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Dissertations / Theses on the topic 'Curricular Complexity'

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Published: 10 December 2022
Last updated: 29 January 2023

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1

Gilabert, Guerrero Roger. "Task Complexity and L2 Narrative Oral Production." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/1662.

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This study explores the impact of manipulating Task Complexity simultaneously along both pre-task planning time and the degree of displaced, past time reference on L2 narrative oral production. By drawing on consolidated psycholinguistic models of language production, the study first explores the similarities and differences between L1 and L2 oral production and examines how language processing for comprehension, production, and learning are mediated by the cognitive processes of attention and memory. Secondly, a definition of task is provided, and the concept of Task Complexity is presented and developed as born from a need to design and sequence tasks in a syllabus in a principled way. Thirdly, a review of options in syllabus design as a consequence of different conceptions about language teaching and learning is provided. The main characteristics of a number of synthetic and analytic syllabi are considered, and this is followed by a review of research into task features. In the fourth place, the specific literature related to planning time and the degree of displaced, past time reference is reviewed, and the questions and four hypotheses of the experiment advanced. The first hypothesis states that providing pre-task planning time will positively affect learners' fluency and structural complexity with no impact on lexical complexity or accuracy. The second hypothesis predicts that increasing Task Complexity along the +/- Here-and-Now variable will have positive consequences for learners' complexity and accuracy but will have detrimental effects on fluency. The third hypothesis foresees a greater impact of planning time in more complex There-and-Then versions of tasks. Finally, the fourth hypothesis predicts that the effects of increasing Task Complexity along the +/- Here-and-Now variable will be enhanced under planned conditions. From a methodological point of view, a repeated measures design is used to obtain production data from 48 subjects with a lower-intermediate level of English, and four levels of Task Complexity which combine the two variables are established. Each learner narrates each of 4 comic strips under a different condition, the sequence of which is controlled by means of a Latin square design. Measures include unpruned Speech Rate A and pruned Speech Rate B for fluency; the percentage of lexical words, the ratio of lexical to function words, and the Guiraud's Index of lexical richness for lexical complexity; the number of S-nodes per T-unit for structural complexity; and the percentage of error-free T-units, the target-like use of articles, the percentage of self-initiated self-repairs, and the ratio of repaired to unrepaired errors for accuracy. Finally, learners' perception of Task Complexity is also analyzed by means of an affective variables questionnaire, in which they are asked about their perception of difficulty, stress, confidence, interest, and motivation. The questionnaire is validated by means of protocol analysis. Results of repeated measures ANOVAs show that planning time generates higher fluency and lexical complexity with no effects for structural complexity or accuracy. Increasing complexity along the +/- Here-and-Now variable has positive effects on accuracy with no significant differences for lexical or structural complexity, and with detrimental effects for fluency. No significant differences are found between the impact of planning time of simple Here-and-Now and complex There-and-Then versions of tasks. The effects of increasing complexity along the There-and-Then variable are enhanced by planning time without reaching statistical significance. Further results show that more complex tasks are perceived as more difficult, stressful, and generate lower levels of confidence without detrimental effects on the perception of interest or motivation. Results are discussed in the light of L1 and L2 production theories as well as competing theories of attention allocation policies during task performance. It is argued that the dimensions of accuracy and complexity can be attended to by learners as long as tasks are kept simple along resource-dispersing dimensions (i.e. planning time) and complex along resource-directing dimensions (i.e. +/- here-and-now). It is finally argued that Task Complexity is an important construct for task design and task sequencing which can be manipulated to obtain specific effects on L2 production and, potentially, learning.

KEYWORDS: Cognitive complexity, Tasks, Syllabus design, Oral production, Narrative, SLA
Aquest treball investiga l'impacte de la manipulació simultània del temps de planificació i el grau de desplaçament en el temps i l'espai sobre la producció narrativa oral en l'L2. En primer lloc, i basant-se en models psicolingüístics consolidats de producció oral, el treball examina les similituds i les diferències entre la producció oral en l'L1 i en l'L2, i analitza com els processos d'atenció i memòria condicionen el processament per a la comprensió, la producció i l'aprenentatge del llenguatge. En segon lloc, es defineix el concepte de tasca i es desenvolupa el concepte de complexitat cognitiva, el qual sorgeix de la necessitat de dissenyar tasques i organitzar-les en un programa de manera raonada. En tercer lloc, es fa una revisió de les opcions de disseny de programes d'ensenyament de llengua que emanen de diferents concepcions sobre l'ensenyament i l'aprenentatge. Es consideren les principals característiques d'una sèrie de programes sintètics i analítics, i es fa una revisió de les investigacions referides a diferents trets de les tasques. En quart lloc, es presenten el estudis que es refereixen específicament a les variables de planificació i +/- aquí-i-ara, i s'avancen les preguntes i les quatre hipòtesis d'aquest estudi. La primera hipòtesi afirma que proporcionar temps de planificació afectarà positivament la fluïdesa i la complexitat estructural de la producció dels parlants, sense tenir cap impacte significatiu sobre la seva complexitat lèxica ni la seva correcció. La segona hipòtesi planteja que augmentar la complexitat cognitiva de la tasca forçant la narració en l'allà-i-llavors tindrà conseqüències positives per a la complexitat i la correcció, però negatives per a la fluïdesa. La tercera hipòtesi preveu un impacte més gran del temps de planificació sobre la producció en les tasques cognitivament més complexes. La quarta hipòtesi suggereix que l'impacte de l'augment de la complexitat cognitiva sobre la producció serà més gran quan hi ha hagut temps de planificació. Metodològicament, s'utilitza un disseny de mesures repetides per a l'obtenció de les narratives orals de 48 subjectes d'un nivell d'anglès intermig-baix, i s'estableixen 4 nivells de complexitat cognitiva que combinen les dues variables. Cada estudiant narra cada història sota cadascuna de les condicions, les quals es presenten en seqüències diferents mitjançant un disseny de quadres llatins. Les mesures inclouen: per a la fluïdesa, el nombre de síl·labes per minut de la transcripció exacta i el nombre de síl.labes per minut de la transcripció depurada; per a la complexitat lèxica, el percentatge de mots lèxics, la ratio de mots lèxics respecte dels funcionals i l'índex de Guiraud de riquesa lèxica; per a la complexitat estructural, el nombre de nodes verbals per cada unitat T; i per a la correcció, el percentatge d'unitats T sense errors, l'ús a nivell nadiu dels articles, el percentatge d'autocorreccions i la ratio d'errors corregits respecte dels no corregits. La percepció subjectiva dels estudiants respecte de la complexitat cognitiva de les tasques es mesura amb un qüestionari de variables afectives, el qual demana als estudiants per la seva percepció de la dificultat, l'estrès, la confiança, l'interès i la motivació respecte de cada tasca. El qüestionari es valida mitjançant una anàlisi de protocol que investiga la interpretació de les variables afectives per part dels estudiants. Els resultats dels tests ANOVA de mesures repetides demostren que proporcionar temps de planificació té un impacte positiu sobre la fluïdesa i la complexitat lèxica de la producció dels parlants de l'L2. L'augment de la complexitat cognitiva respecte de la variable +/- aquí-i-ara té efectes positius sobre la correcció lingüística sense produir efectes significatius per a la complexitat estructural ni lèxica, i amb efectes negatius per a la fluïdesa. No es troben diferències significatives de l'efecte de la planificació entre tasques simple en l'aquí-i-ara, i les complexes en l'allà-i-llavors. Els efectes de l'augment de la complexitat cognitiva amb la variable +/- aquí-i-ara s'incrementen sota condicions de planificació sense arribar a nivells significatius. Resultats addicionals demostren que les tasques més complexes cognitivament es perceben com a més difícils, estressants, i generen nivells més baixos de confiança sense afectar la percepció del seu interès o la seva motivació. Els resultats s'expliquen a la llum de teories de producció del llenguatge en l'L1 i l'L2, així com en funció de teories que difereixen en la concepció de com l'atenció funciona durant la producció. S'argumenta que les dimensions de complexitat lingüística i correcció poden ser ateses simultàniament sempre i quan les tasques siguin simples pel que fa a la planificació i complexes pel que fa a complexitat cognitiva (és a dir, en l'allà-i-llavors). Finalment, es defensa que la complexitat cognitiva de les tasques és un constructe empíricament testable i útil per al disseny i la seqüenciació de les tasques en un programa d'ensenyament. La complexitat cognitiva de les tasques pot ser manipulada per tal d'obtenir efectes específics per a la producció i, potencialment, per a l'aprenentatge.
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2

Risdon, Cathy. "Curricular processes as practice : the emergence of excellence in a medical school." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/1837.

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This thesis deals with two related questions. The first relates to a critical inquiry into the processes of curriculum creation and formation within a medical school which has undergone a significant curriculum revision. I explore the notion that such processes can be understood as a form of practice in which the relationship between content and process is held together by what is explored in the thesis as an indivisible, paradoxical tension. Exploring curriculum as a kind of process is a novel approach in a school steeped in the traditions of the natural sciences. The common metaphors for curriculum in this setting refer to blueprints, models, behavioural competencies and objective standards. These are all founded on the belief in an objective observer who can maintain some form of distance between themselves and the subject in question. Issues of method are, therefore, central to my explorations of how we might, instead, locate curriculum in social processes and acts of evaluation involving power relations, conflict and the continuous negotiation of how it is we work together. The paradox of process and content in this way of understanding is that participants in curricular practice are simultaneously forming and being formed by their participation. In this way of thinking, it makes no sense to say one can either “step back” to “reflect” on their participation or that there is a way to approach participation “objectively.” The other question I address in this thesis has to do with the emergence of excellence. By emergence, I refer to thinking in the complexity sciences which attempts to explain phenomena which have a coherence which cannot be planned for or known in advance. “Excellence” is a kind of idealization which has no meaning until it is taken up and “functionalized” within specific settings and situations. In the setting of participating in curriculum formation, excellence may be understood as one possible outcome of persisting engagement and continuous inquiry which itself influences the ongoing conversation of how excellence is recognized and understood. In other words, excellence emerges in social processes as a theme simultaneously shaping and being shaped by curricular practice. This research was initiated as a result of a mandate to establish a program which could demonstrate excellence in the area of relationships in health care. The magnitude of this mandate felt overwhelming at the time and raised a lot of anxiety. I found that the traditional thinking regarding participation in organizational change processes (which, within my setting, could be understood as “set your goal and work backwards”) did not satisfactorily account for the uncertainties and surprises of working with colleagues to create something new. The method of inquiry can be read as another example of a process / content paradox through which my findings regarding curriculum and excellence emerged. This method involved taking narratives from my experience as an educator and clinician and a participant in varied forms of curricular processes and inquiring into them further by both locating them within relevant discourses from sociology, medical education and organizational studies and also sharing them with peers in my doctoral program as well as colleagues from my local setting. This method led to an inquiry and series of findings which was substantively different from my starting point. This movement in thinking offers another demonstration of an emergent methodology in which original findings are “discovered” through the course of inquiry. These findings continue to affect my practice and my approach to inquiry within the setting of medical education. The original contributions to thinking in medical education occur in several ways. One is in the demonstration of a research method which takes my own original experience seriously and seeks to challenge taken for granted assumptions about a separation of process and content, instead exploring the implications of understanding these in a relation of paradox. By locating my work within social processes of engagement and recognition, I explore the possibility that excellence can also be understood as an emergent property of interaction which is under continuous negotiation which itself forms the basis for further recognition and exploration of “excellence.” The social processes which shape and are shaped by “excellence” are fundamental to the practice of curriculum itself. Both curricula and “excellence” emerge within the interactions of people with a stake in the desired outcomes as the product of continued involvement and consideration of ongoing experience. Finally, a process view of medical education is presented as a contribution to understanding the work of training physicians who are comfortable with the uncertainties and contingencies involved in the humane care of their patients.
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3

Gual, Oliva Marta. "El pensament sistèmic com una aportació des de la complexitat per avançar en l’ambientalització curricular. El cas d'una proposta educativa per a treballar els vectors ambientals a l'educació secundària." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/293909.

