Dissertations / Theses on the topic 'Cooperative inquiry'
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Puglielli, Leanne. "Experiential Cooperative Inquiry as a methodology for effective change /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261485564.
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Reimer, Andrew P. "A COOPERATIVE INQUIRY INVESTIGATION OF TRANSPORT NURSES’ DECISION MAKING AND EXPERTISE." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270242549.
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Whitney-Cooper, Christine. "Constructing a research strategy in a university nursing department : a cooperative inquiry." Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20679/.
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This doctoral report details the findings of a ten month project conducted in a university nursing department. The project used cooperative inquiry to engage teachers of professional occupational courses in research. This project has relevance for all university departments exploring ways to develop a research culture in a predominantly teaching environment. The New University, where the project was set, committed the organisation to raising income through research and teaching where previously it had been through primarily teaching contracts. The inclusive research strategy required all teachers to become 'research active' and produce research outputs that met the Research Excellence Framework (REF) benchmarks. This approach was part of the university strategy of 'authority to teach' that required all teachers credibility to be provided through the primary research the academics were engaged in. This was a significant change for teachers whose credibility came through occupational professional qualifications and expertise and who had little experience of research. The project focused on the collaborative development of a departmental applied research. It was hoped staff would have ownership of the strategy that would facilitate the engagement in research and create a cultural change. The project findings highlighted that an occupational teacher identity was deeply imbedded as part of an occupational career trajectory. This led to a recognition that change would need to address the teacher identity not simply focus on raising the status of research as part of an academic role. The project addressed this through the development of a research strategy that incorporated a 'Scholarship Model' that broadened the notion of scholarship. Instead of research providing academic credibility, the model valued teaching and a variety of scholarly endeavours that included research to provide academic credibility. This was used to create a scholarly culture that moved the department towards a longer term goal of developing research active staff for the REF submission.
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Bailey, Annette. "Understanding dissociation and self-harm: A cooperative inquiry into the impact of DBT on recovery." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487702.
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This thesis is based on a qualitative study examining how women diagnosed with Borderline Personality Disorder, who experience moderate to high levels of dissociation and self-harm, made sense of their experiences of Dialectical Behaviour Therapy (DBT).
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Rybczynski, Stephen M. "Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646.
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Kelly, Ute. "Studying dialogue - some reflections." Journal of Dialogue Studies, 2013. http://hdl.handle.net/10454/17551.
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YesIn this paper, I would like to share some thoughts provoked by the idea of establishing ‘dialogue studies’ as a distinct academic field, as suggested in the inaugural call for contributions to the new journal. These are not meant to be exhaustive of all the relevant questions that could be considered under this heading. I do not, for example, consider the question of disciplinary contributions or boundaries. My emphasis, rather, is on questions to do with ethos and coherence. In particular, I am interested in exploring the possibility, and the challenges, of cultivating a dialogic approach to the study of dialogue itself. My reflections begin with a look at the tendency, within academia, to privilege debate as a form of communication and the question of whether we might conceive a Journal of Dialogue Studies as a forum for a different kind of exchange. I then reflect on some of the difficulties of studying dialogue itself, particularly where this involves outside observers. The final section raises some issues around ‘studying dialogue’ in relation to teaching, learning and assessment. My overall intention here is to share some current, tentative thoughts in the hope that this contributes to a dialogue on the idea, and perhaps the practice, of ‘dialogue studies’.
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Kulatunga, Ushiri Kumarihamy. "Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4712.
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This dissertation work entails three related studies on the investigation of Peer-Led Guided Inquiry student discourse in a General Chemistry I course through argumentation. The first study, Argumentation and participation patterns in general chemistry peer-led sessions, is focused on examining arguments and participation patterns in small student groups without peer leader intervention. The findings of this study revealed that students were mostly engaged in co-constructed arguments, that a discrepancy in the participation of the group members existed, and students were able to correct most of the incorrect claims on their own via argumentation.
The second study, Exploration of peer leader verbal behaviors as they intervene with small groups in college general chemistry, examines the interactive discourse of the peer leaders and the students during peer leader intervention. The relationship between the verbal behaviors of the peer leaders and the student argumentation is explored in this study. The findings of this study demonstrated that peer leaders used an array of verbal behaviors to guide students to construct chemistry concepts, and that a relationship existed between student argument components and peer leader verbal behaviors.
The third study, Use of Tolumin's Argumentation Scheme for student discourse to gain insight about guided inquiry activities in college chemistry, is focused on investigating the relationship between student arguments without peer leader intervention and the structure of published guided inquiry ChemActivities. The relationship between argumentation and the structure of the activities is explored with respect to prompts, questions, and the segmented Learning Cycle structure of the ChemActivities. Findings of this study revealed that prompts were effective in eliciting arguments, that convergent questions produced more arguments than directed questions, and that the structure of the Learning Cycle successfully scaffolded arguments.
A semester of video data from two different small student groups facilitated by two different peer leaders was used for these three related studies. An analytic framework based on Toulmin's argumentation scheme was used for the argumentation analysis of the studies.
This dissertation work focused on the three central elements of the peer-led classroom, students, peer leader, and the ChemActivities, illuminates effective discourse important for group learning. Overall, this dissertation work contributes to science education by providing both an analytic framework useful for investigating group processes and crucial strategies for conducting effective cooperative learning and promoting student argumentation. The findings of this dissertation work have valuable implications in the professional development of teachers specifically for group interventions in the implementation of cooperative learning reforms.
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Moore, Marjorie. "Cracking the concrete ceiling : an inquiry into the aspirations, values, motives and actions of African American Female 1890 cooperative extension administrators /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1202759934.
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FERRI, NICOLETTA. "EMBODIED TEACHING: PROSPETTIVE DI RICERCA A SCUOLA ATTRAVERSO L'ANATOMIA ESPERIENZIALE." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2018. http://hdl.handle.net/10281/241227.
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Questo lavoro di ricerca nasce dal desiderio di indagare il potenziale riflessivo, euristico e trasformativo della dimensione embodied nei processi di insegnamento/apprendimento. Per farlo ha interrogato un gruppo di insegnanti della scuola primaria, coinvolgendole in una ricerca partecipativa sulle proprie pratiche di insegnamento e sul loro modo unico di incarnarle (embodied teaching), a partire da un’attivazione corporea specifica (Anatomia Esperienziale).
La mia domanda di ricerca si è orientata in due direzioni. Ad un livello metodologico potrebbe essere formulata nel seguente modo: come interrogare l’embodied teaching (Bresler, 2014) di professionisti della scuola, cioè il modo incarnato di interpretare il processo di insegnamento/apprendimento? Ad un livello tematico, invece, l’interrogativo di fondo potrebbe essere così posto: cosa emerge quando si va ad attivare un processo di riflessione sulla pratica professionale di un gruppo di insegnanti della scuola primaria a partire da un’interrogazione che passa dalla percezione e dall’attivazione corporea?
Collocandomi nell’area di ricerca della Pedagogia del corpo (Gamelli, 2011), il macro-paradigma dell’embodiment ha rappresentato un riferimento epistemologico importante per il lavoro. In esso ho trovato un fertile incontro di studi, ricerche e pratiche provenienti da ambiti molto distanti, tra cui le scienze cognitive (l’enactive embodiment di Varela, Thompson, Rosch, 1991), l’ambito performativo (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) e quello più legato all’educazione (Gamelli, 2011; Rossi, 2017). È precisamente all’incontro di queste tre aree che si colloca la prospettiva di ricerca del presente lavoro.
La parte empirica della ricerca si è svolta con un gruppo di sette insegnanti di una scuola primaria milanese, su adesione volontaria, in sei incontri di tre ore circa ciascuno. Il setting di ricerca è stato strutturato in modo che ci fosse una stratificazione dell’esperienza corporea proposta affinchè ognuna delle partecipanti potesse contattare il proprio embodied teaching nel rispetto del proprio stile personale e corporeo di insegnamento. La metodologia della “co-operative-inquiry” (Heron, Reason, 1997) e la successiva interpretazione di Formenti nella “spirale della conoscenza” (Formenti, 2009), oltre che fornirmi un riferimento epistemologico in termini di dimensione partecipata della conoscenza, mi hanno fornito riferimenti importanti per disegnare la struttura interna degli incontri in modo coerente con i miei presupposti teorici.
L’anatomia esperienziale del Body-Mind Centering è stata la pratica somatica che ho utilizzato per la ricerca empirica. Tutti gli incontri sono stati audioregistrati e trascritti. Dopo una prima analisi tematica attraverso NVivo, è maturata la decisione di andare verso una svolta più performativa della mia ricerca. Questo cambio di prospettiva ha richiesto l’ideazione e la costruzione di un dettagliato – e inedito – metodo di ricerca embodied. Si tratta di uno dei passaggi più originali della mia ricerca di dottorato, che ha visto l’inizio di un lavoro di analisi corporea e performativa dei dati attraverso segmenti audio e testuali che ho selezionato dalle trascrizioni e dai materiali audio degli incontri con le insegnanti.
Questa analisi performativa, documentata in 160 riprese video, si è poi direzionata verso la creazione di una video-performance utilizzata come restituzione alle insegnanti rilanciandolo e aprendo nuovi interrogativi e così possibili sviluppi per ricerche future legate alla dimensione corporea della professione insegnante.This thesis is deeply connected with the will of investigating the reflective, heuristic and transformative potential of the embodied dimension in teaching and learning processes. For this purpose, I engaged a group of Primary School teachers in a participatory research focused on their personal way of embodying teaching practices (embodied teaching) starting from a specific body activation (Experiential Anatomy). My research question was twofold. At a methodological level I was interested in interrogating the embodied teaching (Bresler 2014) of school professionals, namely their own way of performing the teaching/learning processes. At a thematic level the question was: what does it happen when a researcher activate a reflective process on professional practices of a group of primary school teachers through body activations? My main theoretical frame is represented by Embodied Pedagogy (Gamelli, 2011) and my fundamental epistemological reference is the so-called “embodiment paradigm”. This paradigm is a generative common ground for studies and practices connected to heterogeneous fields as cognitive sciences (Varela, Thompson and Rosch, 1991), performative disciplines (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) and education (Gamelli, 2011; Rossi, 2017). My research perspective lies exactly at the crossroads of these three main areas. The empirical part of my research took place in a Primary School of Milan. I addressed a group of teachers with a research proposal structured on six meetings of three hours each. The research setting was designed in a way that allowed a multi-layered experience of the body activations in order to let each participant explore her own embodied teaching, namely her own personal way of performing teaching. The “co-operative inquiry” theorized by Heron and Reason (1997) and Formenti’s “Spyral of knowledge” (2009) were the two main epistemological pivots in reflecting on the research objectives, as they both advance the idea of research as a co-construction of participatory knowledge. They were also fundamental in order to design the internal structure of each meeting consistently with my theoretical assumptions. Experiental Anatomy of Body-Mind Centering was the somatic practice that I used for the empirical part. Each meeting was audio-recorded and transcribed. After a first thematic analysis with Nvivo I decided to turn my research in a performative direction. This change of perspective required the creation of a detailed embodied research method. This is the most original part of my thesis that consisted in a performative analysis of a selection of collected data (originated in the six meetings with the participants) in the form of textual and audio excerpts. This performative analysis, documented by 160 video shootings, ended in the creation of a video-performance that was used as a starting point of the final meeting with research participants. The use of this aestethic and performative object in the research setting revealed itself as a powerful tool in order to trigger an high level of participation in the group. The final meeting, in fact, was a fundamental moment as the participants’ reflections transformed “my” performative composition in a shared knowledge connected with all the research process. The results were very interesting both in terms of new questions raised by the teachers and of future research possibilities in the direction of embodied teaching.
