Dissertations / Theses on the topic 'Conceptual strategies'
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Saulawa, Danjuma Rabe. "Instructional strategies and conceptual changes." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185341.
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The schema activating instructional strategy of Semantic Feature Analysis (SFA) has been demonstrated as an effective way of teaching vocabulary and comprehension. This study compared the SFA to three other strategies of Direct Instruction (DI), Vocabulary Look Up (VLU), and Read Only (RO) for their effectiveness to help students clarify prior misconceptions. Student responses on multiple choice pre and post tests and their written recalls were the dependent variables in this study. Subjects were four classes of 127 normal seventh and eighth grade students. The classes were randomly assigned intact to the four instructional strategies: SFA, DI, VLU, and RO. Students were pretested and then instructed using a passage on the Fourth Amendment of the U. S. Constitution according to their assigned strategies. They then took the posttest and wrote recalls. Students misconceptions in the pretest were tabulated and compared to those in the posttest to determine which of the four strategies was most effective in helping students clarify their prior misconceptions about the Fourth Amendment. Then students' written recalls were analyzed according to various conceptual categories to learn which strategy helped the students to recall the reading passage. The structure of the students' writing was also examined to find out which of the four strategies helped the students the most in integrating the new information and writing most coherently. The SFA group clarified and corrected significantly more items on the multiple choice test than any of the other groups. This finding suggests that an interactive strategy such as SFA facilitates student memory and learning of content area material. The results also demonstrated that students taught through the strategy of semantic feature analysis recalled more conceptual units than the other groups. They also wrote more cohesively with clearer structure than the others.
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Thiyagarajan, Kamesh. "Conceptual development of brake friction estimation strategies." Thesis, KTH, Fordonsdynamik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-285677.
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The thesis work investigates brake friction estimation strategies. The friction between the brake disc and brake pads is not constant during the braking application and contributes to the amount of brake torque achieved at the wheels. In this study, it is considered that any change in the brake torque between the requested and achieved values is only due to the varying brake friction coefficient. The work gives three different approaches to estimate the brake friction coefficient using two prominent state estimation strategies, Unscented Kalman Filter and Moving Horizon Estimation. The inputs to the estimators are obtained from a Vehicle model, which is built using the wheel balance equations. The estimators have been tuned to minimize the estimation error in nominal conditions and tested for their robustness through a wide analysis, where the sensitivity of the strategies is checked against a spectra of potential system parameters and boundary conditions. Throughout all the analysis, the developed models estimate the brake friction coefficient within an acceptable error range. This work opens up opportunities for further studies that can be performed using the built estimator models.Detta examensarbete studerar strategier för skattning av bromsfriktion. Friktionen mellan bromsskivan och bromsbeläggen är inte konstant under bromsförloppet och det är denna som genererar bromsmomentet för varje hjul. I detta arbete så antas att förändringen i bromsmoment mellan begärd och uppnått endast är på grund av varierande bromsfriktion mellan bromsbelägg och bromsskiva. Arbetet presenterar tre olika sätt att skatta bromsfriktionen genom användning av två kända skattningsmetoder, Uncented Kalman Filter och Moving Horizon Estimation. Ingående värden till skattningsmetoderna fås från en fordonsmodell som är byggd med hjälp av hjulbalansekvationer. Skattningsmetoderna har justerats så att de minimerar skattningsfelet i nominella fall och de är testade för robusthet genom en bred analys där känsligheten hos metoderna testas genom en flora av potentiella systemparametrar och gränsvärden. Genom hela analysen så uppnår de utvecklade skattningsmetoderna bromsfriktionsvärden med acceptabla felnivåer. Detta arbete öppnar upp för möjligheter för vidare analyser där de utvecklade metoderna kan användas.
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Sauthoff, Marian Dene. "Conceptual frameworks and interpretive strategies in graphic design." Pretoria : [s.n.], 2006. http://upets.up.ac.za/thesis/available/etd-08022006-165847/.
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Ceylan, Eren. "Effect Of Instruction Using Conceptual Change Strategies On Students." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12605335/index.pdf.
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The main purpose of the study was to compare the effectiveness of the conceptual change oriented instruction through demonstration and traditionally designed chemistry instruction on 10th grade students&rsquounderstanding of chemical reactions and energy concepts and attitudes towards chemistry as a school subject. In this study, 61 tenth grade students from two classes of chemistry course instructed by same teacher from Atatü
rk Anatolian High School took part. The study was conducted during 2003-2004 fall semester. This study included two groups which were selected randomly throughout 9 classes. One of the group was defined as control group in which students were taught by traditionally designed chemistry instruction, while the other group defined as experimental group in which students were instructed by conceptual change oriented instruction through demonstrations (CCID). Chemical Reactions and Energy Concepts Test and Attitude Scale toward Chemistry were administered to both groups as a pre-test and post-test to assess the students understanding of chemical reactions and energy concepts and students&rsquo
attitudes toward chemistry, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo
science process skills. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results showed that CCID caused significantly better acquisition of the scientific conceptions related to chemical reactions and energy concepts than TDCI. The results showed that there was a significant difference between post-test mean scores of students taught with CCID and those taught with TDCI with respect to their attitude toward chemistry as a school subject. A Science process skill was determined as a strong predictor in understanding the concepts related chemical reactions and energy.
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Pendlebury, Martyn C. "Techniques and strategies to improve conceptual and schematic design." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/13726.
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This research has investigated the management of the concept and schematic design stages with particular reference to brief development, the exchange of design and cost information between the client and designers, and the impact of early design decisions on construction. A critical review of current practice by both literature review and case study revealed that early stage design often failed to meet the expectation of clients leading to frequent redesign and inaccurate cost advice. Poor communication of information between all parties was primarily to blame. This led to the research combining the three elements, design, cost, and risk and developing a Scheme Design Process Model (SDPM) based on ADePT principles to provide designers for the first time the opportunity to: • Accurately and systematically, plan ahead for the work required during the scheme design stage. • Identify conflicts that lead to iterative problems. • Mitigate iterative problems by identifying and recording the design risks source. • Qualify the accuracy of the cost advice based on the progress of the design. • Ensure closer cross-disciplinary cooperation. • Reduce overall project timescale. The research identified that a generic programme of work can now be produced that includes all major elements for the multi-disciplinary design team. The research provides a contribution to the design-modelling database by introducing and demonstrating flexibility between design stages. In addition to the SDPM the research has also addressed accountability within the decision making process by demonstrating QFD techniques that can be applied at various stages of early design.
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Riordan, J. P. "Techniques, tactics and strategies for conceptual change in school science." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13077/.
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This study explores how experienced science teachers promote conceptual change. It examines how instructional strategies, learning methods (Darden, 1991) and conceptual change interrelate. Three research methods (expert micro-teaching, verbal protocols and retrospective debriefing) were used. Data were video-recorded and managed using NVivo. Six groups of 11 year-old pupils took part (three girls and three boys) in each expert micro-teaching interview, led by a science specialist (Advanced Skills Teacher). A ‘Concurrent Verbal Protocol and Retrospective Debriefing’ interview (Taylor and Dionne, 2000) happened with the teacher approximately one month later. Six teachers participated altogether. About fifteen hours of interview data were analysed using grounded theory methods. The interpretivist theoretical perspective (symbolic interactionism) was underpinned by a social constructionist epistemology. What can be considered evidence is inevitably affected by the researcher’s methodological position. So what constitutes reliable evidence can be contentious. Appropriate criteria for evaluating the grounded theory emerging from this study were used. Interpretivist approaches for investigating conceptual change in school science are necessary to avoid dominance by positivist literature. This approach, proved successful in other fields (Pressley, 2000), is new to this context. The assumption that instructional strategy is a plan does not adequately explain the data collected here. However, abandoning attempts to unpick complicated interactions between pupils and teacher whilst learning takes place, leaves practitioners without guidance. Consensus exists among most conceptual change researchers that instructional strategies, learning methods and conceptual change must be considered together where possible. This present study proposes a grounded theory for how experienced science teachers promote conceptual change and questions how instructional strategy is understood in the literature. Findings show that during and between sporadic periods of ‘conceptual conflict’ participants used eleven ‘teaching and learning techniques’. The relative weight given to each technique was termed the ‘strategic profile’ of the teacher. ‘Tactics’ is the theory of the use of teaching and learning techniques in conceptual combat. ‘Strategy’ is the theory of the use of such conceptual combats to try to achieve an aim (here to promote conceptual change). Teachers (and pupils) demonstrated and described tactical and strategic behaviour. Techniques, tactics and strategies frequently failed. How participants managed such ‘friction’ was described. Teachers and researchers view classroom dynamics from different perspectives. This study argues that an interpretivist approach, which moves back and forth between the particular and the general, can help bridge the “gap” between practice and theory in this field (Duit et al., 2008, p.629).
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Stöhr, Walter. "Industrial Structural Change and Regional Development Strategies Towards a Conceptual Framework." WU Vienna University of Economics and Business, 1985. http://epub.wu.ac.at/6221/1/IIR_Disc_21.PDF.
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Oliver, Emma. "Effective teaching strategies for promoting conceptual understanding in secondary science education." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Oliver_Emma%20MITthesis%202007.pdf.
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Champion, Karina E. "Considerations and strategies to promote conceptual change in science and math." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Champion_KMITthesis2009.pdf.
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Matthaei, Nerida K. "Recontextualising my choreographic self: Conceptual and processual strategies for rerouting practice." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/116353/1/Nerida_Matthaei_Thesis.pdf.
