Dissertations / Theses on the topic 'Disciplinary learning'
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Dubuc, Paul A. "Disciplinary differences in students' approaches to the learning task." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30162.
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This study investigated disciplinary differences in students' approaches to the learning task. Students in introductory undergraduate courses (English, psychology, education, engineering) had different levels of academic self-concept, intrinsic motivation, extrinsic motivation, and the use of surface learning strategies. They did not differ however, in their subject motivation or their use of critical thinking or time management strategies. Course differences were found in how student academic self-concept and motivation related to their use of learning strategies, and in turn, how these variables predicted final course grades. Across disciplines, a higher-quality approach to the learning task, as emphasized by students and professors, related to academic achievement but in unexpected ways. Disciplinary differences in students' learning approaches suggest that general models of student learning, such as self-regulation theory, should be applied within academic disciplines.
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Dubuc, Paul A. "Disciplinary differences in students' approaches to the learning task." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ64144.pdf.
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Fredlund, Tobias. "Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics." Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247771.
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This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices. The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning. Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning. The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics.
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Keilty, Bonnie, Carol M. Trivette, and Jennifer Kenealy. "Families as Disciplinary Experts: Collaborating to Build on Family Strengths in Learning." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4427.
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Strengths-based interventions utilize families' "disciplinary" expertise as parents to their individual child. This workshop explores an assessment-to-intervention approach that delves into the ways families help their child learn and why those strategies were chosen to then collaboratively build interventions based on what families already do and their underlying parenting goals.
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Kridler, Jamie Branam, Elizabeth F. Lowe, and Mary R. Langenbrunner. "University, Medical School, School System Partnership Creates Cross Disciplinary Service-Learning Opportunities." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5876.
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Dahan-Tanauji, Samuel David. "Social and employment policy learning in the context of the Euro crisis : from coordinated to disciplinary learning." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648558.
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Johnson, Samantha Jayne. "Stimulus equivalence and exposure learning : a cross-disciplinary study of rapid vocabulary acquisition." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364583.
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Rao, Mala R. "An experience in learning: design of a multi-disciplinary university at Timbuktu, Mali." Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53157.
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Timbuktu is a city in Mali, North Africa. lt has been a real and legendary city, and the Islamic center of North Africa. The program proposes a major international, multi-disciplinary University which will focus the world’s attention to the problems prevalent in that area and address them.
If Islamic is not an adjective defining a religious quality, should it be understood as a word that identifies a special kind of Architecture, that of a civilization reflecting or determined by special qualities inherent in Islam as a cultural phenomenon?
The design is an attempt in discussing the spatial elements in Islamic architecture which appear to be typical and an attempt is made to explain those elements as expressions of culture created by Islam. The design solution is an expression of the place incorporating those elements of Islamic architecture which are still prevalent and which address the ecological, cultural, and social issues endemic to Timbuktu.Master of Architecture
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Dahlbeck, Johan. "Other Classrooms: Beyond the Disciplinary Spaces of the Past." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34033.
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The following thesis is at once a somewhat rudimentary attempt to relate the history of the classroom while describing the potential impact on the space of learning by the introduction of a new type of computer program into a school setting. It asks the question: how is the space of learning affected by the use of this specific type of computer program as an educational tool? In order to begin to formulate an answer to this question I have drawn upon the theorizing of Foucault and Deleuze in particular. Establishing the modern classroom as a relative of sorts to the disciplinary spaces of the past, I conclude that the means and practices by which pupils are being controlled within the space of learning have shifted from discipline being extorted exclusively by the teacher – who in turn is aided by the physical and temporal constraints of the classroom – to control being applied by each individual pupil through technologies of the self. This, in turn, led me to the conclusion that although there are certainly quite tangible effects on the space of learning itself, the actual mode of learning may very well be kept intact through techniques designed to control the behavior of the individual pupil beyond the disciplinary spaces of the past.
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Lin, Hsing-I. "Learning to write the candidacy examination: professors and students talking about academic genres and authorship." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061313464.
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van, Keulen Hanno. "How to support generic and disciplinary aspects of teaching in higher education." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-138100.
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The question whether centers for staff and educational development in higher education should focus not just on generic aspects but also on disciplinary aspects, presupposes the very existence of such centers. As a matter of fact, such centers have established themselves in many countries only fairly recently. For a long time, a PhD, publications in peer reviewed journals and other research credentials were the prime and often only prerrequisites for a teaching career in higher education. Academics who had these credentials were apparently seen as adequately equipped to prepare students for their future in the system.
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Maurer, Patrick, Antonia Christine Raida, Ernst Lücker, and Sander Münster. "Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33985.
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Purpose – SUFUvet is a cross-disciplinary teaching-learning project designed to adapt students’ soft skills and track usability and the concrete surplus value of work techniques in the field of visual media design.
Design/methodology/approach – For SUFUvet, a collaboration between the Institute of Food Hygiene/University of Leipzig and the Media Center/Technische Universität Dresden was initiated. Bachelor students of media informatics generate 3D visualisations in the framework of SCRUM: Undergraduate veterinary students issue instructions in order to create an e-learning class. During the project, questionnaires, group discussions, and feedback methods are used to detect changes in selected soft skills.
Originality/value – This design is meant to increase knowledge and employability by adapting student’s media, communication, and project management competences. Using SCRUM appears to be a new approach, not only in the field of programming, but for media production as well. Additionally, it offers an interdisciplinary work environment, which is rare but considered fruitful within university studies.
Practical implications – The outcomes of the application are a 3D-visualised meat inspection e-learning class for veterinary students plus a documentation of SCRUM as a framework for visual media design. It is seen as an experiment for future applications in a variety of cross-disciplinary learning and media design cases.
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Psimas, Lynnae L. "Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/71.
