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Dissertations / Theses on the topic 'Conceptual writing'
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Paz, Enrique E. III. "TOWARD CONCEPTUAL CHANGE: CONCEPTIONS, ACTIVITY, AND WRITING." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564185085442896.
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Beaulieu, Derek. "Text without text : concrete poetry and conceptual writing." Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/text-without-text(9881aca7-f74a-4f6e-b8d2-58d83c01d7ae).html.
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Concrete poetry has been posited as the only truly international poetic movement of the 20th Century, with Conceptual writing receiving the same cultural location for the 21st-Century. Both forms are dedicated to a materiality of textual production, a poetic investigation into how language occupies space. My dissertation, Text Without Text: Concrete Poetry and Conceptual Writing consists of three chapters: “Dirty”, “Clean” and Conceptual.” Chapter One outlines how degenerated text features in Canadian avant-garde poetics and how my own work builds upon traditions formulated by Canadian poets bpNichol, bill bissett and Steve McCaffery, and can be formulated as an “inarticulate mark,” embodying what American theorist Sianna Ngai refers to as a “poetics of disgust.” Chapter Two, “Clean,” situates my later work around the theories of Eugen Gomringer, the Noigandres Group and Mary Ellen Solt; the clean affectless use of the particles of language in a means which echoes modern advertising and graphic design to create universally understood poetry embracing logos, trademarks and way-finding signage. Chapter Three, “Conceptual,” bridges my concrete poetry with my work in Conceptual writing—especially my novels Local Colour and Flatland. Conceptual writing, as theorized by Kenneth Goldsmith, Vanessa Place and others, works to interrogate a poetics of “uncreativity,” plagiarism, digitally aleatory writing and procedurality. Text Without Text: Concrete Poetry and Conceptual Writing also includes three appendices that outline my poetic oeuvre to date.
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Kan, Philip Art College of Fine Arts UNSW. "Running out: conceptual behavior and writing in digital sculpture." Awarded by:University of New South Wales. Art, 2007. http://handle.unsw.edu.au/1959.4/43555.
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Artists apply the elements of everyday life from their environment into artworks. This transformation of facts in their artworks becomes part of the artist's everyday life. The idea of conceptual behaviour applied to everyday life is the cornerstone of my creative process. The idea of conceptual behaviour in my work is inspired by the movement of conceptual art. I believe a form of conduct appears during the process of creation and this is what I have investigated. I was born and grew up in Hong Kong until I was 16 and then moved to Australia. Due to this background, I find myself running between two languages: Chinese is my native language and English is the language for my everyday living. Wherever I travel in different regions, the situation persists. Writing is one of the important factors in my work. There are other forms of written languages and experimental writings in this series of work, for example; newspaper texts from general media, videotexts and form of video writing collaborate with digital media, and calligraphy from Chinese language. Calligraphy becomes a form of performance during the process of this piece of work. This process documented by video camcorder, a tool in digital media. Digital elements play a critical role in this creation. There are certain formats of digital elements involved. They include, video collage with different visual resources, documentary of the process, split screen projections in further phase of process and the whole series of works presented as embedded video. Another important element in my work is the idea of embedded video as a form of sculpture. Embedded video is introduced by merging digital media with sculptural forms. Video projections and video monitors merge with white pedestals, two white stages and white cans in a gallery environment.
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Bischof, Christine. "Conceptual, rhetorical and linguistic problems in second-language academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22065.pdf.
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Bischof, Christine (Christine Anita) Carleton University Dissertation Linguistics and Applied Language Studies. "Conceptual, rhetorical and linguistic problems in second-language academic writing." Ottawa, 1997.
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Venters, Christopher Harry IV. "Using Writing Assignments to Promote Conceptual Knowledge Development in Engineering Statics." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51206.
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Learning of threshold concepts in engineering science courses such as statics has traditionally been a difficult and critical juncture for engineering students. Research and other systematic efforts to improve the teaching of statics in recent years range widely, from development of courseware and assessment tools to experiential and other "hands-on" learning techniques. This dissertation reports the findings from a multi-year, dual-institution study investigating possible links between short writing assignments and conceptual knowledge development in statics courses. The theoretical framework of the study draws on elements from cognitive learning theory: expertise, procedural and conceptual knowledge development, and conceptual change. The way that students approach learning in statics with regard to procedural and conceptual knowledge is explored qualitatively, and the relationship between the writing assignments and conceptual knowledge development is examined using a mixed-methods approach. The results show that students approach learning in statics with varying emphasis placed on procedural and conceptual knowledge development and that a student's learning approach influences their perception of the written problems and the ways that they utilize them in learning. Thus, they provide evidence that the learning approach of students may be an important factor in the success of interventions designed to improve conceptual knowledge in statics. Increases in conceptual knowledge as a result of completing the written problems are also empirically supported though limited by problems with data collection. Areas for future work in light of these findings are identified.Ph. D.
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Halliwell, David C. "Building for Communities: Definitions, Conceptual Models, and Adaptations to Community Located Work." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533052538144644.
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Roicki, Joseph. "EFFECTS OF DISCUSSION AND WRITING ON STUDENT UNDERSTANDING OF MATHEMATICS CONCEPTS." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2953.
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For this action research project, I wanted to examine my practice of teaching mathematics. Specifically, I encouraged students to improve their communication skills during my math class through daily discussion and writing tasks. After establishing a class set of sociomathematical norms, the students solved problems provided by the Every Day Counts: Calendar Math program and used verbal and written formats to describe their problem solving methods and reasons. My study showed the effects of using discussion and writing to help students develop their conceptual understanding of mathematical ideas. Focus was placed on the quality of daily discussions and written tasks both at the beginning of the study and continually as the study progressed. Through daily discussions, monthly written assessments, and student interviews, the study helped to determine the importance of developing students' mathematical communication skills and building conceptual understanding of mathematical ideas.M.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
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Eitelgeorge, Janice Witchey. "Writing development : a longitudinal study of multiple continuua of conceptual understandings within the writing process as displayed by first grade writers /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891513755.
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Lamm, Millard, and David K. Pugalee. "Elementary Students’ Construction of Proportional Reasoning Problems: Using Writing to Generalize Conceptual Understanding in Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80517.
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This study engaged fourth and fifth graders in solving a set of proportional tasks with focused discussion and concept development by the teacher. In order to understand the students’ ability to generalize the concept, they were asked to write problems that reflected the underlying concepts in the tasks and lessons. A qualitative analysis of the student generated problems
show that the majority of the students were able to generalize the concepts. The analysis allowed for a discussion of problems solving approaches and a rich description of how students applied multiplicative reasoning in composing mathematics problems. These results are couched in a discussion of how the students solved the proportional reasoning tasks.
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Thomas, Beth A. "Complicating Metaphor: Exploring Writing About Artistic Practice Through Lacanian Psychoanalytic Theory and Conceptual Metaphor Theory." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1264986315.
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Jesson, Rebecca Ngaire. "Intertextuality as a conceptual tool for the teaching of writing: Designing professional development that will transfer." Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5899.
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Professional development of teachers in writing should lead to quality writing programmes in schools, resulting in accelerated student progress across a variety of communicative purposes for writing (genre). However, interventions commonly assess students in a single writing purpose at the beginning and end of each year. The aim of this study was to design professional development that would raise achievement for students across a variety of purposes for writing. To this end, two differing professional development interventions were designed in which teachers explicitly investigated relationships among written texts using theories of intertextuality. This mixed-methods intervention study employed a quasi-experimental design, which collected student achievement and classroom observation data to assess the relative effectiveness of the two professional development programmes in writing instruction in six schools in Auckland. While both programmes focused on the intertextual nature of writing, the first looked at a specific purpose for writing; the second offered a broader writing focus by comparing and contrasting texts written for differing purposes. To illuminate how teachers’ participation in each of these professional development types influenced classroom programmes, two teachers from each were observed in depth as case-studies. Student assessment information was analysed from schools in each of the groups to ascertain the relative effectiveness of each professional development type in ii accelerating student achievement in a targeted writing purpose and also in other purposes for writing. Repeated measures ANOVAs show differences in the achievement gains between the students of the two groups, not in the targeted purpose but in other purposes for writing. Classroom observations and case study results indicated that teachers in both professional development groups used intertextual links as a basis for their classroom programmes in similar ways. Thus, it is hypothesised that the difference in student achievement patterns between the two groups may be the result of differences in the depth of teacher learning provided by the professional development.Whole document restricted until August 2011, but available by request, use the feedback form to request access.