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Law, Barry Alan, and n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
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This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.
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Law, Barry Alan. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365587.
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This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Faculty of Environmental Sciences
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Ouyang, Leyi. "Designing mobile and tangible interaction for music education with young children." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213018/1/Leyi_Ouyang_Thesis.pdf.
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This thesis investigated how music educators can employ digital technology in early childhood education. Based on a technology review and music workshops with children, this thesis showed that digital technology can promote music education through collaboration, challenges, fantasy, and curiosity. Based on these findings, this thesis presents three new digital technology designs and recommendations for design researchers and educators.
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Gunderson, Gail J. "How leaders lead through organizational change and transition : postpositivist inquiry into the beliefs, actions and reflections of leaders in the cooperative extension system." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1241104205.
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Kong, Sui Ting. "Participatory development of post-separation domestic violence services : a cooperative grounded inquiry with abused women and their teenage sons/daughters in Hong Kong." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/8357/.
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This research involves formerly abused women and their teenage children equally with the practitioner-researcher in post-separation domestic violence service design and delivery. It examines how does a co-participative relationship among social work practitioner-researcher, women survivors and their teenage sons/daughters form, and how a co-participative relationship serves post-separation domestic violence service development, delivery and evaluation. Cooperative Grounded Inquiry (CGI) is invented in this research to offer an alternative methodology to Service User and Carer Participation (SUCP), in addition to the current consumerist and emancipatory models. As a result, a theory is generated to explain the formation and displaying of a ‘family-like community of practice’ among inquiry members; meanwhile, the ‘family-like community of practice’ sets the context for the co-construction of local theories and practices that mitigate women and their teenage children’s post-separation problems and enhance their competence in problem solving. This thesis meticulously articulates the experiences of co-constructing local knowledges with formerly abused women and their teenage children, and to contends that practices for facilitating ‘identity (re)construction’ and ‘partnership making’ are of paramount importance in their post-separation lives. Findings of this research pose challenges on the conventional crisis-oriented domestic violence services and the Cartesian model of self that underlies the mainstream understanding of post-separation needs and services. Drawing on the relational approach and Schatzki’s theorization of social practices, the thesis critiques individualization of domestic violence (as acts performed by individuals) and the corresponding services. In the last chapter, building a community of practice is proposed as a possible way of reconciling the women-focused domestic violence services and child protection system.
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Maddy, Deborah Jones. "Women who shattered the glass ceiling : postpositivist inquiry into the aspirations, values, motives and actions of women serving as CEOs of cooperative extension systems /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487780393267633.
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Lewis, Scott Edwin. "An evaluation of a pedagogical reform designed for college chemistry teaching with large classes." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001472.
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Novaes, Marcos Bidart Carneiro de. "A discussão sobre sustentabilidade e o desenvolvimento de competências gerenciais nas organizações: investigando de forma cooperativa atores, estruturas, discursos e ações." Universidade Presbiteriana Mackenzie, 2012. http://tede.mackenzie.br/jspui/handle/tede/788.
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Previous issue date: 2012-02-09Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Society and the individual are experiencing a moment of anxiety over risks linked to human action and climate change, from floods and famine to technology-based risks. It is in this context that concerns over economic, environmental and social sustainability emerge. Over a decade ago, a view known as the sustaincentric worldview arose. This is a dialectical synthesis which proposes to overcome the apparently irreconcilable points of view stemming from the "technocentric" and "ecocentric" worldviews. The former prescribes technological solutions for the abovementioned risks and the latter an immediate interruption of economic development as it is known today. This work s theme, the discussion about sustainability and the development of managerial competencies, is a reflection, on the organizational level, of these countless questions which clash with one another and complement one another. This is a work essentially about human and social management of organizations and the people who gather within them to work and cooperate. It is a work focused on managers reality, since they are being called to participate in a broad mentality shift, in which the interests of various stakeholders are taken into account, and not merely those of shareholders. On the theoretical level, this work is based on Giddens (1984, 2009) ideas about structure and action and Beck s (1992, 2007) concepts about risk society. It also draws on McKibben s (2007) and Söderbaum s (2000, 2008) ideas about new economic presuppositions, on Sandberg s (2000, 2007) interpretivist conceptions about competency development and on Engeström s (2001) expansive development. The objective of this research is to cooperatively investigate the development of managers competencies within an organization by introducing the sustainability discussion in this company environment. More specifically, it aims to analyze how the guiding idea of sustainability is understood and signified by corporate actors and how the discussion and practice of sustainability alters these meanings and sets competent actions in motion over time. The work also seeks to understand and problematize how the demands of various interest groups are negotiated during this process. Cooperative inquiry was used as the research methodology, following the works of Heron (1981, 1996), Reason (1994, 2003) and Moreno (1992, 1997). The research was conducted with a group of managers from the hospitality sector in Brazil. The results present a thick description of the paradoxes, limits and possibilities for advances in the reflections and actions of this group of managers, who committed themselves to a project for sustainability competency development within an interpretive and cooperative logic. In this process, face to face encounters, reflexive dialogues and exchange of best practices were the key point. The research trajectory allowed changes to occur in the way these organizational actors understood the meaning of their work and business, regarding sustainability, in the context allowed by the structure. On the level of reflexive and dialogic actions, however, implications for future changes and researches emerged, with this or other groups.
A sociedade e o indivíduo vivem um momento em que se temem riscos relacionados à ação do homem e às mudanças climáticas, desde inundações, grandes formes a riscos ligados a novas tecnologias. É neste contexto que emergem preocupações com a sustentabilidade econômica, ambiental e social. Há mais de uma década surge uma abordagem de sustentabilidade chamada de sustentocêntrica . Esta é uma síntese dialética que propõe a superação dos aparentemente irreconciliáveis pontos de vista fundamentados nas visões tecnocêntrica e ecocêntrica . A primeira pregando soluções tecnológicas para os riscos acima e a segunda uma imediata interrupção do desenvolvimento econômico como hoje é concebido. O tema deste trabalho, a discussão sobre a sustentabilidade e o desenvolvimento de competências gerenciais, é um reflexo no nível organizacional destas inúmeras questões que se chocam e complementam. Este é um trabalho em sua essência sobre a gestão humana e social das organizações e sobre as pessoas que nelas se reúnem para trabalhar e cooperar. É um trabalho focado na realidade de gestores, que são conclamados a participar de uma mudança de mentalidade ampla, na qual, não apenas interesses de acionistas são levados em consideração, mas de diferentes stakeholders. Este trabalho se embasa, no plano teórico, nas ideias sociológicas de Giddens (1984, 2009) sobre estrutura e ação, e de Beck (1992, 2007) sobre sociedade de risco. Recorre também às ideias de McKibben (2007) e Söderbaum (2000, 2008) sobre novos pressupostos econômicos, nas concepções interpretativistas sobre desenvolvimento de competências de Sandberg (2000, 2007) e do desenvolvimento expansivo de Engeström (2001). O objetivo da presente pesquisa é investigar de forma cooperativa o desenvolvimento de competências dos gestores em uma organização, ao se introduzir a discussão sobre sustentabilidade nesta mesma organização. Visa, mais especificamente, analisar como a ideia-força da sustentabilidade é compreendida e significada pelos atores corporativos e de que forma a discussão e prática em relação à sustentabilidade altera estes significados e desencadeia ações competentes, ao longo do tempo. O trabalho procura também compreender e problematizar como são negociadas as demandas dos diversos grupos de interesses durante este processo. Como metodologia de pesquisa recorreu-se à investigação-cooperativa, baseada nos trabalhos de Heron (1981, 1996), de Reason (1994, 2003) e de Moreno (1992, 1997). A pesquisa foi conduzida com um grupo de gestores do setor de Hotelaria no Brasil. Como resultados têm-se a descrição densa das contradições, paradoxos, limites e possibilidades de avanços nas reflexões e ações práticas deste grupo de gestores, que se comprometeram a participar de um processo de desenvolvimento de competências para a sustentabilidade numa lógica interpretativa e cooperativa. Neste processo, encontros vivenciais, diálogos reflexivos e trocas de melhores práticas foram pontos-chave. A trajetória da pesquisa permitiu mudanças significativas na forma como estes atores organizacionais passaram a compreender o significado do seu trabalho e dos negócios, em relação à sustentabilidade. O grupo obteve, sobretudo, avanços de ordem prática, envolvendo ações técnico-operacionais de curto e médio alcance, no contexto que a estrutura permitiu. No plano das ações reflexivas e dialógicas, no entanto, surgiram implicações para mudanças e pesquisas futuras, com este ou outros grupos.
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Ryman, Anders. "How to get personas to conform : A case study of design method compatibility." Thesis, Linköping University, Department of Computer and Information Science, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1467.
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This master’s thesis is built around a design case and aims to explore the possibility of combining three methods in the design process: contextual inquiry in the pre-study phase, the creation of personas to guide the design, and cooperative evaluation to test the prototype. The methods were used in a design project proposed by EssNet AB in Stockholm, an international company in the gaming business, for whom a prototype for their touchscreen interface was developed. The contextual inquiry consisted in visits to four different vendors, where the work situation and the current use of computer systems for game registration were studied. The results from the inquiry lay ground for the creation of two personas, one primary and one secondary. These personas then guided the design of both Lo-Fi and Hi-Fi prototypes. The design ideas of the Lo-Fi design phase were evaluated in several discussion sessions and the Hi-Fi prototype was finally tested by six participants, using the cooperative evaluation method. The conclusion drawn from the study is that although the three methods are indeed compatible, there is still a creative leap to make between the data gathered in the contextual inquiry and the creation of the personas. It is also of importance that the participants in the cooperative evaluation match the personas to some degree in order to confirm the personas’ validity.
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de, Silva Moira Eilona Margaret. "Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15828.