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The current study explored the collaborative processes present in a collaboration between an urban university in the Southeast United States, a state-funded educational support agency, and several urban and suburban school districts served by the state agency. To obtain a comprehensive understanding of the collaboration and relevant practices, perceptions were obtained from university, community agency, and K-12 school representatives through 12 individual and 2 group interviews. Data were collected and analyzed using Moustakas’s (1994) transcendental phenomenology methodology. Findings indicated that participants perceived collaborative processes in the areas of collaborative structure, communication practices, characteristics of collaborators and organizations, and group dynamics. Participants also described outcomes of the collaboration in the areas of general impact on professional learning participants, learning, evolution of behaviors and beliefs, relationship development, emotional impact, sustainability, and generalizability. Comparison of the current results to Hord’s (1986) model of inter-organizational collaboration and the literature on inter-organizational collaboration revealed strong support for a synthesis model of inter-organizational collaboration. Furthermore, the findings suggest implications for practice in the areas of goal alignment, communication, perceptions of collaborative involvement, system entry and assimilation, and personal characteristics.
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Mitchell, Stuart Bruce Taylor. "An inter-disciplinary study of learning in the 32nd division on the Western Front, 1916-1918." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5283/.
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The idea of a learning process has become broadly accepted among military historians of the First World War, but explanations for how and why this occurred remain limited. This thesis uses a number of different disciplines alongside more orthodox historical analysis of what the British Expeditionary Force (BEF) did at the divisional level to learn the lessons from combat in an uncompromising operational environment. At the beginning of 1916 the BEF was predominantly a citizen army lacking experience. This marked a low-point in the BEF's fighting capabilities. This thesis charts the development from 1916 to the Armistice in 1918 using the British 32nd Division as a case study. The division participated in a number of major operations including the Battle of the Somme, the German withdrawal to the Hindenburg Line, the Battles of Nieuport, Passchendaele, Amiens and the Hundred Days. They experienced both success and failure ensuring they are a representative case from which to draw broader conclusions. This thesis argues that the BEF's learning process developed as structural improvement occurred, battle experience was gained and leadership improved.
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Otto, Philippa Jean. "An Analytical System for Determining Disciplinary Vocabulary for Data-Driven Learning: an Example from Civil Engineering." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3472.
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Data-driven learning (DDL), an inductive teaching approach in which students learn through corpus interaction, has gained recent traction as way to teach specialized vocabulary in English for Specific Purposes (ESP) classes. There is little research, however, that addresses how to choose specialized vocabulary for teaching with DDL.
This study addressed this gap in research by exploring the potential of a three-part analytical, corpus-based system for determining vocabulary to teach with DDL for a specific context of language use. This system included (1) identifying words that were significantly more frequent in a specialized expert corpus than in a corpus of general English, (2) narrowing to words that showed patterned differences in use between the specialized corpus and a student corpus, and (3) narrowing further to words with salient enough patterns of usage to teach with DDL. This three-part system was applied to the context of civil engineering in order to find vocabulary words to teach civil engineering students with low-proficiency writing skills at Portland State University.
For the first step in my analytical system, I found 201 words that occurred significantly more frequently in civil engineering practitioner writing than in the Corpus of Contemporary American English and that met requirements for frequency, distribution, and other criteria. I tested the second and third steps on 45 of these words and identified 14 words that showed evidence of needing to be taught and being well suited to DDL.
After reflecting on my process, I found that the analytical system was successful in meeting my goals for finding civil engineering vocabulary for data-driven activities. I also made several observations that may be useful for ESP teachers who are interested in applying this methodology for their classes, the most notable of which were:
1. The system was especially useful for connecting words that are not explicitly civil engineering themed (e.g., encountered or using) to important writing functions that civil engineers perform.
2. Although it provided a systematic basis for vocabulary teaching decisions, the process was generally time-consuming and required complex judgments, which indicated that it may only be worth performing if teachers plan to regularly incorporate DDL vocabulary instruction into their course.
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Endacott, Nicholas Mark. "Homogeneity and heterogeneity in disciplinary discourse : tracking the management of intertextuality in undergraduate academic lectures." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/16788.
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Using a corpus of twenty-four lectures drawn from The BASE corpus, this study is an analysis and inter-disciplinary comparison of the management of Intertextuality in the genre of the undergraduate lecture. Theorising Intertextuality as central within the discursive (re-)construction of disciplinary knowledge, the investigation of Intertextuality is viewed as the investigation of the discursively-mediated interaction(s) of a current lecturer with original knowledge-constituting discourses, and with their agents too, of an academic community. As there is no holistic and comprehensive methodology for assessing the management of Intertextuality in academic discourse both qualitatively and quantitatively, this study uses two further lectures to devise such a methodology. This involves segregating lecture discourse into consistent independent units and then coding each unit according both to its function in the discourse and the participant voice(s) behind it. Applying this comprehensive scheme shows that independent units in lecture discourse are classifiable under three broad functional areas, Intertextuality (units realising propositional input), Intratextuality (units realising the mechanics of text and discursive interaction), and Metatextuality (units realising unit-length evaluation of emerging discourse). These functional areas and the functions within them are manageable via different participant voice(s), the manifestations and pragmatic effects of which in discourse vary, meaning the management of Intertextuality can be assessed qualitatively and quantitatively using the coherent, consistent and data-driven coding scheme derived from these analyses. This methodology, applied qualitatively and quantitatively to the corpus, reveals management similarities broadly between Arts & Humanities and Social Sciences lectures, typically a dialogic management, and management differences broadly between these two groupings and Physical Sciences lectures, typically a monophonic management. These management choices are understood as both constituted by and as reconstitutive of the social and epistemological landscapes behind lectures, meaning the management of Intertextuality is viewed as the dominant influence in shaping disciplinary discourse.
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van, Keulen Hanno. "How to support generic and disciplinary aspects of teaching in higher education." Hochschuldidaktisches Zentrum, 2012. https://ul.qucosa.de/id/qucosa%3A12359.
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The question whether centers for staff and educational development in higher education should focus not just on generic aspects but also on disciplinary aspects, presupposes the very existence of such centers. As a matter of fact, such centers have established themselves in many countries only fairly recently. For a long time, a PhD, publications in peer reviewed journals and other research credentials were the prime and often only prerrequisites for a teaching career in higher education. Academics who had these credentials were apparently seen as adequately equipped to prepare students for their future in the system.
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Wald, Matthew Oliver. "Improving and Predicting the Effectiveness of Dispersed, Multi-Disciplinary Design Teams." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6674.