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Aquesta investigació se situa en el marc dels processos d’ambientalització curricular dels programes educatius entesos com processos de canvi de les representacions sobre les causes, efectes i solucions dels fenòmens i per tant de canvis en els models interpretatius de l’alumnat, concretament es presenta el pensament sistèmic com una aportació a aquest procés des dels principis de la complexitat. Per això la recerca es pregunta quines són les estratègies didàctiques orientadores del disseny d’activitats educatives que incorporin la perspectiva sistèmica contribuint al procés d’ambientalització curricular. Per tal d’assolir aquesta finalitat es dissenya i s’aplica un instrument d’anàlisi del pensament sistèmic que permet identificar i caracteritzar els patrons de pensament sistèmic expressats per l’alumnat. La recerca, de caràcter qualitatiu, se situa en el paradigma interpretatiu i es concreta en un estudi de cas avaluatiu instrumental, ja que pretén comprendre i descriure amb detall l’ús del pensament sistèmic a l’hora d’explicar els fenòmens socioambientals. El cas d’estudi es defineix com la interacció entre un material didàctic sobre qualitat ambiental municipal i dos grups de treball d’alumnat de secundària d’un municipi de la comarca del Vallès Occidental. Les estratègies de recollida de la informació són l’aplicació del material didàctic i la realització d’una entrevista als dos grups, a partir de les quals s’obtenen les produccions escrites de l’alumnat i l’enregistrament sonor de les entrevistes, conformant la mostra de la recerca. Mitjançant la tècnica de l’anàlisi del contingut utilitzant el programari Atlas.ti, la mostra s’analitza aplicant l’instrument d’anàlisi, que consisteix en les cinc dimensions que caracteritzen el pensament sistèmic (Nivell Escalar, Obertura del Sistema, Patró d’Interacció, Flux d’Agent i Probabilitat) estructurades formant un interval de categories de menor a major gradient de complexitat. Els resultats permeten definir les característiques que ha de reunir un instrument capaç d’identificar i caracteritzar els patrons de pensament sistèmic expressats per l’alumnat en el marc d’aplicació d’una unitat didàctica sobre fenòmens socioambientals. Aquest es constitueix des del principi sistèmic establint una relació escalar entre les dimensions i les categories que el formen. En referència als patrons de pensament sistèmic expressats per l’alumnat s’evidencia l’existència de patrons lligats a les dimensions i en concret es destaca la significativitat de les dimensions referents als nivells escalars en els quals es poden produir interaccions en el context dels fenòmens socioambientals i a la relació entre els límits d’un sistema i el seu entorn. En referència als patrons de pensament sistèmic expressats per l’alumnat i el material didàctic els resultats evidencien l’existència de patrons lligats a la tipologia d’activitats i en concret es destaca la significativitat de les activitats d’exploració i d’aplicació com afavoridores de l’ús dels components del pensament sistèmic més complexos en les explicacions de l’alumnat. El disseny i l’aplicació d’un material didàctic sobre fenòmens socioambientals des de la perspectiva del pensament sistèmic ha afavorit la integració d’aspectes del pensament complex en els models interpretatius de l’alumnat contribuint als processos d’ambientalització curricular. La recerca elabora una proposta per orientar el disseny d’estratègies didàctiques afavoridores del pensament sistèmic en el marc de l’ambientalització curricular: les activitats han d’estar específicament dissenyades per a aquest propòsit, han de partir de fenòmens reals i propers a l’alumnat, han de permetre la relació entre el coneixement i l’acció, i l’expressió mitjançant diversos llenguatges, per això la combinació de diferents tipologies d’activitats es mostra com la més afavoridora per a desenvolupar l’ús del pensament sistèmic. D’altra banda es posa de manifest la necessitat de seguir investigant en estratègies didàctiques que permetin desenvolupar el pensament emergent i la incorporació de la incertesa a l’hora de plantejar accions en el medi i els seus efectes a llarg termini.
This investigation is set in the context of the processes of curriculum greening understood as processes of change in the representations about the causes, effects and solutions of the world phenomena and therefore it implies changes in the interpretative models of the students. System thinking is presented as a contribution to this process from the view of complexity. The research questions what are the teaching strategies that can guide the design of educational activities that incorporate system thinking abilities contributing to the process of curriculum greening. To achieve this purpose an analysis tool is designed and applied to identify and characterize the patterns in terms of system thinking expressed by students. The research, from a qualitative nature, is set in the interpretative paradigm, specifically corresponds to an instrumental evaluative case study that has the aim to understand and describe in detail the use of system thinking skills in explaining socio-environmental phenomena. The case study is defined as the interaction between a teaching sequence about environmental quality and two working groups of high school students from a town in Vallès Occidental. Data was collected by applying the teaching sequence and conducting an interview to the two groups. The research sample consists in the students' written work and the audio recording of the interviews. Using the technique of content analysis and the software Atlas.ti, the sample is analysed using the designed analysis tool, which consists of the five dimensions that characterize the System Thinking (Scalar Level, System Opening, Interaction Pattern, Flow Agent and Probability) forming a structured range of categories from low to high complexity gradient. The results allow defining the characteristics that a tool to identify and characterize the system thinking patterns expressed by students in relation to the application of a teaching unit on socio-environmental phenomena must have. This becomes in constituting it from the systemic principle establishing a scalar relationship between the dimensions and categories that constitute it. With reference to system thinking patterns expressed by the students it is demonstrated the existence of patterns linked to specific dimensions and the results highlight the significance of the dimensions relating to scalar levels and the limits and the relationship between a system and its environment. With reference to system thinking patterns expressed by the students and the teaching sequence the results demonstrate the existence of patterns linked to specific types of activities and it is highlighted the significance of the activities of exploration and application as favourable to the use of the more complex components of the systems thinking in students' explanations. The design and application of a teaching sequence on social and environmental phenomena from the perspective of systems thinking has led to the integration of some complex components into the students’ interpretative models contributing to the processes of curriculum greening. The research develops a proposal to guide the design of teaching strategies promoting system thinking in the context of curriculum greening: activities should be specifically designed for this purpose and must be based on real and close situations, they should allow the relationship between knowledge and action and the expression through different languages, so the combination of different types of activities becomes the most flattering to develop the use of system thinking skills. Furthermore it is highlighted the need for further research on teaching strategies for developing emergence and incorporating uncertainty when considering actions on the environment and its long term effects.
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Souza, Marcos Lopes de. "Atividade curricular de integração entre ensino, pesquisa e extensão (ACIEPE) : anseios, conjunturas e contornos de inovações curriculares em movimento." Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/2191.

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This research describes and discusses about the conjuncture and the movements of the program so-called as Curricular Integration Activity between Teaching, Research and Outreach (ACIEPE) since its implantation in Sao Carlos Federal University from year 2002 up to 2006, analyzing in a focused way one of its proposals. During the investigation the information have been acquired by interviews with the Program s idealizers and executers, also by the Program s (ACIEPE) documents, questionnaires applied to the coordinators of the program proposals, the registries of one of the program s proposal meetings and by interviews realized with the participants of this experience. The ACIEPE Program had been created during a period in which UFSCar was trying to consolidate itself as a University based on the concepts of democratic participation, academic competence and Social commitment, a perspective that contested the neoliberal politics, which, has occupied a large area into University space. The implantation of the program occurred within a period in which UFSCar s graduation courses were passing through a curriculum reformulation process that began since the establishment of Brazilian Universities Institutional Valuation Program (PAIUB). Initially, the ACIEPE was incorporated to the courses s curriculum as an elective discipline, lately, within the curricular flexibilization, it happened to be a complementary curricular activity. Within the period comprehended between the years 2002-2006, 49 different proposals were done, some of them were re-offered, and now 107 classes can be counted in. New projects of ACIEPEs have been offered each semester (at least five), at the same time, new professors have adhered to different proposals of ACIEPEs demonstrating that the program have been recognized as an opportunity for curricular innovation. Because of the thematics that were chosen, the outreach guidelines, the external public and the methodological approaches, the ACIEPEs presented different faces, which made it different from traditional academic spaces. The proposals of ACIEPEs were consolidated as educative spaces; constituted especially by multidisciplinary teams, which involved learning and professors from distinct majors. In those spaces the formation offered to the graduation students could embrace things beyond the society of the knowledge, involving aspects like citizenship, social equality, environment sustainability, social cooperation, Human values and etc., increasing the student s knowledge experiences, which includes the interaction with different social groups. The practice of the inseparability between teaching, research and outreach at ACIEPEs occurred in a diffuse and incipient manner, overall, when it comes to the interlocution between university and External community. Focusing on one of the experiences of the ACIEPE program entitled as The comprehension about biological knowledge essence and its relationship with Science and biology on Basic Education it could have been evidenced that the ACIEPEs program s intentions were approximately reached, especially the ones related to the construction of a space that could give to the graduation students also professional education and citizenship, even, establishing a strong link between University and several social segments. At the same time, this ACIEPE, basing on its specific objectives and on the perspective of complexity, can be denominated, besides its own limitations, as a curricular innovation, based on the construction of dialogue spaces among the disciplines, whereas it made possible to the participants, especially, the biology teachers and the undergraduate level students of biological sciences course, to find a new significance for the nature of biological knowledge trough the articulation with Philosophy and sociology.
Esta pesquisa descreve e discute a conjuntura, os desenhos e os movimentos do Programa Atividade Curricular de Integração entre Ensino, Pesquisa e Extensão (ACIEPE) desde sua implantação, na Universidade Federal de São Carlos, no ano de 2002 até 2006, e analisa, de forma mais focalizada, uma de suas propostas. No percurso da investigação buscaram-se informações por meio de entrevistas com as pessoas idealizadoras e executoras do Programa; em documentos sobre o Programa ACIEPE; em questionários aplicados às(aos) coordenadoras(es) das propostas de ACIEPEs; em registros dos encontros de uma das propostas/experiências do Programa e em entrevistas realizadas com as pessoas participantes desta experiência. O Programa ACIEPE é engendrado num contexto em que a UFSCar procura se consolidar como uma universidade pautada na participação democrática, na competência acadêmica e no compromisso social; perspectiva essa que procura contestar as políticas neoliberais que vêm adentrando no espaço universitário. A implantação do Programa ocorre num momento em que os cursos de graduação da UFSCar estão em processo de reformulação curricular iniciado desde o Programa de Avaliação Institucional das Universidades Brasileiras (PAIUB). Inicialmente, a ACIEPE é incorporada aos currículos dos diferentes cursos enquanto disciplina eletiva, posteriormente, com a flexibilização curricular e, em virtude do próprio formato que ela vai tomando, passa a ser uma atividade curricular complementar. No período de 2002-2006 realizou-se 49 propostas diferentes de ACIEPEs e com a reoferta de algumas delas, se chega a 107 turmas. Novos projetos de ACIEPEs têm sido oferecidos a cada semestre (em média, cinco), ao mesmo tempo, novos(as) professores(as) vêm aderindo às diferentes propostas de ACIEPEs, demonstrando que a comunidade universitária tem reconhecido o Programa como espaço de inovação curricular. As ACIEPEs realizadas apresentaram uma diversidade de desenhos no que diz respeito às temáticas escolhidas; às linhas de extensão; ao público externo e às abordagens metodológicas, se diferenciando dos espaços acadêmicos tradicionais. As propostas de ACIEPEs se consolidaram como espaços educativos constituídos, em especial, por equipes multidisciplinares (envolvendo discentes e docentes de diversas áreas) visando a formação dos(as) graduandos(as) para além da sociedade do conhecimento, ao trabalhar com cidadania, eqüidade social, sustentabilidade ambiental, cooperação social, valores humanos etc. Ao mesmo tempo, ampliaram as vivências de aprendizagem dos(as) alunos(as), sobretudo no que se refere à interação com diferentes grupos sociais. A prática do princípio da indissociabilidade entre ensino, pesquisa e extensão nas ACIEPEs ocorreu de maneira difusa e ainda incipiente, sobretudo, no que se refere à interlocução entre a universidade e a comunidade externa. Focalizando uma das experiências do Programa ACIEPE intitulada A compreensão sobre a natureza do conhecimento biológico e sua relação com as aulas de Ciências e Biologia na Educação Básica , constatou-se que a mesma se aproximou das intenções projetadas pelo Programa ACIEPE, em especial, em relação à construção de um espaço de formação profissional e cidadã para os(as) graduandos(as) e o estabelecimento de um elo permanente entre a universidade e os diversos segmentos sociais. Ao mesmo tempo, pautando-se nos seus objetivos específicos e na perspectiva da Complexidade, esta ACIEPE se constituiu, apesar de algumas limitações, como uma inovação curricular pautada na construção de um espaço de diálogo disciplinar, na medida em que possibilitou aos(às) participantes, especialmente, às professoras de Biologia e aos licenciandos(as) do curso de Ciências Biológicas resignificarem a natureza do conhecimento biológico por intermédio da articulação com a Filosofia e a Sociologia.
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5

Osberg, Deborah Carol. "Curriculum, complexity and representation : rethinking the epistemology of schooling through complexity theory." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417476.

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6

Mutch, Carol Anne, and n/a. "Context, Complexity and Contestation in Curriculum Construction: Developing Social Studies in the New Zealand Curriculum." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040514.104836.