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Hensley, Elizabeth. "THE INFLUENCE OF DISCOURSE AND JOURNAL WRITING ON SECOND GRADERS' ACQUISITION OF MULTIDIGIT ADDITION CONCEPTS." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3776.
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The purpose of this study was to examine how second graders use writing and language when they are learning to add multidigit numbers in mathematics class. Second grade students were taught addition conceptually with a focus on sharing their strategies and thought processes with each other during the mathematics lesson. Two social norms were established with students so that sharing information and asking for clarity when they did not understand would be natural and expected. Students kept a daily mathematics journal to answer the class's Problems of the Day. Patterns found in student journals indicated three stages of multidigit learning. In Stage One, students used little or no words to explain their solution, illustrations show students using counting by ones strategies. Stage Two represents students using appropriate mathematics strategies and vocabulary to explain their solutions in detail. Lastly, Stage Three consists of students solving multidigit problems with little or no word explaining their solution process and illustrations are few. Results of the study indicated that students' oral explanations of solutions to addition problems included more detail compared to students' written justification of similar problems.M.Ed.
Department of Teaching and Learning Principles
Education
K-8 Math and Science MEd
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Green, Johanna M. E. "Judgement Day I, Resignation A and Resignation B : a conceptual unit in the Exeter Book." Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3725/.
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This thesis offers an examination and analysis of the manuscript compilation of three poems: Judgement Day I, Resignation A and Resignation B (ff.115v-19v) found in Exeter Cathedral Library MS 3501. It argues that paratextual information including textual division, subordination and manuscript layout are indicative of compiler intention and are significant in the interpretation and subsequent editing practice of Old English texts. An examination of other Old English manuscripts reveals that compilation of this sort was not uncommon; this compilation is indicative of the intended function of the poems as conceived by the manuscript compiler. Evidence from Old English homilies provides a context for the compilation of JDayI with ResA and ResB, where the poems can be seen to share themes common to sets of Rogationtide homilies. An analysis of the use of textual division markers found throughout the Exeter Book manuscript is also provided. This thesis is divided into five main sections: methodology; thematic evidence; contextual evidence; manuscript evidence; and a transcription of JDayI, ResA and ResB. Section I presents the methodology which informs this study, examining the significance of manuscript context in the interpretation and editorial practice of Old English poetry; it also provides an editorial rationale for the semi-diplomatic transcription of Section V. Section II: Thematic Evidence provides an individual review of each poem’s critical history, genre classification and literary analysis, and re-evaluates the poems anew. Section III: Contextual Evidence brings together the thematic evidence of Section II to argue the poems were compiled together in the Exeter Book because they reflected themes common to Rogationtide homilies. Using evidence of similar manuscript compilation in Corpus Christi College, Cambridge, MS 201 (CCCC 201) and in the Vercelli Homilies (specifically VercHomXIX-XXI) it is argued the three Exeter Book poems were placed together for use during Rogationtide, and thereby designed to promote compunction, confession and penance among the audience. Section IV: Manuscript Evidence examines the layout and textual division of these three texts and results displaying the textual division and subordination practice found throughout the Exeter Book manuscript are provided. Finally, Section V: Transcription presents a diplomatic transcription of the texts with facing facsimile image to reflect their manuscript context. The original contributions of this thesis are therefore twofold: i. It presents original data and analysis of textual division practice used in the Exeter Book manuscript ii. It provides thematic, contextual and manuscript evidence of manuscript compilation of JDayI, ResA and ResB and provides an explanation of the purpose such compilation sought to offer.
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Stevenson, Maria Marion Cecilia. "Reading and writing in a foreign language a comparison of conceptual and linguistic processes in Dutch and English /." Amsterdam : Amsterdam : SCO-Kohnstamm Instituut ; Universiteit van Amsterdam [Host], 2005. http://dare.uva.nl/document/79420.
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Silby, Alison. "From composition to transcription : a study of conceptual understanding and levels of awareness in thinking used by children during specific genre writing tasks." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/8123.
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This naturalistic study of cases explores the interrelationship between children’s awareness of their own thought processes, their ability to understand key concepts and concept vocabulary and integrate new ideas into their existing knowledge base when engaged in specific genre writing tasks. An adaptation of the framework, originally devised by Swartz and Perkins (1989), was used to identify the levels of awareness in thinking displayed by eight Year 3 children, when engaged in genre writing tasks during one academic year. The addition of ‘collaborative use’ to this framework highlights ways in which collaborative thinking can act as a support for young writers. When children co-construct ideas they endeavour to make their thinking explicit thus enabling teachers to assess levels of conceptual understanding whilst the children are engaged in a writing task. Evidence also suggests that young writers move in and out of the suggested levels of thinking depending on the complexity of the task, their prior knowledge and understanding of key concepts and awareness of the working strategies and thought processes they employ. This study not only contributes to current research on genre writing within school based contexts but makes a unique contribution by highlighting the need for pedagogical strategies to focus on the way young writers think about and understand the underlying concepts and principles related to genre writing tasks. Evidence also suggests that learning objectives presented to this age group often focus on the factual and procedural aspects of a writing task. However, when factual, procedural and conceptual aspects are made explicit through clear, thought-provoking learning objectives then children are able to develop their own creative responses within the linguistic and textual structures of the given genre without being confined by them.
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Nigh, Jennifer L. "The Use of Conceptual and Practical Tools to Teach Writing in Fourth Grade Online Classrooms: A Multiple Case Study." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1616961888964338.
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Olimpio, Junior Antonio [UNESP]. "Compreensões de conceitos de cálculo diferencial no primeiro ano de matemática: uma abordagem integrando oralidade, escrita e informática." Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/102077.
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A partir da integração oralidade-escrita-CAS/MAPLE, eu investiguei compreensões emergentes sobre os conceitos de função, limite, continuidade e derivada, produzidas por ingressantes em um curso de Matemática oferecido por uma universidade pública do estado de São Paulo. A investigação, sob o balizamento do paradigma interpretativo e caracterizado pela metodologia qualitativa, desenvolveu-se com a realização de experimentos com oito voluntário(a)s. Os dados para a análise inicial constituíram-se de respostas individuais escritas em linguagem natural e de videotapes das interações entre duplas de participantes e o MAPLE. Esta análise produziu quatro episódios tematizando conflitos emergentes sobre o conceito de derivabilidade, a definição de derivada, o conceito de limite e a comparação entre os gráficos de uma função e de sua derivada. Cinco categorias de interação entre duplas de participantes e o MAPLE foram descritas. Três níveis de compatibilidade entre compreensões materializadas a priori pela escrita e as emergentes da interação participantes-MAPLE foram identificados. A análise inicial sugere que abordagem é apropriada à materialização de tais compreensões. A análise final sugere que os conflitos emergentes poderiam ter suas raízes numa limitada compreensão do conceito de função. A pesquisa também sugere uma maior e mais intensiva exploração da natureza dinâmica do Cálculo Diferencial.
From the integration of orality, writing and the CAS-MAPLE, I investigated understandings that emerge about the concepts of function, limit, continuity and derivative produced by full-time first-year students of mathematics from a public university in the state of São Paulo, Brazil. The research, implemented under the guidelines of the interpretive paradigm and of the qualitative methodology, was characterized by experiments, which were conducted with eight volunteer participants. The data consisted of individual written answers in natural language and videotapes of the interactions between pairs of participants and the MAPLE. The initial analysis is on four episodes focusing on emerging conflicts on the concept of differentiability, the definition of derivative, the concept of limit, and the comparison between the graph of a function f and the graph of its derivative. Five interaction categories between pairs of participants and the MAPLE were described. In addition, three levels of compatibilities between a priori participants' writings and the mentioned interactions were identified. The initial analysis suggests that the chosen approach is appropriate to the materialization of such understandings. The final analysis suggests that the conflicts that emerged from the experiments could have their roots in a limited understanding of the concept of function. The research also suggests a more intensive exploration of the dynamical nature of the differential calculus.