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This practice-led research project defines a methodological basis for the recontextualisation and rerouting of this artist-researcher's choreographic praxis. This was achieved via experimenting and testing new contemporary strategies underpinned by embodied reflexive practices and creative case studies, which resulted in the creation of new performance works. The study provided the researcher with mechanisms to articulate, recontextualise and interrogate processual choreographic complexities. Situated in the shifting landscape of the independent choreographer-dancer-producer, it identifies that investigating processual choreographic innovation has been vital to the researchers ongoing artistic development and acknowledges this necessity for the broader field of contemporary choreographic practice.
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Blanchet, Nicole M. L. "Differences in children's conceptual strategies when thinking about animate and inanimate entities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ57214.pdf.
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Rocha, Cecilia Gravina da. "A conceptual framework for defining customisation strategies in the house-building sector." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/38795.
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Nas ultimas décadas, houve um aumento na diversidade do perfil dos moradores bem como nos seus requisito específicos em decorrência de mudanças no estilo de vida contemporâneo. Tais mudanças vem tornando a provisão tradicional de habitações padronizadas inadequadas e demandam o desenvolvimento de estratégias de customização capazes de responder aos requisitos específicos dos moradores. Neste contexto, a abordagem da customização em massa (CM) e conceitos relacionados pode potencialmente aumento o valor do produto habitacional através do atendimento dos requisitos específicos do moradores. Apesar disto, a literatura é ainda limitada em termos de estudos que auxiliem organizações a desenvolver estratégias de customização, especialmente no setor habitacional. Visando responder este problema de pesquisa, esta investigação adota a abordagem da design science. Esta abordagem tem por objetivo desenvolver soluções (artefatos, modelos, software, entre outros) que resolvam problemas práticos e ao mesmo tempo tenham potencial para uma contribuição teórica. A solução desenvolvida nesta pesquisa é um modelo conceitual com categorias de decisão para definição de estratégias de customização no contexto habitacional. O modelo contém dez categorias de decisão, que definem o escopo de uma estratégia de customização e abordam aspectos relacionados a interface com o cliente, design do produto, e operações. Outros resultados da pesquisa, além deste modelo, incluem implementações (operacionalizações que demonstram que a solução funciona), avaliação da utilidade da solução, e avaliação da contribuição teórica da solução. O processo de pesquisa envolveu etapas chave da design science: encontrar um problema prático e com potencial para contribuição teórica, obter um entendimento deste problema, desenvolver uma solução, testar a solução, avaliando sua utilidade, e avaliar a contribuição teórica desta solução. Quatro estudos de caso com organizações envolvidas no setor da construção habitacional (no Brasil e no Reino Unido) também foram desenvolvidos. Em termos da contribuição teórica do modelo, algumas categorias (classes de itens, combinações de módulos, unidades de customização, e sequências de configuração) foram desenvolvidas com base em dados empíricos e constituem nova conceitualizações relacionadas a abordagem da CM que podem ser usadas no desenvolvimento de estratégias de customização. Outras categorias (espaço de solução, interface entre módulos, ponto de entrada do pedido, tipos de customização, e abordagens de visualização) baseiam-se em conceitos já disponíveis na literatura. A contribuição destas categorias é adaptar tais conceitos, através da proposição de constructos, visando facilitar a aplicação dos mesmos na definição de estratégias de customização.There has been an increasing diversity on dwellers profiles and on their requirements in the last few decades, due to major changes in contemporary lifestyles. Such changes are making the traditional provision of standardised houses inadequate, requiring the development of new strategies able to provide customised dwellings. In this context, the application of the mass customisation (MC) approach and related concepts can potentially increase the value of housing through the fulfilling of the specific requirements of dwellers. In spite of that, the literature on the MC approach is limited in providing guidance to organisations in developing customisation strategies, particularly in the house-building sector. In order to address such a problem, a design science approach is adopted in this investigation. Such an approach deals with the construction of solutions (artefact, models, software, among other) for problems with practical relevance and potential for theoretical contribution. The solution devised in this investigation is a conceptual framework to be used by organisations of the house-building sector in defining customisation strategies. The framework entails ten decision categories that define the scope of a customisation strategy and also address some aspects of the clients’ interfaces, product design, and operations areas. Other outputs of this research include (i) instantiations (implementations that demonstrate that the solution works), (ii) evaluation of the solution utility, and (iii) evaluation of the theoretical contribution of the solution. The research process undertaken involved keys steps of the design science approach: find a practical problem with potential for a theoretical contribution, obtain an understanding of such a problem, develop a solution, test the solution and evaluate its utility, and assess the theoretical contribution of the solution. Four case studies with organisations (in Brazil and in the U.K.) of the house-building sector were also carried out and were particularly important in the solution devising and solution testing steps. In terms of theoretical contribution of the solution, some of the categories developed (classes of items, module combinations, customisation units, and configuration sequence) are grounded on empirical data and provide new conceptualisations related to the MC approach and which can be used in defining customisation strategies. Other categories (solution space, modules, module interfaces, order penetration point, types of customisation, and visualisation approaches) rely on existing concepts and underpinnings available on the literature on the MC approach. The main contribution of those categories is to adapt such concepts by proposing operational constructs, enabling such knowledge to be more applicable in devising customisation strategies.
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Sackes, Mesut. "The Role of Cognitive, Metacognitive, and Motivational Variables in Conceptual Change: Preservice Early Childhood Teachers’ Conceptual Understanding of the Cause of Lunar Phases." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290441125.
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Thomas, Sally. "Children's use of addition strategies : a closer look at procedural and conceptual knowledge." Thesis, London Metropolitan University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304828.
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Three issues from studies of primary children's addition are identif ied and investigated with children between 6 and 8 years old. The first is why descriptions of strategy use der i ved from chronometr ic studies vary so much from those based on observation and interview. The second and third concern the factors influencing strategy choice and are the relation between procedural and conceptual knowledge and characteristics of the sum. Whereas reaction time studies have been interpreted as showing that primary schoolchildren predominantly use one strategy, counting on from the larger addend (COL), interview and observation studies suggest each child uses a variety of strategies. In Experiment (1) children were given a large set of single digit additions and both their reaction times (RT) and their overt behaviour recorded. The best predictor of RT was a model based on COL. The tactic of recording both RTs and observations was continued in Experiments (2) and (3) and in Experiment (4) children were interviewed as well as timed. The major concern, however, was to investigate why children so rarely use decomposition (ie analysing a given sum into a known number fact and counting on the difference). To this end children were presented with number facts and asked to read them out prior to doing the sum. The relation between the given number fact and the sum was varied and the effect on RT determined. Presenting a number fact that was the same or a commuted version of the sum had major effects on observed and reported strategy and overall response latency. When the number facts differed by 1 or 2 from the sum children typically ignored them. Overall the utility of chronometric studies for identifying strategy use was questioned as there was much variation between studies in the best fitting RT model. Also, apart from COL, no RT model of a specific strategy made adequate predictions. Experiments (5) and (6) explored whether children do not use decomposition because they do not understand it. Awareness of the potential use of decomposition was assessed by presenting number facts and asking how these would help do particular sums. In Experiment (5), which was conducted with the participants in Experiment (4), the children were also asked to select which number facts would be useful. The same children who so rarely used decomposition demonstrated that they understood how to use it. How children's use of COL was related to understanding of commutativity was tested in Experiment (7). While children who used COL often typicallY passed commutativity tests there were some who did not.The influence of problem characteristics on strategy use was tested in Experiment (8) by using sums with very large second addends (eg 2 + 95). Every child who attempted these sums used the COL strategy on them whereas many never used COL on the more traditionally used single digit additions, but counted on from the first digit instead. This implies that the common practice of classifying children's strategy use on the basis of how they solve single digit sums may be misleading. In reviewing these and other findings it is concluded that what children know about number and addition strategies may bear little relation to how they solve simple addition sums. The explanation of why children choose a particular strategy may lie instead in the amount of 'cognitive effort' that is involved.
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Chong, Yuk-leung, and 莊玉良. "Effects of conceptual-change teaching strategies on students' understanding of particulate nature of matter." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959301.
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Coelho, Filipe J. F. "Single versus multiple channel strategies in financial services : a conceptual model and empirical investigation." Thesis, University of Manchester, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632645.
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Multiple channels are becoming the rule rather than the exception in the distribution of goods and services. The adoption of multiple channel strategies may deliver increased sales volumes and lower distribution costs, but may also provoke channel conflict and even an increase in distribution costs. Despite the popularity and implications of multiple channel strategies, little is known about these distribution structures. In fact, there is a remarkable theoretical and empirical research vacuum in respect of the reasons why multiple channels of distribution emerge. Consequently, the determinants of multiple channel strategies remain an issue, virtually unexplored. The present work is one of the first studies to address this research void. In particular, the work develops a model encapsulating a set of hypotheses on how certain factors determine the development of multiple channel strategies. Given the absence of a directly-related theoretical body of literature, the hypotheses were generated following a holistic view that considers channel design as a result of five different theoretical perspectives, which have been used in the research of other channel design and management issues. These theoretical perspectives are transaction cost economics, the literature on the organisation-environment interface, the resource and capability view of the firm, the competitive strategy field, and the traditional marketing literature on distribution channels. The development of the hypotheses also combines feedback from six exploratory interviews and news and reports in particular from the financial press. To test the research hypotheses, data was collected using a structured questionnaire, personally administered, from 62 financial services organisations. The sample concentrated on companies dealing with (at least) one of the following products: Motor insurance, mortgages, unit trusts, and personal pensions. Logistic regression was the 10 statistical technique utilised to assess the significance of the research hypotheses. For the testing process, two distinct classifications of channel strategies were defined. One involved the utilisation of cluster analysis to identify companies with different patterns of channel usage. This resulted in a classification of channel strategies that considers as multi-channel, only those cases where significant volumes of sales are obtained from each one of two or more distinct channels. The second classification considers as a multichannel strategy, any case where a product is distributed also by at least two distinct channels, but regardless of the importance of the sales obtained through each of them. These two classifications led to the identification of two different sets of relevant variables. Interactions between independent variables were also the subject of statistical analysis. The results supported some of the hypothesised relationships and led to the identification of other significant relationships not initially predicted. In general, the statistical findings indicate that multiple channels are positively associated with volatility in consumers' needs, heterogeneous consumers, market maturity, competitive strength, and scope economies; negatively associated with competitor and intermediary volatility, heterogeneous intermediaries, profit goals, consumer involvement, and internal channel conflict; and associated with intermediate levels of product sophistication. Therefore, this work contributes to the clarification of multiple channel choice through the development and testing of a set of propositions suggesting the factors determining the development of multiple channel strategies. These insights have the potential to stimulate research into multiple channel strategies, and to make multiple channel design a more systematic process, facilitating the development of more customer and competitor-driven distribution systems. The issues raised in this work demonstrate that there is a large scope for future research into multiple channel strategies.