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Cooperative learning is a pedagogic approach that is prevalent in all levels of education as it is seen to yield higher learning outcomes than individual learning (Johnson & Johnson, 2009). In the global university, it is believed to have the potential of increasing intercultural contact since students work together in small groups to conduct projects related to their discipline. The assumption is that students will learn the intercultural skills they need for an interconnected world by studying and learning in groups with linguistically and ethnically diverse others (Association of Community Colleges Canada, 2010). Although cooperative learning is based on social interdependence in which group members work together for the mutual benefit of their group, there has been very little research conducted into the relationships that the group members actually have with each other. It is the aim of this study to examine these relationships and find out their impacts on cooperative learning experiences. Drawing upon insights from pragmatism and dialogism, in this thesis, learning is conceptualised as an embodied, socially situated, and relational process. This means that the key to learning is the relationships that learners can construct with others. An integral part of forming relationships is the negotiation of identities in which people see themselves and others as certain kinds of people. In learning in cooperative groups, the ability to negotiate legitimate, competent identities is regarded as essential. For this reason, the study reported in this thesis uses a view of identity as socially constructed as a lens though which to analyse relationships in cooperative learning. The study focuses on the experiences of 12 students participating in group learning projects in first year business courses. Narrative inquiry is the methodology used as it is ideal for highlighting the complexities in human relationships and issues of power. The narratives of four international, four Canadian immigrant, and four Canadian-born students are analysed. A key finding from the analysis is that the relationship students are able to negotiate in cooperative groups and the types of identities they are able to construct with others strongly impacts their learning. There appeared to be a hierarchical order to student identities in groups with Canadian-born students assuming more powerful identities. Frequently these students are results oriented showing only interest in achieving high marks in their group projects. This leads to an absence of emotional connectedness amongst students and a disregard for the process aspect of working together which is core to cooperative learning. The thesis concludes with a discussion of the ways that cooperative learning could be changed to make it more process oriented. Finally, I make recommendations for further research which can build on the findings from this study.
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Perraud, Caroline. "Une ingénierie coopérative : des travailleurs, des professionnels et un chercheur dans le secteur du travail protégé (ESAT). Une enquête collective pour une amélioration des pratiques." Thesis, Brest, 2018. http://www.theses.fr/2018BRES0072.
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La visée d’une société pour tous est souvent remise en question dès qu’il s’agit des personnes présentant un handicap mental. Notre recherche s’empare de cette question et étudie une ingénierie coopérative dans un établissement et service d’aide par le travail (ESAT) du secteur médico-social. Notre cadre théorique s’ancre dans la théorie de l’action conjointe en didactique. Notre méthodologie est qualitative, ethnographique et clinique. Pour donner à voir et à comprendre la construction progressive d’un collectif de pensée, nous nous appuyons sur des exemples emblématiques. Nous les analysons dans un mouvement ascendant et compréhensif. Le dispositif étudié s’appuie sur les compétences de tous dans deux actions complémentaires et liées : un travail d’enquête collectif et une activité didactique dans les ateliers. Nous entendons les savoirs comme des puissances d’agir. Au cours de douze réunions de l’ingénierie coopérative, le collectif (les professionnels et le chercheur) élabore des hypothèses de travail, en réponse à des systèmes de questionnements issus du travail en atelier. Dans les ateliers de l’ESAT, au cours de l’activité ingénierique, ces hypothèses sont éprouvées par un petit groupe spécifique, composé d’un moniteur d’atelier, de travailleurs et du chercheur. De nouveaux problèmes émergent alors. L’analyse de ces actions tend à montrer qu’en travaillant ensemble, le collectif s’institue progressivement en une ingénierie coopérative, avec un style de pensée qui lui est propre. Ce faisant, dans un mouvement du comprendre/transformer, la perception et la conceptualisation de chacun (travailleurs, professionnels, chercheur) se trouvent transforméesThe idea of a society for everyone is often questioned as soon as mentally disabled persons are implied.Our research seizes this matter and studies cooperative engineering in a medico social institution(ESAT: Etablissement Service d’Aide par le Travail: institution for help to disabled adults through work).Our theoretical frame is anchored in the Joint Action Theory in Didactics. Our methodology is qualitative, ethnographic and clinical. To make visible and understandable the progressive construction of thought collective, we draw on emblematic examples. We analyse them in an ascending and understanding movement.The studied device is relying on everyone's skills in two complementary and linked actions: a collective inquiry work and a didactical activity in the workshops. We understand knowledge as power of action.Throughout twelves meetings of the cooperative engineering, the collective (professionals and the researcher) elaborates work hypotheses, in response to questioning systems derived from work in the workshops. In the ESAT workshops, during the engineering activity, these hypotheses are tested by a specific small group, comprised of one workshop instructor, workers and the researcher. New problems then arise.Analysis of these actions tends to demonstrate that by working together, the collective establishes itself as a cooperative engineering, with its own thought style. In doing so, in the understanding/transforming movement, the perception and conceptualisation of everyone (workers, professionals, and researcher)find themselves transformed
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Greenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.
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The focus of this thesis was to explore educational professionals' everyday experience of English educational policies; narrowing its focus to policy which promotes an inclusion agenda. The findings are presented in three sections with the first two papers prepared in accordance with the author guidelines of the journals proposed for submission. The first paper offers a review of literature which represents teacher relationship (see Braun, Maguire and Ball, 2010; Fullan, 2006; Luttenberg, Imants and van Veen, 2013; Luttenberg, van Veen and Imants, 2013; Wexler, 2002) with English educational policies. Teacher perspectives illustrate how the implementation and practice of policy heavily guides practice, both in terms of pedagogy and content, and detail the difficulties teachers have in establishing professional identity whilst trying to accommodate policy into practice. It is suggested that in order for teachers to adopt new educational policies they need to be able to take some ownership of both the policies themselves and of their own professional development; but most importantly, that they need the space to engage in dialogue around their practice to do this. The first paper provided a frame for the second by offering a description of the current climate teachers find themselves in and by discussing what might be needed to bring about the professional development necessary to embed policy into practice. The second paper then presents a description of a collaborative action research project within an English high school; a group of educational psychology, teaching, support and pastoral professionals worked collaboratively to develop person-centred practice through their engagement in an inquiry group. The inquiry group engaged in dialogue around practice; exploring their own personal and professional values as well as the values embedded within person-centred practice. This paper offers an account of the inquiry group's journey, highlighting key themes as identified by the group: ownership of, and confidence in, the learning process; developing reflective practice; and the challenge of engaging others in the learning process. The findings suggest that an action research approach can facilitate the learning and development necessary to embody collaborative person-centred practice. The third paper then offers a critical appraisal of the role that educational psychology can have in disseminating findings and promoting teacher development; in particular through the facilitation of collaborative action research within the school context.
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Lefeuvre, Loïs. "Didactique de l'enquête pour une lecture interprétative d'une fable de Jean de la Fontaine, selon une épistémologie de l'élévation de l'abstrait au concret : étude de cas au sein d'une ingénierie coopérative." Thesis, Brest, 2018. http://www.theses.fr/2018BRES0054.
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Une lecture interprétative de la fable de La Fontaine Le Loup et l’Agneau est une mise à l’épreuve de la relation abstrait-concret entre morale et récit. Cette interprétation peut donner à son lecteur un pouvoir heuristique sur le monde, par analogie entre la fable et son expérience du monde. Nous faisons l'hypothèse que l’enquête de lecture dirigée, pour l'interprétation de cette oeuvre littéraire, s’enseigne à l’école primaire. Dans le cadre de la Théorie de l’Action Conjointe en Didactique, nous analysons les principes de cette enquête à partir de la mise en oeuvre d'une séquence d'enseignement dans une classe de cours moyen. Depuis 2008, cette séquence a été conçue, analysée et transformée par un collectif de professeurs d'école, de formateurs et de chercheurs travaillant en ingénierie coopérative. Dans cette thèse, nous montrons comment la résolution de problèmes de lecture crée le style de pensée du collectif-classe, avec ses certitudes raisonnées. Nous donnons à voir l’institution-aItération des concepts en jeu dans cette résolution, selon une épistémologie de l’élévation de l’abstrait au concret. Nous mettons en évidence que cette institution-altération de concepts dépend d’une recherche d’équilibration entre contrat et milieu didactiques. Nous développons les facteurs influençant cette équilibration : travail épistémique du professeur, pour une connaissance approfondie de la fable ; réticence-expression du professeur vis-à-vis du savoir en jeu ; greffe des significations savantes en lien avec l'institutionnalisation des commentaires ; réécriture de la fable par une paraphrase stricto sensu ; recours aux analogies provoquéesAn interpretative reading of The Wolf and The Lamb by La Fontaine puts to the test the abstract-concrete relationship, through its moral and narrative. The interpretation of this fable can give its readers heuristic power, through an analogy between the fable and their knowledge of the world. We assume that the guided-reading inquiry leading to the interpretation of this literary work is taught in primary school. Following the Joint Action Theory in Didactics, we analyse the principles of this inquiry through the implementation of a teaching sequence in a fifth grade class. Since 2008, this sequence has been designed, analysed and altered by a group composed of primary school teachers, teacher educators and researchers working within the framework of a cooperative engineering.In this thesis, we show how the solving of reading problems leads the « thought collective » formed by the class to develop a thought style with its reasoned certainties. We show how concepts at stake in this resolution are established and altered, following an epistemology of the ascent from the abstract to the concrete. We highlight the way this establishment-alteration of concepts depends on a search for balance between the didactic milieu and contract. We develop the factors which impact this balancing : the teacher’s work to access a comprehensive understanding of the fable; the teacher's reticence-expression towards the knowledge at stake ; the graft of meanings linked to the institutionalization of pupils'comments; the rewriting of the fable by using a stricto sensu paraphrase ; the use of provoked analogies
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Scott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.
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Students with learning difficulties are said by many writers to be prohibited from having a valued learner identity and denied a voice in which to influence their educational circumstances. They are, it is argued, kept submerged in a ‘culture of silence’, where they are homogenised as a deficit category of learners and, therefore, perceived in a one-dimensional way. Such disabling barriers stem from practitioner assumptions and wider sociological influences, which are also part of this same culture. The by-products of this thinking have prevented practitioners from developing more interactive and enabling relationships with their students. Starting with a commitment to listen to student views, and explore accessible, flexible and innovative ways in which to advocate these, the research reported in this thesis sought ways to address this agenda. Set in a further education college, five student co-researchers, four practitioner co-researchers and a facilitator co-researcher embarked on a year long project to learn how the same students could be supported in contributing to their own learning. Being a transparent account, the inquiry was also interested in exploring the difficulties of this endeavour and whether student empowerment would alter the relational dynamics and, therefore, practitioner roles. As the facilitator was instrumental in introducing these ideas, she also examined her own influential role. Data were generated from observations and co-researcher experiences of engaging with roles, body collages, student interviews, photo voice, journals, portfolios and reflective meetings. These exploratory processes and methods were predicated upon the ideological frameworks of the social model of disability and multiple intelligences theory. The study revealed that renegotiated co-researcher roles and body collages were effective processes for enabling reciprocal engagement, causing students to empower themselves and leading practitioners to rethink in ways that had not been anticipated. These processes were also felt to be educationally effective in relation to curriculum aims. Whilst journals and lengthy meetings proved to be impractical and of little use, the reflective journal did prove to be an essential tool for the facilitator, allowing her to draw upon further evidence. The findings indicate that student voice can be raised through collaboration and forging relationships of trust and co-ownership. The thesis concludes by arguing that silences were broken, not least since these collaborative actions are still being used in the particular context in ways that are conducive to everyday practices. Although time and commitment are needed, these are valuable strategies that other marginalised educational communities may benefit from adopting.
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Larson, Katie Titus. "Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718.
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Manzey, Christine L. "Exploring the Role of a Coteaching Model of Student Teaching in Supporting Candidates Learning to Teach Inquiry Science." University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288733237.