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The use of dispersed (virtual) teams is growing rapidly in the engineering profession. To help prepare students for work in this type of industry, university engineering courses are requiring students to work in teams. Industry leaders and university faculty are interested in improving and measuring the performance of these distributed teams. Surveys, interviews, and observations from the AerosPACE Partners for the Advancement of Collaborative Engineering (AerosPACE) capstone design course are examined to demonstrate how different collaboration tools can be used to best enhance a distributed design team's effectiveness. Collaboration tools to which distributed design teams should give extra consideration at different stages of the product development process are identified and presented in a model. Teams that follow this model will be more effective in their communication patterns. This study also consists of examining whether peer ratings can accurately predict team effectiveness (as defined by task and relational effectiveness) within a dispersed multidisciplinary, design team. The hypotheses predict that peer ratings will not be unidimensional over time, and will have a positive, significant relationship with team effectiveness. A longitudinal study was conducted on data gathered form the same capstone design course. Confirmatory factor analysis (CFA) was first used to test unidimensionality of peer ratings and structural equation modeling (SEM) was used to model the data and determine any predictive relationships. Model fit statistics are reported to confirm adequate fit for each model. Results showed that while peer ratings are unidimensional at individual time points, they don't behave equally over time and should be considered separately. The structural equation models yielded mixed results, with some parts of peer ratings significantly predicting relational effectiveness and with yet failing to predict task effectiveness. As such, by examining peer assessments, supervisors and faculty will be able to determine and predict relational effectiveness of teams working at different locations, but should use other methods to predict task effectiveness.
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Lawrence, Julie Alexandra. "Social work and learning disabilities : an exploration of the contribution of social work within a multi-disciplinary team." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/4109/.
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Effective delivery of health and social care requires collaboration between professions. The aim of this research study was to explore one element of that collaboration – the contribution made by social workers to multi-disciplinary professional practice in adult services in England. The study was conducted against the backcloth of the Modernisation agenda for health and social care integration. This approach was first introduced by the New Labour Government (1997-2010) and strengthened by the vision and expectations championed in the policy documents, Valuing People (2001) and Valuing People Now (2009) for adults with learning disabilities. Hermeneutical phenomenology, drawn from Heidegger, underpinned the methodological and philosophical approach which led to an emphasis upon rich description and interpretations of individual lived-worlds. The theoretical position adopted was informed by Wenger’s work on Communities of Practice, which is grounded in the importance of social interactions inherent within multi-disciplinary practice between different professionals. Participants included registered social workers (n=9) and allied health professionals (n=8). Data was generated over a nine month period. Semi-structured interviews were utilised with all professional participants. Data was analysed using Nvivo (10) and an Interpretative Phenomenological Analysis towards the data was adopted. Individual vignettes were presented on behalf of local citizens (n=9) which represented their personal narratives about the value of social work, embedded within this multi-disciplinary context. The key findings highlighted the unwavering commitment from social workers to advocate on behalf of vulnerable adults. This was underpinned by adherence to professional social work values which facilitated their abilities to deliver a plethora of professional services. Allied health professionals substantiated the important contributions of social workers within the multi-disciplinary team, alongside local citizens who confirmed social workers valuable roles as part of their complex networks of support. The implications from this research study suggested that inter-professional education and training could augment collaboration between professions to progress the current health and social care agenda, focused upon integration in England.
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Dunworth, Rodney Dean. "Student and Counselor Perceptions of a Disciplinary Alternative Education Program's Effectiveness." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157587/.
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Research reveals that disciplinary alternative education programs (DAEPs) are growing at an alarming rate. What are schools doing to ensure success for those students who are placed in a DAEP? In this descriptive qualitative research study, I examined how DAEPs can operate at a more effective level in order to provide a restorative environment, resulting in a decreased recidivism rate for troubled youth. In order to achieve this overall objective, the following research questions framed this study RQ1: What are the qualities in a disciplinary alternative education program setting that lead to either success or failure of a DAEP program? RQ2: Why do students continue to commit offenses which lead to multiple assignments in a disciplinary alternative education program? RQ3: How does a disciplinary alternative education program provide a restorative environment for troubled youth in order to decrease recidivism? RQ4: What resources are available to reduce the amount of repeat student assignments to DAEP? Participants were 12 North Texas secondary school students with multiple assignments to DAEPs and 12 North Texas secondary counselors who provide emotional and behavioral supports to these students. The findings indicate there is a high need for the implementation of transitional supports, a high need for consistent and targeted counselor support and resources, a high need to change student behavior, a high need to build positive relationships, and a high need to address the environmental (social) factors that influence behavior.
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Opitz, Sebastian [Verfasser]. "Students' progressing understanding of the energy concept : an analysis of learning in biological and cross-disciplinary contexts / Sebastian Opitz." Kiel : Universitätsbibliothek Kiel, 2016. http://d-nb.info/1107010799/34.
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Locke, Elizabeth. "We can do it together : Learning to use a solution-focussed approach to multi-disciplinary school support team meetings." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506397.
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Crossland, Ann. "Domestic violence : perspectives from primary care and the tensions of theory and practice for learning in multi-disciplinary teams." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247932.
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Simmons, Michelle Holschuh. "The development of undergraduate students' facility with disciplinary discourses through collaboration between faculty members and librarians." Diss., University of Iowa, 2007. http://ir.uiowa.edu/etd/161.
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Patrusky, Lauren. "Central auditory processing: disorder a literature review on inter-disciplinary management, intervention, and implications for educators." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/897.