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Chong, Yuk-leung. "Effects of conceptual-change teaching strategies on students' understanding of particulate nature of matter." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18815443.
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Voutsina, Chronoula. "The process of behavioural, representational and conceptual change in young children's strategies when solving arithmetic tasks." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252326.
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Monteiro, Bruno. "A conceptual model of a brand's presence on Facebook aligned with teenagers' motivations and marketing strategies." Master's thesis, NSBE - UNL, 2011. http://hdl.handle.net/10362/10095.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and EconomicsThis research aimed to propose a conceptual model of Relationship Marketing, embracing the stimuli and strategic marketing outcomes of the adolescent’s engagement with a brand, in Facebook (considering teenagers from 15 to 18 years old).
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Baragona, Michelle. "Multiple intelligences and alternative teaching strategies : the effects on student academic achievement, conceptual understanding and attitude /." Full text available from ProQuest UM Digital Dissertations, 2009. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1798967631&SrchMode=1&sid=3&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1268332374&clientId=22256.
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Thesis (Ph.D.)--University of Mississippi, 2009.Typescript. Vita. Major professor: Dr. Joe Sumrall Includes bibliographical references (leaves 110-114). Also available online via ProQuest to authorized users.
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Imenda, Grace Mbangweta. "Exploring foundation phase learners’ understanding of a healthy environment through conceptual change and collateral learning strategies." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1689.
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A dissertation submitted to the Faculty of Education in fulfillment of the requirements for the Degree of Doctor Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018This study was carried out in the King Cetshwayo District of the Province of KwaZulu Natal, South Africa. Four schools offering Foundation Phase education were randomly selected for the study from the accessible population. Altogether, a total of three hundred and twenty-eight learners participated in the study from Nseleni, Richards Bay and eSikhaleni education circuits. This study aimed to contribute to our understanding of how Foundation Phase (Elementary School) learners conceptualised a healthy environment, and whether or not instruction based on the classical cognitive conflict conceptual change model would differ from an approach based on collateral learning theory in educating grade three learners about a healthy environment. Specifically, the study set out to answer three research questions, namely: (a) What conceptions do grade three learners have of the construct of a healthy environment? (b) What explanations lie behind the learners’ conceptions of a healthy environment? and (c) Will there be a statistically significant difference in learner achievement between those taught through a cognitive conflict-based conceptual change approach versus those taught through an instructional approach based on the collateral learning theory? The theoretical basis of this study was built upon literature which pointed to the imminent threat to Planet Earth, seen against the devastating effects of human actions in the name of civilisation. Accordingly, elements from the cognitive conflict-based perspective of conceptual change and the collateral learning theory were integrated with Vygotsky’s theory of the Zone of Proximal Development to consummate a conceptual framework for the study. In the view of the researcher, the conceptualisation and development of the conceptual framework of this study was one of her significant outputs. The research methodology was situated within the mixed methods research paradigm, meaning that both qualitative and quantitative data were collected. As a mixed methods research project, there were two designs applied. The first was a Case Study design, formulated to address the first two research questions, and utilising a test and interviews. The second research design was the Non-Equivalent Groups quasi-experimental research design, which was directed towards addressing the third research question. Simple random sampling was used to select the four participating schools from the education Circuits that participated in this study. Data were collected through individually-based and focus group interviews, as well as a pre-test, which also served as a post-test. The interviews were used to explore the grade three learners’ understanding of a healthy environment and elicit explanations about their answers in the hope of revealing the underlying reasoning for their answers concerning a healthy environment. Permission was requested and obtained to have all the interviews voice-recorded so that the interviewers could focus on the conversations with the learners rather than, for instance, on note-taking. The test was used to establish the baseline knowledge that the learners had about a healthy environment, as well as estimate their gains following the two interventions. The written test was administered in the usual way as class tests. Qualitative data arising from individual and focus group interviews were analysed based on the hermeneutical approach – the first stage of which involved reading through all the transcripts of the learner responses and creating categories of description to identify emerging themes. This entailed finding patterns from which the themes and conceptual categories were constructed. In a reiterative process, the recurring themes and conceptual categories were progressively reduced in number by combining conceptually similar ones, resulting in a consolidated, fewer numbers of categories of descriptions. Quantitative data were analysed statistically using the Statistical Product and Service Solutions (SPSS). The analysis involved a comparison of the means as a result of the two interventions. In this regard, both the Analysis of Variance (ANOVA) and the t-test statistic were used. On the first research question, the majority of the participants demonstrated a good understanding of the term ‘environment’ in line with the espoused content of the Foundation Phase curriculum. On the definition of pollution, two categories of description emerged – that is, a view of pollution as some form or other of ‘contamination’, and pollution characterised in terms of its consequences or negative effects on the environment, people, animals and plants. On the whole, the learners demonstrated an acceptable level of understanding of the concept of pollution. Furthermore, the results showed that the learners had a good grasp of the concepts of safe drinking water; unsafe drinking water; wasting water; using water wisely; land/soil, air, water and noise pollution, well as the 3R’s of recycling, re-using and reducing. However, some mis- and/or alternative conceptions were noted. Overall, the general picture that emerged was that the grade three learners’ understanding of a healthy environment was in line with the expectations of the school curriculum at the Foundation Phase level. On the second research question the learners appeared to experience difficulty with the notion of recycling. On pollution, there was sufficient evidence that the learners made the connections between the respective photographic materials used and water, land/soil, air, and noise pollution. In addition, most learners gave explanations concerning how these types of pollution affected living organisms which depended on the particular environment. Furthermore, the learners easily distinguished between safe and unsafe drinking water, and gave satisfactory explanations about the adverse effects of drinking polluted water. However, it should also be mentioned that a few misconceptions also emerged from some of their explanations. These included the notions that one could catch TB from drinking dirty water, and that drinking clean water resulted in someone having enough blood. From learner explanations, the concept of re-using was partially understood. Overall, however, it should be stated that the learners had a good idea of the selected environmental concepts as prescribed by the Foundation Phase curriculum. On the third research question, although some gains had been made by both groups, there was no statistically significant difference between the two posttest mean scores. However, using the pretest scores as baseline, the collateral learning group had performed statistically significantly beyond the pretest, suggesting that there was some merit in thinking that collateral learning could be a productive approach to use in South African schools. The posttest mean score of the cognitive conflict-based conceptual change group was not significantly different from the pre-test mean score. This result suggests that more research is still needed to give clarity to this matter. Within the constraints of the study, the researcher is satisfied that much was achieved, and that the results reported in this study will go a long way in serving as baseline data for future research. The thesis ends with some recommendations in respect of both classroom practice and further research.
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Lake, Graham Alan. "The Effect of Teaching and Learning Strategies on Conceptual and Attitudinal Change of Gifted Primary Students." Thesis, Curtin University, 2017. http://hdl.handle.net/20.500.11937/66104.
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This study investigated the effectiveness of teaching and learning strategies in bringing about conceptual growth and attitudinal change in gifted upper primary students. The research adopted a quasi-experimental design to compare two types of learning cycle instructions for a basic electronics course. The research concluded that three-phase learning cycles were effective in maintaining students’ high level attitudes and interest in science, but there were no statistically significant differences in conceptual understanding between the two cycles.
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Ogbuehi, Philip Ikechukwu. "Evaluation of an innovative strategy for teaching systems of linear equations in terms of classroom environment, attitudes and conceptual development." Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/2464.