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In the 1990s, New Zealand's curriculum for the compulsory schooling sector was to undergo complete revision following the administrative reforms of the 1980s. The development of each new curriculum document followed a business model in which the Ministry of Education put the development process out for competitive tender. The successful bidders were to complete their tasks to strict Ministry guidelines and under the scrutiny of the Ministry's Curriculum Review Committee and the Minister's Policy Advisory Group. After the completion of a draft version, public consultation and school trials, a final curriculum document would be prepared and mandated as the legal curriculum requirements for New Zealand government-funded schools. The process that the fifth document, Social Studies in the New Zealand Curriculum, was to undergo proved to be elongated and controversial. As such, it provides a case study through which to examine, critique and theorise the nature of curriculum construction at a macro-level, in this case, at a national level. This study of the development of Social Studies in the New Zealand Curriculum illuminates three broad themes in curriculum construction - context, complexity and contestation. These themes arise from the literature and are reinforced by the study's findings. The study set out to: provide detailed description and analysis of an example of curriculum construction; use the selected case study to demonstrate the importance of the broader contexts within which curriculum construction occurs; problematise the notion of curriculum construction by highlighting the complexities in and around the process; articulate the contested nature of selecting and presenting curriculum contents; and provide insights into the personal and affective side of involvement in a macrolevel curriculum construction process. There are three main sources of data - the process itself, the products (three versions of Social Studies in the New Zealand Curriculum) and the people involved. A range of data gathering methods is used from primarily historical and ethnographic research within a qualitative framework. The main data gathering tools are archival research, document analysis and open-ended interviewing. As the data are mainly textual--either as original documents or created texts, as in interview transcripts-analytic strategies include content, thematic, semiotic and discourse analysis. Social constructionism (Burr, 1995) provides a unifying theoretical approach to frame the research design and analysis. In this dissertation, the background to the study, the findings and the discussion are interwoven and presented through three story strands - institutional, contextual and personal. The institutional strand aims to tell "what happened". The contextual strand aims to explain "why things happened as they did", "in what circumstances" and "why this might be important". The personal strand aims to give more prominence to the role of individuals in such a process, that is, "who was involved, how did individuals impact upon curriculum construction and how did the process impact upon them?" The layout of the dissertation also highlights the interwoven and complex nature of the ideas being explored. It is necessary to push the boundaries of a more traditional format to keep the notions of complexity and contestation to the fore. This manifests itself in the way that the chapter headings are based around the three story strands, the literature is integrated throughout the study and multi-layered stories and multiple interpretations are given. Within this framework, the usual features of a conventional research report - background, context, literature, theoretical underpinnings, methodological choices, findings and discussion - are still to be found but some liberty is taken to "open up the complications that [would] have been smoothed over" (Stronach & MacLure, 1997, p. 5) in more traditional dissertations. The findings are analysed and presented in a variety of ways - as a chronology and a set of critical incidents to outline the process, as textual and visual analysis to examine the products, and through personal stories to illuminate the experiences of the people involved. Theorising from the data is problematised by using a range of theoretical explanations before proffering a synthesised model of curriculum construction as a multidimensional process. The findings from this study form two clusters - those that relate to the specific case study (the development of Social Studies in the New Zealand Curriculum) and those that provide deeper understanding of the broader nature of curriculum construction. The two sets of findings also demonstrate the interrelated nature of the three data sources - the process, the products and the people. In relation to the specific case study, there is clear evidence of the acceptance of social studies as a curriculum area in New Zealand with its own identity and integrity. The study also documents the historical development of social studies as a curriculum area and provides a detailed account of the contested nature of the development of the current social studies curriculum statement Social Studies in the New Zealand Curriculum. The other finding, relating specifically to the New Zealand context but which should give heart to practitioners everywhere, is the resilience of committed educators when faced with opposing ideological forces determined to undermine their position. This is exemplified in this case study by the social studies community's ability to reclaim control over the contents of the curriculum despite strong opposition from the Business Roundtable and other neo-liberal and neo-conservative forces. What is also revealed is that in order to achieve an acceptable outcome, a curriculum construction process needs both consultation and critique. Social Studies in the New Zealand Curriculum is all the stronger as a product because of the depth of the surrounding debate and this, in turn, strengthened the credibility of both the curriculum area and its supporters. The findings that relate to broader notions of curriculum construction either confirm key themes from the literature, expand upon some that are less explicit or offer new insights. The three touchstones of this study - context, complexity and contestation - were constantly reinforced through the gathering and analysis of the data, and confirmed by the findings. That curriculum construction is subject to a range of contextual factors - historical, social, cultural, political, economic and/or educational; that the process is complex and multi-layered; that the process is highly political and contested; and that the process and products are influenced by powerful individuals and groups both inside and outside the process, are all strongly confirmed by, and even consolidated in, this study. Notions alluded to in the literature that find stronger expression in this study relate to the nature of contestation throughout the process of curriculum construction. A model using Bourdieu's notions of field, capital and habitus (after Bourdieu and Passeron, 1977) allows stronger articulation of features such as polarisation, factionalisation, the forging of alliances and the fluid status of participants. The data reveal the curriculum construction process in a constant state of flux and subject to much serendipity. The findings also strengthen the notion that the products of a curriculum construction process are not ends in themselves but reveal much about the nature of the contestation and, indeed, lay the groundwork for future contested interpretations. New insights that arise from this study include an articulation of the strategies, such as compromise, contingency and expediency, that participants use to achieve their ends. These are often at the expense of participants' underpinning principles or adherence to particular curriculum development models. Significant insights come from the in-depth investigation of the emotional side of curriculum construction. The data reveal that the struggle for control over curriculum contents is an emotionally-charged process; that participants in the process wrestle with the differences between their own personal platforms, their ideological influences, the groups they represent and the requirements of the task; that contestation occurs between those setting and those completing the task, especially in relationship to professional decision-making and intellectual ownership; and that no consideration is given to the emotional cost of involvement in such large-scale curriculum construction processes. In summary, context shapes the unique nature of curriculum construction processes and products. If an understanding of these factors is tempered with an awareness of the complex and multi-dimensional nature of curriculum construction this will strengthen the process and could lessen the negative effects of ideologically-motivated or emotionally-charged involvement in the process. Finally, as contestation in curriculum construction is unavoidable in such high-stakes processes, consultation and critique should be seen as opportunities (rather than threats), to enhance the credibility of the final product.
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Munir-McHill, Shaheen. "Evaluating Passage-Level Contributors to Text Complexity." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13422.

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The complexity of text has a number of implications for educators in the areas of instruction and assessment. Text complexity is particularly important in formative assessments, which utilize repeated, alternate, equivalent forms to capture student growth towards a general outcome. A key assumption of such tools is that alternate forms of the assessment are of equal complexity. Consequently, there is a need to better understand what variables contribute to text complexity and how they impact student performance. This study was designed to evaluate features of text that are not typically included in readability estimates but may contribute to the text complexity: text cohesion and genre. Currently, text complexity of oral reading fluency measures is often quantified using readability estimates. It is hypothesized that a factor generally excluded from readability estimates, text cohesion&mdashthe extent to which the text functions as a cohesive, meaningful whole&mdashcontributes to text variability and variability in student performance. This research evaluated the role of a type of text cohesion (referential cohesion) in text complexity by manipulating the cohesion of passages otherwise assumed to be of equal difficulty. Genre was also considered, as research suggests that genre may impact complexity ratings of texts. Passages were strategically selecting to capture four conditions&mdash1) informational text/low cohesion, 2) informational text/high cohesion, 3) narrative text/low cohesion, and 4) narrative text/high cohesion. Data were collected on reading rate, accuracy, and passage-specific reading comprehension Results were analyzed using two-way, univariate ANOVA with dependent observations. Results indicate effects for each of the dependent variables included in the design. For rate and accuracy, results indicate significant interactions between genre and referential cohesion; scores were significantly higher for high cohesion narrative text than low cohesion narrative text and high cohesion informational text. There was a significant main effect of genre on comprehension, with students performing significantly better on the comprehension measure for narrative texts than informational texts. Altogether, these results indicate direct effects of genre and referential cohesion on student reading performance and provide evidence that text cohesion may be a meaningful component of text complexity.
2015-10-10
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黎歐陽汝穎 and Auyeung Yu-wing Winnie Lai. "The Chinese language curriculum in the People's Republic of China from1978 to 1986: curriculum change, diversityand complexity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31234215.

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Jennings, LaShay, and Laura Robertson. "Text Complexity and Forces and Motion in Middle School." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3458.

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Bowers, George Bret. "Post-Literacy: Designing Writing Curricula around Emerging Literate Activities." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814.

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Lai, Auyeung Yu-wing Winnie. "The Chinese language curriculum in the People's Republic of China from 1978 to 1986 : curriculum change, diversity and complexity /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18892711.

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Takagi, Hiroyuki. "The internationalisation of undergraduate curricula in England and Japan : the complexity and diversity of meaning." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020713/.

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The interpretation and implementation of ideas about the internationalisation of curriculum (IoC) are not straightforward, as the ideas are complicated and multi-faceted and allow curriculum developers to have contradictory images and views. The complex and diverse understandings of 10C reflect concepts of the two terms 'internationalisation' and 'curriculum', which contain the contrasting perspectives that include the competition-type and cooperation-type of approaches to internationalisation and the product and process curriculum models. These two types or models tend to go hand in hand with a synergetic effect, while they are in a state of tension. The aim of this research is to promote the detailed and nuanced understanding of IoC through examining its meaning at the undergraduate level, from the viewpoint of the institution-wide initiatives, with a particular focus on the complexity and diversity of the underlying ideas. Cross-national case studies were conducted. Four universities were chosen, including a pre-1992 university and a post-1992 university in England, and a national university and a private university in Japan. Data was collected by document analysis, staff interviews and observations of the campuses. The case studies confirmed and developed two initial assumptions: 1) the meaning of IoC is complex as it is created through a complicated interplay between the competition-type and the cooperation-type of approaches to internationalisation and between the product model and the process model of curriculum; and 2) the meaning of IoC is diverse as it reflects various combinations of the types and models, including at least four patterns: Competitive-Product, Competitive-Process, Cooperative-Product and Cooperative-Process, depending on its contexts. This research contributes to the conceptual framework for IoC. Such a framework is considered as a foundation for future research and development in the practice of IoC beyond England and Japan.
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Scarborough, Harriet Sheila Arzu, and Harriet Sheila Arzu Scarborough. "The effects of content complexity and transitions on programs of action in a high school classroom." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185208.

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The purpose of this study was to examine the program of action of activities under the conditions of transition and content complexity. The path of the program of action was explored through a number of classroom activities in the areas of writing, literature, vocabulary, and grammar. In particular the configuration and the management of the program of action were examined to determine what was done by classroom inhabitants to guide and protect the program of action of activities. The setting of the study was a freshman honors English class in a southwest urban high school. The teacher was identified as an able manager, a factor that was expected to limit the competing vectors that might be triggered by discipline problems. Observations of the class were done over ten weeks or a quarter of the school year. The third period class was observed daily, and a total of forty activities were gathered and analyzed. Data analysis was done over a period of seven months. A quantitative summary of the activities showing activity types and time devoted to each activity type was compiled. The activity summaries were scanned to note emerging patterns. Programs of action of each activity type were mapped to illustrate the configuration and maintenance of the program of action and the emergence and handling of competing vectors. The final phase of the analysis was the comparison of programs of action across two levels of content complexity. Findings showed that the life of the program of action in classrooms varied according to activity type. The teacher emerged as the controller of action as illustrated by his choice of content presentation modes and activities. The comparison of programs of action of activities across content complexity showed that students participated more in the maintenance and sustenance of the program of action in activities in which the content was less complex than they did in activities with more complex content. Furthermore, when the content was more complex, the teacher's control of the maintenance of the program of action was more apparent. The length of transition was found to impact negatively the subsequent program of action. On the other hand, lengthy opening activities emerged as contributors to the maintenance of programs of action.
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Corral, Nadine Esther. "Dealing with complexity and ambiguity: The nature and influence of educational values and beliefs on administrative decision making." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186752.

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Changing societal needs and concerns about the educational status of America's students have spawned nation-wide reform efforts. Many of these have targeted principals' practices. This study was focused on one set of variables important in understanding these practices, namely, educational values and beliefs. The participants* in this study were eight elementary school principals whose schools were representative of the linguistic, ethnic, and economic diversity of the community in which the study was conducted. Data regarding decision making events involving complex or ambiguous school issues were obtained from a questionnaire and an interview with each principal. Areas of examination included (a) types of issues perceived as complex or ambiguous, (b) values and beliefs about these issues, (c) the influence of values and beliefs on decisions about these issues, (d) other factors influencing decisions, (e) the use of values and beliefs in responding to these factors, (f) how dealing with these issues affected values and beliefs, and (g) how values and beliefs were used to define roles. Qualitative techniques were used to analyze data: content analysis, Flanagan's (1954) Critical Incident Technique, and interaction schemas. A conceptual model was developed as a framework for analyzing and interpreting interview data. These principals perceived the most complex school issues to originate at the building level, and the most ambiguous at the district level. Principals used educational values and beliefs to clarify goals, guide and evaluate action, and validate judgment. They differed in factors they attempted to influence, goals they established, and problem solving strategies they selected. Understanding the nature and influence of educational values and beliefs on decisions about complex or ambiguous school issues is significant in furthering research on principals' practices, and helping to clarify the kind of vision needed for successful students and effective schools. Note*. "Participants" was selected instead of "subjects" because the researcher was describing phenomena rather than attempting to manipulate variables. By providing information and feedback, these principals participated in the development of a conceptual model and confirmation of the data analysis.
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Hussain, Hanin Binte. "Complicity in games of chase and complexity thinking: Emergence in curriculum and practice-based research." Thesis, University of Canterbury. School of Sciences and Physical Education, 2011. http://hdl.handle.net/10092/5892.