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Severo, Patrícia Schneider. "Sustentabilidade no setor rural a partir do uso do crédito e de técnicas cooperativas na região sul do Rio Grande do Sul." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4281.
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Este estudo tem como objetivo analisar a contribuição do crédito rural às entidades rurais de pequeno porte situadas na região sul do Rio Grande do Sul, a partir do uso de recursos e de técnicas cooperativas no contexto da sustentabilidade. Trata-se de uma pesquisa aplicada, qualitativa-quantitativa, exploratório-descritiva e documental. A amostra é formada por oito agricultores que produzem pêssego, soja, milho e arroz, associados de uma cooperativa de crédito e tomadores de recursos financeiros junto ao Programa Nacional de Fortalecimento da Agricultura Familiar - PRONAF Custeio Agrícola. Objetivando apresentar a situação econômica e financeira desses pequenos empreendimentos rurais, fez-se uso do método "Balanço Perguntado", bem como de entrevistas para averiguar acerca de questões sociais e ambientais com estes relacionadas. Os principais resultados evidenciam que após o custeio da safra, 62,50% dos produtores geram aumento no Patrimônio Líquido decorrente do lucro. Os custos (despesas) dos produtos vendidos equivalem, em média, a 73% da receita operacional bruta. A Distribuição do Valor Adicionado é concentrada nos lucros retidos, seguidos por pessoal e encargos. Existe relação de dependência entre os produtores e o crédito PRONAF, uma vez que não são promovidas ações para que o produtor consiga custear sua lavoura com recursos próprios, sendo que o financiamento de crédito custeio com taxas subsidiadas não é suficiente para o sucesso da propriedade rural. As necessidades de cuidados ambientais são de conhecimento dos produtores e o principal problema do homem do campo é a falta de mão de obra e a sucessão familiar. Também cabe destacar a premência de ações governamentais e das próprias instituições financeiras, em especial as Cooperativas de Crédito, em criar incentivos às unidades familiares para desenvolver a contabilização efetiva de suas contas e contribuir para sua independência financeira, bem como de desenvolver programas de educação ambiental e de orientação em relação à sucessão familiar, fatores que podem gerar maior qualidade de vida no campo, com a promoção efetiva da sustentabilidade no setor rural.
This study aims to analyze the contribution of rural credit to rural small entities located in the southern region of Rio Grande do Sul, from the use of resources and cooperative techniques in the context of sustainability. This is an applied quantitative-qualitative, exploratory, descriptive and documentary research. The sample consists of eight farmers producing peaches, soybeans, corn and rice, associated with a credit union and borrowers of funds from the National Program for Strengthening Family Agriculture - PRONAF Agricultural Costs. Aiming to present the economic and financial situation of small rural enterprises, made use of the "Balance Asked" method as well as interviews to ascertain about social and environmental issues related to these topics. The main results show that after the costs of harvest, 62,50% of producers generate an increase in equity arising from the profit. Costs (expenses) of sales amount on average, to 73% of gross revenue. The Value Added Distribution is concentrated in retained earnings, followed by personal and charges. There is dependency relationship between producers and credit PRONAF, since actions are not promoted to the producer can cover your crop with its own funds, and the financing cost of credit at subsidized rates is not sufficient for the success of rural property. The needs for environmental care are aware of the producers and the main problem of the peasant is the lack of manpower and family succession. It is worth mentioning the urgency of government action and the financial institutions, especially credit unions in creating incentives for households to develop effective accounting bills and contribute to their financial independence and to develop environmental education programs and guidance in relation to family succession, factors that can generate higher quality of life in the countryside, with the effective promotion of sustainability in the rural sector.
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Russell, Heather A. "Music Student Teacher Reflections as Narratives of Identity." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/146212.
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Music EducationPh.D.
The purpose of this research was to explore how music student teachers make sense of classroom events during the student teaching internship using a required Video Reflection Assignment. Three questions guided this study: 1) How did student teachers use aspects of three-dimensional narrative space (temporality, sociality, and space) to story classroom events? 2) What aspects of Reflective Practice did student teachers illustrate in their Video Reflection Assignments? 3) How did student teachers reveal their identities as musicians and teachers through their reflections? Data were Video Reflection Worksheets (VRW), video-recorded teaching episodes (videos), and participant questionnaires. Analysis combined narrative, case study, and grounded theory techniques. Participants' answers on VRWs revealed aspects of their musician and teacher identities, dilemmas of practice caused by classroom events and conflicting stories with cooperating teachers, and provided insight into the ways participants either rationalized or reflected on classroom events. Results of the study contribute to the profession's understanding of the interplay of musician and teacher identities, and point to the importance of attending to narratives of identity revealed in student teachers' reflections through language use, as well as the alignment of student teachers' and cooperating teachers' storied identities when assigning internship placements. Additionally, results raise important questions concerning student teachers' abilities to use reflective assignments like the one in this study to self-reflect, and point to the usefulness of three-dimensional narrative space and MacKinnon's clues to detecting reflective activity for reframing teacher-educator's evaluations of student teachers' reflections.
Temple University--Theses
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Lundberg, Christoffer. "CoFramer : Ett diskussionsformat för djupa diskussioner på publika forum med låg Information Overload inspirerat av Philosophy for Children." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76277.
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Syftet med studien är att presentera ett designkoncept för publika diskussioner på nätet med målet att uppnå djupare diskussioner och minska mängden information overload. Arbetet använder metoden Concept Driven Interaction Design (CDID) som går ut på att skapa ett designkoncept utifrån flera olika teorier som appliceras genom interaktionsdesign. Ett designkoncept innehåller tre delar: ett namn, ett syfte och huvudprinciper. CDID innehåller sju steg som arbetet är utformat efter: 1. Concept Generation – Summeras i en tabell som jämför diskussioner i forum (med flera antagande) och diskussioner med hjälp av metoden Philosophy for Children (P4C), samt annan teori. 2. Concept Exploration – Åtta olika designaspekter identifieras utifrån jämförelsetabellen. 3. Internal Concept Critique – Designaspekterna jämförs med två snarlika diskussionsformat. 4. Design of Artifacts – Designkoncept version 1 skapas. 5. External Design Critique – Intervjuer utförs för att undersöka intervjupersonerna generella erfarenheter av online diskussioner, testar antagandena från jämförelsetabellen och ge direkt feedback på första versionen av designkonceptet. 6. Concept Revisited – Ändringar görs baserat på intervjumaterial och direkt feedback. 7. Concept Contextualization – Designkonceptet kopplas tillbaka till litteraturen. Studien resulterar i ett designkoncept kallat CoFramer och stödjer dessa huvudprinciper som ställs i kontrast till material som identifierats genom intervjuerna: Tabell 1: CoFramers huvudprinciper och faktorer från intervjuer om diskussioner på forum. CoFramers huvudprinciper | Från intervjuer om diskussioner på forum Strukturerad början och slut | Diskussion utan tydligt slut Begränsat antal deltagare | Stor mängd deltagare Minimum antal deltagare | Många inaktiva åskådare Explicita deltagare | Lite information om deltagare Gemensamma förutsättningar | Otydlighet kring deltagares förutsättningar Begränsad informationstäthet per inlägg | Långa inlägg och/eller snabba inlägg Den röda tråden och parallella trådar | Oftast parallella trådar Aktiv samtalsledare | Outredda missförstånd Studien indikerar på att CoFramer bör resultera i mer strukturerade diskussioner och som utsätter användaren för en lägre mängd information overload och mindre grounding cost jämfört med vad som vanligtvis uppstår i publika diskussioner online.The focus of this essay is to develop a design concept for online public discussions with deep discussions and low information overload. The method used is Concept Driven Interaction Design (CDID) which involves constructing a design concept by applying a variety of theories in tangible interaction design. A design concept has three basic parts: a name, high-level goals and outlines generic principles. CDID includes seven steps which is used in this work: 1. Concept Generation – Formatted into a table that compare forum discussion (with several hypothesis) compared to discussions with the method Philosophy for Children (P4C) and other theories. 2. Concept Exploration – Eight distinct design aspects are identified from the comparison table. 3. Internal Concept Critique – The design aspects are compared to three similar discussion formats. 4. Design of Artifacts – Design concept version 1 is created. 5. External Design Critique – Interviews are conducted to explore their general experience of online discussions, investigate the hypothesis from the comparison table and to seek direct feedback on the first draft of the design concept. 6. Concept Revisited – Changes are made to the design concept based on the interview material and the direct feedback. 7. Concept Contextualization – The design concept is related to the original literature. The result of the study is a design concept named CoFramer. CoFramer’s generic principles are summarized and contrasted against factors identified from the interview material in this table: Tabell 2: CoFramer’s generic principles and interviews about online discussions. CoFramer’s generic principles | From interview material on forum discussion Organized start and ending | Discussions without clear ending Limited number of participants | Large number of participants Minimum number of participants | Large number of inactive spectators Explicit participants | Low information about participants Common conditions | Vagueness in participants conditions Limited information density per post | Long posts and/or fast posts The red thread and parallel threads | Often parallel threads Active facilitator | Unresolved misunderstandings The study indicates that CoFramer would create more structured discussions with a lower amount of information overload and less grounding cost compared what normally arise in public online discussions.
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Collinet-Ourthe, Mathilde. "Analyses et perspectives du pilotage de l’action sociale : recherches-interventions à l’échelle locale." Thesis, Pau, 2020. http://www.theses.fr/2020PAUU2086.
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La gestion publique des problèmes sociaux complexes est associée au pluralisme social et s’inscrit dans un contexte décentralisé qui entrave leur compréhension et leur traitement collectifs. Cette recherche doctorale propose ainsi d’investiguer les voies d’amélioration au pilotage de l’action sociale locale et défend une approche exploratoire chemin faisant, au plus proche des problématiques de terrain : celles de trois Centres Communaux et Intercommunaux d’Action Sociale et d’un Conseil Départemental. Dans un mode de raisonnement abductif faisant dialoguer en permanence théorie et pratique, trois recherches-interventions et une observation participante sont progressivement mobilisées. Dans un premier temps, la modélisation de l’Analyse des Besoins Sociaux comme projet territorial participatif de connaissances et de problématisation collective, montre un paradoxe : la volonté des parties prenantes de voir la transversalité inter-organisationnelle pénétrer les pratiques professionnelles quotidiennes versus les habitudes managériales culturellement incompatibles avec ces formes de délibération démocratiques, ignorant les résultats de l’activité collective ou illégitimant son processus de fabrication. Face à de nouvelles opportunités pratiques révélées dans l’action, et mobilisant le concept fédérateur de communauté d’enquête, une deuxième phase de recherche vient préciser les conditions d’émergence et d’animation de l’action conjointe durable : l’activité dialogique médiatisée par l’intérêt des publics de l’action sociale ; l’existence d’espaces physiques dédiés à sa pratique ; une temporalité respectant les altérités professionnelles ; la présence d’un leader-médiateur… La thèse montre que la recherche de cette forme fragile de coopération, par sa capacité à bouleverser les habitudes dans l’action, est porteuse de réelles innovations pour la pratique quotidienne et représente une voie prometteuse d’un pilotage renouvelé des politiques de solidaritéPublic management of complex social problems is associated with social pluralism and takes place in a decentralized context disrupting their collective understanding and treatment. This doctoral research – through an exploratory approach along the way and based on three different French local Social Action Centers and one Departmental Council – investigates possible ways of improving the definition and management of local social action. Using an abductive methodology that brings theory and practice into constant dialogue, three research-interventions and one participant observation are gradually mobilized. First, the formalization of the Social Needs Analysis (Analyse des Besoins Sociaux) through a participatory project (collective problematization and knowledge creation) shows a paradox: the desire of stakeholders to see inter-organizational transversality penetrate daily professional practices versus managerial habits which are quite incompatible with these forms of democratic deliberation, ignoring the results of collective activity or illegitimating its construction process. Secondly, in the face of new practical opportunities revealed in action, and using the concept of community of inquiry, the doctoral research clarifies the conditions for the emergence and animation of sustainable collective action, in particular the dialogical activity mediated by the interest of the publics of social action; the existence of physical spaces dedicated to its practice; taking the time respecting professional alterities and the presence of a leader-mediator. The thesis enlightens that the search for this fragile form of cooperation, by its capacity to disrupt habits in action, represents a promising way of innovative management applied to social public policies
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Chen, Yi-Chi, and 陳怡祁. "The Effect of Cooperative Online Inquiry Learning on Metacognition." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/02286887807077563638.