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Clinical Questions: What top-down and bottom-up interventions across the psychology, audiology, educational, and speech language pathology domains are most effective for children and adolescents with Central Auditory Processing Disorder (CAPD)? What considerations for planning research and intervention might be offered to a classroom teacher to further support students diagnosed with CAPD, especially in relation to the Multi-Tiered System of Supports (MTSS), formerly known as Response to Intervention (RTI)? Method: Inter-Disciplinary Literature Review Study Sources: PsycInfo, Linguistics and Language Behavior Abstracts, ProQuest, International Journal of Audiology, American-Speech-Language Hearing Association, Journal of Neurotherapy, Medline-Esbcohost, ERIC Ebscohost, Professional Development Collection Education, and What Works Clearinghouse Number of Included Studies: 16 Age Range: 2-13 years Primary Results: 1) Phonological awareness training was the primary reading educational construct found among the included interventions in this literature review. 2) Most CAPD studies employed a combination of both bottom-up and top-down treatments in intervention. This finding may possibly indicate that in order for a CAPD intervention to be even more beneficial to the student, both bottom-up and top-down treatments should be considered and incorporated in relation to the student's individualized needs. Conclusions: Results confirmed very little research and few intervention implications on CAPD students within the educational research discipline, including special education. Search results primarily included methods to improve listening in the classroom environment, but did not specifically mention intervention in relation to CAPD and its implications. Results also confirmed that a multi-disciplinary effort is needed to provide clinical decision and effective intervention for the CAPD population.B.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership
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Caldwell, Candice Anne. "Teaching disciplinary discourse and implementing language-across-the-curriculum at tertiary level problems and prospects." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002622.
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The premise of this thesis is that "learning", particularly in terms of students and universities, is capable of being seen as a specific and developed culture. This study is a contribution to the ethnography of that learning, the ultimate aim being to produce a descriptive theory of learning as a cultural system. This research was conducted within the context of the recent proposals made by the South African Commission on Higher Education. The proposals relevant to this study were, broadly, increased access to higher education and national funding for academic staff development programmes. There are, however, serious obstacles in the way of realising the aims of the higher education system outlined by the NCHE. Given the limited time and resources available for higher education development, it is imperative that the major flaws and obstacles in the system be identified and addressed as soon as possible. In view of this need, it was the concern of this study to conduct research which would assist in the designing of staff development programmes for academics teaching in English-medium tertiary institutions, like Rhodes University, where more than half the intake of first-year students already speaks English as a second, or other, language. Founded on the social constructionist view of knowledge, the aim of the study was to identify the needs of academic staff as well as the possible obstacles to the implementation of a "Language Across the Curriculum" policy. A genre-centred, ethnographic approach was used to access a disciplinary discourse community (the Psychology Department) in order to describe the practices of the community as well as to analyse the community's orders of discourse, particularly those which occurred at points of contact between lecturers and first-year students. It is argued that staff development programmes should promote the use of collaborative learning, which implies a reframing of the roles of both academic staff and students.
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Tinsley, Maureen. "A Professional Learning Community Design: Using Close Reading Techniques to Improve the U.S. History Comprehension." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6369.
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This dissertation in practice presents a research-based model for staff development utilizing the elements of a professional learning community. The focus of this problem of practice was determined through an analysis of one high school's reading data indicating that 36% of the student body was reading below grade level according to the state assessment test for reading. Researchers have noted that reading demands for college and careers have increased (Alliance for Excellent Education, 2011; Barton, 2000; Common Core State Standards, 2014). If students do not develop reading proficiency to graduate with a high school diploma, they are at risk of limited career choices without college and possible unemployment. Drawing upon a review of related literature in reading education, adolescent literacy, disciplinary literacy, and staff development, a professional learning community model was proposed to address improvement in teacher capacity by demonstrating the knowledge, dispositions, and skills of pedagogical knowledge of the Common Core State Standards (Florida Department of Education, Language Arts Florida Standards, 2014) and the use of close reading techniques to increase reading comprehension of U.S. History students. This design utilizes the five elements of the DuFour (2010) model of a professional learning community including (a) focus of learning; (b) collaborative culture; (c) collaborative inquiry; (d) commitment to continuous improvement; and (e) results oriented mindset. A logic model further delineates the priorities, program plan, and intended outcomes for the implementation of this model.Ed.D.
Doctorate
Education and Human Performance
Education
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Walsh-Moorman, Elizabeth A. "Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.
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Airey, John. "Science, Language, and Literacy : Case Studies of Learning in Swedish University Physics." Doctoral thesis, Uppsala : Uppsala universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9547.
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Conlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.
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Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.
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Schlobohm, Trisha Leigh. "Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2749.
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Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of this study were intended to inform outdoor education program development, add to the existing body of research, and inform future research projects.
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Wang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.
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Berton, Bettina. "Le débat philosophique à l’école primaire : une identité en construction." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30026/document.
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L'école primaire voit se développer, depuis une quinzaine d'années en France, des pratiques de débat dit philosophique, dont il s'agit de cerner l'identité, dans une approche didactique. Celle-ci permet de comprendre si elles se construisent en tant que genre disciplinaire ou bien au contraire si elles s'affranchissent de toute dimension disciplinaire. Un enjeu est de déterminer si la construction sociale de ces pratiques les inscrit dans l'organisation de l'école selon des disciplines ou bien si elle participe au contraire de sa mise en question. C'est au travers de l'éclairage de leur contexte d'émergence, des sources auxquelles elles se réfèrent, de l'examen de leurs contenus et de leurs frontières, que l'étude est menée et dans les différents espaces où elles se déploient, l'espace des recommandations et l'espace des pratiques de classe. Il ressort de l'exploration des formalisations qu'en proposent leurs promoteurs, des discours d'enseignants qui les mettent en place et des discours en situation de classe et d'interactions langagières, que majoritairement ces pratiques ne s'enracinent pas dans une discipline scolaire, existante, renouvelée ou à constituer et qu'elles interrogent sur la nature du genre pratiqué et des apprentissages visés. Elles révèlent plutôt une construction adisciplinaire de l'objet et, sur certains aspects, ascolaire et ne semblent pas permettre d'identifier la fabrique d'un "enseignable"Different practices of termed philosophical debates have been developing in French primary schools for about fifteen years, whose identity must be outlined, with a didactic analysis. The latter enables us to understand whether they build up as disciplinary type or if they avoid all disciplinary dimension. One stake is to determine if the social construction of these practices puts them in the school organization according to disciplines or whether, on the contrary, they contribute to its questioning. The sudy is led through clarifying their context of emergence, the sources they refer to, by examining their contents and boundaries, as well as the different areas where they take place, that is recommendations and classroom practices. The exploration of proposals made by their exponents, the discourses of the teachers who implement them and classroom situations as well as language interaction, show that these practices do not mainly entrench in a school discipline that is existing, renewed or to be constituted.They elicit speculation about the nature of the type and the learning targeted. They show a non-disciplinary and, in some aspects, out-of-school type and they do not seem to be able to identify the making of a "teaching object"
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Gravel, Jenna W. "A disciplined application of Universal Design for Learning (UDL): Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33051610.