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This thesis explores how the discourse of complexity thinking can be used to foster emergence in curriculum and practice-based research. The curriculum-related exploration focused specifically on games of chase as one facet of early childhood curriculum. It investigated using complexity thinking firstly, to occasion emergence (that is, create a new phenomenon) in children’s games of chase at an early childhood centre and secondly, to describe this emergence. The research-related exploration focused on creating an emergent methodology which is underpinned by complexity thinking. In this thesis report, I present a series of emergent curriculum-related phenomena that arose during the explorations, that is, an emergent game, a local curriculum theory for games of chase, the concepts of local curriculum theory, curriculum design and curriculum dynamics, and a curriculum vision. I also present an understanding of emergent methodology and two methodological innovations in the form of the Research Data Management System and the Visual Summary. This research involved taking the role of a volunteer teacher-researcher-curriculum designer at an early childhood centre to play games of chase with children. This role was informed by and contributed to a curriculum design that focused on designing the teaching and learning environment to occasion emergence in learning and curriculum. The games of chase curriculum contributed to children’s learning, my own learning and the general rhythm of life at the centre. The children learnt to distinguish between children who were playing and those who were not. They also learnt different ways to tag people in a game. In addition, the children and I developed a game playing routine before playing each game. This routine involved putting on tag belts, discussing what game we were playing and how we were going to play it. We played three different games of chase, starting with tag, followed by What is the time Mr(s) Wolf?, and finally the emergent game Big A, Little A. The stories of emergence are described in visual, descriptive and narrative texts organised into curriculum stories, teaching stories and children’s learning stories. Curriculum stories describe the activities that unfolded. Teaching stories present stories of teaching while learning stories are stories of children’s learning. These stories represent views of the enacted curriculum as activity, teaching and learning respectively. Taken together, the stories present a description of the curriculum dynamics that unfolded at the centre in relation to games of chase. This thesis shows that a local curriculum theory for games of chase at the centre emerged from the complex interactions of curriculum design and curriculum dynamics that unfolded at the centre. It also articulates the emergent concepts of local curriculum theory, curriculum design and curriculum dynamics using the language of complexity. This thesis also presents the local curriculum theory as a curriculum vision. This vision involves a shift in thinking about curriculum as either a set “course to be run” or the “path created in the running” (currere) to embracing curriculum as both “the space for running” and currere. It is a vision that values both children’s and teachers’ interests, focuses on teachers and children exploring depth and breadth of a curriculum domain together, enables teachers to follow, generate and sustain children’s interest in the explorations, and is generative, flexible and future-focused. This thesis conceptualises an emergent methodology as a methodology for emergence which (1) involves the researcher actively striving to foster emergence in research, (2) is brought forth in the interactions between the designed and enacted facets of methodology, (3) is local to a particular research project, and (4) emerges from the interactions of several related strategies. This thesis can be seen as an attempt to change the language game of curriculum by using the language of complexity throughout the thesis. In so doing, it not only enables the reader to talk about the discourse of complexity thinking, it also enables the reader to experience the discourse and the emergence of the curriculum-related phenomena and the methodological innovations that are the focus of this thesis. Finally, this thesis argues that using the discourse of complexity thinking in teaching and research can be enabling. It can enable the teacher and/or researcher to be creative, flexible and ethical within the constraints of his/her professional and personal life.
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Cumming, Jim, and jim cumming@anu edu au. "Representing the complexity, diversity and particularity of the doctoral enterprise in Australia." The Australian National University. College of Arts and Social Sciences, 2007. http://thesis.anu.edu.au./public/adt-ANU20080304.115824.

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This thesis addresses the need to reconceptualise the doctoral experience at a time when the boundaries between education, training, research, work and career development are becoming increasingly blurred. It does so by means of a detailed analysis of what candidates do and how they operate in a variety of disciplinary, employment and other contexts.¶ In order to synthesise and interpret the outcomes of that analysis a broader concept of the doctoral enterprise is developed within which the lived experience is embedded. It is argued that effective representation of the doctoral enterprise is as important as its reconceptualisation, and that both processes are required to generate in-depth understanding of the complexity, diversity and particularity of this phenomenon.¶ Case narratives incorporating the perspectives of candidates—as well as those whom they deem to be influencing their research and learning—are employed to portray distinctive elements of doctoral work and its associated outcomes. Quantitative data and analysis derived from a national survey of doctoral candidates are combined subsequently with this qualitative material in order to generate further insight regarding doctoral activities and the entities that are integral to their enactment.¶ Drawing on theories of practice, an integrative model of the doctoral enterprise is then presented. This comprises two basic components, one of which is a set of doctoral practices classified in terms of curriculum, pedagogy, research and work. The other is a set of doctoral arrangements that reflect configurations of entities inclusive of the participants, the academy and the community.¶ The purpose of the model is to increase understanding of the dynamic and evolving nature of the doctoral enterprise and the interrelationships involving practices and arrangements. This model has implications for candidates and others involved directly in the doctoral enterprise, regardless of their sector, role or status.
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Grassick, Laura Jean. "Complexity, connections and sense-making : stakeholder experiences of primary English language curriculum change in one province in Vietnam." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/13388/.

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This thesis sets out to explore the complexity of curriculum reform by examining how different stakeholders, experiencing English language curriculum reform in different ‘layers’ of the education system in one province in Vietnam, make sense of change in relation to their professional roles, practices and behaviours. While there is a plethora of research on curriculum change in TESOL contexts, much of this is focused on the teacher and the practical constraints they might face in implementing a new curriculum. The multi-level interactions and relationships involved in sense-making, and the complexity that such interconnectedness suggests, seems to be a neglected research area. This qualitative case study begins to fill this research gap. Using a complexity perspective, the study investigated the perceptions, understandings and responses to primary English language curriculum change of seven primary English language teachers working in three districts in one province in Vietnam. The study also examined the sense-making of three district specialists and four university INSET trainers who are involved in supporting those teachers in implementing the new curriculum. Data were generated through multiple qualitative interviews, classroom observations and document analysis carried out over two research phases. The research identified a number of control parameters which appeared to be constraining the participants’ practices and behaviours towards a paradigm shuffle rather than a paradigm shift. The findings show how the interconnectedness of the educational culture, perceptions of risk, feelings of being supported and the flow of communication experienced by the different participants seemed to mediate teachers’ emergent classroom practices and behaviours. The research identifies several policy implications for policy makers, curriculum change planners and TESOL practitioners which have emerged from these control parameters, and which are likely to help promote the desired curriculum change outcomes.
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Muro, Lamar Ray Dee C. "The effects of a human developmental counseling application curriculum on content integration, application, and cognitive complexity for counselor trainees." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5138.

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Muro, Lamar. "The Effects of a Human Developmental Counseling Application Curriculum on Content Integration, Application, and Cognitive Complexity for Counselor Trainees." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5138/.

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Although professional counselors have distinguished themselves among helping professionals through a focus and foundational framework in normal human growth and development over the life-span, a majority of programs neglect to incorporate training opportunities enabling students to translate developmental theory to clinical practice. In this mixed-method study, the researcher explored the effects of a human developmental counseling application curriculum and examined cognitive complexity levels among counselor trainees. Qualitative results support gains in both the integration and application of developmental content while quantitative results offer partial support for cognitive complexity gains among trainees. This study identifies a curricular training experience in which counselor trainees' integration and application human developmental theory as well as cognitive complexity, are notably enhanced.
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Hetherington, Lindsay Ellen Joan. ""Walking the line between structure and freedom" : a case study of teachers' responses to curriculum change using complexity theory." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3868.

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This thesis uses complexity theory to explore education in the context of a changing curriculum called ‘Opening Minds’. This new curriculum was introduced in the case study school in response to a wider curriculum change which emphasised ‘learning to learn’ and the development of ‘skills for the 21st Century’. In this study, a ‘complexity thinking’ theoretical framework was adopted, drawing especially on the work of Osberg and Biesta (Osberg et al., 2008, Osberg and Biesta, 2007, Biesta and Osberg, 2007) and Davis and Sumara (2006; 2007), paying particular attention to concepts of emergence and complexity reduction. Complexity theory, through the ‘logic of emergence’ offers a challenge to mechanistic approaches to understanding the world which, despite the work of postmodern and poststructural scholars in education, remains dominant in educational practice. The Opening Minds curriculum that is the focus of this case study demonstrated the potential to challenge this mechanistic approach, as the teachers expressed a desire to work in different, flexible and creative ways: this thesis therefore explores complexity theory’s challenge to a mechanistic approach in this particular case. It also addresses the relationship between Opening Minds and science education using complexity thinking. To facilitate exploration and analysis of the case, concepts of temporal and relational emergence and complexity reduction to develop a ‘complexity thinking’ understanding of concepts of agency/structure, power, identity and reflexivity. This entailed reconceptualisation of these ideas in a temporal-relational sense that explicitly incorporates a sensitivity to emergence. Specifically, an additional dimension to Emirbayer and Mische’s (1998) construction of multidimensional agency was added: that of creative agency. The research was conducted as a case study in which a ‘bricolage’ approach to data collection and analysis was used as part of an explicitly ‘complex’ methodology, addressing questions of the challenge of complexity reduction and ethics in research drawing on complexity theory. The findings indicated a challenge for teachers in negotiating tensions as they attempted to adopt approaches that could be considered ‘emergent’ alongside other ‘mechanistic’ practices. These tensions were explored in detail in relation to the concept of ‘reflection’, and in the interaction between science and Opening Minds. Bringing together the empirical and theoretical work in this study, it is suggested that mechanistic and emergent aspects may helpfully be viewed as a ‘vital simultaneity’ within the educational relationship (Davis, 2008) with the interaction between them facilitated by creative agency within a ‘pedagogy of interruption’ (Biesta, 2006). It was further argued that reflection could be used in responsive and flexible ways to support both learning and assessment as a crucial aspect of a pedagogy of interruption. Such a ‘contingently responsive and creative pedagogy’ may support the interaction between science and Opening Minds productively. It is suggested that complex approach to a pedagogy of interruption could support teachers in engaging with the creative and diverse elements of science or learning to learn curricula whilst maintaining the mechanistic aspects of teaching that support students in learning key concepts and skills.
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Pettigrew, Alice. "Complexity, complicity and community in the classroom and curriculum : identifications with 'ethnicity', 'race' and 'nation' in a British secondary school." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486302.

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This thesis presents ethnographic and interpretative case-study material from 'Kingsland' Secondary School- an inner-city, multi-ethnic, English comprehensive to examine the articulation of 'ethnicity', 'race' and 'nation' in young people's lives. It is framed by twenty-first century challenges to official discourses of national citizenship and by governmental 'Re-imagining Britishness' and 'Community Cohesion' agendas as they impact upon, and can themselves be informed with reference to, the experiences of students and their teachers in school. I question those methodological or analytic frameworks which reproduce 'race', 'ethnicity' and/or 'nation' as categorical entities and instead emphasise process and positionality, using a working definition of 'identity' as 'theorising of self. Kingsland students were invited to reflect upon their own apprehension of the material and discursive structures which influenced or offered explanation in their lives. I document that a variety of 'grouped' identities were awarded situational salience at Kingsland and further, that many were commonly articulated in relation to interdependent 'racialising' and 'ethnicising' discourses operating within the school. Students' overwhelming rhetorical rejection of, yet ambivalent relationship towards, 'Britishness' is also reported and explored. Differentiation between the perspectives articulated by 'white' and 'non-white' students constitutes a central axis ofmy interpretation and analysis. I note an apparent 'cognitive gap' which inhibits 'white'/'majority' students' ability to understand appeals to collective identity made by their 'minoritised' contemporaries. Personal or pronounced engagement with 'race', 'ethnicity' and 'nation' remain deeply problematic and discomfiting for many 'white' students at Kingsland School. I argue that this is symptomatic of a broader dilemmatic tension within their intellectual and political heritage which leads them to adopt temporally and spatially foreshortened frameworks for locating themselves and others in the world. Pedagogical and curricular responses to envisioning a multicultural politics able to confront and engage with contemporary, 'white British' subjectivities are examined in the final chapter of the text. I argue that the experiences of staff and students at Kingsland clearly demonstrate the value of process focused and dialogic educational encounters in supporting young people as they grapple with complex questions of 'belonging', 'community', 'identity' and 'responsibility'. As a researcher, I worked with attention to 'complicity' - here denoting complex interpersonal interdependence - as an important ethical and methodological concern. I suggest that complicity might also function as an appropriate framework for facilitating young Britons' understanding and engagement with multicultural politics, to emphasise the tlttlal constitution of relational identities and of differentiated experience in both contemporary and historical terms.
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Roy, Suparna S. "The complex classrooms of three award-winning Ontario high school physics teachers." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/453.

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Ventura, Robira Montserrat. "L'assessorament davant el canvi curricular a les escoles : la complexitat d'un itinerari professional i personal explicat a través de relats d'experiència." Doctoral thesis, Universitat de Barcelona, 2008. http://hdl.handle.net/10803/37472.

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La presente tesis consiste en una investigación que tiene como objeto mi propio recorrido profesional en relación al asesoramiento en las escuelas durante más de 20 años. En este sentido se podría decir que se trata de un proceso de autoinvestigación, el cual pretende como objetivos fundamentales: 1) reconstruir mi experiencia vivida como asesora, 2) mostrar los recorridos cambiantes en mi práctica profesional durante este tiempo, y 3) tratar de dar significado a esta experiencia. Como se trata de relatos de procesos de asesoramiento en las escuelas, sobretodo centrado en aspectos curriculares, la investigación supone también: a) una mirada a lo nuclear en los procesos de cambio, b) una mirada a lo que suponen estos cambios para los docentes y las escuelas, y c) una mirada a lo que hay en juego cuando se atiende al aprendizaje de los niños y niñas desde situaciones vividas y relevantes para ellos y ellas. La tesis está estructurada en cinco partes. En la primera sitúo mi comprensión del asesoramiento, tal como se ha ido construyendo a lo largo de mi trayectoria profesional, y los pilares fundamentales sobre los cuales busco construir un espacio relacional en las escuelas. En la segunda parte planteo el enfoque metodológico en el cual me baso, y narro los tres relatos de experiencia que constituyen el núcleo empírico de mi trabajo. En la tercera, concentro los procesos analíticos de los cuales extraigo los significados relevantes que me permiten formular las líneas fundamentales que componen mi actual manera de entender y llevar a cabo el asesoramiento. En la cuarta recupero las preguntas iniciales con las que iniciaba la investigación para mostrar el lugar en el cual me ubico en relación a la investigación desarrollada, mostrando también cuestiones pendientes y logros personales conseguidos durante la investigación realizada. Por último la quinta parte consiste en materiales anexos y la bibliografía utilizada.
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Severo, Márjorie Garrido. "O fio da trama: arte no currículo sergipano." reponame:Repositório Institucional da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/11844.