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Jang, Jeong Yoon. "The effect of using a structured reading framework on middle school students' conceptual understanding within the science writing heuristic approach." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1232.
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This study was designed to investigate the impact of using a Structured Reading Framework within the Science Writing Heuristic approach on a summary writing task, and how this framework is related to the development of students' conceptual understanding in the summary writing task. A quasi-experimental design with sixth and seventh grade students taught by two teachers in the middle school was used. Each teacher had four classes with two classes using the Structured Reading Framework (treatment) and the other two classes used the original reading framework (control). A total of 170 students participated in the study, with 83 in the control group (four classes) and 87 in the treatment group (four classes). All students used the SWH student templates to guide their written work and completed these templates during the SWH investigations of each unit. After completing the SWH investigations, both groups of students were asked to complete the summary writing task at the end of each unit. This process was replicated for each of the two units. All student writing samples collected were scored using an analytical framework and scoring matrices developed for the study. A total of 588 writing samples were included in the statistical analysis. Results indicated that the treatment group who used the Structured Reading Framework performed significantly better on the Summary Writing task than the control group. The results suggest that the using of the Structured Reading Framework in prompting and guiding the reading activities within the SWH approach have an impact on the development of conceptual understanding. In addition, it appears that the Structured Reading Framework impacted the development of conceptual understanding in the Summary Writing task by providing a scaffold to assist students' knowledge construction.
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Myatt, Alice J. "Human-Computer Interface Design for Online Tutoring: Visual Rhetoric, Pedagogy, and Writing Center Websites." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/english_diss/65.
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This dissertation examines the theory and praxis of taking an expanded concept of the human-computer interface (HCI) and working with the resulting concept to design a writing center website that facilitates online tutoring while fostering a conversational approach for online tutoring sessions. In order to foster a conversational approach, I explore the ways in which interactive digital technologies support the collaborative and communicative nature of online tutoring. I posit that my research will yield a deeper understanding of the visual rhetoric of human-designed computer interfaces in general and writing center online tutoring websites in particular, and will, at the same time, provide support and rationale for the use of interactive digital technologies that utilize the space within the interface to foster a conversational approach to online tutoring, an outcome that the writing center community strongly encourages but acknowledges is difficult to achieve in online tutoring situations (Bell, Harris, Harris and Pemberton, Gillespie and Lerner, Hobson, Monroe, Rickley, Thomas et. al). The resulting prototype design that I submit as part of this dissertation was developed by considering the surface and conceptual dimensions of the HCI along with pedagogies that support interactivity, exploration, communication, collaboration, and community.
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Wu, Bruce Jiinpo. "The effects of data models and conceptual models of the structured query language on the task of query writing by end users." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332680/.
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This research is an empirical investigation of human factors on the use of database systems. The problem motivating the study is the difficulty encountered by end-users in retrieving data from a database.
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Olimpio, Junior Antonio. "Compreensões de conceitos de cálculo diferencial no primeiro ano de matemática : uma abordagem integrando oralidade, escrita e informática /." Rio Claro : [s.n.], 2006. http://hdl.handle.net/11449/102077.
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Orientador: Marcelo de Carvalho BorbaBanca: Arthur Belford Powell
Banca: Nilson José Machado
Banca: Edna Maura Zuffi
Banca: Renata Zotin Gomes de Oliveira
Resumo: A partir da integração oralidade-escrita-CAS/MAPLE, eu investiguei compreensões emergentes sobre os conceitos de função, limite, continuidade e derivada, produzidas por ingressantes em um curso de Matemática oferecido por uma universidade pública do estado de São Paulo. A investigação, sob o balizamento do paradigma interpretativo e caracterizado pela metodologia qualitativa, desenvolveu-se com a realização de experimentos com oito voluntário(a)s. Os dados para a análise inicial constituíram-se de respostas individuais escritas em linguagem natural e de videotapes das interações entre duplas de participantes e o MAPLE. Esta análise produziu quatro episódios tematizando conflitos emergentes sobre o conceito de derivabilidade, a definição de derivada, o conceito de limite e a comparação entre os gráficos de uma função e de sua derivada. Cinco categorias de interação entre duplas de participantes e o MAPLE foram descritas. Três níveis de compatibilidade entre compreensões materializadas a priori pela escrita e as emergentes da interação participantes-MAPLE foram identificados. A análise inicial sugere que abordagem é apropriada à materialização de tais compreensões. A análise final sugere que os conflitos emergentes poderiam ter suas raízes numa limitada compreensão do conceito de função. A pesquisa também sugere uma maior e mais intensiva exploração da natureza dinâmica do Cálculo Diferencial.
Abstract: From the integration of orality, writing and the CAS-MAPLE, I investigated understandings that emerge about the concepts of function, limit, continuity and derivative produced by full-time first-year students of mathematics from a public university in the state of São Paulo, Brazil. The research, implemented under the guidelines of the interpretive paradigm and of the qualitative methodology, was characterized by experiments, which were conducted with eight volunteer participants. The data consisted of individual written answers in natural language and videotapes of the interactions between pairs of participants and the MAPLE. The initial analysis is on four episodes focusing on emerging conflicts on the concept of differentiability, the definition of derivative, the concept of limit, and the comparison between the graph of a function f and the graph of its derivative. Five interaction categories between pairs of participants and the MAPLE were described. In addition, three levels of compatibilities between a priori participants' writings and the mentioned interactions were identified. The initial analysis suggests that the chosen approach is appropriate to the materialization of such understandings. The final analysis suggests that the conflicts that emerged from the experiments could have their roots in a limited understanding of the concept of function. The research also suggests a more intensive exploration of the dynamical nature of the differential calculus.
Doutor
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Mohammad, Elham Ghazi. "Using the science writing heuristic approach as a tool for assessing and promoting students' conceptual understanding and perceptions in the general chemistry laboratory." [Ames, Iowa : Iowa State University], 2007.
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Hartigan, Patrick Art College of Fine Arts UNSW. "Within words, without words." Awarded by:University of New South Wales. Art, 2007. http://handle.unsw.edu.au/1959.4/43083.
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This paper centres in and around words. I have incorporated words into my recent work in a variety of ways including drawing, Letraset, sound and fiction writing. The philosophical questions which arise through any use of language and the various ways of adopting these questions and words within a 'visual art' context is considered in a number of ways. These include The Voyager Interstellar Space Mission which was humankind's first attempt to communicate with other hypothesized populations, conceptual word-incorporating artists, writers of fiction and philosophers within whose work can readily be found an extreme vigilance towards language. Alongside this word exploration I will consider other processes through which I've made and continue to make, works of art. These processes include drawing and film/video. My drawings (which sometimes include words) will be addressed in terms of a crossover between the drawn line and words found in Raymond Carver's story Cathedral. This story made me think about what it means to 'be led' by somebody and how I'm led (by myself or perhaps those mysterious 'populations' the Voyager team of thinkers had in mind) when drawing. It also marks an interesting point in my discussion of a state of being 'without words.' In addition to words an important focus in this paper are the windows through which I've spent a lot of 'my life' looking at 'life pass by' (which are in many ways a physical reality corresponding to the metaphorical 'frame of language'). The time I've spent looking out windows over the past few years has resulted in. several film and video pieces in addition to my latest work (presented as the appendix of this paper) which comprises of a series of short stories. The paper opens with a quote by German philosopher Martin Heidegger: "Language is the house of Being. In its home man dwells." The enigmatic broadness of this statement is appropriate to the apprehensive and cautious attitude towards words found throughout the paper (also it mentions 'house' which immediately brings to my mind 'windows')
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Quintella, João Paulo Toledo. "// Afeto e derivações." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7708.