Full textAbstract:
This study, which was conducted among middle-school students in California, focused on the effectiveness of using innovative strategies for enhancing the classroom environment, students' attitudes, and conceptual development. Six hundred and sixty-one (661) students from 22 classrooms in four inner city schools completed the modified actual forms of the Constructivist Learning Environment Survey (CLES), the What Is Happening In this Class? (WIHIC) questionnaire, and the Test Of Mathematics Related Attitudes (TOMRA). The data were analyzed for the CLES, WIHIC, and TOMRA to check their factor structure, reliability, discriminant validity, and the ability to distinguish between different classes and groups. In terms of the validity of the CLES, WIHIC, and TOMRA when used with middle-school students in California, the factor analysis results attest to the sound factor structure of each questionnaire. The results for each CLES, WIHIC, and TOMRA scale for the alpha reliability and discriminant validity for two units of analysis (individual and class mean) compare favorably with the results for other well-established classroom environment instruments. A one-way analysis of variance (ANOVA) was also calculated for each scale of the CLES and WIHIC to investigate its ability to differentiate between the perceptions of students in different classrooms. The ANOVA results suggest that students perceived the learning environments of different mathematics classrooms differently on CLES and WIHIC scales. In general, the results provided evidence of the validity of these instruments in describing psychosocial factors in the learning environments of middle-school mathematics classrooms in California. The effectiveness of the innovative strategy was evaluated in terms of classroom environment and attitudes, as well as achievement, among a subgroup of 101 students.Effect sizes and t-tests for paired sample were used to determine changes in classroom environment perceptions, attitudes, and achievement for experimental and control groups. Pretest-posttest differences were statistically significant (p<0.05) for: the CLES scale of Shared Control for the experimental group, the TOMRA scale of Normality of Mathematicians for both the control and the experimental groups, the TOMRA scale of Enjoyment of Mathematics for the experimental group, and the achievement measure for both groups. Also ANCOVA was calculated to determine if differential pretest-posttest changes were experienced by the experimental and control groups in classroom environment perceptions, attitudes, and achievement. The results suggest that there were a statistically significant differential changes for Task Orientation, Normality of Mathematicians, Enjoyment of Mathematics, and achievement between the experimental and control groups. In each case, the experimental group experienced larger pretest-posttest changes than the control group. Overall, a comparison of the pretest-posttest changes for an experimental group, which experienced the innovative strategy, with those for a control group, supported the efficacy of the innovative teaching methods in terms of learning environment perceptions, attitudes to mathematics, and mathematics concept development. The results of simple correlation and multiple correlation analyses of outcome-environment associations for two units of analysis clearly indicated that there is an association between the learning environment and students’ attitudes and mathematics achievement for this group of middle-school mathematics students.In particular, there is a positive and statistically significant correlation between: Normality of Mathematicians and Student Negotiation, Involvement, and Task Orientation with the individual as the unit of analysis; Enjoyment of Mathematics and all three CLES and three WIHIC scales with the student as a unit of analysis, and for the four scales of Personal Relevance, Shared Control, Involvement, and Task Orientation with the class mean as the unit of analysis. The multiple correlations between the group of three CLES and three WIHIC scales and each of the two TOMRA scales are statistically significant for the individual as a unit of analysis. Overall, the study revealed positive and statistically significant associations between the classroom learning environment and students’ attitudes to mathematics. A two-way MANOVA with repeated measures on one factor was utilized to investigate gender differences in terms of students’ perceptions of classroom environment and attitudes to mathematics, as well as mathematics achievement. A statistically significant but small difference was found between the genders for Student Negotiation and Task Orientation. Female students perceived their mathematics classrooms somewhat more positively than did the male students. There was no statistically significant difference between the genders on achievement and students’ attitudes to mathematics. Qualitative information, gathered through audiotaped interviews, students’ journal, and analysis of students’ work, was used to clarify students’ opinions about the new approach, classroom environment perceptions, attitudes, and conceptual development.These qualitative information-gathering tools were utilized to obtain a more in-depth understanding of the learning environments (Tobin, Kahle, & Fraser, 1990) and the results of my study (Punch, 1998), as well as insights into students’ perceptions (Spinner & Fraser, 2005). The responses from the students’ interviews and students’ reflective journals from the group that experienced the innovative methods generally suggested that introducing Cramer’s rule as a method for solving systems of linear equations in the middle school can be beneficial and therefore might be considered for inclusion in the middle-school Algebra 1 curriculum more widely in California. Using only quantitative data would not have provided the richness that was derived from using mixed methods (Johnson & Onwuegbuzie, 2004). Therefore, qualitative data obtained from students who experienced the innovative method generally supported the quantitative findings concerning the effectiveness of this method for teaching and learning systems of linear equations.
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Adu-Boakye, Stella. "Development of a conceptual framework relating to ready-to-wear clothing for Ghanaian women for manufacturing strategies." Thesis, Manchester Metropolitan University, 2012. http://e-space.mmu.ac.uk/305090/.
Full textAbstract:
In recent years there has been a remarkable increase in anthropometric surveys taking place worldwide for development of sizing systems. It has been acknowledged that the extent to which one sizing system may be applied to different populations is limited due to the variability of body shapes and sizes. Various countries have developed their own sizing systems in order to reduce problems associated with clothing sizes and fit. This study established that no official anthropometric survey has been conducted in Ghana. The absence of any publication of a national sizing system, intended for clothing purposes has resulted in the need for a sizing system that will relate to Ghanaian women and satisfy their different body shapes. This study was undertaken to develop a conceptual framework to facilitate the understanding of clothing sizes, body shapes and manufacturing strategies for the production of ready-to-wear for Ghanaian women aged between of 16-35 years. A mixed approach to research methods was adopted which incorporated interviews, focus group discussions, questionnaires and anthropometric survey to achieve the aims of the research after an extensive review of literature. The grounded theory approach was used to analyse the qualitative data to ascertain key issues related to sizing systems, body shapes and manufacturing strategies. Data was obtained from clothing manufacturers, stakeholders and consumers in Ghana using non-probability purposive sampling methods. Twenty clothing manufacturers and four stakeholders were interviewed. Four focus groups were formed for the discussions and 400 questionnaires were administered to consumers. Eight hundred and forty two Ghanaian women aged between 16-35 years were measured using the manual body measurement procedures. A quantitative approach using correlation and one-way ANOVA programmes from the Statistical Package for Social Sciences (SPSS) was used to determine the relationships among the variables and to obtain statistical information for the development of the sizing system. The grounded theory using an inductive approach was used to analyse the qualitative data from the interviews and focus group discussions. The findings of this study have implications for manufacturing strategy for clothing manufacturers for the Ghanaian market. A conceptual framework was developed to help facilitate the understanding of clothing sizes, body shape and manufacturing strategy for the production of ready-to-wear clothing. The anthropometric survey helped to develop a size chart for Ghanaian women aged between 16-35 years in order to improve well fitted and quality garments to satisfy consumer clothing needs. This study also established significant relationships between body shape, body cathexis and clothing. It contributes greatly to knowledge by providing a detailed procedure involved in developing a research based anthropometric, which will serve as the basis for other future national anthropometric surveys for men and children in Ghana as well as West Africa. This study also provides original baseline data for future research on body shape and body cathexis on Ghanaian women of all ages.
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Gillespie, Ashley L. "Effects of incorporating classroom performance systems with metacognitive and conceptual strategies on the understanding of physical science concepts." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/gillespie/GillespieA0811.pdf.
Full textAbstract:
The use of Classroom Performance Systems (CPS) in classrooms has been studied extensively at the postsecondary level. However, there has been little research done at the secondary level, especially the middle school. This project investigated the effects of using the CPS with metacognitive and conceptual feedback strategies at a small middle school with one-third of the students qualifying for free and reduced lunch. Student's conceptual understanding was assessed by comparing the CPS unit to the traditional taught unit using pre and postunit assessment data, and interview data, which included concept mapping and conceptual questions. Other forms of data collection were employed in both units to determine the effects on long-term memory retention, ability to answer questions of varying levels of Bloom's Taxonomy, student attitudes, student engagement, and teacher attitudes. Long-term memory was observed using delayed assessments and delayed interview techniques. Student motivation and engagement were assessed through student surveys, observations, and cooperative group grading, and engagement checks. Effects on my own teaching, attitude, and motivation were determined through the use of journaling, self-evaluation, and peer observations. Using the CPS in conjunction with metacognitive and conceptual feedback strategies showed an increase in student understanding, especially on higher-levels of Bloom's Taxonomy. The CPS also showed increase in student attitude towards science. However, data showed mixed results of student engagement, long-term memory, and teacher attitudes.
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Cruz, Bohorquez Juan Manuel. "Instructional Change in Engineering Education: A Conceptual System Dynamics Model of Adoption of Research-Based Instructional Strategies in the Classroom." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/93511.
Full textAbstract:
The overall goal of this study was to better understand how the academic system affects change in instructional practices, referred to as instructional change, in engineering education. To accomplish this goal, and acknowledging the complex nature of academia, I used a technique designed to understand complex systems called System Dynamics Modeling. With such technique, I created a conceptual System Dynamics Model (SDM) that illustrates how the factors in the academic system interact dynamically to drive or hinder faculty motivation to adopt Research-based Instructional Strategies (RBIS) in their courses. The creation of this model followed a process that combined research literature with data gathered from 17 professors at an Engineering Department in another country.
The model was constructed through an iterative process of systematically reviewing the literature, gather empirical data and creating Causal Loop Diagrams (CLD). The CLD are representations of the different causal relationships between elements in a system which ultimately create what we called virtuous or vicious (reinforcing) cycles and balancing cycles. The whole idea was not to find the causes for professors' motivation to change but how the factors in the academic system reinforce or limit such motivation.
With this model I offered a different answer to the calls for change in engineering education toward increasing the pedagogical quality of our learning environments. My biggest argument is that previous instructional change initiatives have yielded low to moderate success, because effective instructional change would require a perspective that accounts for the complex nature of academia. With this study I am providing a different understanding of instructional change by using a system perspective that shows the interactions of elements within a complex system that ultimately influences faculty to adopt RBIS in their courses.Doctor of Philosophy
The overall goal of this study was to better understand how the academic system affects change in instructional practices, referred to as instructional change, in engineering education. To accomplish this goal, and acknowledging the complex nature of academia, I used a technique designed to understand complex systems called System Dynamics Modeling. With such technique, I created a conceptual System Dynamics Model (SDM) that illustrates how the factors in the academic system interact dynamically to drive or hinder faculty motivation to adopt Research-based Instructional Strategies (RBIS) in their courses. The creation of this model followed a process that combined research literature with data gathered from 17 professors at an Engineering Department in another country. The model was constructed through an iterative process of systematically reviewing the literature, gather empirical data and creating Causal Loop Diagrams (CLD). The CLD are representations of the different causal relationships between elements in a system which ultimately create what we called virtuous or vicious (reinforcing) cycles and balancing cycles. The whole idea was not to find the causes for professors’ motivation to change but how the factors in the academic system reinforce or limit such motivation. With this model I offered a different answer to the calls for change in engineering education toward increasing the pedagogical quality of our learning environments. My biggest argument is that previous instructional change initiatives have yielded low to moderate success, because effective instructional change would require a perspective that accounts for the complex nature of academia. With this study I am providing a different understanding of instructional change by using a system perspective that shows the interactions of elements within a complex system that ultimately influences faculty to adopt RBIS in their courses.