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碩士淡江大學
教育科技學系碩士在職專班
100
The present study aims to investigate the influences of two different teaching strategies adopted by teachers for the curriculum of computer and online inquiry on junior high school students’ utilization of metacognition strategies. The subjects were 69 ninth graders of a junior high school in New Taipei City. Two different teaching strategies – “online inquiry cooperative learning by group work” and “online inquiry learning by individual work,” were used on the experimental group and the control group respectively to proceed with a teaching research on six classes for six weeks. The quasi-experimental research was adopted for data processing and analysis in the study. The posttest scores from a “metacognition strategy scale” were used for one-way ANCOVA to see the differences between the influences of the two teaching strategies on metacognition strategies. Furthermore, teaching logs were collected to observe how students responded in class. Qualitative data such as worksheets and after-school interviews were compiled and archived in support of the research results. Based on the quantitative statistical analysis of research results, conclusions have been summarized as below: 1. The strategy of “online inquiry cooperative learning by group work” facilitated students’ utilization of metacognition strategies more than the strategy of “online inquiry learning by individual work” in terms of overall performance. 2. The two learning strategies showed no significant difference in students’ use of the “planning” skills among metacognition strategies. 3. The strategy of “online inquiry cooperative learning by group work” facilitated students’ strategy utilization of the four skills, i.e. “learning monitoring”, “comprehension monitoring”, “regulation” and “evaluation” in metacognition strategies more than the strategy of “online inquiry learning by individual work.” After qualitative data were compiled and organized, it was found that all students thought that group work could indeed enhance their utilization of thinking strategy. Group work and cooperation can improve students’ proactive learning attitude as well as degree of completion for exploration assignment. Students in the experimental group said that they liked to learn by group work; while students in the control group hope that they can learn by group work for coming similar courses.
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Wu, Tsung-hsun, and 吳宗勳. "The Development and Application of Ubiquitous Problem-based Cooperative Inquiry-learning System." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/6n2b7v.
Full textAbstract:
博士國立臺南大學
教育經營與管理研究所博士班
100
Through integrating advantages of inquiry-learning and information technology, ubiquitous cooperative inquiry-learning offers opportunities for applications of guided and self-directed inquiry in elementary science education. Based on cooperative learning, systematic scaffolding was designed to assist students in actively proposing and refining their questions. In this study, a Ubiquitous Problem-based Cooperative Inquiry-learning System (UPCIS) was developed to support students to transform intuitive problems to workable problems, and to refine those as scientific ones in the end. In order to measure the progress of students'' scientific-questioning ability, a Scientific-Questioning Performance Assessment (SQPA) was developed to classified the students’ online dialogues as four levels of “positive question posing,” “assistance in question posing,” “positive question correcting” and “assistance in question correcting”, and so as to monitor and stimulate their interaction. The website OTELOS2011 was used as the ubiquitous leaning environment in this study. Learning activities including one-group experimental design and quasi-experimental design were sequentially conducted during two years. In the first year, 59 elementary school students, including 6 experienced learners and 53 novice learners (26 average students and 27 talented students), were engaged in ubiquitous problem-based cooperative inquiry-learning activities across three schools. Three computerized scientific inquiry literacy assessments and a scientific-questioning performance assessment were also applied. The purpose of this stage was to develop the model of UPCIS and evaluate the inquiry ability growth of students as well. A quasi-experimental design was further used in the second year to rigorously examine the intervention effect on inquiry ability in UPCIS. Seventy-eight students from elementary schools were included. There were 43 students assigned to the experimental groups (25 experienced learners and 18 novice learners) and 35 students in the control groups. The experimental groups were engaged in cross-school activities on UPCIS, while the control groups were working with regular activities in the traditional classroom. All of them took three computerized scientific inquiry literacy assessments and a scientific-questioning performance assessment. The results suggested that the students’ learning progress was relevant to the model of UPCIS proposed in this study. In total of thirty groups of novice learners (59.1%) and ten groups of experimental learners (100%) achieved the scientific-problem inquiry level, which indicated the applicability of UPCIS. It was also found that the systematic scaffolding effectively enhanced students’ scientific inquiry skill after the intervention. The students of the experimental groups from one-group experimental design significantly surpassed the normal samples in computerized scientific inquiry literacy assessment. The results indicated that the on-line scientific inquiry abilities of the experimental groups on the post-test were significant better than the control groups (9% variances accounted by group variable). Furthermore, the growth slopes of the experimental groups for on-line science inquiry literacy were higher than those of the control groups (21% variances accounted by group variable). With regard to learning experience, the growth slopes of the experienced learners were better than the novice learners (15% variances accounted by learning experience variable). The gifted students showed higher learning abilities than the average students (18% variances accounted by leaner ability variable). The scientific-questioning abilities of students in the experimental groups were evaluated according to their on-line discussion records. The correlation coefficient between students'' scientific-questioning abilities and scientific inquiry literacy was around .68, and ranged from .55 and .65 for school grades. Thus, the discriminant and convergent validity of SQPA were supported by the result. The students of the experimental groups demonstrated a significant progress in their scientific-questioning abilities. In terms of the experience groups, the scientific-questioning abilities of the experienced learners were better than those of the novice learners. The leaning experience of students explained 9% growth slope variance of question-posing ability. In terms of learners'' ability, the growth of the gifted students on question-posing ability was question-posing ability was accounted by the learner’s ability. Three conclusions can be drawn from the results. 1) Through the provision of progressive guidance and systematic scaffold, UPCIS is relevant to help students transform intuitive questions into workable questions, and further evolves into scientific questions. 2) By integrating inquiry learning, cooperative learning and information and communication technologies into such a unified learning system, UPCIS is applicable and helpful to improve students'' scientific inquiry literacy. 3) The SQPA can efficiently detect the progress of students on scientific inquiry ability. Meanwhile the scoring rubrics of SQPA are reliable and valid, thus the SQPA can provide more informative feedbacks for teachers to fulfill the practices of ubiquitous cooperative learning.
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何俊彥. "The influence of laboratory environment by doing the cooperative-learning-inquiry-experiment." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/45389939654659920561.
Full textAbstract:
碩士國立高雄師範大學
化學系
91
The purpose of this study is to explore the influence of laboratory environment by doing the cooperative-learning-inquiry-experiment, and to understand students’ perceptions after doing the inquiry experiment. Thirty-eight third-years junior high school students participated in this study. The instrument, SLEI, was administered to measure the influences of laboratory environment before doing the cooperative-learning-inquiry-experiment, and also after doing two and four times inquiry experiment. In addition, a survey was used to assess students’ perceptions. It was found that the cohesiveness, open-endedness and integration of laboratory environment make a great progress by doing the inquiry experiment Besides, students perceived advantages of science learning, evoking their curiosity of learning, exciting their thinking, solving the problems, and applying it to the daily life by doing the inquiry experiment. Therefore, it is recommended in this study that teachers should give more chances to students to do the cooperative-learning-inquiry-experiment. For, it helps to make laboratory environment better and learn science. Besides, we can popularize the cooperative-learning-inquiry-experiment instruction by any advanced studies for science teachers, and then it will be a good teaching strategy for the science teacher in the future courses.
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Lawson, Jennifer Elizabeth. "An examination of cooperative inquiry as a professional learning strategy for inner-city principals." 2008. http://hdl.handle.net/1993/3074.
Full textAbstract:
This dissertation describes a research study that investigated cooperative inquiry as a strategy for professional learning of inner-city school principals in a large urban centre in Western Canada. The study attempted to identify the central issues of concern and means of redress for school leaders in high-poverty communities, many of which focused on educational leadership, school management, the context of their schools within impoverished communities, and the challenges of personal well-being. The findings suggest that cooperative inquiry was an effective strategy in that the approach was participatory, democratic, empowering, life-enhancing, and fostered community-building among participants. The findings also suggest that the approach was effective in that it was grounded in the action research cycle of planning, action, observation, and reflection. The study further examined the use of dialogue as a means of constructing knowledge regarding these issues, and identified the ways in which such knowledge impacts upon the professional practice of these principals. Findings suggest that participants gained knowledge from each other, offered knowledge from others, constructed knowledge together as a group, and developed deeper understandings of their own perspectives. Findings also suggest that meaning is lost when dialogic interactions are transcribed into print. Thus, dialogue is a form of communication in and of itself, one that cannot simply be transformed into the written word without losing part of that dialogic essence. Further, this study posits that dialogue has unique power to be both a process for meaning making, as well as an ontological means of clarifying one’s own sense of reality.October 2008
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Johnson, Martin A. "An inquiry into the import demand for fresh American fruit in Hong Kong." Thesis, 1985. http://hdl.handle.net/1957/26747.
Full textAbstract:
West Coast fruit cooperatives working together in joint-venture
trading companies may well lower the prices of their fruit for export
through economies of scale. However, present and future foreign demand
for American fruit may constrain any economies of scale that are realized
in joint-venture agreements. The major objective of this thesis is to
analyze the import demand for fresh American oranges, apples, and grapes
of one important buying area, Hong Kong.
Two theoretical constructs are used to model the import demand for
American oranges, apples, and grapes in Hong Kong. One relies on more
traditional assumptions of product homogeneity. The other utilizes the
Strotzian utility tree. The resulting models are estimated using Ordinary
Least Squares. Four conclusions may be drawn from the estimated models.
First, Hong Kong consumers have very elastic responses to changes in
the prices of American oranges, apples, and grapes relative to the prices
of oranges, apples, and grapes from other sources. Second, this result is
especially true when below average demand conditions prevail. Hence,
lower prices realized through joint-venture trading companies increase the
competitiveness of American fruit at these weaker times. Third, the per
capita quantity demanded of American oranges, apples, and grapes will
increase as the incomes of Hong Kong's inhabitants rise. Fourth, the
statistical problems encountered in the larger models preclude any
definite conclusions regarding the price effects of other fruit on the
demand for American oranges, apples, and grapes or the price effects
which the American fruit may have on each other.Graduation date: 1986
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張媛婷. "The Inquiry of Affection of Adapting Cooperative Learning Method in Junior High School Students' Career Development." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/20120707323332388232.