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Escrever como obra. Essa é a proposta de //. Produzir uma publicação que não separe o texto da plasticidade tendo como tema o afeto- sua produção, permanência e evanescência. Neste livro-objeto, pensar a escrita como arte [um fazer] e a escrita na arte [um localizar] é um mesmo movimento, um mesmo exercício. // incide sobre o campo do afeto como tema e da escrita como forma, partindo de trabalhos que problematizem o campo afetivo e/ou existam no contato escrita-arte. Nos vastos estudos que localizam o afeto como força central na constituição da paisagem urbana e das relações sociais, políticas e econômicas, busquei me movimentar por um espaço que tratasse das novas modalidades de um afeto íntimo e de uma intimidade pública. O cruzamento da pesquisa teórica com a produção de artistas contemporâneos apareceu como método de pesquisa e impulso produtivo apontando para um trabalho prático-teórico que trouxesse tanto uma escrita de si quanto uma escrita conceitual para dentro do trabalho. Em // a produção de um texto/obra parte da investigação sobre os modos de aparição de subjetividade e afetividade no contemporâneo, sobre como ressonâncias psicológicas e afetivas dão origem a uma escrita de superfícies estéticas, matérias visuais e operações gráficasWriting as work. This is the proposal of "//". Produce a publication that does not separate the text of plasticity having as theme the afeto- production, permanence and evanescence. In this book-object, thinking writing as art [a doing] and writing in art [a locate] is the same movement, the same exercise. "//" focuses on the field of affect as a theme and writing as form taking as a basis works that problematize the affective domain and / or exist trough the contact writing-art. In the large studies that locate the affection as a central force in the creation of the urban landscape and social, political and economic relations, I sought to move towards a space that treats new arrangements for an intimate affection and a public intimacy. The intersection of theoretical research with the production of contemporary artists appeared as a research method and productive momentum pointing to a practical-theoretical work to bring both a written and a conceptual writing themselves into the work. In "//" the producing a text that is also work is a consequence of the research on the modes of appearance of subjectivity and emotion in the contemporary, on how psychological and affective resonances rise into written aesthetic surfaces, visual materials and graphics operations
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Santos, Cintia Lima de Oliveira. "Ensino da escrita em inglês com foco no desenvolvimento: uma análise das concepções de língua e escrita dos alunos." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-22082012-113606/.
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Esta pesquisa focaliza as concepções de língua e escrita de alunos de um curso de escrita em inglês fundamentado na perspectiva conceitual (FERREIRA, 2005), uma abordagem para o ensino da escrita em língua estrangeira que alia a escola australiana de gêneros textuais a uma pedagogia baseada na teoria da atividade, conhecida como MAC (Movimento do Abstrato para o Concreto). Com base nos pressupostos da perspectiva vygotskiana (VYGOTSKY, 1978, 1987) e tendo como referência as concepções de língua e escrita subjacentes às três principais abordagens para o ensino da escrita em inglês, tradicional, processual e social (cf. FERREIRA, 2005, 2011), buscou-se verificar se ocorre ou não mudança nas concepções de língua e escrita dos alunos ao longo do curso. Planejado e ministrado pela própria pesquisadora, o curso intitulado Praticando a escrita em inglês por meio de gêneros textuais: a argumentação, foi oferecido como curso de extensão em uma universidade pública do estado de São Paulo. Participaram da pesquisa seis alunas, com idades entre 23 e 51 anos. A maioria possui graduação em Letras e apenas uma não é pós-graduada. A seguinte pergunta de pesquisa foi elaborada: houve mudança nas concepções de língua e escrita dos alunos ao longo do curso? Para responder a essa pergunta de pesquisa, foram identificadas as concepções de língua e escrita das participantes no início (1ª etapa da análise) e ao longo do curso (2ª etapa da análise). Os dados coletados no início do curso correspondem às respostas das alunas às perguntas feitas pela instrutora em uma Ficha de Identificação e em um Teste de Proficiência. A análise desse primeiro conjunto de dados revelou concepções tradicionais de língua e escrita por parte das alunas, decorrentes, principalmente, 1) de sua crença na necessidade de conhecimentos relacionados à gramática e a vocabulário, 2) da apresentação de objetivos categorizados como escolar e emocional, 3) da experiência mecânica e descontextualizada que tiveram com a escrita no contexto escolar e 4) da ausência quase total de usos significativos da escrita em seu dia a dia. Os dados coletados ao longo do curso correspondem às declarações e respostas das alunas às perguntas feitas pela instrutora em seus diários dialogados. A análise desse segundo conjunto de dados revelou, por sua vez, o início de um processo de mudança propiciado pelas reflexões realizadas em aula e em seus diários. Podemos dizer que esse estudo confirmou a importância do foco nas crenças e, principalmente, na mudança de crenças no processo de ensino e aprendizagem de línguas considerando-se, sobretudo, a precariedade do ensino da escrita nos dias atuais, como revelam estudos recentes nessa área (FERREIRA, 2011; RIOS, 2010).This research investigates the conceptions of language and writing of six students in an English writing course based on the conceptual approach (FERREIRA, 2005), a perspective for teaching second language writing which joins the Australian school of genres with a pedagogy based on Activity Theory called Movement from the Abstract to the Concrete (MAC). Based on Vygotskys theory (VYGOTSKY, 1978, 1987) and on the conceptions of language and writing from the three main approaches for second language writing teaching (see FERREIRA, 2005, 2011), this study analyses the changes in students conceptions of language and writing along the course. Planned and organized by the researcher herself, the course named Praticando a escrita em inglês por meio de gêneros textuais: a argumentação, was offered as a short-time course in a public university in the city of São Paulo. The participants were between 23 and 51 years old. Most of them were graduate students of Language and only one was not yet post graduated. The following research question was formulated: Was there any change in the students conception of language and writing along the course? In order to answer this question, we identified the students conceptions of language and writing in the beginning and along the course. The data collected in the beginning of the course corresponded to the students answers to questions formulated by the instructor in a Identification Form and in a Proficiency Test. The analyses of this group of data revealed traditional conceptions of language and writing on the part of the students, represented, mainly, by 1) their beliefs in the necessity of grammatical and lexical knowledge, 2) by the presence of objectives categorized as scholastic and emotional, 3) by their mechanical and de-contextualized experience with writing in school and 4) by the absence of significant uses of writing in their ordinary life. The data collected along the course corresponded to free declarations and the students answers to questions formulated by the instructor in their dialogue journals. This second group of data revealed the beginning of a changing process in the students conceptions of language and writing as a result of the reflections done in class and in their dialogue journals. We can say that this research confirmed the importance of focusing on beliefs and, mainly, on beliefs changes in the process of language teaching and learning, considering the problems faced by the teaching of second language writing, as recent studies have shown (FERREIRA, 2011; RIOS, 2010).
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Almeida, Tiago Alexandre Fernandes. "Evolução da estabilidade gráfica das produções escritas em crianças na idade pré-escolar: Tipos de identidade e níveis conceptuais." Master's thesis, Instituto Superior de Psicologia Aplicada, 2009. http://hdl.handle.net/10400.12/295.
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Dissertação de mestrado em Psicologia EducacionalO objectivo do nosso estudo foi analisar a natureza das variações e as identidades que podem existir, no caminho para a estabilização da identidade das produções escritas da criança. Especificamente pretendeu-se estudar de que maneira os critérios qualitativos e quantitativos podem influenciar a escrita espontânea das crianças quando se trata de escrever a mesma palavra em momentos sucessivos (manualmente e em computador) - pares de palavras - sem consulta entre versões. Foram seleccionados 30 participantes de idades entre os 5-6 anos do jardim-de-infância, que foram divididos em 3 grupos experimentais pelo nível conceptual (silábico com fonetização, silábico-alfabético e alfabético). Verificou-se que o processo de estabilização gráfica da escrita está relacionado com o nível conceptual das crianças, assim como que o computador de assume como importante ferramenta a explorar no processo de apropriação da linguagem escrita por parte das crianças pequenas.
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Martinetti, Sara. "« I never Write, I Just Do » : pratiques de l’écrit et enjeux théoriques du travail de Seth Siegelaub dans l’art conceptuel, le militantisme et l’érudition." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0051.
