on how Esplora is [i] ‘Teaching Creatively’, [ii] ‘Teaching for Creativity’ as well as [iii] to collect data regarding Creativity and Science Education. Five Esplora outputs were observed as part of Phase 1 of the research. Feedback was collected from teachers and students about [i] their experience at Esplora, [ii] Creativity, and [iii] Creativity in Science Education. Nine members of the Esplora staff were interviewed to obtain information about how Esplora outputs are designed and delivered as well as how they as staff work at ‘Teaching Creatively’ and ‘Teaching for Creativity’. Ten outputs were designed as part of Phase 2. Four of these were presented to ten school groups and evaluated. Esplora achieves ‘Teaching Creatively’ through the use of arts as well as by linking scientific content to knowledge from other areas or everyday life. ‘Teaching for Creativity’ was provided through hands-on activities such as engineering tasks which allow a greater degree of freedom or by having presenters encourage creativity fostering behaviour amongst participants. This research reveals that science education could and should be a niche where one can nourish scientific creativity amongst future students interested in learning science. Description: M.ED. 2019-01-01T00:00:00Z /library/oar/handle/123456789/67686 Title: Evidence-based performance trends in Graphical Communication Abstract: In the Maltese educational sector, students sit for their Secondary Education Certificate in various compulsory and optional subjects, one of which is Graphical Communication. In Malta, research about this area is very limited. This study focuses on the Graphical Communication SEC 29 examination and analyses students’ performance trends during the years 2010 - 2017. The aim is to describe the general performance trends and unravel characteristics that affect the outcomes of this examination. The data was analysed in a documentary and ex post facto research. The study examines cognitive abilities such as spatial visualisation and the differences in performance between genders, in relation to the subjects of Graphical Communication and Engineering Drawing. The data shows clear patterns and trends present in the examination papers sat for and a significant relationship between school sectors, gender and level of the two papers sat for by the candidates. A strong correlational relationship was found between scores attained in the two papers. On the other hand, a weak correlational relationship resulted between the scores achieved in the various topics tested in the examination. Significant gender differences were identified based on different cognitive abilities used across several topics. These findings have implications for understanding gender cognitive differences and similarities, performance trends and key indicators that may play a role in facilitating the teaching and learning in graphics education at Secondary level. Description: M.ED. 2019-01-01T00:00:00Z /library/oar/handle/123456789/67682 Title: The flipped Chemistry classroom : a case study of Year 9 students’ views and performance Abstract: This case study, which was conducted amongst fifteen Year 9 Chemistry students attending a co-ed state school in Malta, sought to identify how the factual topic ‘Nature of Matter, Atomic Structure and Chemical Bonding’ can be taught using the flipped learning technique. In addition, it aimed to establish what impact this technique would have on the students’ performance with regards to the learning outcomes as specified in the chemistry MATSEC syllabus. Students’ views on this approach with regards to their engagement, motivation and learning were also looked into. Data were collected through multiple sources. These include teacher observations, students’ reflective diaries, a focus group, a Likert-scale questionnaire as well as an end-of-topic test. The research findings indicate that the students managed to reach most of the outcomes specified by the MATSEC syllabus. In addition, even though most of the students were found to be very teacher-dependent, the majority of them declared that they liked this new approach. This is because they felt more prepared when attending class, they were allowed to learn at their own pace and they also found the technological aspect of it enjoyable. The flipped learning technique also freed-up class time so that more student-centred activities such as peer tutoring and collaborative work could take place. In addition, more time was spent in the identification and addressing of misconceptions, on formative assessment tasks and in providing feedback. Student support was also provided at all times. Description: M.ED. 2019-01-01T00:00:00Z