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Este trabalho tece considerações sobre como aconteceram as propostas de Arte no currículo da Rede Municipal de Ensino de Aracaju em Sergipe, principalmente entre os anos de 2003 a 2007. Nesta dissertação a metáfora da rede foi utilizada, já que a perspectiva deste trabalho é entender o currículo como uma experiência tecida coletivamente enredada por muitos fios e nós. A metodologia teve referencial epistemológico na Hermenêutica de Paul Ricoeur, a tentativa de promover a interpretação dos textos e discursos na pesquisa fez parte da tessitura, os instrumentos utilizados nesta pesquisa qualitativa foram: observação, entrevistas semi-estruturadas, questionários e bricolagens realizadas com o grupo de professores de Arte da Rede Municipal de Aracaju. Visitas à escolas da Rede e o contato com coordenadores e professores externos também fizeram parte da abordagem. Os tópicos que fazem parte desta dissertação percorrem desde as Concepções de Currículo; Currículo na Pós-Modernidade; O Ensino de Arte no Currículo Escolar; A formação dos Arte/Educadores em Aracaju até considerar a Trama - Arte na Rede, pela Rede e para a Rede Municipal de Aracaju. Todos estes tópicos produzem fios que se entrelaçam no tecido/tecitura/texto desenvolvido. A análise possibilitou perceber a complexidade presente nas relações de produção do currículo. Como resultado foi gerado um esboço de um sistema dinâmico de unidades que perfazem a Arte no currículo e a partir dele foi esboçada ainda uma rede de evidências da Arte no currículo escolar. Pode-se considerar que situar o indivíduo no presente como nódulo numa rede de interações e possibilidades tem relevância para, a partir dessa perspectiva, rever as propostas curriculares em Arte.
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Marsh, Randal Charles. "Evolving Art in Junior High." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3872.

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A junior high teacher and artist altered the curriculum of his Art Foundations II course and his own artistic practice in response to complexity thinking. This teacher-artist-researcher uses the arts-based methodology a/r/tography to make meaning of the relationship between his art and pedagogy. The a/r/tographer explains the impact of complexity on the philosophy of education, a/r/tography as a methodology, and the meaning making that occurred are included. Evolution was used as a methodology for art making and as constraint for developing artworks in the classroom and in the author's own art. The teacher-artist-researcher conceptualizes art as an emergent complex cultural practice that evolves over time. He argues that artists, teachers, consumers, and students are implicated in the evolution of art.
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Bullock, Emma P. "An Explanatory Sequential Mixed Methods Study of the School Leaders’ Role in Students’ Mathematics Achievement Through the Lens of Complexity Theory." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/6096.

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School leaders are expected to make decisions that improve student mathematics achievement. However, one difficulty for school leaders has been the limited amount of research concerning content-specific (e.g., mathematics) school leadership and its effects on student achievement. School leaders do not make decisions in isolation; rather, they make decisions as part of a complex adaptive system (CAS), as proposed by complexity theory. The purpose of this study was to explore the role the school leader plays in students’ mathematics achievement through the lens of complexity theory. The researcher collected survey data from K-12 school leaders and conducted focus group interviews to answer the research questions. The researcher found a significant regression equation predicting the school-wide average SAGE mathematics proficiency scores based on several characteristics of the school leader and student demographics. Distinctive patterns emerged in the decisions and actions made by school leaders based on school-wide SAGE mathematics proficiency. Results suggest that the school leaders’ first role in promoting higher student mathematics achievement is to directly and indirectly facilitate a shared vision of mathematics education between stakeholders in the CAS. The school leader’s second role is to actively work to recruit and retain the highest quality teachers possible.
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Barreto, Gilson Oliveira. "Teia da vida: processos e produção de tecnologias educacionais numa perspectiva da complexidade para criação de web currículos." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/9864.

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perspective of the complexity for creating web curricula is carried out from the project Teia da Vida - developed at the Universidade Federal de Goiás by Laboratório de Tecnologia da Informação e Mídias Educacionais, which was dedicated between the years 2007-2010 to the production of digital content in biology for high school. The focus of this study covers the steps occurred during the production processes constituted by moments of reflections about the action, workshops, experiments, ideas production and products that involved high school students. The research goal is therefore to conduct a document analysis of processes and products, trying to identify an approach to the complex thinking. For this are made forty-one (41) intelligibility indicators of complexity based on the principles of complexity formulated by Edgar Morin, which form the basis for information and data analysis originated from interviews and products made by students. Of the forty-one (41) produced indicators, from the analysis were selected twenty-two (22) and from the metaanalysis made emerge two more (2). Finally, I show limits and possibilities of educational technology processes and productions from the perspective of activity and complex thinking pointing to creation of web curricula
numa perspectiva da complexidade para a criação de web currículos, é realizada no universo do projeto Teia da Vida - desenvolvido na Universidade Federal de Goiás pelo Laboratório de Tecnologia da Informação e Mídias Educacionais, que se dedicou entre os anos de 2007 a 2010, à produção de conteúdos digitais na área de biologia para o Ensino Médio. O recorte feito para este estudo abrange as etapas que ocorreram durante os processos de produção constituídos por momentos de reflexões sobre a ação, oficinas, experimentos, produção de ideias e produtos que envolveram estudantes do Ensino Médio. O objetivo da investigação é, portanto, realizar uma análise documental dos processos e produtos, buscando identificar a aproximação com o pensamento complexo. Para isto são elaborados quarenta e um (41) indicadores de inteligibilidade da complexidade com base nos princípios de complexidade formulados por Edgar Morin, os quais formam a base de sustentação para a análise de informações e dados originados dos relatos e produtos elaborados pelos estudantes. Dos quarenta e um (41) indicadores elaborados, a partir da análise sobressaem vinte e três (23) e da meta análise que realizo emergem mais dois (2). Ao final, explicito limites e possibilidades de processos e produções de tecnologias educacionais na perspectiva do pensamento complexo e ação com vistas à criação de web currículos
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Svensson, Elisabeth. "Rektors ledarskap och organisation i Montessorifriskolor – en intervjustudie av tre rektorer." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35952.

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Svensson, Elisabeth (2018). Rektors ledarskap och organisation i Montessori- friskolor – enintervjustudie av tre rektorer. (Principals leadership and organization in Montessori-schools - aninterview study of three principals). Pedagogik, Institutionen för Skolutveckling och ledarskap,Fakulteten för Lärande och samhälle, Malmö universitet.The research that has taken place has consisted of interviews with principals in two Montessorischools(F-6, F-9) and one Montessori-inspired school (F-6). My purpose with this study was toinvestigate how principals pedagogically lead and organize the daily work connected with how theschool structurally is built and lead. The interviews have been accomplished by a manual withquestions and are semi-structured. I have with a phenomenologically approach tried to describe,interpret and analyze the principals daily work from respondents own perspective. In my analysis,I have used the complexity theory in order to understand and interpret the complexity of the schoolorganization and two models of leadership, transformational and transactional leadership. Theresult of the analysis shows that the Montessori-school principals strategically consciously workwith attitudes and methods of working in the context of learning and teaching. I have identified abasis for how school leadership can be practised within the Montessori pedagogy. I have also in myanalysis established the fact that many of the characteristics of the Montessori pedagogy correspondwith what is stated in the curriculum of the compulsory school (Lgr 11). In relation to theleadership of the principals I have been able to state the fact that both a transformational and atransactional leadership are represented in the three schools. I have made the complexity in theprincipal’s leadership evident in the relation to the organization of the schools and have identifiedan obvious challenge and conflict of interest between the main organization, that is controlled bythe committee, and the principal and the staff of the the schools. My analysis clearly shows that theopinion of all three principals is that the daily work in the school organization is complex. I make acomparison with the complexity theory, which indicates that when the abstract and the simplifiedissues in the daily work meet with the more concrete and complex issues, this will cause difficultiesin the organization. .The study can hopefully increase the knowledge of principals’ leadershiprelated to the organization in Montessori-schools and be complementary to further research in thisfield.
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Xiao, Mingli. "An Empirical Study of Using Internet-Based Desktop Videoconferencing in an EFL Setting." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1194703859.

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Herzhauser, Betty J. "The Role of the Interruption in Young Adult Epistolary Novels." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5701.

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Within the genre of young adult literature, a growing trend is the use of epistolary messages through electronic methods between characters. These messages are set apart from the formal text of the narrative of the novel creating a break in the text features and layout of the page. Epistolary texts require a more sophisticated reading method and level of interpretation because the epistolary style blends multiple voices and points of view into the plot, creating complicated narration. The reader must navigate the narrator’s path in order to extract meaning from the text. In this hermeneutic study, I examined the text structures of three young adult novels that contained epistolary excerpts. I used ethnographic content analysis (Altheide 1987) to isolate, analyze, and then contextualize the different epistolary moments within the narrative of the novel. The study was guided by two research questions: 1. What types of text structures and features did authors of selected young adult literature with epistolary interruptions published since 2008 use across the body of the published work? 2. How did the authors of selected young adult literature situate the different text structures of interruption into the flow of the narrative? What happened after the interruption? I used a coding system that I developed from a case study of the novel Falling for Hamlet by Michelle Ray (2011). Through my analysis I found that the authors used specific verbs to announce an interruption. The interruptions, though few in number, require readers to consider context of the message for event, setting, speaker, purpose and tone as it relates within the message itself and the arc of the plot. In addition, following the interruptions, the reader must decide how to incorporate the epistolary interruption into the narrative as adding to the conflict, adding detail, ending a scene, or simply returning to the narrative. . Therefore, the interruptions in epistolary young adult novels incorporated the text or literacy practices of young adults. Such incorporation reflects the changes in literacy practices in the early 21st century that may render novels of this style a challenge to readers in creating meaning. The study further incorporates Bakhtin’s theory of heteroglossia (1980) that a novel does not contain a single language but a plurality of languages within a single langue and Dresang’s Theory of Radical Change (1999) of connectivity, interactivity, and access. Texts of this nature offer teachers of reading opportunities to guide students through text features to synthesize information in fiction and non-fiction texts.
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Sá, Maria Roseli Gomes Brito de. "Hermenêutica de um currículo: o curso de pedagogia da UFBA." reponame:Repositório Institucional da UFBA, 2004. http://www.repositorio.ufba.br/ri/handle/ri/10596.

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Este trabalho traz o relato de uma interpretação da proposta curricular do Curso de Pedagogia da UFBA. O currículo é concebido como fenômeno/processo complexo, o qual se buscou compreender mediante o acompanhamento de sua itinerância/errância com o aporte da hermenêutica fenomenológica. Para realizar a investigação da dinâmica curricular - como um mundo do/no qual emergem os pedagogos - buscando compreender sua complexidade, três grandes fontes de referências foram tomadas para estudo: a visão de estudantes; o referencial institucional-documental, traduzido pela proposta curricular do curso implantada em 1999 e o referencial teórico/metodológico, que busca transitar pela Filosofia, Antropologia, Sociologia, Psicologia, estudos sobre o Currículo, a multirreferencialidade e a complexidade e a Hermenêutica Fenomenológica. A partir de algumas formulações sobre hermenêutica e fenomenologia, para justificar o tratamento hermenêutico conferido à investigação, o texto descreve os percursos da pesquisa, discorre sobre itinerâncias em currículo e, com a participação dos estudantes, traz à discussão temas como: compreensão e autonomia; complexidade e multirreferencialidade no currículo e formação do pedagogo, enfocando a construção de existências como pedagogos.
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Alves, Maria Dolores Fortes. "Construindo cenários e estratégias de aprendizagem integradoras (inclusivas)." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/9705.

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The current phenomenon in society of intolerance is the result of culture, and the paradigm of good/evil, beautiful/ugly, man/woman, normal/abnormal, right/wrong. It seems to be a consequence, the damage of some by others. The other, who may have a disability or physical difference, is seen as different in the eyes of this Cartesian paradigm, which is dualistic and fragmented. And yet, the fear of the new, of what is different, cause our narcissistic view of others to judge the other as inferior and often intimidating because of their physical appearance, culture, or social status. But we know that we are all made of the same material - carbon atoms. Nevertheless the human genetic code, and that of all species on the planet, have a unique characteristic. We are not replicable beings. Diversity is constant and, from the biologic point of view, favors the survival of the species. Thus, from the theoretical foundations of Ecosystemic Thinking, Complexity and Transdisciplinarity, the objective of this work is to present a guide for teachers and/or social agents (educators, psychologists, educational psychologists, social workers, business managers, etc.) so they can build "Integrative Learning Strategies" which promote inclusive processes. In the light of Transdisciplinary and Complex methodologies, an action research was conducted with students in two courses in order to develop Integrative Learning Strategies. Thus, based on the theories of Complexity, Interdisciplinarity, Transdisciplinarity and Ecosystemic Thinking, categories were developed, and based on these categories a qualitative analysis of accounts by students participating in the courses was conducted. The analysis showed that inclusion was above all an attitude of reverence for life, to legitimize him/herself and the other, recognize him/herself as unique, singular, multidimensional, multiple and complex. And the Integrative Learning Strategies, with its guiding principles (motivation, openness, ethics, self-organization, sensitive listening, subjectivity and inter subjectivity, ecologic action, third person inclusive, thought hologramatic, emerging, contextualized, dialogical thinking and self-consciousness) had a fundamental role in helping the subjects go beyond a fragmented reality, that is dualistic and dichotomist, helping the subjects develop new perceptions and attain new levels of reality. These levels contributed to the co-construction, to "human habitat" of cooperation and lovingness, since these are part of our human biology and socially legitimate every being, for the equilibrium of the Triangle of Life and for building a world for all of us
Como fenômeno presente no meio social, o preconceito é fruto da cultura e paradigma dual do bem/mal, bonito/feio, homem, mulher, normal/anormal, certo/errado. Faz-se como consequência, a nefasta supervalorização de uns em detrimento de outros. O outro com alguma deficiência ou diferença física é visto como diferente sob o olhar deste paradigma cartesiano, dualístico e fragmentador. E, ainda, o medo, o medo do novo, do diferente, nossa visão narcísica enxerga o outro como um ser inferior e muitas vezes ameaçador em função de sua aparência física, cultura ou status social. Porém, sabemos que todos nós somos feitos da mesma matéria - átomos de carbono - contudo, desde o seu código genético, o ser humano bem como todas as espécies do planeta possuí a característica da singularidade. Somos seres irrepetíveis. A diversidade é constante e, do ponto de vista biológico, favorece a sobrevivência das espécies. Deste modo, a partir dos fundamentos teóricos do Pensamento Ecossistêmico, da Complexidade e da Transdisciplinaridade, objetivamos apresentar princípios norteadores para que docentes e/ou agentes sociais (pedagogos, psicólogos, psicopedagogos, assistentes sociais, gestores empresariais etc.) possam construir cenários e Estratégias de Aprendizagem Integradora que favoreçam processos inclusivos. À luz da metodologia da Transdisciplinaridade e Complexidade, uma pesquisa-ação foi realizada com participantes de dois cursos que visaram a vivência e construção de Estratégias de Aprendizagem Integradoras. Assim, embasados nas teorias da Complexidade, Interdisciplinaridade, Transdisciplinaridade e Pensamento Ecossistêmico, construímos categorias e fizemos uma análise qualitativa dos discursos dos alunos participantes dos cursos. A análise mostrou que a inclusão é acima de tudo, uma atitude de reverência à vida, de legitimação de si mesmo e do outro, reconhecendo-o como único, singular, multidimensional, múltiplo e complexo. E, as Estratégias de Aprendizagem Integradoras com seus princípios norteadores (motivação, abertura, ética, auto-organização, escuta sensível, subjetividade e intersubjetividade, ecologia da ação, terceiro incluído, pensamento hologramático, emergência, contextualização, pensamento dialógico e autoconhecimento) tiveram um papel fundamental para que os sujeitos pudessem ir além da realidade fragmentária, dualística, dicotômica, favorecendo a percepção e o salto para outros níveis de realidade que contribuíram para a co-construção, para habitar humano da cooperação e a amorosidade. Uma vez que, esses valores fazem parte da nossa biologia humana e social; da legitimação de cada ser, para o equilíbrio do Triângulo da Vida e para a construção de um mundo para todos
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Severo, Thiago Emmanuel Ara?jo. "Compreens?o de natureza e forma??o do bi?logo." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14566.