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Seth Siegelaub (1941, New York-2013, Bâle) est une figure majeure, connue des historiens de l’art pour avoir de manière séminale renouvelé les modalités d’exposition, de présentation et de distribution des œuvres conceptuelles. La carrière de celui qui a été considéré comme l’impresario zélé de quatre artistes (Robert Barry, Joseph Kosuth, Douglas Huebler [1924-1997], Lawrence Weiner) ne s’arrête pas en 1972, date qui marque son départ de l’art et qui aurait confirmé l’« échec » des luttes politiques d’une génération. Le dropout de Siegelaub – se revendiquant comme « not an artist » mais opérant au cœur du dispositif – serait-il une reconversion des savoir-agir conceptuels ?L’approche anthropologique de l’écrit dans lequel Siegelaub est puissamment investi permet de suivre un parcours de vie séquencé en trois « sphères d’activité » : l’art, le militantisme et l’érudition. Des entretiens avec notre personnage principal ainsi qu’avec ses collaborateurs, la consultation de l’ensemble de son fonds et des projets de valorisation nous ont permis d’en analyser les enjeux respectifs. La première sphère nous amène à découvrir l’art conceptuel comme une littératie qui étend de manière inédite les usages quotidiens de l’écrit. La deuxième fait émerger le centre de documentation militant comme forme politique de résistance au capitalisme et de transformation sociale. La troisième, par un intérêt parallèle pour le textile, révèle une appropriation personnelle de la bibliographie. Siegelaub ne change pas du tout au tout d’activité mais se déplace entre différents mondes sociaux polarisés en mettant en résonance des pratiques et en construisant des réseaux grâce à l’écrit. En 1969, Siegelaub affirme : « Je ne suis pas un écrivain – je n’écris jamais, j’agis ». Son rapport à l’écrit est complexe, alors même qu’il n’a presque rien « écrit », au sens littéraire, théorique ou journalistique où on l’entend généralement. Qu’a fait Siegelaub avec l’écrit ? Dans quelle mesure les écrits ont-ils permis à cet editor, publisher, documentaliste, bibliographe et collectionneur d’agir ? Il a multiplié les écrits typiques comme le catalogue-exposition, le contrat ainsi que la bibliographie et, dans certains cas, en a renversé les usages à 180 degrés. Le parcours de Siegelaub touche à des enjeux théoriques puisque chaque domaine où il a été actif a produit un point de vue « local ». Les artistes conceptuels se sont intéressés au langage et ont utilisé le document pour tenir des positions critiques par rapport aux œuvres ; Armand Mattelart, chercheur critique ayant collaboré avec Siegelaub, a montré que les médias jouent un rôle essentiel dans la lutte des classes ; le savant graphomane François-Xavier Michel (1809-1897) a été précurseur d’une approche sociale de l’histoire des textiles. Le parcours de Siegelaub permet de considérer ensemble des idées sur l’écrit qui s’élaborent dans différentes disciplines et qui n’ont jamais été pensées dans leurs articulationsSeth Siegelaub (1941, New York–2013, Basel) is a major figure in the history of art known to scholars for his seminal role in the exhibition, presentation and distribution of Conceptual Art. Often described as the shrewd impresario of four artists (Robert Barry, Joseph Kosuth, Douglas Huebler and Lawrence Weiner), his career seems to stop in 1972 when he turns his back on the art world, thereby seemingly confirming the failure of the political struggle of a whole generation. But what if this dropout—by a man who claimed he was “not an artist,” yet operated at the heart of the system—coincided with a translation of the conceptual methodology into other fields?An anthropological approach of Siegelaub’s expansive and varied writing activities allows us to retrace his career according to three “spheres of activity”: art, activism, and erudition. By conducting numerous interviews with the main protagonist and his collaborators, and consulting his extensive archives, we have been able to explore the key issues respective to each of these spheres. Siegelaub’s first sphere of activity encourages us to consider Conceptual Art as a literacy that expanded the everyday uses of writing in a hitherto unprecedented way. The second sphere shows the documentation center as a means of political resistance to capitalism and social transformation, and the third, via its parallel interest in textiles, reveals Siegelaub’s personal appropriation of the bibliography. Siegelaub does not so much change activities as move between polarized social worlds, whose practices and networks he interconnects via his writing.In 1969, he stated: “I am not a writer—I never write, I just do.” His relationship to writing is complex, all the more so as he has hardly “written” in the literal, theoretical, or journalistic sense. What did Siegelaub do with writing? To what extent did it enable the editor, publisher, documentalist, bibliographer and collector to act? Siegelaub experimented with various kinds of writings such as the exhibition-as-catalogue, the contract, or the bibliography, in some cases even reversing their purpose or function. His career touched on numerous theoretical problems, each domain in which he was active producing a “local” point of view: the Conceptual artists were interested in language and used documents to critique the work of art; Armand Mattelart, a leading sociologist who collaborated with Siegelaub, clarified the role of mass media in class struggles; and the nineteenth-century erudite scholar François-Xavier Michel pioneered a social approach to the history of textiles. Siegelaub’s career makes it possible to bring together various conceptions of writing developed across different disciplines, which had never been considered in terms of their reciprocal influences
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Jönsson, Ola. "Describing Sound : Translating Metaphors in Bob Dylan by Greil Marcus: Writings 1968–2010." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-98106.
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Focusing on a source text of music journalism, this study sets out to investigate the role of metaphors in translation techniques from English to Swedish. The study turns to the conceptual metaphor, as presented by George Lakoff and Mark Johnson (1980), and considers a range of translation strategies prescribed by scholars such as Christina Schäffner (2004, 2012) and Grace Crerar-Bromelow (2007). Drawing upon these sources, the aim is to quantify, categorize, and translate the metaphors of the source text, premised on Lakoff and Johnson’s three conceptual categories of structural, orientational, and ontological metaphors. Focusing on their frequency, overlaps, and role in the source and target texts, the study traces what bearing these conceptual categories have on the translation practice. The results show that Lakoff and Johnson’s conceptual metaphors have great merit in the translation of metaphors by helping the translator capture nuances, double meanings, and idiomatic properties in both source and target texts and contexts.
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Mahiou, Cécile. "Poétique du quotidien : art de vivre et non-art, Filliou, Kaprow, Perec, Spoerri." Thesis, Paris 1, 2014. http://www.theses.fr/2014PA010546.
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Ce travail de doctorat s'attache à montrer comment le quotidien, notion dont la naissance est moderne, s'invente et se pense comme objet conceptuel à partir des travaux d'Henri Lefebvre el plus tard de Michel de Certeau. L'investigation du quotidien s'effectue à la croisée de l'art et des sciences humaines et sociales et fait de la question, paradoxale, d'une vie quotidienne créative un enjeu théorique et politique pour la pensée critique comme pour les pratiques artistiques des années 1960 à 1980. En expliquant comment le quotidien, d'objet conceptuel, devient un projet, la thèse éclaire les pratiques non-art de Robert Filliou, d'Allan Kaprow et des artistes Fluxus. C'est dans les écrits d'artistes 'lut' se lit leur geste paradoxal d'affirmation et de négation de l'art qui invite à inscrire les pratiques créatives dans la vit' quotidienne, plutôt que de faire entrer celles-ci au musée. Il s'agit de mettre en évidence ces démarches qui se détournent des institutions artistiques pour investir le quotidien comme le lieu de l'émancipation. La thèse se penche dans le même temps sur l'étude de pratiques d'écriture qui relèvent de ce projet, en expliquant comme Perec et Spoerri mettent en place des configurations discursives permettant de faire l'inventaire poétique d'un quotidien partageable. L'anecdote enfin, dont use Kaprow, interroge les pratiques quotidiennes par leur mise en récit, dans une visée épistémique qui distingue les poïétiques du quotidien des processus d'esthétisation de l'ordinaire par l'artDesigned as an interdisciplinary study of artistic and theoretical sources, this work addresses the construct of the everyday [quotidien], a key notion for modernity, specifically in Henri Lefebvre’s and later Michel de Certeau's writings from the 1960s to the early 1980s. The dissertation argues that the investigation or the everyday, which led to its conceptualization, is done at the crossroads of social sciences and art. It brings about the paradoxical question of a creative life, which is a theoretical and political concern for critical thinking and for the period's artistic practices, By explaining how the everyday, once a conceptual notion, becomes a project, the work sheds light on the non-art practices of Allan Kaprow, Robert Filliou and Fluxus. It contends that the everyday is paired with the notion of non-art, to which these artists resort to describe their own work. ln their writings and practices, they invite to inscribe creative practices in evervday life, rather than place them within the institutions of the art world, This thesis also draws on an analvsis or the writing or the everyday, by explaining how Georges Perec and Daniel Spoerri elaborate discursive practices which allow them to create a poetic inventory of a collective memory. Finally, the anecdote, of which Allan Kaprow makes use, questions the practices or the everyday by turning them into narratives. These sources raise a philosophical question pertaining to the epistemical value of art and literature that distinguishes the poietics or the everyday from processes that aestheticize the ordinary
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de, la Chica Sebastian. "Generating conceptual knowledge representations to support students writing scientific explanations." Thesis, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3354554.