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Weaver, Beth Nixon. "Interactive text-image conceptual models for literary interpretation and composition in the digital age." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4602.
Full textAbstract:
This dissertation focuses on text-image conceptual models for literary interpretation and composition in the digital age. The models investigate an interactive blend of textually-based linear-sequential approaches and visually-based spatial-simultaneous approaches. The models employ Gestalt-inspired figure-ground segregation models, along with other theoretical models, that demonstrate the dynamic capabilities of images as conceptual tools as well as alternate forms of text. The models encourage an interpretative style with active participants in open-ended, multi-sensory meaning-making processes. The models use the flexible tools of modern technology as approaches to meaning-making with art strategies used for research strategies as well as a means to appreciate reading and writing in the context of an increasingly visual environment.ID: 028916553; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 359-370).
Ph.D.
Doctorate
Department of English
Arts and Humanities
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Ogbuehi, Philip Ikechukwu. "Evaluation of an innovative strategy for teaching systems of linear equations in terms of classroom environment, attitudes and conceptual development." Curtin University of Technology, Science and Mathematics Education Centre, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=18488.
Full textAbstract:
This study, which was conducted among middle-school students in California, focused on the effectiveness of using innovative strategies for enhancing the classroom environment, students' attitudes, and conceptual development. Six hundred and sixty-one (661) students from 22 classrooms in four inner city schools completed the modified actual forms of the Constructivist Learning Environment Survey (CLES), the What Is Happening In this Class? (WIHIC) questionnaire, and the Test Of Mathematics Related Attitudes (TOMRA). The data were analyzed for the CLES, WIHIC, and TOMRA to check their factor structure, reliability, discriminant validity, and the ability to distinguish between different classes and groups. In terms of the validity of the CLES, WIHIC, and TOMRA when used with middle-school students in California, the factor analysis results attest to the sound factor structure of each questionnaire. The results for each CLES, WIHIC, and TOMRA scale for the alpha reliability and discriminant validity for two units of analysis (individual and class mean) compare favorably with the results for other well-established classroom environment instruments. A one-way analysis of variance (ANOVA) was also calculated for each scale of the CLES and WIHIC to investigate its ability to differentiate between the perceptions of students in different classrooms. The ANOVA results suggest that students perceived the learning environments of different mathematics classrooms differently on CLES and WIHIC scales. In general, the results provided evidence of the validity of these instruments in describing psychosocial factors in the learning environments of middle-school mathematics classrooms in California. The effectiveness of the innovative strategy was evaluated in terms of classroom environment and attitudes, as well as achievement, among a subgroup of 101 students.Effect sizes and t-tests for paired sample were used to determine changes in classroom environment perceptions, attitudes, and achievement for experimental and control groups. Pretest-posttest differences were statistically significant (p<0.05) for: the CLES scale of Shared Control for the experimental group, the TOMRA scale of Normality of Mathematicians for both the control and the experimental groups, the TOMRA scale of Enjoyment of Mathematics for the experimental group, and the achievement measure for both groups. Also ANCOVA was calculated to determine if differential pretest-posttest changes were experienced by the experimental and control groups in classroom environment perceptions, attitudes, and achievement. The results suggest that there were a statistically significant differential changes for Task Orientation, Normality of Mathematicians, Enjoyment of Mathematics, and achievement between the experimental and control groups. In each case, the experimental group experienced larger pretest-posttest changes than the control group. Overall, a comparison of the pretest-posttest changes for an experimental group, which experienced the innovative strategy, with those for a control group, supported the efficacy of the innovative teaching methods in terms of learning environment perceptions, attitudes to mathematics, and mathematics concept development. The results of simple correlation and multiple correlation analyses of outcome-environment associations for two units of analysis clearly indicated that there is an association between the learning environment and students’ attitudes and mathematics achievement for this group of middle-school mathematics students.
In particular, there is a positive and statistically significant correlation between: Normality of Mathematicians and Student Negotiation, Involvement, and Task Orientation with the individual as the unit of analysis; Enjoyment of Mathematics and all three CLES and three WIHIC scales with the student as a unit of analysis, and for the four scales of Personal Relevance, Shared Control, Involvement, and Task Orientation with the class mean as the unit of analysis. The multiple correlations between the group of three CLES and three WIHIC scales and each of the two TOMRA scales are statistically significant for the individual as a unit of analysis. Overall, the study revealed positive and statistically significant associations between the classroom learning environment and students’ attitudes to mathematics. A two-way MANOVA with repeated measures on one factor was utilized to investigate gender differences in terms of students’ perceptions of classroom environment and attitudes to mathematics, as well as mathematics achievement. A statistically significant but small difference was found between the genders for Student Negotiation and Task Orientation. Female students perceived their mathematics classrooms somewhat more positively than did the male students. There was no statistically significant difference between the genders on achievement and students’ attitudes to mathematics. Qualitative information, gathered through audiotaped interviews, students’ journal, and analysis of students’ work, was used to clarify students’ opinions about the new approach, classroom environment perceptions, attitudes, and conceptual development.
These qualitative information-gathering tools were utilized to obtain a more in-depth understanding of the learning environments (Tobin, Kahle, & Fraser, 1990) and the results of my study (Punch, 1998), as well as insights into students’ perceptions (Spinner & Fraser, 2005). The responses from the students’ interviews and students’ reflective journals from the group that experienced the innovative methods generally suggested that introducing Cramer’s rule as a method for solving systems of linear equations in the middle school can be beneficial and therefore might be considered for inclusion in the middle-school Algebra 1 curriculum more widely in California. Using only quantitative data would not have provided the richness that was derived from using mixed methods (Johnson & Onwuegbuzie, 2004). Therefore, qualitative data obtained from students who experienced the innovative method generally supported the quantitative findings concerning the effectiveness of this method for teaching and learning systems of linear equations.
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Ratcliff, Diana. "Success Strategies for Small Service Business Owners." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5406.
Full textAbstract:
Small business owners struggle to sustain their businesses over time. According to U.S. Census data in 2014, only half of all small businesses survived beyond the first 5 years of operation, and only a third survived longer than 10 years. Grounded with the strategic contingency theory, the purpose of this multiple case study was to explore strategies small service business owners used to succeed beyond the first 5 years of operation. The target population consisted of 4 owners of small service and retail businesses in Arlington, VA, with fewer than 50 employees who have succeeded in business longer than 5 years. Through a process of methodological triangulation, data collected from financial documents, publicly available records, and external sources supplemented semistructured interview data. Using thematic analysis by coding narrative segments, 3 themes emerged including developing a unique marketing strategy, developing strategic leadership skills, and required business skills for sustainability. Successful unique marketing strategies emerged from understanding customer needs. The results from this study could benefit business owners by improving business success rates, which would have a positive economic effect on local community, including job creation, and sustainable economic stability. The implications for positive social change might include the reversal of small business failure trends through the application of successful business strategies.
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Olsson, Hagman Anneli. "Metaphors and Japan : Translating Conceptual Metaphors from a Survival Guide to Customs and Etiquette." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104752.
Full textAbstract:
The metaphor is known for creating problems when it comes to translation, not only because of cultural aspects but also because of a lack of a unified terminology and theory for translation strategies. This also applies to conceptual metaphors which are the subject of analysis in this paper where an English survival guide to the Japanese culture has been translated into Swedish. As both languages are of the Germanic family, the hypothesis argues that the relation between them is noticeable in the translation work as well as a tendency towards paraphrasing due to a richer vocabulary in the source language. Regarding conceptual metaphors, the aim is to analyse if there are any correlations between the type of metaphor and the choice of translation strategy as well as what factors affects said strategies. The results not only showed that the distribution of translation strategies supports the preferred order of priority in the background theory but also that there were very noticeable differences within the three metaphor categories. Factors affecting these results were found to differ between the categories due to the distinct differences in the metaphorical structures. These findings suggest that there indeed are correlations between the metaphor categories and their translation strategies. The closeness between the source and target languages were also found to be evident while at the same time indicating a tendency toward paraphrasing.
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Yilmaz, Diba. "The Comparative Effects Of Prediction/discussion-based Learning Cycle, Conceptual Change Text, And Traditional Instructions On Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/2/12608769/index.pdf.
Full textAbstract:
The purpose of this study was to investigate the comparative effects of prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT), and traditional instructions (TI) on 8th grade students&rsquounderstanding of genetics concepts and on their perceived motivation and perceived use of learning strategies. This study was carried out during 2006-2007 fall semester at a public elementary school in Ankara. A total of eighty-one 8th grade students from three intact classes were involved in the quantitative part of this study. Students in the first and second experimental groups instructed with HPD-LC and CCT, respectively. The students in control group received TI. In the qualitative part, pre- and post-instructional interviews held with six students were interpreted by using a multidimensional interpretive framework of conceptual change. In this study the Genetics Concept Test was administered as pre-test, post-test, and delayed post-test in order to examine the effects of instructional strategies on students&rsquo
genetics understanding and retention. The Motivated Strategies for Learning Questionnaire was administered as pre-test and post-test to examine the effects of instructional strategies on students&rsquo
motivation and use of learning strategies. The results of mixed between-within subjects ANOVA revealed that students in both experimental groups understood the genetics concepts and retained their knowledge significantly better than students in control group. One-way MANOVA results revealed that HPD-LC students used elaboration strategies significantly more than CCT students. Interview analysis by considering ontological, epistemological, and social/affective perspectives of conceptual change indicated that some students from each group underwent conceptual change concerning the genetics concepts.