Full textAbstract:
碩士國立高雄師範大學
教育學系
103
The study aimed to explore the influence and effectiveness of the conception of career development in third-graders of a junior high school in Kaohsiung City after the “career development” courses using cooperative learning strategy. The study adopted quasi-experimental research method and the experiment subjects were two classes of third-graders at a junior high school in Kaohsiung city; one class was assigned as experimental group and the other as control group; the experimental group received ten weeks of “career development” courses using cooperative learning strategy. The control group received ten weeks of “career development” courses using traditional lecture All the students were tested before and after the courses by “Adolescent Career Development Inventory” to collect quantitative data analyzed and estimated by spss21.0 software. The study used quantitative research and qualitative research. Based on the purpose of the study, the tools used here include “Adolescent Career Development Inventory”, self-edited “Career Development Curriculum Teaching Plan”, “Course Feedback Sheets and Learning Sheets.” Qualitative research is in accordance with the experimental group of respondents to learners’ feedback and interviewing. The results are summarized as follows: 1. After cooperative learning into the ninth grade career development courses, the experimental group’s post-test scores on "career feeling", "career planning", and "career action" in career development, subscale test scores significantly higher than the control group. 2. After cooperative learning into the ninth grade career development courses, the post-test scores of career development total scale in the experimental group scores significantly higher than the pre-test measurement. 3. After cooperative learning into the ninth grade career development courses, career development total scale in the experimental group and control group of the first tracking test scores results no significant differences. 4. After cooperative learning into the ninth grade career development courses, the first tracking test scores of career development total scale in the experimental group scores significantly higher than the pre-test measurement. 5. After cooperative learning into the ninth grade career development courses, career development total scale in the experimental group and control group of the second tracking test scores results no significant differences. 6. After cooperative learning into the ninth grade career development courses, the second tracking test scores of career development total scale in the experimental group scores significantly higher than the pre-test measurement. The results for the proposed for teachers of counseling activities and who are interested in cooperation for career development of researchers as well as recommendations for future research are as follows: 1. Recommendations for counseling activities teachers (1) Teachers should be fully prepared before the implementation of cooperative learning method. (2) Designed for different types of cooperative learning of teaching career development unit. (3) To strengthen teacher advancing studies, knowledge and ability to enhance career counseling. 2. Recommendations for career development of cooperative learning (1) Integrated into different types of cooperative learning. (2) Using different strategies of cooperative learning. (3) To understand the students’ different ability of 'career development', reward and recognition points. (4) Implementation of groups process and reflections feedback. 3. Suggestions for future research (1) Expand the research object. (2) Depth study and implementation of the effectiveness of curricular activities.
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梁家豪. "Development of teaching materials using inquiry-based cooperative learning strategies："Light reflection and mirror" as an example." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/30140794305373169032.
Full textAbstract:
碩士國立彰化師範大學
物理學系
99
By using quasi-experiment design, the main purpose of this study is to investigate the influence of learning achievement on the unit of light reflection and mirror and scientific learning motivation which are under the condition of cooperative learning strategies in TEAM scientific classroom for students. The study sample selected two classes of eighth-grade class as the object of study, one class assigned to the experimental group under the cooperative learning strategies in TEAM scientific classroom. And the other assigned to the control group under the general classroom teaching.Experimental group and control group were subjected to light reflection and mirror unit achievement test and science learning motivation questionnaire (SMTSL) measured before and after.Single-factor ANCOVA and paired samples T-test to compare the two groups of students light reflection and mirror unit achievement test and science learning motivation the differences. After teaching in the experimental group, we analyzed the result by using the questionnaire of the model of TEAM scientific classroom..Based on the analysis of the questionnaires,we are trying to use qualitative method to explain how this learning strategy is working for students.The results of this research are listed as below, First of all, the target of experimental group by cooperative learning strategies in TEAM scientific classroom shows significantly better performance in the achievement test than the controlled group in the general classroom with teaching the unit of light reflection and mirror.（F=91.426，P=.000） Secondly, the significance was found between the experimental group and the controlled group on self-efficacy(SE),active learning strategies (ALS),achievement goal(AG),learning environment stimulation(LES) and total of SMTSL on the part of learning motivation. However, there were no significant differences on the item of science learning value(SLV) and non-performance goal(NPG) The last data illustrated that the experimental group generally agreed that the mode of teaching in the natural science learning has a positive benefit after using the strategy of cooperative learning in TEAM scientific classroom.
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廖紋章. "An Action Research about How the Infusing Information Technology into Cooperative Learning Enhanced the Scientific Inquiry Capability." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/74863894234683296613.
Full textAbstract:
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
Based on the researcher’s several years of teaching experience, the researcher discovered: Group discussion provides a platform for students to gain and share knowledge during the process of scientific inquiry. However, students often lack related background knowledge, and thus the discussion can not be carried out successfully. In terms of the data collected during the process of inquiry, students often do not have appropriate tools, and this makes it difficult for them to summarize the results. The above problems can be solved if information technology was incorporated into cooperative learning. This study aims to conduct an action research to explore the incorporation of information technology into cooperative learning for the improvement of elementary school students’process and results of scientific inquiry. This action research was conducted in a country-town elementary school in central Taiwan, and three classes of sixth graders participated in this study for one month. During the class time, every group of students was able to use computers and internet to collect information, use mind maps, and publish information online. Data was collected from classroom observation, forum, mind maps, interviews, teachers’ journals, and inquiry ability evaluation chart. Data was analyzed following qualitative research approach and using triangulation to improve its reliability and validity. According to the results, the researcher discovered: In the beginning of this study, students were constrained by their lack of background knowledge. Their abilities in question forming, experiment design, graph interpretation, and result analysis were generally poorer, and the most difficult parts for them are especially question forming and experiment design. After technology was incorporated into teaching, the researcher found that students have improved in the above categories, especially significant among those who have better academic achievement. However, a further discussion is needed to explain the less significant improvement among students who have poorer academic achievement. In this study, the researcher discovered: The difficulties teachers encountered during the implementation of the inquiry are：(1)It was difficult to design the handouts. (2)Students are habitually asking teachers for solutions. (3)Students are often off the topics while doing discussion. (4)The habit of searching for a single correct answer. (5)Students have low motivation to do presentations. (6)Students lack abilities to do experiment design. (7)The pressure of school’s scheduled progress. To overcome the above difficulties, the use of internet search for information collection, the use of thinking maps for core knowledge, and the use of online forum for presentation can increase students’ motivations to participate in discussions. The increase of interactions between teachers and students can also help to solve students’problems while making inquiries. This study demonstrated a decent control of the instructional design, the problems and solutions of technology involvement in cooperative learning that leads to the improvement of students’ abilities for scientific inquiry. The outcomes of this teaching application receive positive feedback, and can also provide concrete suggestions for educators and for further research in the future.
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Jung-Zen, Yu, and 余榮仁. "A Study of the School-Based Teacher Appraisal System--A Reflectively Cooperative Action Inquiry for Appraiser and Appraisees." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/65102337518499261503.
Full textAbstract:
碩士臺南師範學院
國民教育研究所
88
Abstract The main purposes of this study were:(1) to construct a school-based teacher appraisal system to make the teachers qualification review committee methodical when examining the qualifications for teachers’ appointment;(2) to establish a school-based research group to facilitate teachers’ professional attainments in order to make teachers be able to solve problems in school, so that teachers’ professional status can be promoted;(3) to construct a democratic decision model to urge the school authority, teachers association and the parents committee to establish a good interaction model. In order to achieve the purposes, this study had taken the following measures: action research, literature review, participant observation, questionnaire survey, and personal interview. The ways of collecting data were site notes, sound and image recording, research diaries, etc. The analytic method of the data was quality-inductive analysis. This study had obtained the following findings: 1. The process of action research was full of uncertain factors, so the result of the research depend on whether researchers can have an insight to the uncertain factors and take the chance in dialogue context. 2.Action researchers must full-heartedly respect research ethics. 3.The personal conception of the principal and the way he took charge of the conference had important influence to the result of research. 4.Time consumption and personal perseverance of researchers had crucial influence to the results of research. 5.Nowadays, the elementary school remain conservative and resisting innovation. 6.A school-based teacher appraisal system should conduct meta-appraisal for future’ improvement. 7.The conception of the research group members had transformed through intensive debates. 8.It’s pretty difficult for the appraisers and appraisees to come to an agreement when the teachers qualification review system is carried out, because the school colleagues don’t always have the same conceptions. However, it is still practicable for the colleagues’ conceptions sometimes overlap as well. Based on the findings above, this study has come up with the following conclusions: 1.Ethical and value issues are involved during the process of action research. It’s challenging and uncertain, but it offers a lot of chances on the contrary. For the action researchers, how to foreseen and take the chances will influence his professional growth. 2.A school-based teacher appraisal system is often limited to some special background. Therefore, it’s necessary to do a meta-appraisal analysis for future improvement. 3.The following factors have crucial influences over the results of the research: (1) time consumption, personal perseverance and daily load of the action researchers ; (2) the culture of school ; (3) the personal conception of the principal and the way he took charge of the conference. 4.The members of the teacher appraisal group transform their conceptions through intensive debates over the issues. It proves that it’s valuable to communicate with school administration by action research, and it’s possible to solve school problems by constructing a school-based teacher research group. 5.It’s pretty difficult for the appraisers and appraisees to come to an agreement when the teachers qualification review system is carried outs, because the school colleagues don’t always have the same conceptions, However, it is still practicable for the colleagues’ conceptions sometimes overlap as well. So, the school-based teacher appraisal system could be successfully carried out, when(1) the current conservative school culture is changed; (2) the number of teachers in a school is increased, to reduce teachers’ daily work and to improve teachers’ interactions and professional attainments, and (3) the system is fully supported by the administrator. Based on the conclusions above, this study offered some suggestions to the educational administration authority, the elementary school teachers, the principals of elementary schools, and the future researchers.
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Tsai, Wen-Pin, and 蔡文斌. "An Cooperative Action Inquiry about Integrating Shin-Kang''s Community Resources into the Learning Activities of "Homeland Studies"." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/08307019900930786202.
Full textAbstract:
碩士國立嘉義師範學院
國民教育研究所
87
The major purpose of this study is to investigate the implementing idea of "Homeland Studies" through integrating Shin-Kang''s community resources. The researcher and the cooperative teacher drafted program plans of the Homeland Studies. Using a spiraling cycles research approach, each of the program plans was examined-i.e. implemented, reflected, and evaluated. Also, the researcher and the cooperative teacher discussed the resolutions of these problems emerged in the process of implementation. According to this study, the results are as follows: 1. The manpower resource and the material resource are the most convenient community resources for teachers to apply while implementing the Homeland Studies. 2. Besides integrating with the community resources, the influential factors regarding the design of activities include the teaching themes, the ideas of the cooperative team, and the learning abilities of the students. 3. In the manpower resources, the professional instructors who have teaching experience in elementary schools are helpful in guiding children''s learning. 4. The material resources, which have perfect organizations, are easy for proceeding the learning activities of the Homeland Studies. 5. In order to promote students'' learning outcomes, we used diverse teaching methods and offered more performing opportunities to students. 6. It has significant learning effects, whenever using " learning sheets" in the outdoor learning activities. 7. The researcher and the cooperative teacher can obtain the mutual growth of professional knowledge through the cooperative action inquiry. Finally, basing on the above results, the suggestions regarding the implementation and the future research of integrating with community resources in the Homeland Studies are raised.