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Wang, Zen-Lan, and 王梓倫. "Study of Senior Elementary Students’ Argumentation Abilities and Conceptual Understanding with Scientific Writing Integrated Argumentation." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/52483602105544186985.
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碩士國立臺中教育大學
科學應用與推廣學系科學教育碩士班
100
The purpose of this study was to explore the argumentation ability and conceptual understanding of 25 upper graders in a northern elementary school. With Argumentation Integrated Scientific Writing about the contents of the science picture book, magic school bus gets a bright Idea with “path of light” as the scientific issue. This research was a qualitative study. The written argumentation process comprised four activities: in the picture book, during peer and science inquiry, and in science writing heuristic, respectively, with two 80-minute classes taught per week for 12 weeks in total. The concept assessment tool that was used for test before and after the written argumentation activities. Collected data included the students’ writing contents in the picture book, during peer and science inquiry and in science writing heuristic, question and answer combinations of the concept assessment tool, and verbatim transcripts of interviews. Data analysis comprised two parts. The argumentation ability was determined through the Toulmin Argumentation System (TAS) that analyzed argumentation elements and the argumentation classification criteria developed in this study with reference to Osborne, Erduran, and Simon (2004) and Venille and Dawson (2010) classification criteria. For determining the accuracy of information and to clarify the type of comparison done by the students on the searched information and their ideas, the researcher classify the collected data into seven types. On the other hand, Hogan and FisherKeller (1996) compare students’ descriptions to expert proposition statements table was modified and used to determine the students' conceptual understanding. The researcher and a master in science education with experience in argumentation checked the consistency of the element analysis and the ability analysis. The consistency was 92.6% for the total of 876 segments in the argumentation element analysis. It was 92.9% for the total of 422 segments in the conceptual understanding analysis. Results of the study: Generally speaking, as far as the argumentation elements are concerned, the second written argumentation of the students toward contents of the Science Picture Book mainly featured claims and data. The element “Warrant” ranked third in the two activities, the second written argumentation toward contents of the Science Picture Book and science writing heuristic. However, for written argumentation against peer arguments and during the science inquiry, “Rebuttal” ranked third. In terms of data elaboration, it was higher in the written argumentation against peer arguments than in other activities. It is found that the students proposed more data to support their arguments during their written argumentation against peer arguments. On the part of warrant elaboration, the second science inquiry had the most elaboration. The element “Backing” was more likely to be identified and used to support the students’ claims during science inquiry. As a whole, there were more claims and data and fewer backing and qualifiers. Therefore, the performance of the students in their argumentations during the aforementioned four activities falls in the category of claims and data-backed rebuttal elaboration. Ratios of rebuttals and warrants only showed an increase only during science inquiry. For the argumentation ability, Levels 1 and 2, Level 3, and Level 5 had higher ratios in the first, third, and fourth written argumentations against peer arguments, respectively, while Level 4 had a higher ratio in the written argumentation during the second science inquiry. Levels 1 and 2 mainly had higher ratios in the first written argumentation against peer arguments. Level 4 had a higher ratio in the written argumentation during the second exploratory activity while Level 5 had a higher ratio in the third written argumentation against peer arguments. As far as determination over information accuracy isconcerned, the students believed that data on the Internet conflicted with their ideas and those in the book fell in line with their ideas. In addition, in the comparison of information and their personal ideas, most of the students mentioned the difference between the information and their personal ideas but did not explain why. In terms of conceptual understanding, the students focused on three core concepts, reflection of light, path of light, and rhythmic reflection of light. For "path of light”, the students tended to develop conceptual understanding of “promotion.” For "reflection of light,” they tended to develop conceptual understanding of “not promoted" and “unchanged.” Suggestions for teaching practice and future studies: In teaching practice, practice on argumentation elements should be enhanced by properly arraning and designing student’s writing sheets with addition of guiding blanks or small hints; Students’ argumentation ability should be promoted by combining peer activities, science inquiry, and the Science Picture Book in written argumentation; In terms of conceptual understanding, peer interactive argumentations should be adopted to promote students’ understanding of scientific concepts. Future studies should focus on how students apply backing and qualifiers, among other elements to refine their elaborations to boost their written argumentation ability or the design of a framework that guides students through application of backing and qualifiers, among other elements in their argumentation. For conceptual understanding, future studies should focus on concepts not explored in this study. As far as information search and accuracy determination is concerned, future studies should apply more diversified media to boost students’ ability to search for information and determine the accuracy of the information. Keyword: Scientific writing, argumentation ability, conceptual understanding
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Lin, Mei Ling, and 林美伶. "A study on the effects of mathematical writing of first- graders' conceptual understanding of time." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/zqp5jt.
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碩士國立臺中教育大學
數學教育學系在職進修教學碩士學位班
102
The study was to explore the mathematical writing from the 1st graders in terms of their concepts of the time about date in order to understand and solve questions. The 22 objects of the study came from the school that the researcher works for.The study combined mathematics writings with the school curriculums of time and the date, used triangulation to explore developments of the students’ concepts of the time by collecting student’s learning sheets,activities,concept maps,post-tests and deferred tests.The study found fitst-graders understood the order, continuity, non-reversible and periodic characteristics of time from their mathematical writings. They could solve the questions by combining the above concepts with their daily-use languages. In the meantime, they used subtraction to solve the questions of duration.Furthermore, the study revealed that the students could blend the prior knowledge and new knowledge that made their concepts more solid and comprehensive.It effectively helped the teacher to know the conceptual development of the students. From the results of the post and delayed tests, the students had learning and were able to solve the daily problems. However, the concepts of duration were still difficult .
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Yang, Hui-Chun, and 楊惠君. "Research on Conceptual Learning for the Life of Animals Unit in Elementary School through Science Writing." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56040399215849437546.
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碩士臺北市立大學
應用物理暨化學系自然科學教學碩士學位班
103
The purpose of this study was to explore the effects on conceptual learning of the unit “Life of Animals” for the fifth grade students in elementary school through science writing and to investigate students’ attitude toward the learning of science and science writing. This study adopted qualitative research method and the targets were the researcher’s eight fifth grade students who were selected through purposive sampling. The researcher designed a strategy of science writing to teach the unit “Life of Animals” for four weeks. During the research, the researcher used students’ portfolio of science writing, videos of teaching processes, teacher’s reflection diary and students’ feedback to do qualitative analysis. For quantitative analysis, “Questionnaire on Conceptual Learning of Life of Animals” and “Questionnaire on Attitudes toward Science Writing” were used as tools. According to the outcome from the qualitative analysis, the researcher found three major findings. The findings are: 1.For students’ conceptual learning of “Life of Animals”: science writing teaching strategy can improve students’understanding on science concepts, enhence communicative competence and the science integration ability. 2.For students’ science learning: students have active attitude toward science through science writing activities and think science writing can help them learn science. 3.For students’ attitude toward science writng: science writing activities met with universal acceptance; students like the activities and have a positive attitude toward science writing. According to the findings, applying science writing teaching strategy can enhance students’understanding on science concepts and have a good effect upon the learning attitude to science. Learning through science writing can make students get more great accomplishments. Thus, learning through science writing is a feasibale way for teaching. Since the sample of this study only include fifith grade students and one unit, future researchers who have interests in science writing could do the research based on different grades or domains.