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Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico
Most knowledge and techniques developed by mankind since ancient times had the main purpose to study and understand the various phenomena of Nature. Science, like one of these narratives, works as a translation, transcribing what, is systematically observed. Within the set of transformations on the modern sciences, the dialogue with related areas became quite narrow and, occasionally, functional, and the dialogue with non-related areas, in turn, does not takes place by any matters. The focus of this research is the teaching of Biological Sciences, and the undergraduate courses as strategic places to disseminate a broad understanding of Nature, that broadens the conceptual relations between different disciplinary axes, previously fragmented. In order to do so, I take a four-way metaphorical approach as a methodological construction base. Three of them proposed by Jo?l de Rosnay, represented by artifacts: The Telescope, The Microscope and the Macroscope. And finally, a proposition that complements the approach, that i named The Naked Eye. In Telescope, which allows a more general construct of a phenomenon, I discuss the teaching of Biological Sciences in Brazil. In the microscope, which allows us to analyze in detail a scenario, I construct a rank of the major courses in biological sciences and propose a discussion on the understanding of nature on the undergraduate programs. In Macroscope, who allows, at the same time, zoom in and out to the phenomenon observed, I call for a transdisciplinary dialogue, based on the authors Ilya Prigogine, Basarab Nicolescu, Henri Atlan and Bruno Latour, which can certainly contribute to the curriculum of the Biologists training programs, that builds knowledge pertinent to a complex observation of Nature. I complete the set of the quaternary reading and understanding of the world from the Naked Eye, as the first strategy of perception in our species. For this, I invite the philosopher of Nature Chico Lucas da Silva as my interlocutor
Desde tempos antigos a maioria dos saberes e t?cnicas desenvolvidas pela humanidade tiveram como prop?sito compreender e estudar os fen?menos da natureza. A ci?ncia, como uma destas narrativas, funciona como instrumento de tradu??o, transcrevendo aquilo que, sistematicamente ? observado. Como parte do protocolo das ci?ncias modernas, as Ci?ncias Biol?gicas compreendem um meti? de saberes e t?cnicas que se disp?em a estudar os fen?menos da vida. Mas n?o s?. Dentro do conjunto das transforma??es que passam as ci?ncias modernas o di?logo com ?reas correlatas tornou-se bastante estreito e pontualmente funcional, enquanto que, por sua vez, o di?logo com ?reas n?o correlatas tornou-se inexistente. Nesta pesquisa problematizo o ensino de Ci?ncias Biol?gicas como lugar estrat?gico para construir uma compreens?o de natureza que amplie as rela??es conceituais entre diferentes eixos disciplinares, anteriormente fragmentados. Para isto, tomo como base quatro vias de aproxima??o metaf?ricas para problematizar a forma??o do bi?logo no Brasil. Tr?s delas propostas por Jo?l de Rosnay, representadas pelos artefatos: O Telesc?pio, O Microsc?pio e O Macrosc?pio. E por fim, uma proposi??o complementar que intitulo o Olho Nu. Por meio da met?fora do Telesc?pio, que permite construir um olhar mais geral sobre um fen?meno, trato do ensino de Ci?ncias Biol?gicas no Brasil. Por meio da met?fora do Microsc?pio, que permite analisar o detalhe, construo um ranking dos principais cursos de Biologia e proponho uma discuss?o sobre as compreens?es de natureza que fundamentam a forma??o do bi?logo. Por meio da met?fora do Macrosc?pio, que permite religar e distanciar a parte e o todo de um fen?meno observado, problematizo as bases para um di?logo transdisciplinar tendo como refer?ncia autores como Ilya Prigogine, Basarab Nicolescu, Henri Atlan e Bruno Latour. Completa esse conjunto quatern?rio de met?foras uma leitura e compreens?o do mundo a partir do Olho Nu, como estrat?gia de uma percep??o mais pr?xima da natureza. A refer?ncia para este dom?nio ? o fil?sofo da natureza Chico Lucas da Silva
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Ribeiro, Regiane Regina. "A utilização de processos midiáticos na escola: Um Olhar Redimensionador na Interface Comunicação-Educação O Programa Veja na Sala de Aula." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/4896.

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This doctoral thesis gives continuity to the studies done in the masters, now with a directed search to discoveries about how a mediatic production can influence a learning experience. It should be highlighted that, although focused on the classroom environment, it is not an educational project. We intend to analyse the importance of the communicative action as an strategy in the development of abilities and competences in the educational process. At first, communication in the classroom was analysed and we could notice that, most of the time this communication showed characteristics which were very harmful or even straggling 15 to the learning process: excessive simplification of the communication, lack of cultural elements, a linear model and a mechanicist character. Thus, this research aims to analyse the communicative actions and relate them to the characteristics mentioned previously and its objective is to study the Programme Veja na Sala de Aula (Veja in the classroom), a partnership between the Publisher Abril and the Fundação Vitor Civita (Foundation Vitor Civita), whose aim is to take to the classroom what has been happening in Brazil and in the world through the printed media. The thesis intended to present the importance of the media s inclusion in the classroom environment by offering a critical analyses of the contents of the supplement Guia do Professor (The Teacher s Guide), a means of communication written by Brazilian educators, that evaluates texts from Veja Magazine and transform them into classroom activities synchronized with the new pedagogical currents in all the subjects proposed by the High School syllabus. The Guide, not only presents exercises, themes for debates, supporting texts and experiences, but also bibliographical suggestions, filmstrips and sites. For the development of the analysis theories related to the interface Communication-Education have been used approaching concepts of Complexity, Dialogism and Cultural Diversity present in the work of authors such as BAKTHIN, MORIN, FREIRE, PINHEIRO, CANCLINI, BARBERO among others. The analysis presented at the end of the research allows us to conclude that the initial premise of the study has been confirmed: the introduction of unconventional media at schools for didactic use is a priceless instrument to aid the learning process, because, if correctly used, it increases the complexity of communication and promotes more contact with diversity and with external elements to the school environment. Moreover, it helps facilitate the teacher s performance, mainly of those who, for different reasons, don t have either the time or the conditions to recycle his or her professional performance
Essa tese de doutoramento dá continuidade aos estudos realizados no mestrado, agora com busca direcionada a descobertas sobre como uma produção midíática pode influenciar uma experiência de aprendizagem. Deve-se ressaltar que, embora voltado para o ambiente de sala de aula, não se trata de um projeto de educação. Pretende-se analisar a importância da ação comunicativa como estratégia no desenvolvimento de habilidades e competências no processo educacional. Em um primeiro momento, analisou-se a comunicação em sala de aula e pôde-se verificar que, na maioria das vezes, essa comunicação apresentava características muito 14 prejudiciais ou mesmo retardadoras para o aprendizado: simplificação excessiva da comunicação, ausência de elementos culturais, modelo linear e caráter mecanicista. Nesse sentido, a pesquisa busca analisar as ações comunicativas e relacioná-las com as características citadas anteriormente. Tendo como objeto de estudo o Programa Veja na Sala de Aula uma parceria entre a Editora Abril e Fundação Vitor Civita cujo intuito é levar os fatos do Brasil e do Mundo, através da mídia impressa, para a escola. A tese pretendeu discorrer sobre a importância da inserção de mídias no ambiente da sala de aula, propondo uma análise crítica sobre os conteúdos do suplemento GUIA DO PROFESSOR, veículo de comunicação dirigida produzido por educadores brasileiros que avaliam textos da revista Veja e os transformam em atividades de aula sintonizadas com as novas correntes pedagógicas em todas as disciplinas propostas pela grade curricular do Ensino Médio. O Guia apresenta, ainda, exercícios, temas para debates, textos de apoio e experiências, além de sugestões de bibliografia, filmografia e sites. Para desenvolvimento da análise foram utilizadas teorias relacionadas à interface Comunicação/Educação, abordando conceitos de Complexidade, Dialogismo e Diversidade Cultural presentes nas obras de autores como BAKTHIN, MORIN, FREIRE, PINHEIRO, CANCLINI , BARBERO, entre outros. A análise apresentada no final da pesquisa permite concluir que a premissa inicial do estudo confirmou-se: a introdução de mídias não convencionais para uso didático nas escolas constitui valioso instrumental para auxiliar o processo de aprendizagem, pois, se usada corretamente, aumenta a complexidade da comunicação e promove maior contato com a diversidade e elementos externos ao ambiente escolar. Além disso, facilita a atuação do professor, principalmente aqueles que, por diferentes motivos, não dispõem de tempo ou condições para reciclar seu desempenho profissional
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35

Thomazini, Mauricio. "Algumas relações de complexidade e racionalidade, em torno do conceito de divisão celular." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/843.