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This qualitative study used design-based research to explore how teachers can be supported to apply Universal Design for Learning (UDL) in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners. Using a purposive sampling strategy, I recruited three upper-elementary teachers who were interested in exploring the intersection of UDL and disciplinary thinking in ELA. This study occurred over eleven months and included three phases: 1) establishing a baseline for each teacher in terms of current practice and current understandings of UDL and disciplinary thinking; 2) collaboratively designing, implementing, and refining an individualized intervention with each teacher; and 3) reflecting on our collaboration. Data were collected throughout these phases via classroom observation, collection of instructional materials and student work, teacher interviews, and regular meetings. The analytical framework for this study joins CAST’s UDL Guidelines and common themes of disciplinary thinking in ELA distilled from the literature and piloted in my qualifying paper. Data were analyzed to determine how teachers’ practice, understandings, and beliefs evolved; how students’ disciplinary thinking evolved; and which aspects of the interventions were useful in developing teachers’ practice, understandings, and beliefs. A case study approach was used to dive deeply into each teacher’s journey, and a cross-case analytic approach was used to uncover common and divergent themes. The findings underscore the potential synergy between UDL and disciplinary thinking and reveal the rich student thinking that is possible when UDL is leveraged for disciplinary aims. Further, the findings contribute to existing conversations on teacher change by exploring the influence of teachers’ preexisting practices and beliefs on their learning trajectories and by identifying the factors and conditions of the interventions that facilitated teacher growth: developing the lenses to “see” evidence of student thinking, leveraging tools for specific aims, and attending to the affective nature of the learning process. Together, these findings have potential to inform leaders in schools, districts, and organizations who seek to support teachers to apply UDL to encourage all learners to engage in disciplinary thinking in ELA—and who seek to support teacher learning at a broader level as well.
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Erdogan, Elif. "Constructing Computational Models Of Nature For Architecture: A Case On Transcoding The Intelligence Of Cactus." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614143/index.pdf.
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The environment of knowledge exchange between computation and biology elicits a
contemporary approach towards architecture. Computation, as an overarching mode of
thinking, instructs the analysis, understanding and reinterpretation of the un-formal
structure of natural organizations (such as systematic construct, information flow, and
process through time) for architectural form generation. Consequently, the computing
theory originates a mind-shift where processes, relations, and dependencies are a major
concern for reconsidering and re-comprehending the environment. Besides, computation
presents universal modes of thinking and tools for modeling, within which transdisciplinary
studies and knowledge interchange between distinct disciplines are
flourished.
This thesis will discuss architectural form generation through interpreting computation
as &ldquotranscoding&rdquo
and an interface, while nature will be regarded as a &ldquo
model&rdquo
and a source for learning. A case study will be conducted by analyzing cactus plants and their common generative logic in the framework of computation. Consequently, the produced computational model of cactus plants will be scrutinized for probable outcomes, questioning what such a re-interpretation of natural systems may imply for architecture.
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Euler, Elias. "Perspectives on the role of digital tools in students' open-ended physics inquiry." Licentiate thesis, Uppsala universitet, Fysikundervisningens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-382750.
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In this licentiate thesis, I present detailed case studies of students as they make use of simulated digital learning environments to engage with physics phenomena. In doing so, I reveal the moment-to-moment minutiae of physics students’ open-ended inquiry in the presence of two digital tools, namely the sandbox software Algodoo and the PhET simulation My Solar System (both running on an interactive whiteboard). As this is a topic which has yet to receive significant attention in the physics education research community, I employ an interpretivist, case-oriented methodology to illustrate, build, and refine several theoretical perspectives. Notably, I combine the notion of semi-formalisms with the notion of Newtonian modeling, I illustrate how Algodoo can be seen to function as a Papertian microworld, I meaningfully combine the theoretical perspectives of social semiotics and embodied cognition into a single analytic lens, and I reveal the need for a more nuanced taxonomy of students’ embodiment during physics learning activities. Each of the case studies presented in this thesis makes use of conversation analysis in a fine-grained examination of video-recorded, small-group student interactions. Of particular importance to this process is my attention to students’ non-verbal communication via gestures, gaze, body position, haptic-touch, and interactions with the environment. In this way, I bring into focus the multimodally-rich, often informal interactions of students as they deal with physics content. I make visible the ways in which the students (1) make the conceptual connection between the physical world and the formal/mathematical domain of disciplinary physics, (2) make informal and creative use of mathematical representations, and (3) incorporate their bodies to mechanistically reason about physical phenomena. Across each of the cases presented in this thesis, I show how, while using open-ended software on an interactive whiteboard, students can communicate and reason about physics phenomena in unexpectedly fruitful ways.
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Burke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.
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English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse.
This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experimental methodology with treatment and comparison groups, during the normal operations of the public school classroom. It tested the effect of training with a textbook summarization method and with an academic conversation strategy on the comprehension of state-adopted science textbook readings. Posttest scores of both groups were analyzed using an ANOVA. Posttest scores of treatment group members were analyzed in relation to prior science knowledge, reading level, gender, and level of English proficiency using a factorial ANOVA.
Findings suggest that the treatment had a positive impact on the achievement of students who had a low level of English language proficiency. In light of the at-risk nature of this population, given low socioeconomic status and that a high percentage of families are migrant workers, this in encouraging. The basic premise of the treatment appears promising. Evidence collected pertaining to its effect relative to students’ general ESOL level, science background knowledge, literacy skills, and gender neither confirmed nor denied the viability of the strategy. The further significance of this study is that it adds to the body of research on strategies to support English Learners.
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Kuhn, Carin. "The internship year the experience of clinical psychology interns /." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01122004-101811.
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Williams, Lynda Ann. "Students first : a trans-disciplinary team approach to the education of a student with Battens disease : a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Teaching and Learning in the University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2647.