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Duruk, Mert, and Ekin Topcu. "The Hidden Ingredients of Team Performance : A conceptual model for emotional intelligence, self-leadership and team performance." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84464.
Full textAbstract:
Due to globalization and increasing complexity within the business environment, teams have become a way of life for many organizations in order to generate higher performance and sustain competitive advantage. Organizations, however, may fail to fully benefit from teams despite all the investment and efforts that they make. Herein, we believe that a possible way to cope with these failures might be establishing an understanding that individuals’, particularly team members’ need for autonomy within teams through accomplishing self-discipline and managing their emotions and behaviors. Therefore, our purpose in this study is to investigate the relationship between individuals’ emotional intelligence and their self-leadership ability in the context of team performance. In line with this purpose, we find plausible to employ conceptual research approach in order to build an integrated and logical model, with proposed hypotheses, which could be used as a departure point for the researchers and their empirical studies in the future. Through this model, we argue that individuals’ emotional intelligence has a positive impact on the self-leadership ability and its three strategies, which are behavior focus strategy, natural reward strategy, and constructive thought patterns strategy, by managing and regulating one’s own and other’s emotions. Hence, as suggested, the association of emotional intelligence and self-leadership can influence team communication, team trust, team learning and team creativity positively thus it may enhance the overall team performance.
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Madden, Danielle R. "An event-level conceptual model of college student drinking: The role of protective behavioral strategies, alcohol expectancies, and drinking motives." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492518224629771.
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Heikkilä, Sara. "Functions and Strategies : The translation of narrative metaphors in a popular scientific text." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45415.
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The aim of this paper is to describe how functions of metaphors relate to translation strategiesin a translation of a popular scientific article from English to Swedish. The investigation isbased on a close reading of the source and target texts which identifies metaphors of fourdifferent functions: pedagogical, theory-constitutive, decorative and narrative. The methodfor metaphor identification is adapted from Merakchi and Rogers (2013) while the translationstrategies discussed have been borrowed from Toury (2012). These strategies reflect realtranslator behaviour and take into account source and target texts equally. The investigation starts with a quantitative summary of translation strategies which showsthat in the vast majority of cases metaphors exist simultaneously in the source and targettexts, whether it is as ―the same‖ or a ―different‖ metaphor. The qualitative analysis bringsforward that metaphors in general have a narrative function, sometimes in addition to adifferent function. It goes on to show that narrative themes are important to create links i)within the text, ii) to the scientific community and iii) within a wider cultural context, andthat this works for both source and target text independently.
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Thomas, Gregory P. "Developing metacognition and cognitive strategies through the use of metaphor in a Year 11 chemistry classroom." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36604/1/36604_Digitised%20Thesis.pdf.
Full textAbstract:
Several problems persist in relation to students' science learning. One problem is that students have often been found to be lacking in metacognition, that is, they show minimal evidence of knowledge, awareness and motivated application and control of learning processes associated with higher order learning including cognitive strategies. A second problem, not restricted to science learning and related to the first problem, is that students have been repeatedly found to possess narrow views of teaching and learning that restrict their willingness to be self-regulators of their own learning. Both problems are associated with students' lower than desired learning outcomes in science education and the as yet unresolved problems associated with students' possession of alternative conceptions of science phenomena. A means of communicating with students regarding alternative views of teaching and learning and empowering learning processes is required to try to address these problems.
Metaphor was identified as a pervasive and powerful means of communication that underpins social and individual consciousness, cognition and discourse. Metaphor has been used extensively with teachers to bring about conceptual change related to teachers' conceptions of teaching and their learning practices. The possibility of using metaphor in order to try to bring about changes to students' metacognition, including beliefs about teaching and learning, and their learning processes was explored in this research.
This study investigated the effects of an intervention that was centred on the metaphor, "learning is constructing," on the metacognition, learning processes and perceptions of learning of a class of twenty-four Year 11 chemistry students. The research questions asked whether students' metacognitive knowledge, their metacognition, and/or their beliefs about learning could be changed by such an intervention. An interpretive methodology, characterised by a multi-methods approach and guided by a constructivist framework, was employed to gain insights into students' metacognition, their learning processes and their beliefs about the nature of teaching and learning. The researcher was the normal classroom teacher who engaged in the research as a participant observer.
Prior to the intervention students were found to have low levels of metacognition. Their learning processes were predominantly characterised by the enactment of metacognitive knowledge that was consistent with their beliefs about teaching and learning. These beliefs were predominantly congruent with a transmissionist view of educational practice. Following the intervention one half of the class reported evidence of increased metacognition. These students also reported changes to their metacognitive knowledge and their learning processes. For some students these changes were reflected in improved learning outcomes. Some students also reported evidence of changes to their beliefs about the nature of teaching and learning. A key aspect of the results was the variability in the effect of the intervention, as no two students reported identical changes. Students' decisions in relation to changes mooted by the metaphor were made with reference to a variety of contextual factors.
The findings of this study highlight the potential of using metaphor to provide students with opportunities to consider theories of learning and learning processes that that may be alternatives to their current theories and processes. Such a use of metaphor makes progress towards developing a language of learning for use with students. Significantly, the findings of this study also suggest that viewing metacognition as an individually constructed yet socially mediated construct is useful for understanding the factors that influence students' decisions in relation to becoming more metacognitive ·or changing their learning processes. The major implication for teaching is that other classroom teachers may be able to use metaphor to initiate opportunities for students' to reflect on and possibly change their beliefs, learning processes and, possibly, their learning outcomes. The full potential of such a use of metaphor is still unknown and directions for future research are outlined.
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Williams, Bryn Rhys. "Imagining and reasoning : an attempt to define a clear conceptual distinction between two cognitive strategies available for the manipulation of information." Thesis, King's College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324495.
Full textAbstract:
In this study, I attempt to identify a distinct role for the imagination in manipulating and organising information states. To this end, I begin with an exegesis of Aristotle's account of phantasia in De Anima. I argue against two established views of the nature of Aristotle's phantasia-the view that phantasia is merely a faculty for apprehending appearances, and the view that it is a special catch all faculty for having "non-paradigmatic sensory experiences". I then continue to argue that for Aristotle, phantasia was a distinct faculty that discriminates between experiences by virtue of recognition. Once I have established the plausibility of such a position, I move from consideration of Aristotle's idea of phantasia to an account of recent evidence provided by cognitive science for distinguishing a capacity for manipulating information which is recognition based, and conceptually distinct from reason, or "theory-driven" thought. To this end, I appeal to evidence concerning the nature of spatial reasoning, and provide an exhaustive account of the "Imagery Debate" as paradigmatic of non-theory driven cognitive capacities. Finally, I provide an account of the mechanisms that underlie the efficacy and domain of non-theory driven thought by appeal to two explanatory resources: Simulation theory, and idea of a "cognitive map".
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du, Toit Gawie. "Conceptualization - a necessity for effective learning of mathematics at school." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82474.
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Xavier, Graziane de O. "Motivational Teaching Strategies in a Brazilian EFL School: How Important are they and how Frequently are they used?" Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1126907237.
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Bulunuz, Nermin. "Understanding of Earth and Space Science Concepts: Strategies for Concept Building in Elementary Teacher Preparation." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/ece_diss/2.
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Research on conceptual change provides strong evidence that not only children but also many adults have incorrect or incomplete understanding of science concepts. This mixed methods study was concerned with preservice and inservice teachers’ understanding of six earth and space science concepts commonly taught in elementary school: reasons for seasons, phases of the moon, reasons for the wind, the rock cycle, soil formation, and earthquakes. The first part of the study determined and compared the level of conceptual understanding held by both groups on topics they will need to teach in the Georgia Performance Standards [GPS]. The second part focused on whether readings or hands-on learning stations, in some cases combined with concept mapping, improves preservice teachers’ understanding of these concepts. The third part described the application of conceptual change strategies of one group of preservice teachers during their field placements. The overall sample was two cohorts of preservice teachers, one cohort of preservice teachers from an alternative initial certification program, and two masters’ cohorts consisting of inservice teachers. Four data sources were: a six item open-ended survey, concept maps, the field assignments, and the researcher’s field notes. Rubrics were used to score answers to each survey question. Concept map scores were calculated based on the criteria developed by Novak and Gowin (1984). The first part of the study shows that both preservice and inservice teachers have low conceptual understanding of the earth science concepts taught in elementary school. Independent samples t-tests results indicate that both groups have similar understanding about these concepts. A two way ANOVA with repeated measures analysis demonstrated that readings and learning stations are both successful in building preservice teacher’s understanding and that benefits from the hands-on learning stations approached statistical significance. A paired samples t-test shows that concept mapping added to the participants’ conceptual understanding whether the participants learned the concepts through readings or stations. Finally, field assignments allowed the participants to apply knowledge that they learned in their science methods course in their classroom placements. This study has implications for teacher preparation programs, staff development, and conceptual change practices in field placements.
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Alfayez, Abdulaziz Abdullah A. "Exploring the Level of Conceptual Mastery in Computational Thinking Among Male Computer Science Teachers at Public Secondary Schools in Saudi Arabia." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1538656498846648.
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Bugg, Jessica. "Interface : concept and context as strategies for innovative fashion design and communication : an analysis from the perspective of the conceptual fashion design practitioner." Thesis, University of the Arts London, 2006. http://ualresearchonline.arts.ac.uk/5663/.