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Dahle, Sigrid. "Some things bear repeating: experiments in performative micro-curating 97 years after the case of Mr. Mutt." 2013. http://hdl.handle.net/1993/22174.
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I conduct a series of experiments culminating in a gallery exhibition, I Never Stopped Being A Curator, which investigate and reinterpret what it means to ‘care’ and ‘profane’ in the context of an expanded notion of curatorial practice. I call what I’m doing ‘performative micro-curating,’ a playfully performative practice with precedents dating back to Marcel Duchamp and The Richard Mutt Case. More specifically, I’m interpreting and practising performative micro-curating as a relational, meta-conceptual art practice that uses mirroring and repetition as a method for posing questions, making knowledge and forging social bonds, while, at the same time, dissolving the boundaries that customarily distinguish artmaking from curating.
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Huerta, Margarita. "The Impact of Science Notebook Writing on ELL and Low-SES Students' Science Language Development and Conceptual Understanding." Thesis, 2013. http://hdl.handle.net/1969.1/149388.
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This quantitative study explored the impact of literacy integration in a science inquiry classroom involving the use of science notebooks on the academic language development and conceptual understanding of students from diverse (i.e., English Language Learners, or ELLs) and low socio-economic status (low-SES) backgrounds. The study derived from a randomized, longitudinal, field-based NSF funded research project (NSF Award No. DRL - 0822343) targeting ELL and non-ELL students from low-SES backgrounds in a large urban school district in Southeast Texas. The study used a scoring rubric (modified and tested for validity and reliability) to analyze fifth-grade school students’ science notebook entries.
Scores for academic language quality (or, for brevity, language) were used to compare language growth over time across three time points (i.e., beginning, middle, and end of the school year) and to compare students across categories (ELL, former ELL, non-ELL, and gender) using descriptive statistics and mixed between-within subjects analysis of variance (ANOVA). Scores for conceptual understanding (or, for brevity, concept) were used to compare students across categories (ELL, former ELL, non-ELL, and gender) in three domains using descriptive statistics and ANOVA. A correlational analysis was conducted to explore the relationship, if any, between language scores and concept scores for each group.
Students demonstrated statistically significant growth over time in their academic language as reflected by science notebook scores. While ELL students scored lower than former ELL and non-ELL students at the first two time points, they caught up to their peers by the third time point. Similarly, females outperformed males in language scores in the first two time points, but males caught up to females in the third time point. In analyzing conceptual scores, ELLs had statistically significant lower scores than former-ELL and non-ELL students, and females outperformed males in the first two domains. These differences, however, were not statistically significant in the last domain. Last, correlations between language and concept scores were overall, positive, large, and significant across domains and groups. The study presents a rubric useful for quantifying diverse students’ science notebook entries, and findings add to the sparse research on the impact of writing in diverse students’ language development and conceptual understanding in science.
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Hsieh, Chun-Hsing, and 謝春興. "The effects of embedding self-assessment in science writing tasks on ninth-grade students’ conceptual learning and motivation." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/68548496513941450771.
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碩士國立臺灣師範大學
科學教育研究所
101
Learning is a process of active construction, and writing can promote integrating of concepts. If learners are aware of their own status of conceptual understanding and link their prior concept to the new knowledge through writing tasks, they would be able to articulate their cognitive structure. This study aimed to design and explore the effects of embedding self-assessment in science writing tasks on ninth-grade students’ conceptual learning and motivation. Participants included 58 ninth-grade students of two classes in the New Taipei City. A class for the experimental group (self-assessment writing group, SAW group) to join in the ten weeks of self-assessment writing tasks, the other class was the control group (conventional teaching group, CT group). The researcher analyzed the content of the application of work and mechanics and the electricity units for the design of the writing tasks, and provided SAW group students in the learning process to assess their own understanding and explain their scientific concepts. The student data were collected to explore the correlations between the quality of self-assessment science written artifacts and student learning achievement, and the students’ gain scores; to analyze to what extend the different gender students' self-assessment differ; and to determine the correlations among the students’ science writing, achievement, and motivation.Data sources included science achievement tests, self-assessment science writing artifacts, science learning motivation scale, and student interview transcripts. ANCOVA analysis, Pearson correlation, independent samples t-test were conducted to analyze the data. The results showed that self-assessment science writing can improve student achievement. Self-assessment science writing is significantly associated with learning achievement after several written activities. Moreover, self-assessment science writing benefits both girls and boys. Finally, students’ measures on "active learning strategies" of the motivation scale significantly correlate with the gain scores in achievement tests, achievement test scores, and writing performance. It is concluded that as long as the students in the SAW group is willing to take the initiative to learn, their physical science achievement is likely to be improved.
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"Using Science Writing Heuristics to Increase Conceptual Understanding of Properties of Matter and Property Changes with 8th Grade Students." Master's thesis, 2015. http://hdl.handle.net/2286/R.I.34787.
Full textAbstract:
abstract: This teacher research study examined the effects of utilizing an intervention of Science Writing Heuristics (SWH) as a tool to increase learning during laboratory activities. Five of my eighth grade general science classes participated in this study. Two classes utilized SWH during their laboratory activities (the treatment group) and three classes performed and wrote up their labs in the more traditional, teacher-directed approach (the control group). The assessment scores of the students in the treatment group were compared to the assessment scores of the students in the control group. The post-assessments were analyzed utilizing a t-test. I was teacher in this study and the teacher of all five classes. Data from 41 students were analyzed in this study. A pre-assessment, six laboratory activities, instruction, and a post-assessment occurred within three weeks. The assessments were generated by myself and I performed a t-test using a two-sample analysis, assuming unequal variances (n=16 for treatment group, n=25 for control group) to compare the post-assessments from each group. Results indicated that there was no significant difference between the post-assessment scores of the treatment group with the post-assessment scores of control group (p=0.25). However, the t-test results revealed that when the pre- and post-assessments were compared, there was a significant difference (p=<0.05 for treatment group, p=<0.05 for control group). Each group showed considerable cognitive improvement between pre-assessment (mean scores: 52%-treatment group and 53%-control group) and the post-assessment (mean scores: 72%-treatment group and 80%-control group). This suggests that the presentation of the curriculum lacked a clear distinction between the treatment group and the control group yet benefited most students. Due to circumstances described in the limitations, further research is warranted.Dissertation/Thesis
Masters Thesis Curriculum and Instruction 2015
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Abrahams, Caryn. "Illegitimate voices, peripheral debates, valid alternatives: A developing world articulation of alternative food networks." Thesis, 2008. http://hdl.handle.net/10539/4616.
Full textAbstract:
ABSTRACT
The theoretical argument that emerges from my empirical study argues that food
provisioning systems in Johannesburg, as a potential lens to further investigation of food
supply systems in the developing south cannot be classified within a traditional-modern
dichotomy. This dissertation proposes a new conceptual device – a food provisioning
continuum – which should inform research on African food supply systems in the future.
The process of locating this rich case within a broader theoretical paradigm to validate it
and to provide it discursive space, however, is not objective or without friction.
I argue that it is possible to choose to locate rich empirical material in different
conceptual frameworks, related not only to its applicability, but also to how the research
may be valued and seen to extend knowledge. The expectation of the research community
and the epistemological demand of new research, for a Masters dissertation is that the
scholarly work will build on and extend existing knowledge. It is assumed that thorough
research will challenge the boundaries of knowledge and that the candidate, after having
undergone this academic rite of passage, will graduate from being a student to being a
colleague within a research community. However, the process of creating new theory and
advancing existing theory is not quite an objective or frictionless process as it first
appears. Research in the south is validated more highly if it is located within, or builds
upon international/northern theory even by research forums in the south like the NRF.