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This New Zealand case study explored how ten members in one trans-disciplinary team perceive and meet the educational needs of a student with Batten’s disease in an inclusive school setting and uses qualitative methodology. This report details the results of ten semi-structured interviews that were conducted with the trans-disciplinary team members. There were three themes that emerged from this research. Firstly, all the team members were in agreement that the student’s happiness was of paramount importance and they wanted her to be included with her peers. Secondly, the family’s goals and aspirations for the student’s education had become a driving force and academic goals were conspicuous by their absence. Thirdly, the team had a holistic trans-disciplinary approach to the student’s education and valued the opportunity to share information and discuss issues. Also the IEP process was adapted to support the trans-disciplinary team members as well as the planning process for a student with deteriorating physical and cognitive skills.
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Santos, Jucilene Santana. "Sequência de ensino-aprendizagem em torno das histórias em quadrinhos a luz das interações discursivas e do engajamento dos alunos." Pós-Graduação em Ensino de Ciências e Matemática, 2018. http://ri.ufs.br/jspui/handle/riufs/8301.
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The present research seeks to analyze the types of discursive interactions and the engagement of students presented along a teaching-learning sequence (TLS) of chemistry, planned around an interactive story in comic in conjunction with the three pedagogical moments. The TLS was applied in a class from the first grade of the High School of Application College (CODAP) of the Federal University of Sergipe (UFS). The written data, as well as the classes recorded in video, were submitted to analysis using categories of the analytical tool proposed by Mortimer and Scott (2002, 2003), as well as the analysis of the types of questions of the students through the categories of Candela (1999). We focus on the interaction patterns, the students 'engagement in the proposed activities, the types of students' questions during the application of the TLS around an interactive story in comic, considering them as fundamental elements of the teaching-learning process, according to with a sociocultural perspective of education. The research is justified considering the importance of investments in the understanding of the potential of didactic resources in the teaching of sciences that favor the interactions that develop in the social plan of the classroom. The results indicate that the TLS around an interactive story in comic favored the discursive interactions and the students' engagement with the theme proposed by the teacher in the classroom.A presente pesquisa busca analisar os tipos de interações discursivas, e o engajamento dos alunos ao longo de uma Sequência de Ensino-Aprendizagem (SEA) de química, planejada em torno de uma HQ interativa em conjunto com os três momentos pedagógicos. A SEA foi aplicada em uma turma da primeira série do Ensino Médio do Colégio Aplicação (CODAP) da Universidade Federal de Sergipe (UFS). Os dados escritos, bem como as aulas registradas em vídeo foram submetidos à análise por meio de categorias da ferramenta analítica proposta por Mortimer e Scott (2003), assim como a análise dos tipos de perguntas dos estudantes através das categorias de Candela (1999). Focalizamos, na análise, os padrões de interação, engajamento dos alunos nas atividades propostas, os tipos de perguntas dos alunos durante a aplicação da SEA em torno de uma HQ interativa, considerando-os como elementos fundamentais do processo de ensino-aprendizagem, de acordo com uma perspectiva sociocultural de educação. A pesquisa justifica-se considerando-se a importância de investimentos na compreensão do potencial de recursos didáticos no ensino de ciências que favoreçam as interações que se desenvolvem no plano social da sala de aula. Os resultados apontam que a SEA em torno de uma HQ interativa favoreceu as interações discursivas e o engajamento dos alunos diante da temática proposta pela professora em sala de aula.
São Cristóvão, SE
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Sobral, Sónia Rolland. "B-Learning em disciplinas introdutórias de programação." Doctoral thesis, https://repositorium.sdum.uminho.pt/bitstream/1822/9054/1/CapitulosFinal030408vf.pdf, 2008. https://repositorium.sdum.uminho.pt/bitstream/1822/9054/1/CapitulosFinal030408vf.pdf.
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Tese de Doutoramento em Tecnologias e Sistemas de Informação na Área de Sociedade de Informação, apresentada na Universidade do Minha- Escola de Engenharia.As Tecnologias de Informação e Comunicação já são parte integrante da vida dos cidadãos e dos lares portugueses. A nova era da sociedade do conhecimento conjuga-se na escola com as mudanças do aluno e do seu perfil e o processo de Bolonha. O ensino a distância mediado pela Web e a sua generalização, em particular a aprendizagem mista, b-learning, pelas suas características intrínsecas como o auto-estudo a qualquer hora e em qualquer lugar, o seu carácter motivador, o crescente número de plataformas de suporte, como o MOODLE, e as expectativas de uma aprendizagem colaborativa construtivista, são uma realidade que as nstituições de Ensino Superior têm que tomar em conta. O ensino introdutório de programação nos primeiros anos das Licenciaturas da área da nformática tem uma elevada taxa de reprovações. É um insucesso muitas vezes causador de abandono escolar ou de desmotivação. Porém, pelo seu aspecto propedêutico é uma matéria curricular chave determinante na formação dos alunos e onde o seu desempenho influirá decisivamente no êxito do resto dos estudos da Licenciatura. O b-learning num ambiente construtivista “à Bolonha” aparece como uma possibilidade de solução para este grave problema de insucesso. A questão fundamental que se põe, particularmente com Bolonha é: esta possibilidade de solução resulta? Diminui o insucesso? Para responder a esta questão realizou-se esta nvestigação que usou a plataforma MOODLE, decorreu em dois anos lectivos sucessivos e teve como base a unidade curricular semestral de Algoritmia comum ao primeiro ano das Licenciaturas em Informática ministradas na Universidade Portucalense. No primeiro ano de nvestigação o uso do MOODLE estava acessível aos vinte e quatro alunos de uma das turmas práticas, sendo de noventa e dois o total de alunos inscritos. No segundo ano permitiu-se a nscrição na e-unidade curricular a todos os noventa e três alunos inscritos, tendo sido usada por setenta e cinco deles, e já se realizou no paradigma de Bolonha com a consequente mudança traduzida na nova aproximação ao ensino centrado no aluno e no desenvolvimento das suas competências. Retiraram-se várias lições para alunos, docentes e instituições e concluiu-se que a utilização da aprendizagem mista foi muito eficaz quer objectivamente em relação ao nsucesso quer subjectivamente em relação ao nível de satisfação por parte dos alunos envolvidos.Information and Communication Technologies (ICT) are part of everyday life. Computers and Internet connections have already one place at the Portuguese homes. A new knowledge society era combines with the changes in the school of the student and his profile in the Bologna process. The teaching at distance mediated by the Web, in particular b-learning, by its inherent characteristics such as self-study, use of information technology, anytime, anywhere, its induced motivation, a strong interaction with the teacher and the expectations of a collaborative learning, is by now a reality that institutions of higher education have to consider to choose the best way to improve and enhance the teaching-learning process. The disciplines of “introduction to programming” from the first years in Computer Science degrees have a traditional high rate of failure. This is often a future cause of abandonment and lack of motivation. Its appearance in the beginning makes them key curriculum units, which are crucial in the student’s formation. The student performance decisively influences the success of the reminder of their studies of graduation. B-learning in a constructive environment "for Bologna" emerges as a possible solution to this problem. The key question, particularly with Bologna is: this window of opportunity arises? Reduces the failure? To answer that question this research uses the platform MOODLE and is based on the semester discipline or curriculum unit, in the first year, Algoritmia, common to the courses in Computer Science taught at Universidade Portucalense. In the first year of research MOODLE was available to twenty four students in one class out of ninety two students enrolled in the discipline. In the second year studied, all ninety three students enrolled were allowed to use MOODLE and seventy five students did it. This discipline was already included in the Bologna paradigm, with the new approach to education centered on the student and the development of his skills. With many lessons for students, faculty and institutions and it is concluded that the use of an e-discipline has been very successful, either objectively measured by the rates of approval obtained or subjectively by the level of satisfaction of the students involved.