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Liu, Cheng-Nan, and 劉正男. "An Inquiry on the "New Concept of Security" of China --- A View from the Strategic Thought of Cooperative Security." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/03043516329010602474.
Full textAbstract:
碩士國立臺灣師範大學
政治學研究所在職進修碩士班
96
This paper discusses four fundamental points: a) the development of the cooperation security theory, b) the background and strategic meaning behind China’s new security concept, c) the interrelation between the cooperation security and China’s new security concept and d) the realization of the cooperation security theory in China’s new security concept. After the cold war, dramatic changes have been made to security policies and strategies across countries all over the world. Issues concerning national security have been emerging. Therefore, researches on national and international security have grasped full attention. From the theory of international politics, an important generalization can be deducted from China’s new security concept: the cooperation security theory. As the author believed, ever since the former president of China, Jiang Zemin, proposed this innovative notion, the new security concept has become the supreme guidelines of China’s national strategies. On one hand, this concept has maintained the reforming style of Deng Xiaoping’s peace and development slogan; on the other hand, the set of guidelines have covered wide phases on international affairs. In the light of changes on international politics, peace in the Asian Pacific region and the bi-lateral development of cross-strait relations, more attention needs to be given to the new security concept. Meanwhile, a full grasp of the new security concept is the key to comprehend the cooperation security policy. . In terms of national economy, the increase on a nation’s wealth directly mounts up her power and capability. With the dismantling of the former Soviet Union and the end of the cold war, China has thus held controlling power over Asia. Every single move of China tends to shake the existing power structure in this region. This kind of situation inevitably results in the rearrangement of this region’s safety mechanism. With leading economic growth rate, China’s new security concept on international strategies definitely plays an important an important role on the world map. Therefore, more extensive researches are strongly recommended of China’s new security concept.
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Wang, Chun-chi, and 王俊祺. "The effect on student motivation in the learning of mathematics when using the cooperative inquiry teaching method for the junior high school students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/09560565802852728192.
Full textAbstract:
碩士靜宜大學
應用數學研究所
98
In this thesis, we present a method of coupling the cooperative teaching with the inquiry teaching method. Here, we combine the 5E inquiry ring theory with the traditional cooperative teaching method. We design, carry out the plan of teaching, observe and record the teaching processes and results. The object of study is 33 students from some junior high school in Taichung county, Taiwan. The experiment period is from Jan 2009 to May 2010. The data collected from the experiment contain both quality information and quantization materials. Quality information is shown by the plan of teaching, learning notes, student and teacher daily records. Quantization materials are investigated by the questionnaire of the learning motivation scale. We find that through coupling various cooperative learning models with the inquiry teaching method indeed enhance students’learning motivation and interests. Therefore, teachers can use our teaching tactics to motivate students and enhance learning.
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Dlamini, Amos Paspas. "Teaching of scientific investigations by life and natural science educators in Bushbuckridge." Diss., 2008. http://hdl.handle.net/10500/646.
Full textAbstract:
The study describes the teaching of scientific investigations by Life and Natural Sciences educators in the Bushbuckridge Region in Mpumalanga Province, South Africa. A quantitative survey method was exploited using a Cluster sampling method. The study was conducted a year after the introduction of the National Curriculum Statement in Grade 10, in South African schools. The study found that most educators use teacher-centred teaching methodologies rather than open inquiry in teaching scientific investigations. Schools still have a shortage of infrastructure, teaching resources and references, which make it difficult for the educators to shift towards the expected new system of teaching. Teachers are confronted with language barriers, heavy workload and insufficient retraining in the new curriculum.Science and Technology Education
M.Ed.
43
Chimbo, Bester. "Cooperative design of a cross-age tutoring system based on a social networking platform." Thesis, 2016. http://hdl.handle.net/10500/22754.
Full textAbstract:
In South Africa, many young children from poor social and economic backgrounds are cared for at home by parents or guardians who are themselves illiterate. This leads to poor educational outcomes later in life. Yet there are many privileged teenagers with access to mobile technologies who spend a greater portion of their spare time interacting on ubiquitous social media platforms. This presents an opportunity whereby the poor educational outcomes referred to previously could be addressed by applying a technology solution providing social media-based homework support by privileged teenagers to underprivileged younger children. However, most applications designed for use by children are designed by adults, with little understanding of the user requirements of the target end users. This research explores the following question: How can a cross-age tutoring system be designed for implementation on a social networking platform to support numeracy and literacy skill acquisition? The main contribution of this research was the definition of the Cooperative design by Children for Children (CD2C) Design Framework, a blueprint of how a cross-age tutoring system could be co-designed by children of different age groups and life circumstances. The CD2C Design Framework was derived as an abstraction of the second contribution of this research, the TitanTutor, an artifact designed using co-operative inquiry method and the Design Science Research approach. The third novelty of this research was contribution to Design Science Research theory, with the addition of new theory that states that cooperative design by children from different age groups and life circumstances is tempered by socio-environmental context and power relations between the co-design partners. This work provided important contributions to researchers in the areas of Cooperative Inquiry (CI), Human Computer Interaction (HCI), and Design Science Research (DSR). Future researchers could extend the CD2C Design Framework to make it even more abstract, thereby making it universally applicable to any co-design scenario.Computing
Ph. D. (Information Systems)
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吳吉晃. "An action research of learning achievement and reception of scientific learning environment to junior high school by 5E inquiry instruction of integration into a cooperative atmosphere-an example of the pressure unit." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/36117050070492362112.
Full textAbstract:
碩士國立彰化師範大學
物理學系
97
An Action Research of Learing Achievement and Reception of Scientific Learning Environment to Junior High School Students by 5E Inquiry Instruction of Integrating into a Cooperative Atmosphere—An Example of the Pressure Unit Abstract This study took the method of action research. The paper probed into the difficuilties and solutions which have encountered in the process of the teaching materials in pressure unit with 5E inquiry instruction of integrating into a cooperative atmosphere.Afterward the research also reviewed the influence of learing achievement and reception of scientific learning environment. The research subjects are the students from one regular class in a junion high school in central Taiwan.The data collection included worksheets, interviews, classroom observations,the teachers, reflection notes, What Is Happening In This Class, an achievement test. The datd analysis primarily adopted the qualitative analysis, and was further supported by quantitative analysis. The findings showed that the process of working with teachers, team on the teaching materials of pressure unit could be divided into 6 phases：(1)building teaching units,(2)establishing firmly concepts of the teaching units,(3)implement module pilot trial,(4)verifying instruction methodology,(5)designing teaching theme and activities,(6)building appraising method.The difficulties during the first teaching included：on engagement stage, studentswere used to explain phenomenon from surface properties. On exploration stage,students described the relationship in solid pressure, the measure of area and force or liquid preaaure, depth and liquid density with. qualitative analysis. On explanation stage,finding to think over the concepts of the pressure units before exploration activity,students could apply observation results naturally on explanation stage. On evaluation stage,several students still had misconceptions in which the objects,weight would chang duing the difference of putting down,the objects, liquid preaaure was equal in every places,the liquid was more heavier,the liquid pressure, values was more large. After practicing the second teaching module, from Cognition skill：students, correlation percentage at the learning achievements is 80％.In emotive skill：students have good reception inIN、IV、TO、CO of What Is Happening In This Class.
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邱悅熒. "A study of the effect of 5E inquiry learning cycle by integrating into a cooperative atmosphere on the learning achievement and reception of scientific learning environment in pressure unit for the eighth graders." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/65621637395278311387.
Full textAbstract:
碩士國立彰化師範大學
物理學系
97
A Study of the effect of 5E Inquiry Learning Cycle by Integrating into a Cooperative Atmosphere On the Learing Achievement and Reception of Scientific Learning Environment in Pressure Unit for the Eighth Graders Abstract By using quasi-experiment design, the purpose of the research is to investigate the influence of learing achievement and reception of scientific learning environment in pressure unit for the students. Every two regular classes were chosen from an eighth graders of two junior high schools in the center part of Taiwan. The one classe was assigned to experimental group and the other was being control group. The two experimental groups were taught by the researcher and the collaborating teachers with the 5E Inquiry Learning Cycle by Integrating into a Cooperative Atmosphere. The control group was still taught by their present physical-science teachers with early constructivist teaching. Each group was given the group assessment of "pressure unit, prerequisite knowledge in front of teaching，after the " pressure unit"the teaching finishes ,the class making "WIHIC" front to measure,after the experimental class and the control class making WIHIC " to measure, processing altogether variable analysis too compare the two groups about learing achievement and reception of scientific learning environment in pressure unit. Collecting and analysing the qualitative data which includes classroom observing, vedio and sound recording, interviewing and student’s worksheets help. The results were found as follows: 一 、Subject of experimental group by 5E inquiry learning cycle integrating into a cooperative atmosphere has significantly better performance than the control class by early constructivist teaching in the pressure unit achievement test. (F＝9.942，P=.002**) 二、Subject of experimental group by 5E inquiry learning cycle integrating into a cooperative atmosphere has significantly better performance than the control class by early constructivist teaching in the total scores of WIHIC，and the separated scores of IN,IV,TO,CO. (IN：F＝150.838，P=.000***、IV：F＝9.273，P=.003**、TO：F＝9.845，P=.002**、CO：F＝8.267，P=.005**、total：F＝15.968，P=.000***)。 三、The high achievement students, per- test and post-test, reception of experimental group has significantly differences inIN(t=8.854，p=.000***)、IV(t=2.210，p=.039*)、the total of WIHIC.( t=4.935，p=.000***) The low achievement students, per- test and post-test, reception of experimental group has significantly differences inIN(t=6.304，p=.000***)、IV(t=5.832， p=.000***)、TO(t=2.350，p=.028*)、CO(t=3.260，p=.004**)、the total of WIHIC.(t=5.523， p=.000***)
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Dias, Ana Filipa Lopes. "O ensino por investigação e a aprendizagem cooperativa no 1º ciclo do ensino básico." Master's thesis, 2015. http://hdl.handle.net/10400.26/8266.
Full textAbstract:
A escola deve proporcionar, para além da aprendizagem de conteúdos científicos específicos, a formação integral dos alunos, desenvolver competências e atitudes que permitam a sua intervenção e transformação na sociedade de que fazem parte. Neste sentido, o presente projeto procura compreender de que forma a aprendizagem cooperativa, enquanto metodologia de trabalho, contribui para o processo de aprendizagem de todos os alunos através do ensino por investigação.