The pressure for researchers from the south to locate their research in conceptual
frameworks from the north – in order to be validated – appears to be one of the rules of
the game. While this is validation as part of an academic exercise may be necessary, the
practise entrenches spatial or geographical hierarchies within academia and academic
discourse. The epistemological process of forging new theoretical frontiers is thus a
constructed, unnatural space fraught with less critical valuing systems than are expected
to be present within academia, no less within the discipline of geography.
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Teng-Feng, Hsiao, and 蕭登峰. "Research On Elementary Students’ Learning And Conceptual Change Through Science Writing Heuristic Teaching－The Example For Learning Of Oxidation Concept." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/20238193331132785547.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
91
The purpose of this research is to study the elementary sixth Students’ misconceptions and the learning and changing of the scientific concept through the science writing heuristic’s teaching. The results of this research can provide reference for teachers to improve the science teaching and offer students another new learning strategy. Subjects are the 40 students of the sixth grades in Chiayi City. During teaching, there are three activities: the observation of the rusting phenomena, the property of the rusting, the methods of anti-rust. Data resources for analysis are scientific writings, including: the science writing before teaching, the personal science writing of group learning, formative science writing and the science writing of the reviewing-learning process during teaching, the science writing after teaching. Every student was asked to finish eleven writings in this unit teaching. Results showed that there are many pupils'''' misconceptions on the oxidation phenomena: the formation of rusting is the result of by water; the increase in seven after rusting because of the water; the decrease in weight after the rusting due to the corrosion. Seven categories of students’ misconceptions about oxidation are found: The effect of experience； Misusing scientific terms； Self-guessing； Comparing surface； Intuition； misusing principle And unproperly teaching. Eight categories of misconceptions were mainly affected by the life experience. There are four types about conceptual change through analyzing students’ science writings: Conception totally changed; Conception not changed; Conception changed more misconceptions; Conception temporarily changed. According to the results of this research, there are four conclusions: Science writing can be used to diagnose pupils'''' misconceptions and conceptual change; Science writing, which is combined with the group discuss and experimental operation, can contribute conceptual understanding and use extensively in the elementary science classroom.
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Janzen, Roth Evan. "Pattern Math: a design experiment of mathematical inquiry." 2011. http://hdl.handle.net/1993/4738.
Full textAbstract:
This design experiment research introduces a mathematical inquiry titled Pattern Math. The Pattern Math activities create an atmosphere where students can think mathematically, communicate mathematically and make connections between different mathematical concepts. Based on simple patterns with complex explanations, the Pattern Math activities provide students with the opportunity to develop their conceptual understanding of mathematics. Through reflections on the activities, students are able to reexamine their views of learning mathematics. This design experiment research has a narrative approach and incorporates the teaching and research technique of interactive writing. The research highlights the power of inquiry. By providing students with the opportunity to work within their zone of proximal development, the Pattern Math activities provide students with the opportunity to make mathematical discoveries and come to understand algebra and arithmetic with conceptual understanding.
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Hsieh, Yu-Ting, and 謝御婷. "Use, Supersession and Re-Use: A Study of the Conceptual History of "Folk Culture" in Taiwanese Magazine Articles between 1990 and 2008, Examined under the Aspects of Articles’ Titles, Key Words and Writing Strategies." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/75058011139379224352.
Full textAbstract:
碩士國立臺灣藝術大學
造形藝術研究所
98
This thesis explores the changes of the term “folk culture.” Adopting the research way of conceptual history as the basis, I’ll take up the articles of Taiwan art magazines from 1990 to 2008 as discussion samples to examine and discuss the use, supersession and the reuse of the term “folk culture” in the field of art criticism after lifting of the Martial Law. In 1991, “The Lion Art Monthly” first took the term “folk culture” as title of a special issue and discussed it. In it, “folk culture” was raised to the status equivalent to modern art (contemporary art) as latter's prospect imaginable blueprint. Interestingly enough this proposal made when Taiwan pursued its inner unity and in the process of searching for cultural identity. What’s the term “folk culture"? Does it represent single, diverse, or plural meanings? Does it equal to the domestic culture? Does it different from folk art, and kitsch culture? The term “kitsch” arose from 1997 to 2003, and it became the substitute of “folk culture.” How’s the background? How’s the concrete content? And how’s the relation with ‘folk culture?” What’s more, the field of art in Kaohsiung often took the term of ”folk culture” as the title of many exhibitions or statements in the past ten years. Then, what’s its specific connotation? How can we distinguish it from cultural identification, domestic culture, and unity? In other words, this thesis analyzes and compares to expand on the transfers and changes of “folk culture” in the past twenty years. At last, I adopt the theory of encoding and decoding from Stuart Hall to analyze the texts of art magazines and with the result that art critics used interpellation, re-interpretation, and reflective thinking as major writing strategies in discussing “folk culture” in Taiwan contemporary art .
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Boruszak, Jeffrey Kyle. "Against against affect (again) : æffect in Kenneth Goldsmith's Seven American deaths and disasters." Thesis, 2014. http://hdl.handle.net/2152/26374.
Full textAbstract:
Recent scholarship on conceptual writing has turned to the role of affect in poetry. Critics such as Calvin Bedient claim that by using appropriated text and appealing to intellectual encounters with poetry based around a central “concept,” conceptual writing diminishes or even ignores affect. Bedient in particular is concerned with affect's relationship with political efficacy, a relationship I call “æffect.” I make the case that because of its use of appropriated material, we must examine the transformation from source text to poetic work when discussing affect in conceptual writing. Kenneth Goldsmith's Seven American Deaths and Disasters, which consists of transcriptions of audio recordings made during and immediately following major American tragedies, involves a specific kind of affective transformation: the cliché. I discuss what makes a cliché, especially in relation to affect, before turning to Sianne Ngai's Ugly Feelings and her concept of “stuplimity.” Stuplimity is an often ignored and not easily articulated affect that arises from boredom and repetition. Stuplimity is critical for Seven American Deaths and Disasters, especially for the “open feeling” that it produces in its wake. This uncanny feeling indicates a changing tide in conversations about conceptual writing. Rather than focus on the affect of æffect, we should instead turn to the effect.text
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Kottova, Alena. "Filmmaking: a new pedagogical method to explore students' view of nature of science." Thesis, 2015. http://hdl.handle.net/1828/6712.
Full textAbstract:
This dissertation examines the nature, scope, and significance of a new pedagogical approach to teaching of views on nature of science (VNOS) to high school students. Educational approaches based on teaching ‘correct’ VNOS continue to be dominated by the epistemology of logical empiricism and, as I will point out, these approaches are inadequate to address the issues of VNOS. I assert and the findings presented in this dissertation offer evidence that students’ VNOS are dynamic and context-based.
In this research I used filmmaking to explore students’ VNOS. High school students, supported by a professional filmmaking crew, completed a short film entitled, The Shadows of Hope; this film explores the use of scientific knowledge in understanding everyday life problems. The filmmaking environment introduced simultaneously a number of contexts in which students’ VNOS were concurrently collected using mixed methods methodology.
The results show that contexts sway students’ VNOS and generate a variety of the VNOS for each student. Evidence shows that there is a common, theme-based pattern to individual students’ set of VNOS. The variety of expressed VNOS seemed natural to the students, with no registered discomfort. However, in this study a contrast between students’ VNOS and their ‘school-based’ understanding of science also became apparent. This is evidence that cognitive dissonance is not sufficient to explain the full spectrum of ways in which students learn, deepen knowledge and arrive to conceptual change. I assert that including cognitive contextual expansion in our understanding of conceptual change is essential to provide a framework that allows to integrate cognitive diversity into the theory of learning, reflecting a perhaps more natural way human mind works.
The project’s findings offer evidence that students’ VNOS deepened and expanded through filmmaking; students arrived to a more examined and mature VNOS while enjoying the activity of making a film. There is evidence that cooperation with a professional team provided students with a feeling of respect and pride. Filmmaking offers a robust way of learning, based on collaborative work that enlivens a large number of learning-enhancing activities. Additional resources and a Brief Guide For Teachers are added to this text to support teachers in adopting filmmaking as a unique pedagogical method.Graduate
0714
0900
0533
akottova@uvic.ca