Orientação: Prof.º Doutor Pedro Cravo Pimenta
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Brock, Melanie. "Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student Achievement." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619628937875231.
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Santos, Rosineide Silva dos. "O modelo da quinta disciplina: um estudo com os gestores do IFRN - Campus São Paulo do Potengi." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/5940.
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This work had as theorethical contribution the model of Fifth Discipline, developed by the author Peter Senge. This research searched to analyse how management activities are developed at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte Campus São Paulo do Potengi (IFRN SPP) and how they approach the model proposed by Senge. For this purpose, the research acquired a quantitative and qualitative approach with descriptive focus based on case study. Interviews were conducted and administered questionnaire with 17 managers and responsibles for units. Some variables were chosen with the purpose to characterize the institute as a Learning Organization. The results indicated the practices of managers of IFRN-SPP are not in complete agreement with the proposed model, since it was identifield an unbalance among the five disciplines, especially the Fifth Discipline which exposed the worst performance being followed by the Shared Vision. However, since were two disciplines with High Degree of agreement and with a Medium Level of agreement if the theme is well worked in the institution, the performance of subjects who had unfavourable outcomes could be improved and the IFRN-SPP will have chances to be a Learner Institution.
Este trabalho teve como aporte teórico o modelo da Quinta Disciplina, desenvolvido pelo autor Peter Senge. Essa pesquisa buscou analisar como as atividades gerenciais são desenvolvidas no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte Campus São Paulo do Potengi (IFRN SPP) e como elas se aproximam do modelo proposto por Senge. Para tanto, a pesquisa assumiu uma abordagem quantitativa e qualitativa, com enfoque descritivo, baseado em estudo de caso. Foram realizadas entrevistas e aplicado questionário com 17 gestores e responsáveis por unidades. Algumas variáveis foram escolhidas visando caracterizar o instituto como uma Organização que Aprende. Os resultados indicaram que as práticas dos gestores do IFRN SPP não estão plenamente de acordo com o modelo proposto, pois se identificou que existe um desequilíbrio entre as cinco disciplinas, sobretudo, a Quinta Disciplina apresentou o pior desempenho, seguida da disciplina da Visão Compartilhada. Entretanto, como existiram duas disciplinas com Alto Grau de concordância e uma com Médio Grau de concordância, caso o tema seja bem trabalhado na instituição, o desempenho das disciplinas que apresentaram resultados desfavoráveis poderá ser aperfeiçoado e o IFRN SPP terá chances de ser uma Instituição Aprendente.
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Pavanelo, Elisangela. "Contribuições para a preparação do professor frente às disciplinas semipresenciais." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13102014-151602/.
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Este trabalho apresenta, inicialmente, as principais características da Educação a Distância e resume os métodos que sustentam sua base teórica. Apresentou-se, posteriormente, o conceito de contexto de aprendizagem para a EaD como uma estrutura em que os elementos só têm significado quando considerados em uma abordagem holística. Isso exige do professor o domínio da disciplina ministrada, a habilidade em lidar com as novas tecnologias da comunicação e da informação, clareza sobre o processo de ensino e aprendizagem, entendimento sobre o perfil de seus alunos, como e por que eles estão naquele curso, e as interações existentes entre cada um dos atores envolvidos na EaD. Como forma de educação que se faz cada vez mais presente no Ensino Superior, surge a necessidade de uma preparação cuidadosa do professor para o desenvolvimento desses cursos. Diante desse desafio, o objetivo deste trabalho foi o de identificar, por meio de questionários e entrevistas, como os professores do ensino superior se preparam para ministrar disciplinas a distância e/ou semipresenciais. A análise dos dados coletados indica que os professores não estão satisfatoriamente preparados para o trabalho com essa forma de educação e que as instituições não apoiam sua introdução no campo de maneira adequada. O professor é levado a buscar de maneira independente seu próprio aprimoramento em inúmeras atividades. Concluise que a EaD, entendida como um contexto de aprendizagem, exige que o professor seja um profissional multifacetado e cada vez mais integrado com a sua instituição. Sendo assim, não se pode pensar na preparação do professor de maneira isolada, e sim, desenvolvida em um sistema de parceria entre suas próprias ações e a instituição de ensino, de forma a melhorar o processo de ensino e aprendizagem na EaD.This work presents primarily the main characteristics of distance learning and summarizes the methods which support its theoretical basis. Afterwards is presented the concept of learning context for DLC as a structure which the elements within it have significance only when considered within a holistic approach. This demands of teachers to have special skills and expertise towards the field chosen to teach, besides the ability to deal with new communication and education technologies and clearness of the process of teaching and learning, besides an understanding of the profile of the learners, how and why they have chosen this kind of education as well as the interaction between each of the actors related to DLC. With the adoption of this model of education increasing, making it becomes more present in college education, arises the need of a careful grooming of the teacher in order to allow him a suitable development of these courses. In the face of this challenge, this work aimed to identify, through interviews and research questions applied to several teachers, how they get prepared to teach at DLC or semipresential modality courses. The analysis collected data indicates inappropriate preparation of the teachers to work with this sort of educational system and the lack of support from the educational institution which frequently disregards the adequate approach. The teacher is driven to look for his or her preparation by oneself in innumerous activities. As a conclusion it is drawn that DLC is understood as a learning context demanding of the teacher to be a multitask professional, more and more integrated within the educational institution. In doing so, the preparation of the teacher cannot be thought isolatedly, but developed under a partnership system between the practice itself and the education in DLC.