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Acompanha: Um novo olhar para o desenvolvimento dos conceitos de divisão celular: trabalhando as relações de complexidade e racionalidade na aprendizagem
Nesta dissertação, foram conhecidas algumas possibilidades de articulação entre os diversos conteúdos envolvidos na formação de professores de Biologia, tendo todos eles uma ligação com o conceito de divisão celular. A partir de dados fornecidos por acadêmicos do último ano do curso de Licenciatura em Ciências Biológicas da Universidade Federal do Paraná e de documentos referentes ao currículo deste curso, foi identificada a presença pontual de relações de complexidade e racionalidade. No contexto da descrição de E. Morin, foi elaborado o modelo de uma rede complexa de conhecimentos, evidenciando possíveis conexões entre conteúdos presentes em diferentes unidades curriculares do núcleo básico do referido curso. Como produto final, foi estruturada uma unidade didática constituída por cinco aulas, exemplificando as relações analisadas, com o intuito de facilitar o processo ensino-aprendizagem.
In this work, some were known possibilities of connecting several contents that are involved in the undergraduate formation in the teaching of Biology, all of them related to the concept of cell division. Out of data that were provided by students of last year of licentiate in Biology at Universidade Federal do Paraná (Brazil), as well as official documents referring to the curriculum of this course, we identified the presence of specific relationships of complexity and rationality. In the context of the description introduced by E. Morin, we constructed a model for a complex network of knowledge, making evident the possible connections between contents which belong to different disciplines of this course. As our final product, we structured a didactic unit that consists in five classes, exemplifying the analyzed relationships, with the aim of facilitating the learning-education process.
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Rabelo, João José Evangelista. "Docência em engenharia: uma experiência de formação a partir do pensamento complexo." Pontifícia Universidade Católica de São Paulo, 2011. https://tede2.pucsp.br/handle/handle/9607.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This dissertation aims to identify and understand how a group of engineering instructors appropriate a complex pedagogic framework to reflect on and transform their practices. Initially the author, who is an engineering instructor, shows how the subject teaching engineering became an object of his investigation. The discussion of the Brazilian bibliography on engineering education indicates both the shortage of works on teacher development and the lack of pedagogic proposals based on the complex scientific paradigm. The results of this research support the improvement and innovation of teacher development programs on higher education and the dissemination of Edgar Morin s Complex Thought. The core of this dissertation encompasses three parts: an outline of a complex pedagogic framework; the use of this framework to the instructors theoretical development; and the application of the framework by the instructors to plan and apply new pedagogic actions. The theoretical part of the teacher development program lasted one semester and, under the author s supervision, started with the discussion of the concept of paradigm and its characteristics. This lead to the identification, by the instructors, of an engineering teacher paradigm of the programs they teach. The first discussions put into question traditional scientific thought and raised the interest on the paradigm of complexity, which was introduced. From a new epistemological framework, the Complex Thought, the instructors, based on pedagogic texts, critically reflected on their pedagogic conceptions and practices and were stimulated to think about changes in the light of the theoretical framework they were assimilating. In these activities, the instructors departed from scattered discourses and progressively incorporated the new pedagogic ideas into a more systematic understanding of the phenomena involved in their activities. As a result, they assumed greater responsibility for the improvement of their students academic results. The theoretical learning program finished with its evaluation by the instructors and was followed by the practical part of the program. At the beginning of a new semester the instructors wrote, under supervision, an intervention plan which included problem statement, objectives, activities and bibliography. The actions took place over the course of three months and the results were presented. Each instructor accomplished activities that reflected their prior experiences and pedagogic motivations. The reports demonstrated that many of the concepts learned were effectively used in the reconfiguration of the instructors actions. To a greater or lesser degree all instructors who finished the program were capable to using one or more principles of the Complex Thought theory to improve their pedagogic practices. Finally, the practical development program was evaluated by the instructors
Esta tese tem por objetivo desvelar e compreender como um grupo de docentes em engenharia se apropria de um referencial didático-pedagógico complexo na problematização e transformação de suas práticas. De início o autor, que é docente em engenharia, mostra como o tema docência em engenharia transformou-se em objeto de sua investigação. A discussão da bibliografia brasileira voltada para a educação em engenharia sinaliza tanto a carência de trabalhos de formação docente quanto a inexistência de propostas apoiadas no paradigma científico complexo. Os resultados desta pesquisa favorecem o desenvolvimento e inovação de programas de formação para a docência na educação superior e a difusão do Pensamento Complexo de Edgar Morin. O núcleo da tese compreende três partes: delineamento de um referencial didático-pedagógico de natureza complexa; utilização deste referencial em atividades de formação teórica; aplicação do referencial teórico no planejamento e implantação, pelos docentes, de mudanças em suas práticas pedagógicas. A formação teórica, realizada durante um semestre sob a coordenação do autor, partiu da discussão do conceito de paradigma e de suas características, levando à identificação, pelos professores, de um paradigma de ensino-aprendizagem nos cursos em que lecionam. Estes primeiros resultados favoreceram a crítica do pensamento científico tradicional e uma primeira aproximação ao paradigma da complexidade. A partir de um novo referencial epistemológico, o Pensamento Complexo, os docentes passaram, com o apoio de textos didático-pedagógicos, à problematização de suas práticas e concepções pedagógicas e foram estimulados a pensar mudanças à luz do referencial teórico que assimilavam. Nestas atividades, os docentes partiram de discursos difusos e, progressivamente, incorporaram as novas idéias didático-pedagógicas na forma de uma compreensão mais sistemática dos fenômenos envolvidos em suas atividades pedagógicas. Como resultado, assumiram maior responsabilidade pela melhoria dos resultados acadêmicos de seus alunos. A formação teórica foi encerrada com sua avaliação pelos docentes, ao que se seguiu a fase prática da formação. No início de outro semestre, cada docente elaborou, sob orientação, um projeto de intervenção contendo a problemática, objetivos, atividades a serem realizadas e bibliografia. Durante três meses, as intervenções foram realizadas e em seguida os resultados obtidos foram apresentados, por cada docente, em um relatório final. Os docentes realizaram intervenções que refletiam suas experiências e motivações pedagógicas. Os relatórios demonstraram que muitos dos conceitos apreendidos foram efetivamente utilizados na reconfiguração da ação docente. Em maior ou menor intensidade, todos os docentes que chegaram ao final da formação foram capazes de utilizar um ou mais princípios da teoria do Pensamento Complexo em suas intervenções. Por fim, a formação prática foi avaliada pelos docentes
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Long, David A. "The manifold and intention curriculum model: a way to create and evaluate curriculum." 2012. http://hdl.handle.net/1993/8595.

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Using a version of Elliot Eisner's connoisseurship, this paper examines the current Manitoba Framework document for high school mathematics, finds it wanting, and proposes a new way of considering curriculum, using high school mathematics as an example space. Drawing inspiration from the writing of John Dewey, the model makes use of complexity theory as described by Brent Davis and Elaine Simmt (2003) to contribute to curriculum theorizing. The Manifold & Intention Model uses major themes, termed Manifolds, as organizing devices for creating and using curricula. The underlying social, mathematical and educational assumptions surrounding the curriculum are opened to scrutiny in the Intention. The content that appears in a curriculum must meet the Content Evaluation Criteria and in the Common Content and Local Content, specific learning outcomes are eschewed, replaced by exemplars. The Manifold & Intention Model is a social and generative way to create curriculum.
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Meadows, Martin Thomas. "The literary canon as a dynamic system of chaos and complexity theory." 2006. http://digital.library.okstate.edu/etd/umi-okstate-1726.pdf.

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Switzer, Sarah Lynne. "Collaging Complexity: Youth, HIV/AIDS and the Site/Sight of Sexuality." Thesis, 2009. http://hdl.handle.net/1807/18110.

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Using collage as a methodological and conceptual framework for re-conceptualizing knowledge in HIV/AIDS education, this thesis attends to young women’s understandings of HIV/AIDS and sexuality. Through engaging in the process of making collages, what stories do young women tell about HIV/AIDS? What discourses are produced when collage and narrative are used as methodological tools to address participants’ understandings of HIV/AIDS? By responding to their own collage texts, as well as the collage texts of others, how are issues of representation addressed? Using narrative and post-structural discourse analysis, this study explores how participants’ complex and contradictory understandings of HIV/AIDS diverge from the content and form of current school-based HIV/AIDS curriculum. Whereas the curriculum presupposes a rational and linear subject, participants’ reflexive understandings of HIV/AIDS shift throughout the study, varying as a result of roles performed, the context of the collage or image being discussed, and the dynamic interchange between participants.
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Samarji, Ahmad Nabil. "Mapping the complexity of forensic science : implications for forensic science education." Thesis, 2010. https://vuir.vu.edu.au/17880/.

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Over the past two decades the field of forensic science has experienced a remarkable development and a substantially enhanced public profile. The prominence of forensic science has resulted from scientific and technological advances, increased reliance of law enforcement agencies and judicial systems and its popularisation through the mass media. Consequently, forensic science education has been characterised by a rapid expansion in both the number of forensic science courses and the number of students enrolling in such courses. However, very little is published on forensic science education. This research aims to identify how best to organise and deliver forensic science education. By doing so, the research aims to generate graduates who are more proficient and with the knowledge and expertise needed for them to cope with the technological advances revolutionising forensic science and with ongoing security demands and challenges.
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Cumming, Jim. "Representing the complexity, diversity and particularity of the doctoral enterprise in Australia." Phd thesis, 2007. http://hdl.handle.net/1885/46612.

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This thesis addresses the need to reconceptualise the doctoral experience at a time when the boundaries between education, training, research, work and career development are becoming increasingly blurred. It does so by means of a detailed analysis of what candidates do and how they operate in a variety of disciplinary, employment and other contexts.¶ In order to synthesise and interpret the outcomes of that analysis a broader concept of the doctoral enterprise is developed within which the lived experience is embedded. It is argued that effective representation of the doctoral enterprise is as important as its reconceptualisation, and that both processes are required to generate in-depth understanding of the complexity, diversity and particularity of this phenomenon.¶ ...
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Nie, Nicole Ye. "My curriculum cookbook: an autobiographical study on understanding curriculum from a cross-cultural educator's perspective." Thesis, 2009. http://hdl.handle.net/1828/2016.

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This autobiographical study relates my personal experiences as an international student in Canada to curriculum theory and issues in multicultural education. The study takes a creative, cookbook journal format, using a selection of recipes for exploring cross-cultural experiences and making connections between self and the multicultural environment, and between curricular theories and educational practice. While sometimes recipes refer to simple instructions, the curriculum recipes in this study do not provide simple solutions but rather creative ways of thinking about curriculum. The research question guiding this study is how we can understand multicultural curriculum so that majority groups (the host people in Canada) and minority groups (the people from other cultures) acknowledge a space of shared responsibility for intercultural adaptation, and so that there are not two sides or positions for people when crossing cultures, but a space in between where people dwell together.
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Smuts, Kathleen Bridget. "Effects of curriculum change on medical graduates' preparedness for internship." Thesis, 2012. http://hdl.handle.net/10539/11452.

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Ph.D., Faculty of Health Sciences, University of the Witwatersrand, 2011
INTRODUCTION: The University of the Witwatersrand (Wits) changed its medical curriculum in 2003 from a traditional, six-year curriculum to an integrated, problem-based, four year Graduate Entry Medical Programme (GEMP), preceded by two years of basic and medical sciences at university level or a suitable undergraduate degree. AIMS: To compare the preparedness for internship of Wits graduates from the old and new curricula on fifty seven items grouped into nine categories which were identified during the development and validation of a Model of the Competent South African Intern. METHODS: A stratified random sample of interns was drawn from the last graduates of the traditional curriculum and a matched sample of interns from the first graduates of the GEMP. Both quantitative and qualitative methods were used. For each sampled intern a supervisor, colleague and patient were selected by convenience sampling. A questionnaire was completed by interns, supervisors and colleagues followed by an interview to qualify responses at the extremes of the Likert-type scale and link them to curriculum learning opportunities. A semi- structured interview was conducted with patients and a global score allocated. The Cochran-Mantel-Haenszel Statistic for ordinal data was used. Comparisons were drawn between the competence of graduates from the traditional and GEMP curricula from the perspectives of interns, supervisors, colleagues and patients. Interview data were analysed using thematic analysis techniques. RESULTS: Significant differences were reported by interns in six of the nine categories. In one category, “fundamental theoretical knowledge” the GEMP graduates rated themselves significantly less prepared in the basic medical sciences (Pathology, Microbiology and Pathophysiology, p=0.01; Pharmacology, p<0.0001) but highly significantly better prepared in the theory of interpersonal communication, p<0.000001). The GEMP graduates rated themselves significantly better prepared in the other five categories, “medical problem solving” (p=0.009), “holistic patient management” (p=0.0004), “community health” (p=0.0002), “communication skills” (p=0.02) and “self directed learning” (p=0.0001). vii Supervisors reported significant differences in “teamwork” (p=0.045) and “personal attributes” (p=0.045) giving fewer low scores to the GEMP graduates. There were no significant differences between the category scores for colleagues. Qualitative analysis included vertical summaries of interview data and horizontal or comparative interpretations with quotations in order not to lose the voice of the interns, supervisors, colleagues and patients. DISCUSSION AND CONCLUSION: GEMP graduates rated themselves better prepared in those areas which had been identified as reasons for curriculum change but less prepared in specific basic medical sciences. Although these were not reported as significantly different by supervisors or colleagues they require attention. Other than this, according to the judgements of the informants, the competence of GEMP graduates was similar to that of traditional graduates in certain areas and significantly better in others, which appears to justify the major medical curriculum change undertaken at this University.
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Nabli, Adel. "The multilevel critical node problem : theoretical intractability and a curriculum learning approach." Thesis, 2020. http://hdl.handle.net/1866/24329.

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Évaluer la vulnérabilité des réseaux est un enjeu de plus en plus critique. Dans ce mémoire, nous nous penchons sur une approche étudiant la défense d’infrastructures stratégiques contre des attaques malveillantes au travers de problèmes d'optimisations multiniveaux. Plus particulièrement, nous analysons un jeu séquentiel en trois étapes appelé le « Multilevel Critical Node problem » (MCN). Ce jeu voit deux joueurs s'opposer sur un graphe: un attaquant et un défenseur. Le défenseur commence par empêcher préventivement que certains nœuds soient attaqués durant une phase de vaccination. Ensuite, l’attaquant infecte un sous ensemble des nœuds non vaccinés. Finalement, le défenseur réagit avec une stratégie de protection. Dans ce mémoire, nous fournissons les premiers résultats de complexité pour MCN ainsi que ceux de ses sous-jeux. De plus, en considérant les différents cas de graphes unitaires, pondérés ou orientés, nous clarifions la manière dont la complexité de ces problèmes varie. Nos résultats contribuent à élargir les familles de problèmes connus pour être complets pour les classes NP, $\Sigma_2^p$ et $\Sigma_3^p$. Motivés par l’insolubilité intrinsèque de MCN, nous concevons ensuite une heuristique efficace pour le jeu. Nous nous appuyons sur les approches récentes cherchant à apprendre des heuristiques pour des problèmes d’optimisation combinatoire en utilisant l’apprentissage par renforcement et les réseaux de neurones graphiques. Contrairement aux précédents travaux, nous nous intéressons aux situations dans lesquelles de multiples joueurs prennent des décisions de manière séquentielle. En les inscrivant au sein du formalisme d’apprentissage multiagent, nous concevons un algorithme apprenant à résoudre des problèmes d’optimisation combinatoire multiniveaux budgétés opposant deux joueurs dans un jeu à somme nulle sur un graphe. Notre méthode est basée sur un simple curriculum : si un agent sait estimer la valeur d’une instance du problème ayant un budget au plus B, alors résoudre une instance avec budget B+1 peut être fait en temps polynomial quelque soit la direction d’optimisation en regardant la valeur de tous les prochains états possibles. Ainsi, dans une approche ascendante, nous entraînons notre agent sur des jeux de données d’instances résolues heuristiquement avec des budgets de plus en plus grands. Nous rapportons des résultats quasi optimaux sur des graphes de tailles au plus 100 et un temps de résolution divisé par 185 en moyenne comparé au meilleur solutionneur exact pour le MCN.
Evaluating the vulnerability of networks is a problem which has gain momentum in recent decades. In this work, we focus on a Multilevel Programming approach to study the defense of critical infrastructures against malicious attacks. We analyze a three-stage sequential game played in a graph called the Multilevel Critical Node problem (MCN). This game sees two players competing with each other: a defender and an attacker. The defender starts by preventively interdicting nodes from being attacked during what is called a vaccination phase. Then, the attacker infects a subset of non-vaccinated nodes and, finally, the defender reacts with a protection strategy. We provide the first computational complexity results associated with MCN and its subgames. Moreover, by considering unitary, weighted, undirected and directed graphs, we clarify how the theoretical tractability or intractability of those problems vary. Our findings contribute with new NP-complete, $\Sigma_2^p$-complete and $\Sigma_3^p$-complete problems. Motivated by the intrinsic intractability of the MCN, we then design efficient heuristics for the game by building upon the recent approaches seeking to learn heuristics for combinatorial optimization problems through graph neural networks and reinforcement learning. But contrary to previous work, we tackle situations with multiple players taking decisions sequentially. By framing them in a multi-agent reinforcement learning setting, we devise a value-based method to learn to solve multilevel budgeted combinatorial problems involving two players in a zero-sum game over a graph. Our framework is based on a simple curriculum: if an agent knows how to estimate the value of instances with budgets up to B, then solving instances with budget B+1 can be done in polynomial time regardless of the direction of the optimization by checking the value of every possible afterstate. Thus, in a bottom-up approach, we generate datasets of heuristically solved instances with increasingly larger budgets to train our agent. We report results close to optimality on graphs up to 100 nodes and a 185 x speedup on average compared to the quickest exact solver known for the MCN.
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Chia-Ling, Hsu, and 許嘉玲. "Action Research on Development of Creative Thinking Teaching of Skin Complexion Curriculum in a Vocational Senior High School." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/34581928853306557858.