Este estudo insere-se numa metodologia de base qualitativa, assumindo uma abordagem próxima da investigação-ação e tem como objetivo descrever, interpretar e analisar o trabalho dos vários grupos da turma, discutindo se as potencialidades da aprendizagem cooperativa se adequam às tarefas de natureza investigativa. Nesta perspetiva, dá também a conhecer as ideias e as aprendizagens dos alunos ao longo desse processo.
Neste estudo participaram 26 alunos de uma turma de 2.º ano de escolaridade, em contexto de estágio III, no âmbito do Mestrado em Educação Pré-Escolar e Ensino 1.º Ciclo do Ensino Básico, bem como a professora cooperante.
A implementação das tarefas de cariz investigativo foi ao encontro do Modelo dos 5 E´s de Bybee (et al., 2006). Este descreve uma sequência de ensino que desempenha um papel significativo no processo de desenvolvimento curricular e promove o ensino por investigação.
A análise dos resultados obtidos permite encarar com otimismo a utilização e o contributo do trabalho cooperativo em contexto de atividades de natureza investigativa para a aprendizagem dos alunos, pois parece contribuir para a melhoria das aprendizagens ao nível da inclusão dos alunos na turma, das competências científicas, da aprendizagem dos conceitos científicos assim como para o desenvolvimento de algumas das competências transversais propostas pelo currículo.School must provide, in addition to the specific scientific content learning, the integral students formation, to develop skills and attitudes that allow their intervention and transformation in society. Accordingly, this project seeks to understand how cooperative learning, as a working methodology, contributes to the learning process of all students through Inquiry-Based Science Education. The present study has a qualitative methodology, inspired in a research-action approach and aims to describe, interpret and analyze the work of the various class groups, discussing the potential of cooperative learning within inquiry-based tasks, as well as to describe and analyze students’ ideas and understanding throughout this process. This study had the participation of 26 students of a 2nd year class, in the context of stage III, of the Masters in Preschool Education and Teaching 1st Cycle of Basic Education, and the cooperating teacher. The inquiry-based tasks were implemented according to Bybee’ 5E model (2006). This model describes a teaching sequence that plays a significant role in the curriculum development process and promotes Inquiry-Based Science Education. The results analysis allows us to face with optimism the use and the contribution of cooperative work in the context inquiry-based tasks for student learning. They seem to contribute to the improvement of learning in terms of students’ inclusion in the class, of scientific expertise, the development of thought, as well as for the development of transversal skills proposed by the curriculum.
Escola Superior de Educação, Instituto Politécnico de Setúbal
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Nussey, Reville Jess. "The challenges and limitations of developing a "reconciliatory pedagogy" using oral history with South African pre-service and in-service history teachers." Thesis, 2013. http://hdl.handle.net/10539/13165.
Full textAbstract:
This thesis concerns the challenges and limitations of developing a conception of a “reconciliatory pedagogy”. As a history methodology lecturer at the University of the Witwatersrand, I noticed that relationships among students were polarised. But during the course of an oral history and cooperative learning assignment with second year students, I observed a shift in relationships among some of the students. This started my journey towards conceptualising a “reconciliatory pedagogy”, which addresses the difficult issue of how we reweave relationships in the South African history lecture/classroom, given our torrid past.
The methodology used in this thesis is narrative inquiry. I have used this approach to consider the meaning of reconciliation from different perspectives and contexts: the literature on reconciliation, the Truth and Reconciliation Commission (TRC) in South Africa, and in practice with some history methodology students and history primary school teachers.
John Paul Lederach’s (1997, 1999) images of reconciliation were key ideas literature that informed my conception of a reconciliatory pedagogy. He developed his dynamic ideas on reconciliation during his international attempts at peace-making, and I explored whether these ideas could be applied to the South African context of the history lecture/classroom.
The TRC started the process of reconciliation in 1996, but everyday events continue to demonstrate the on-going lack of reconciliation in South Africa. A “reconciliatory pedagogy” aimed to take forward some aspects of the TRC, such as students/learners finding out more about the recent South African past via oral history interviews, and encouraging dialogue about this difficult past between the different generations.
The use of cooperative learning strategies facilitated further dialogue about this past among the students/learners, where they shared “their” oral histories during a joint task, and in some cases engaged in Lederach’s (1999) “dance” of reconciliation. By interviewing history students/teachers, and through classroom observations, the successes and limitations of my conception of a “reconciliatory pedagogy” emerged.
The results of the above process encouraged reflection about the education of history student teachers: it suggested the need for a more theory-based approach to their education via a critique of Lederach’s model of reconciliation and oral history in a “reconciliatory pedagogy”. A “reconciliatory pedagogy” does not claim to lead to big changes in attitudes or towards the teaching of history, but it assists in small shifts that may affect the broader project of reconciliation in South Africa.
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Masilo, Motshidisi Marleen. "Implementing inquiry-based learning to enhance Grade 11 students' problem-solving skills in Euclidean Geometry." Thesis, 2018. http://hdl.handle.net/10500/24966.
Full textAbstract:
Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0: μinquiry-based facilitation = μtraditional axiomatic approach. This study emphasises a pragmatist view that constructivism is fundamental to realism, that is, inductive inquiry supplements deductive inquiry in teaching and learning. Participants in this study comprise schools in Tshwane North district that served as experimental group and Tshwane West district schools classified as comparison group. The two districts are in the Gauteng Province of South Africa. The total number of students who participated is 166, that is, 97 students in the experimental group and 69 students in the comparison group. Convenient sampling applied and three experimental and three comparison group schools were sampled. Embedded mixed-method methodology was employed. Quantitative and qualitative methodologies are integrated in collecting data; analysis and interpretation of data. Inquiry-based-facilitation occurred in experimental group when the facilitator probed asking students to research, weigh evidence, explore, share discoveries, allow students to display authentic knowledge and skills and guiding students to apply knowledge and skills to solve problems for the classroom and for the world out of the classroom. In response to inquiry-based facilitation, students engaged in cooperative learning, exploration, self-centred and self-regulated learning in order to acquire knowledge and skills. In the comparison group, teaching progressed as usual. Quantitative data revealed that on average, participant that received intervention through inquiry-based facilitation acquired inquiry-based learning skills and improved (M= -7.773, SE= 0.7146) than those who did not receive intervention (M= -0.221, SE = 0.4429). This difference (-7.547), 95% CI (-8.08, 5.69), was significant at t (10.88), p = 0.0001, p<0.05 and represented a large effect size of 0.55. The large effect size emphasises that inquiry-based facilitation contributed significantly towards improvement in inquiry-based learning and that the framework contributed by this study can be considered as a framework of inquiry-based facilitation in Euclidean Geometry. This study has shown that the traditional axiomatic approach promotes rote learning; passive, deductive and algorithmic learning that obstructs application of knowledge in problem-solving. Therefore, this study asserts that the application of Inquiry-based facilitation to implement inquiry-based learning promotes deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Euclidean Geometry.Mathematics Education
Ph. D. (Mathematics, Science and Technology Education)
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Avila, Sakar Andrea. "Experiencing Allyhood: the complicated and conflicted journey of a spiritual-Mestiza-Ally to the land of colonization/decolonization." Thesis, 2012. http://hdl.handle.net/1828/4376.
Full textAbstract:
Ally literature suggests processes and guidelines that non-Indigenous researchers can follow in order to establish respectful relationships (Battiste, 1998; Wilson, 2008; Edward, 2006; Margaret, 2010). It also states the importance of preparedness for engaging and sustaining long term alliances (Lang, 2010; Brophey, 2011); however specific training methods; modalities that support long-term relationships; practices to develop desired qualities; or self-care approaches for Allies have not been addressed in the literature. Through autoethnographic work I sought to explore this gap in literature. This study is situated within decolonizing methodologies looking to contribute to legitimizing traditional ways of knowing; and within Anzaldúas (1987) philosophical view of “Doing Mestizaje” (1987). My work is a personal account of the complicated and conflicted situation of working as an Ally, being both Mestiza and Buddhist in a culture of colonization/decolonization. Unique to this exploration are modalities I chose to help with a deeper understanding, and as possible approaches to address emotional stress and prevent burnout in Ally work: art, meditation, mindfulness practice, prayer, dream work, and narrative/poetry. My findings show that a Mestizo view of Allyhood presents differences with those of White Allies; that implementation of the Buddhist concepts of interdependence and selflessness can support Allies during a painful or stressful process of self-reflection, as well as through out the relationship; and that doing research as ceremony, and ceremony as research contributes to the revitalization of Indigenous traditional ways of knowing and its importance in Decolonizing work.Graduate
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Hui-Mei, Hsu, and 許蕙美. "An Inquiry on the Experience of Cross-city Cooperation in Performing Arts." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/ks998c.
Full textAbstract:
碩士國立臺北藝術大學
藝術行政與管理研究所碩士班
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The public sector’s programs to subsidize the international interflow usually focus on the projects of domestic groups exhibiting/performing abroad and international groups coming to perform in Taiwan; only a small proportion of these programs revolve around the cooperative creation through cross-city interflow. The existing documents on the cross-city interflow of performing arts are mostly critical works and discourses about the artists’ creative concepts, but the profound inquires on the artists and art administrators’ experience about cross-city interflow and the influence they receive are hardly seen. Why does cross-city interflow of cooperative creation only account for a small proportion of the subsidy programs? What impact does cross-city cooperative creation have on the artists? How do art administrators facilitate the workings of such interflow? How do the cross-city interflow of cooperative creation and the one of non-cooperative creation differ in their effects? Based on the many queries about the cross-city cooperative creation of performing arts, this research studies the artists and art administrators who have experience in the cross-city cooperative creation of performing arts, conducts interviews with totally eighteen participants of such cooperation and analyzes their experience. In this way, we hope to understand the effects and influence the participants receive through cross-city cooperative creation, examine the phenomena that occur during the process of the cooperative creation, analyze the required conditions and mechanisms as well as explore the role of the art administrators in cross-city cooperative creation. After analyzing the data, this research first explicates what external effects and internal impact does the cross-city cooperative creation of performing arts generate on the artists. Second, by presenting the phenomena that often happen to three of the aspects of cross-city cooperative creation--the production, the artists themselves and the cooperative members--this research further analyzes the necessary conditions and required mechanisms regarding these three aspects. Then, about the art administrators, we would show how they grow during their participation in the process, analyze the necessary personal conditions and qualities as well as explore the role they should play during their participation in the process of cross-city cooperative creation. Finally, the writer would interpret the influence of both the macro-environment and the micro-factors on the development and continuance of cross-city cooperative creation. Based on the aforementioned findings, this research puts forward three conclusions. First, cross-city cooperative creation is a form of interflow from which the artists can receive more profound effects and influence. Second, well-rounded conditions and mechanisms can diminish the negative phenomena of the interflow and contribute to positive results. Third, the art administrators play the important role of improving the conditions and mechanisms in the projects of cross-city cooperative creation. Through cross-city cooperative creation, the artists acquire artistic learning, personal growth and conceptual changes, which is both the value of cross-city cooperative creation and the consequence of the artists’ devotion to genuine interflow and mutual learning. The cross-city cooperative creation of performing arts is a form of international cultural interflow through which the communication of artists’ creativity and culture can be substantially achieved