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This practice-led PhD proposes alternative practices in a research and design context that explore the intersection of fashion, fine art and performance methodology and practice. The project exposes and documents the emergence and development of conceptual and experimental fashion and interdisciplinary practice at the edges of the fashion discipline. The research provides new insights into the way fashion designers can work conceptually and how their work might be perceived differently, dependent on contexts of presentation. It investigates how the concept behind the design and the context of presentation affect these readings for both the viewer and the wearer. It uncovers the emotional and experiential factors of fashion and exposes how we experience and respond to clothing/fashion in a variety of contexts. The thesis draws attention to the lack of specific identification given to conceptual thinking in fashion design as an outcome within its own right and proposes new applications and approaches to this practice. The research methodology developed within the practice extends the potential of communicating body related concepts to wearers and viewers through the medium of clothing worn on the body and can be applied in part or whole across a range disciplines. The thesis synthesises a body of knowledge to inform practitioners of conceptual fashion and reveals the complexity of communication between designer, wearer and viewer of conceptual fashion in specific contexts. The researcher has designed collections of concept-based work, which are not driven by market constraints, trends and seasons but by concepts and processes. These collections have been tested and analysed in a variety of contexts and written up as three major case studies. The process of design developed within this research focuses on the body, movement and behaviour; through experimentation and testing it reaffirms the emphasis on the creative process allowing for consideration of context as fundamental to the communication of embodied concepts. It is argued that it is necessary for fashion designers to review the way in which they design for specific contexts such as dance, exhibition and areas of fashion promotion and communication. This requires a different approach that pays attention to both concept and context at the point of inception.
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Alvarado, Adrian. "La Russie en Arctique occidental : strategies d'Etat et interactions des acteurs." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2109.
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Au cours de la première décennie du XXIe siècle l'Arctique a fait l’objet d’une attention croissante de la part des chercheurs, des politiciens et des multinationales. En effet, les problématiques liées au changement climatique, et le regain d’interêt politique et économique des Etats côtiers et non côtiers, a peu à peu fait apparaître cette région comme un endroit stratégique sur l'échiquier des grandes puissances. Depuis 2001, la Fédération de Russie a entrepris plusieurs actions afin de garantir ses intérêts nationaux dans ce qu'elle considère comme l’Arctique russe, un espace qui comprend environ 22600 kilomètres de littoral avec l'océan Arctique. Or, le changement climatique, les développements socio-économiques et les impératifs stratégiques ont conditionné cette politique pour l’Arctique. Les oblasts de Mourmansk et d’Arkhangelsk jouent, de nos jours, un rôle majeur dans la mise en œuvre de la stratégie russe pour la région arctique. Ce travail évaluera donc les défis majeurs de stratégie et de sécurité nationale russes en Arctique occidental au regard des récents changements du modèle politique et économique russe, du rôle émergent d'acteurs privés et étrangers ainsi que des spécificités des régions arctiques et sous-arctiques. Dans une première partie de notre travail nous essayerons de souligner l’importance stratégique et économique de l’Arctique Occidental pour la Fédération de Russie. Une approche historique nous permettra de mieux comprendre le rôle actuel des oblasts de Mourmansk et d’Arkhangelsk tandis que l’analyse de l’évolution démographique, industrielle et commerciale de ces régions nous fera apprécier son potentiel socio-économique. Enfin, une analyse de l’adaptation des industries énergétiques et du complexe militaro-industriel aux marchés internationaux sera entreprise ainsi qu’une évaluation des risques liés au changement climatique et à la pollution industrielle. Dans une deuxième partie, nous analyserons les principales problématiques rencontrés par les acteurs étatiques et privés en Arctique occidental. Afin d’identifier les principaux enjeux, nous avons transposé des théories des relations internationales à la géopolitique (Waltz, Keohane, Putnam). Tout particulièrement, nous utiliserons pour cette analyse les modèles conceptuels de Graham Allison et son approche sur les intérêts nationauxDuring the first decade of the XXIth century, the Arctic has received growing attention from scholars, policymakers and multinational corporations. Climate change as well as renewed political and economical interests from coastal and non-coastal States had repositioned this region as a prospective theater in the Great powers chessboard. Since 2001, the Russian Federation has taken several international and domestic actions to guarantee its national interest in what it considers as the Russian Arctic, a space that comprises about 22 600 kilometers of national coastline with the Arctic Ocean. But climate change, historical socio-economic developments and strategic imperatives have conditioned this engagement.The Murmansk and Arkhangelsk oblasts plays nowadays a leading role in the implementation of a cross-domain Russian strategy for the Arctic region. This dissertation will then assess the central challenges of Russian National Security and Strategy in the Occidental Arctic taking in consideration recent changes in the Russian Federation political and economical model, the emerging role of private and foreign actors and the specificity of Arctic and sub-Arctic regions.The first part of this dissertation will try to underline the past/current strategic and economical relevance of the Occidental Arctic for the Russian Federation. A historical approach will allow us to better understand the current role of Murmansk and Arkhangelsk oblasts while we will appreciate its socio-economic potential thanks to the analysis of demographic, industrial and commercial developments of these regions. Finally, a study on defense and energy industries adaptation to international markets will be conducted as well as a regional risk-assessment concerning climate change and industrial pollution.In a second part, our main objective is to demonstrate the strategic and economical importance of the Murmansk and Arkhangelsk oblasts for the Russian Arctic policy. This will lead us to analyse core issues in the Occidental Arctic for state and industry actors. The methodology applied to identify the main trends in these issues is a combination of the French school of geopolitics with relevant theories of international relations (Waltz, Keohane, Putnam). Graham Allison’s conceptual models and his approach on national interests will be applied in the analysis
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Akhlaq, Ather. "Facilitating health information exchange in low- and middle-income countries : conceptual considerations, stakeholders perspectives and deployment strategies illustrated through an in-depth case study of Pakistan." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25472.
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Background Health information exchange (HIE) may help healthcare professionals and policymakers make informed decisions to improve patient and population health outcomes. There is, however, limited uptake of HIE in many low- and middle-income countries (LMICs). While resource constraints are an obvious barrier to implementation of HIE, it is important to explore what other political, structural, technical, environmental, legal and cultural factors may be involved. In particular, it is necessary to understand associated barriers in relation to context-specific HIE processes and deployment strategies in LMICs with a view to discovering how these can be overcome. My home country Pakistan is currently struggling to implement HIE at scale and so I undertook a detailed investigation of these issues in the context of Pakistan to generate insights on how best to promote uptake of HIE in Pakistan and in LMICs more generally. Aims The concept of HIE is evolving both over time and by context. To gain a clearer understanding of this terrain, I began by identifying different definitions of HIE in the literature to understand how these had evolved and the underlying conceptual basis for these changes. Second, I sought to understand the barriers and facilitators to the implementation and adoption of HIE in LMICs. Building on this foundational work, I then sought to explore and understand in-depth stakeholders perspectives on the context of and deployment strategies for HIE in Pakistan with a view to also identifying potentially transferable lessons for LMICs. Methods I undertook a phased programme of work. Phase 1 was a scoping review of definitions, which involved systematically searching the published literature in five academic databases and grey literature using Google to identify published definitions of HIE and related terms. The searches covered the period from January 1900 to February 2014. The included definitions were thematically analysed. In Phase 2, to identify barriers and facilitators to HIE in LMICs, I conducted a systematic review and searched for published and on-going (conference papers and abstracts) qualitative, quantitative and mixed-method studies in 11 academic databases and looked for unpublished work through Google interface from January 1990 to July 2014. Eligible studies were critically appraised and then thematically analysed. Finally, in Phase 3 I conducted a case study of HIE in Pakistan. Data collection comprised of interviews of different healthcare stakeholders across Pakistan to explore attitudes to HIE, and barriers and facilitators to its deployment. I also collected evidence through observational field notes and by analysing key international, national and regional policy documents. I used a combination of deductive thematic analysis informed by the theory of Diffusion of Innovations in Health Service Organisations that highlighted attributes of the innovation, the behaviour of adopters, and the organisational and environmental influences necessary for the success of implementation; and a more inductive iterative thematic analysis approach that allowed new themes to evolve from the data. The findings from these three phases of work were then integrated to identify potentially transferable lessons for Pakistan and other LMICs. Results In Phase 1, a total of 268 unique definitions of HIE were identified and extracted: 103 from scientific databases and 165 from Google. Eleven attributes emerged from the analysis that characterised HIE into two over-riding concepts. One was the ‘process’ of electronic information transfer among various healthcare stakeholders and the other was the HIE ‘organisation’ responsible to oversee the legal and business issues of information transfer. The results of Phase 1 informed the eligibility criteria to conduct Phase 2, in which a total of 63 studies met the inclusion criteria. Low importance given to data informed decision making, corruption and insecurity, lack of training, lack of equipment and supplies, and lack of feedback were considered to be major challenges to implementing HIE in LMICs, but strong leadership and clear policy direction coupled with the financial support to acquire essential technology, provide training for staff, assessing the needs of individuals and data standardisation all promoted implementation. The results of Phases 1 and 2 informed the design and content of Phase 3, the Pakistan case study. The complete dataset comprised of 39 interviews from 43 participants (including two group interviews), field observations, and a range of local and national documents. Findings showed that HIE existed mainly in/among some hospitals in Pakistan, but in a patchy and fragmented form. The district health information system was responsible for electronically transferring statistical data of public health facilities from districts to national offices via provincial intermediaries. Many issues were attributed to the absence of effective HIE, from ‘delays in retrieving records’ to ‘the increase in antibiotic resistance’. Barriers and facilitators to HIE were similar to the findings in Phase 2, but new findings included problems perceived to be the result of devolution of health matters from the federal to provincial governments, the politicised behaviour of international organisations, healthcare providers’ resistance to recording consultations to avoid liability and poor documentation skills. Public pressure to adopt mobile technology frameworks was found to be a novel facilitator whereas sharing regional health information with international organisations was perceived by some participants as disadvantageous as there were concerns that it may have enhanced espionage activities in the region. Conclusions HIE needs to be considered in both organisational and process terms. Effective HIE is essential to the provision of high quality care and the efficient running of health systems. Structural, political and financial considerations are important barriers to promoting HIE in LMICs, however, strong leadership, vision and policy direction along with financial support can help to promote the implementation of HIE in LMICs. Similarly, the federal and provincial governments could play an important role in implementing HIE in Pakistan along with the support of international organisations by facilitating HIE processes at federal and provincial levels across Pakistan. This however seems unlikely for the foreseeable future. At a meso- and micro-level, HIE in Pakistan and other LMICs could be achieved through using leapfrog mobile technologies to facilitate care processes for local organisations and patients. Specifically, the study on Pakistan has highlighted that LMICs may achieve modest successes in HIE through use of patient held records and use of now ubiquitous mobile phone technology with some patient and organisational benefits, but scaling these benefits is dependent on the creation of national structures and strategies which are more difficult to achieve in the low advanced informatics skill and resource settings that characterise many LMICs.