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碩士
中國文化大學
生活應用科學研究所
97
The purpose to the study is to construct a “creative thinking teaching scheme” of the skin complexion curriculum in vocational senior high school, so as to reinforce students’ creativity. At the same time, it also explores the development of blending the creative thinking teaching into the skin complexion curriculum in vocational senior high school, so as to better understand change and improvement of the students of the Department of Styling and Cosmetology of vocational senior high schools after their participation in the skin complexion curriculum, and enhance self-professional competence through the teaching reflection on creative thinking teaching activities. The study is conducted with a total of 106 students from 2007 3rd year Chen Class and 2008 3rd year Chen Class in the Department of Styling and Cosmetology, Daojiang Senior High School of Nursing and Home Economics. By using the teaching action research method, the first teaching action study had been implemented in the teaching activities held from September until November 2007 for a total of three units. The second teaching action study was executed from September until November 2008, in which two class sessions were arranged every week to carry out three units for a total of 10 weeks. The study data sources include curriculum learning notes, students’ works, learning progress records, teaching reflections, teaching taping recording, teaching observations and interview records. In addition, quantitative questionnaire feedback note survey is conducted to collect and analyze data and triangle inspection and persistent comparisons are processed to give further examination in order to garner more objective and meaningful data and better understand the change in the development. The following are the findings of the study’s action research on the development of the creative thinking teaching of the skin complexion curriculum in vocational senior high school: 1. The “creative thinking teaching scheme” developed for the skin complexion curriculum in vocational senior high school may help teachers nurture their students’ creative capacity. Through curriculum design, students’ beauty makeup application techniques can further improve, and they will be therefore equipped with better ensemble concept of colorful makeup styling. 2. Students can make progress by cooperative learning in an atmosphere with harmony, encouragement and mutual respect. A majority of students show improvement in the aspects of class participation and expression ability. 3. According to students’ learning progress records in respective units, the creative thinking unit gives students a sense of challenge, achievement and participation, which allows them to enjoy taking the class. A majority of students indicate in their feedback notes that the class could help them enhance their self creative thinking capacity, trigger their desire for innovative thinking, and inspire them with more creative ideas 4. After receiving creative thinking teaching, students can extend their creation to their learning of other subjects and production of other works. 5. In the course of the implementation of creative thinking teaching, the problems resulting from shortage of time and manpower and limitation of teaching classrooms can all be resolved by flexible curriculum adjustment, teachers’ mutual assistance and utilization of professional classrooms. 6. In the course of the creative thinking teaching action, the researcher learned how to design a creative teaching curriculum, utilize creative thinking technique and strategy, change teaching attitudes and improve teaching methods. At the same time, by sharing the learned professional knowledge with the study partners, teachers’ proficiency in professional knowledge and techniques has been reinforced. On the other hand, the researcher has also developed a habit of reflection on teaching to further enhance teaching effects, bring closer distance between theory and practice and improve self-professionalism. The researcher has put forward the following recommendations after recording the action research on the development of the creative thinking teaching of the skin complexion curriculum in a vocational senior high school and giving analysis: 1. For the teaching and curriculum planners: (1) To take initiative in cultivating students’ creation participation or providing action research learning or advance study. (2) To widely refer to the curriculum design models put forth by experts and academics. (3) To design teaching activities focusing on students. (4) To fulfill creative resolutions relevant to the problems occurring in life. (5) To give students sufficient time for creation. (6) To enhance opinion exchanges and conversations between teachers and students. 2. For the school and educational authorities: (1) Education administrative authorities shall encourage teachers to continue action research. (2) School teachers require support and encouragement from administrative leaders in their implementation of action research. (3) To provide action research related curriculums or arrange seminars to prompt teachers’ participation. 3. For future study directions (1)To expand study objects, in which more students from varying grades shall be surveyed. (2)To have the teachers teaching the same curriculum jointly work on action research.
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Saab, Odile. "L'éducation à la santé en milieu scolaire au Liban : d'une approche analytique biomédicale vers une perspective écologique biopsychosociale. Étude du curriculum, des manuels scolaires libanais de Sciences de la Vie et des conceptions d'enseignants et d'élèves relatives à l'éducation à la santé dans des écoles privées et publiques de Beyrouth." Phd thesis, 2011. http://tel.archives-ouvertes.fr/tel-00804711.

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Cette étude cherche à mesurer l'écart éventuellement existant entre l'éducation à la santé appliquée selon le système éducatif libanais et les recommandations internationales. De même, elle vise à analyser la contribution de cette éducation à la promotion de la santé et au développement global de l'élève libanais. Nous avons adopté une approche méthodologique mixte combinant des analyses descriptives qualitatives et des analyses statistiques quantitatives. L'analyse du contenu du curriculum ainsi que l'analyse du contenu des manuels scolaires nationaux de Sciences de la Vie, pour les quatorze niveaux scolaires, révèlent que l'éducation à la santé est conçue, dans ce curriculum et dans ces manuels, selon une logique linéaire de cause à effet, aux dépens des approches systémiques plus proches de la complexité et des problèmes à résoudre dans le domaine de la santé. Cette réification constitue un obstacle à la construction des liens entre les concepts enseignés pour induire des changements conceptuels et comportementaux sanitaires, chez les élèves. Parallèlement, les analyses typologiques effectuées sur les données recueillies par entretiens auprès de 44 enseignants libanais de Sciences de la Vie, dans 24 écoles publiques et privées de Beyrouth, a abouti à l'identification de divers types d'obstacles d'ordre épistémologique, didactique, idéologique et psychosocial chez les enseignants interviewés. Ces enseignants ont besoin d'être formés en éducation à la santé selon une approche écologique leur permettant de passer d'une conception biomédicale à une conception heuristique et complexe. De même, les analyses typologiques effectuées sur les données recueillies par une enquête par questionnaire auprès de 1366 élèves en Sixième, en Troisième et en Terminale ont révélé l'absence d'une éducation à la santé basée sur une approche globale et contextualisée permettant le développement des compétences cognitives, méthodologiques et psychosociales. Dans cette perspective, et pour une promotion de la santé plus efficace, nous achevons cette étude par des recommandations pour une meilleure intégration de la complexité dans l'éducation à la santé, au Liban.
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47

Van, der Merwe Wynand Johannes. "Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk." Thesis, 2013. http://hdl.handle.net/10500/13982.

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Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This has placed a huge responsibility on curriculum compilers and the authors of mathematics textbooks and mathematics teachers to enhance the cognitive development of learners. This study takes the view that: What happens in the class is what you get. Based on the above statement, the foundation of mathematics teaching, namely the mathematics curriculum, the mathematics textbook and the teacher’s instruction in the teaching venue were scrutinised. During a diagnostic examination of teachers’ interpretation, knowledge and application of the mathematics curriculum and the content of mathematics textbooks on the East Rand, the following problems regarding mathematics teaching emerged: The most important finding of TIMMS is that the differences in performance in mathematics between different countries can be linked to the way teachers interpret and present the content of mathematics. Research has revealed that the interaction of teachers with curriculum content follow a dynamic and constructive application instead of direct application based on the mathematics curriculum. Teachers often change the prescriptions and order of content in the mathematics curriculum to suit their teaching style, knowledge and previous experience. Consequently, align application of mathematical concepts and skills does not take place and this creates a gap in learners’ cognitive development. It also leaves a gap in the application of the Type 5 cognitive development tasks in mathematics which enable a verifying deductive application of concepts. The action research created a structure which could meet this need. Authors of mathematics textbooks present their own vision, interpretation and style in mathematics textbooks, which influences the order of mathematics content and concepts. The result is that mathematics content and concepts are at times not aligned with representations in the mathematics curriculum and objectives are therefore not reached. The different interpretations of mathematics textbooks by teachers differ greatly and these differences place great pressure on teachers to decide how the mathematics textbook will be used in the teaching venue. In this study a mathematics textbook profile and a task analysis were formulated in the cause of action research which will enable teachers to make a professional analysis which they can use. Because a variety of mathematics textbooks are selected for use in schools, teachers assume that these approved mathematics textbooks focus on the curriculum. They therefore slavishly follow the mathematics textbooks without consulting the mathematics curriculum. Shortcomings in mathematics textbooks and teachers’ own interpretation of mathematics content leave a big gap in their own alignment of mathematics teaching. To satisfy this need, an assessment profile and an methodology for alignment are provided to enable teachers to monitor the curriculum alignment presentation of concepts and skills.
As gevolg van die radikale hervorming in wiskunde-onderrig wêreldwyd het die wiskundekurrikulum dramatiese veranderings ondergaan ten einde die nuwe doelstellings in wiskunde te bereik. Dit het enorme verantwoordelikheid geplaas op kurrikulumsamestellers en outeurs van wiskundehandboeke en wiskunde-onderwysers om die kognitiewe ontwikkeling van leerders te bevorder. In hierdie studie is van die volgende standpunt uitgegaan: What happens in the class is what you get. Derhalwe is die fondasie van wiskunde-onderrig, naamlik die wiskundekurrikulum, wiskundehandboek en die onderwyser se instruksies in die klaskamer ondersoek. In `n diagnostiese ontleding van onderwysers se interpretasie, kennis en toepassing van die wiskundekurrikulum en die wiskundehandboekinhoude aan die Oos-Rand het die volgende probleme in verband met wiskunde-onderrig na vore gekom: Die belangrikste bevinding van TIMMS is dat die verskille in wiskundeprestasie tussen lande verband hou met die wyse waarop onderwysers die wiskudekurrikuluminhoude interpreteer en aanbied. Navorsing toon dat die interaksie van onderwysers met kurrikulummateriaal op ʼn dinamiese en konstruktiewe toepassing geskied in plaas van direkte toepassing vanuit die wiskundekurrikulum. Onderwysers verander dikwels die wiskundekurrikulum se voorskrifte en volgorde van inhoude om by hulle onderrigstyl, kennis en vorige ervarings te pas. Die gevolg is dat geen inlyntoepassing van wiskundebegrippe en vaardighede plaasvind nie en dit laat ʼn leemte in leerders se kognitiewe ontwikkeling. Verder laat dit ʼn leemte in die toepassing van die 5-tipe kognitiewe ontwikkelingstake in wiskunde wat ʼn verifiërend deduktiewe toepassing van begrippe bewerkstellig. In die aksienavorsing is ʼn struktuur geskep wat in hierdie behoefte voorsien. Outeurs van wiskundehandboeke het ʼn eie visie, interpretasie en styl wat hulle in wiskundehandboeke aanbied. Dit het ʼn invloed op die volgorde van wiskunde-inhoude en begrippe en gevolglik is wiskunde-inhoude en -begrippe soms nie inlyn geplaas met voorstellings van die wiskundekurrikulum nie, en word doelstellings nie bereik nie. Onderwysers se verskillende interpretasies van wiskundehandboekinhoude verskil radikaal van mekaar en plaas gevolglik groot druk op onderwysers om ʼn keuse te maak wat betref die gebruik van ʼn wiskundehandboek vir gebruik in die klaskamer. In die studie is ʼn wiskundehandboekprofiel en ʼn taakontleding tydens aksienavorsing geformuleer wat onderwysers in staat sal stel om ʼn professionele ontleding te maak vir gebruik. As gevolg van die verskeidenheid wiskundehandboeke wat gekeur word vir gebruik in skole neem onderwysers aan dat hierdie gekeurde wiskundehandboeke op die kurrikulum gerig is. Gevolglik word wiskundehandboeke slaafs nagevolg sonder om die wiskundekurrikulum te raadpleeg. Tekortkominge in wiskundehandboeke en die eie interpretasie van wiskundeinhoude deur onderwysers laat ʼn groot leemte in hul eie inlynwiskunde-onderrig. Om te voorsien in hierdie behoefte is ʼn assesseringsprofiel en ʼn inlynmetodiek saamgestel om onderwysers in staat te stel om die inlynaanbieding van begrippe en vaardighede te monitor.
Curriculum and Instructional Studies
D. Ed. (Didaktiek)
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48

"Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-08-1154.

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This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.
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