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Samson, Christina Muriel. "Italian undergraduate students comprehending economics and business texts in English as a foreign language : a case study of language-conceptual transfer strategies used in reading domain-specific texts." Doctoral thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/8274.
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Includes abstract.Includes bibliographical references (leaves 236-258).
This study, within the Vygotskyian constructivist socio-cultural developmental framework, investigates the interdependence of general and domain-specific conceptual knowledge, cognitive and metacognitive strategies, attitude, motivation and context in the process of bidirectional ItalianΓåöEnglish transfer in Italian undergraduates comprehending domain-specific texts in the Faculty of Economics, University of Florence, Italy. The method adopted is primarily qualitative, with quantitative support.
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Tsai, Hui-Hsien. "Learning styles and online participation of practicing teachers in an online support group a mixed method study of the influence of learning styles on online participation, conceptual change, and perceptions of problem solving and support /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/6094.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 22, 2009) Vita. Includes bibliographical references.
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Björklund, Elin Maria. "Metaphorical mountainscapes : Translating metaphors, similes and metonymy in an adventure travel guide." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-97999.
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This study examines the translation of an adventure travel guide from English to Swedish, focusing on the translation of conventional metaphors, original metaphors, metonymy and similes, with special attention to conceptual metaphors. The results show that most of the metaphors are reproduced in the target text, along with most of the metonymic segments and all similes. The findings suggest that the relatively high rate of metaphors and metonymy reproduced is due to a high degree of shared metaphorical concepts in source and target culture, whereas the decrease likely is due to an asymmetry in the preference of usage and degree of elaboration for these metaphors. The qualitative analysis shows that many conceptual metaphors fulfilled important functions in the source text, which confirms previous research that preserving the conceptual metaphors as much as possible in the translation process is essential in order to preserve all the functions of the source text. Analysis of metonymy and the personification of cities shows how the metonymic concept place for person is related to the central theme of personification and that this concept is likewise used to fulfill an important purpose of the source text, showing that metonymy is equally important to preserve in the translation process. The results of this study suggest that the choice of translation strategy in some cases is less dependent on category and more dependent on to what extent the cultural concepts that the metaphor/simile/metonymy is based on is similar/different, more/less elaborate or more/less preferred in source and target culture.
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Travis, Jr Raphael. "Arrested development to agents of change understanding the relationship between youth worker conceptual frames of African-American & Latino adolescents and program strategies in youth development and youth organizing programs /." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1414121801&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Eriksson, Maria. "Building a Balanced Organizational Culture – Imagery in Corporate Storytelling : Metaphors and Translation." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96428.
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This study investigates the use of metaphors in corporate storytelling and the strategies that may be applied when translating these from English to Swedish. The conceptual metaphor theory was used as a starting point for the investigation of structural metaphors in particular. The results reveal that the most common translation strategy was keeping the same conceptual metaphor in the target text. The second most common strategy was changing into a different metaphor. Moreover, metaphors were often omitted which results in a translation with less evocative imagery. The metaphorical concepts organism and building were found to be the most frequent. The weave metaphor was frequent in storytelling, and the organism, building, and machine metaphors were common in business contexts, similar to what earlier studies have found. Some conceptual metaphors were less frequent in the translation due to cultural differences, although both similarities and differences were encountered when analyzing the metaphorical expressions in detail. The study also reveals that an awareness of organizational metaphors is fundamental in order to render an inspirational and persuasive text in this genre as accurately as possible, while at the same time being faithful to the style and imagery in the original.
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Ijeh, Sunday Bomboi. "How competent mathematics teachers develop pedagogical content knowledge in statistics teaching." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24074.
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This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical framework that guided the research and data collection. The study’s methodology consisted of two phases. In the first phase, the six identified mathematics teachers undertook a conceptual knowledge written exercise. The result of this exercise was used to select the best four performing teachers for the second phase of the study. The second phase consisted mainly of lesson observations, interviews, written documents in the form of completed questionnaires, written diaries or reports, document analysis designed to produce rich detailed descriptions of participating teachers’ PCK in the context of teaching statistics concepts at school level. The concept mapping exercise was used to indirectly assess participating teachers’ content knowledge and their conceptions of the nature of school statistics and how it is to be taught. The qualitative data obtained were analysed to try to determine individual teachers’ content knowledge of school statistics, related pedagogical knowledge, knowledge of learners’ conceptions in statistics teaching, knowledge of learners’ learning difficulties as well as how they developed their PCK in statistics teaching. The analysis was done based on iterative coding and categorisation of responses and observations made to identify themes, patterns, and gaps, in school statistics teaching. Commonalities and differences if any, in the PCK profiles of the four participating teachers were also analysed and determined. The results of the study showed that overall, individual teachers develop their PCK in school statistics teaching by: (a) formally developing their knowledge of the subject matter in a formal undergraduate educational programme, as well as subject matter content knowledge during classroom practice; (b) using varied topic-specific instructional skills such as graphical construction skills in teaching statistical graphs; (c) using diagnostic techniques (oral questioning and pre-activity, class discussions and questioning) and a review of previous lessons to introduce lessons, and to determine learners’ preconceptions in statistics teaching ; (d) Using teaching strategies that can help to identify learners’ learning difficulties as well as intervention to address the difficulties; (e) continually updating their knowledge of school statistics by attending content knowledge workshops and other teacher development programmes designed to improve content knowledge and practice.Thesis (PhD)--University of Pretoria, 2012.
Science, Mathematics and Technology Education
unrestricted
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Cavalcanti, Bianor Scelza. "The "Equalizer" Administration: Managerial Strategies in the Public Sector." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/26644.
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The purpose of this dissertation is to understand the managerial â actionâ of public administrators in the management of their organizations within the brazilian context.
It seeks to understand the relationships between managers and formal management mechanisms by exploring the complementary nature of the effective managerial action in the face of structural deficiencies and flaws, considering the possibility of overcoming the structuralism-subjectivism dichotomy present in the construction of the Theory of Organizations.
Initially, the study provides a review of the literature on organizational design. It highlights the â goodness of fitâ proposition on strategic choice issues concerning the main organizational variables design and organizational goal attainment. It also calls special attention to the emerging interest of designing theorists on interpretivist aproachs to the matter, such that of Karl Weick.
A review of the the administrative reforms in Brazil is made from the perspective of the main stream organizational design conceptual framework. It highlights the complex dynamics of a constant search for differenciation and flexibilization subject to patherns of advances and reversals, due to the centrality, streng and pervasiveness of the bureaucratic model. It is concluded that in no single given moment, a public manager and his team, may count on a formal organizational design wich attends the â congruencyâ criteria, devised by organizational design conceptual frameworks, to explain organizational results in different environmental sets. Although this conclusion may explain failure at the public sector, it can not provide understanding on the many instances of significative success attained by government operations in spite of inadequate formal administrative structures. This point calls for a better understanding from the interpretivist aproach, on how public administrators, strongly associated with good organizational results, engage into transformative action, in order to superate administrative structures flaws and disfuncional cultural patherns of conduct, structurally present and constantly reproduced, in vigorous develloping countries, such as Brazil.
The dissertation transcribes the testimony of four outstanding public administrators, doing a deep incursion in the managerial real world of public administration, as subjectivelly defined by them and transformed by their engagement into action.Through the thematic version of the Oral History methodology, full segments of the complete enterviews are
cathegorized into the thirty two managerial strategies captured wich are presented on a recathegorized manner under eight main strategies: (1) Interchanging Frames of Reference; (2) Exploring the Formal Limits; (3) Playing the Bureaucracy Game; (4) Inducing the Inclusion of Others (5)Promoting Internal Cohesion; (6) Creating Shields against Transgressions; (7) Overcoming Internal Restrictions; (8) Letting the Structures Blossom. Each one of these eight blocks of strategies presented, deserves further reflexive interpretation by the author, on the light of the interpretivist aproach to organizational design.
A final effort is made, now on theory building, for improuving understanding on the matter. In order to find a significant meaning underlining all the strategies extracted from the â practical constiounessâ of the enterviweers as revealed in their report, the author resort to a methafor. This methafor helps to: (1) better describe and understand a not adequately treated phenomenon, namely, good results under inadequate structural social and organizational conditions; (2) reveal the logic and the meaning underlining all the strategies adopted to generate results under these unfaithfull conditions; (3) name, accordingly to the nature of the managerial transformative social action envolved, an open ended class of managerial interventions of a pragmatic sort driven by an ethics of results much common to good managers, that is, the concept of â managerial equalizationâ ; and (4) give back to public administrators, represented by the enterviwees, to be incorporated in their â discursive counciousnessâ , something the most effective and experienced public managers already have as tacit knowledge built in their â practical counsciousnessâ , and so, help the education and development of new talents.Ph. D.