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Gomes, Antonia Adriana Soares. "Utilização da metodologia Blended Learning na disciplina introdução em engenharia elétrica." reponame:Repositório Institucional da UnB, 2013. http://repositorio.unb.br/handle/10482/15772.
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Dissertação (mestrado)—Universidade de Brasília, Faculdade de Tecnologia, Departamento de Engenharia Elétrica, 2013.Submitted by Jaqueline Ferreira de Souza (jaquefs.braz@gmail.com) on 2014-05-27T10:44:08Z No. of bitstreams: 1 2013_AntoniaAdrianaSoaresGomes_Parcial.pdf: 1460607 bytes, checksum: 541f0f811a47b4286d749f820498a218 (MD5)
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Este trabalho descreve uma experiência utilizando a metodologia Blended Learning no curso de graduação de engenharia elétrica da Universidade de Brasília (UnB). Esta abordagem foi aplicada na disciplina “Introdução à Engenharia Elétrica”, ministrada para alunos do 1.º semestre. O método de ensino proposto mistura elementos de duas modalidades de ensino, tradicional e e-learning mediados pelas Novas Tecnologias de Informação e Comunicação (NTIC). No decorrer do trabalho são apresentados um histórico do ensino em engenharia no Brasil e as mudanças ocorridas ao longo dos anos dentro do processo ensino-aprendizagem. Tais mudanças de paradigmas afetaram o processo de formação dos engenheiros e a partir desta reflexão, é identificada a necessidade de reformas estruturais nos currículos tradicionais de engenharia a fim de formar profissionais capacitados para atuar no mercado. A pesquisa bibliográfica sobre a abordagem em questão e, finalmente, a análise dos resultados obtidos através do questionário de avaliação da metodologia. _________________________________________________________________________________________________ ABSTRACT
This paper describes an experiment using a Blended Learning methodology in undergraduate electrical engineering from the University of Brasilia (UNB). This approach was applied in the course "Introduction to Electrical Engineering", taught to students 1o Semester. The teaching method proposed mixing elements of two methods of teaching, traditional and e-learning mediated by the New Technologies of Information and Communication (NTIC). Throughout the paper we present a history of engineering education in Brazil and the changes over the years in the teaching-learning process. Such paradigm shifts have affected the process of training of engineers and from this reflection, it identified the need for structural reforms in traditional engineering curricula to train professionals able to operate in the market. The literature on the approach in question, and finally analyzing the results obtained from the evaluation questionnaire methodology.
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Piteira, Filipe João Coutinho. "Construção de uma solução e-Learning interactiva para a disciplina de programação." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/12172.
Full textAbstract:
Considerando a evolução exponencial da Internet e por sua vez das TIC (Tecnologias
de Informação e Comunicação), torna-se inevitável a constante informatização dos mais
variados serviços de modo a poder fornece-los de modo prestável e eficaz, levando também
a um aumento da produtividade dos mesmos.
Cada vez mais surge a necessidade de romper qualquer tipo de barreiras geográficas e
temporais, levando a implementação de metodologias pedagógicas inovadoras, tentando
deste modo dinamizar ao máximo todo o tipo de processos de negócio. Esta revolução poderá envolver vários conjuntos de técnicas uma vez que será necessário seguir várias
regras de ergonomia quanto a sua utilização,visando cativar uma vasta área de grupos
sociais e oferecendo interactividade para eliminar abordagens mais monótonas.
Ao longo desta tese será efectuada uma análise detalhada referente a todo o tipo de carácterísticas
necessárias para obter um ambiente de e-Learning interactivo e equilibrado,
tanto a nível pedagógico como funcional. Este ambiente de e-Learning terá como público
alvo alunos não informáticos que pretendam adquirir conhecimentos de programação em
Python, tentando manter uma postura esclarecedora e objectiva no que diz respeito aos
métodos pedagógicos utilizados; ### Abstract:
Considering the exponential growth of ICT (Information and Communication Technology),
it is inevitable to see a widening offer of more helpful and e cient services, both
in regard to its users as to its governing bodies.
There is an increased need to break any kind of geographical and temporal barriers,
leading to the implementation of innovative teaching methods, thereby trying to boost
all kinds of business processes. This revolution will involve several sets of techniques,
and will involve several rules of ergonomics in its use that must be followed in order to
attract a wide area of social groups and o ering more interactive approaches to eliminate
monotonous solutions.
Throughout this thesis we will present a detailed analysis concerning all kinds of features
needed for a balanced and interactive e-Learning environment, both pedagogical and
functional. This e-learning environment has as its target students with non computer
skills wishing to learn how to program in Python, trying to maintain an informative and
objective stance with regard to the teaching methods used.
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Pouget, Mireille. "The VAE, or the need for ordering : an impossible quest? : an analysis of representation and translation processes in the Validation des Acquis de l'Expérience in a French University." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3586.
Full textAbstract:
This study presents an analysis of the processes of representation and translation involved in the practice of the Validation des Acquis de l’Expérience (VAE), or Recognition of Prior Experiential Learning, in a French University. This analysis is based on a qualitative research using semi-structured interviews with VAE candidates, advisers and academic staff, and recorded interactions between candidates and their advisers, and the validation juries. The research was at first influenced by the life history and educational biographies perspective (Josso 2001; Dominicé 2002; Pineau 2002), which privileged a dialogic approach. This has led to the decision to let the candidates tell their story of ordering struggle, where the resistance, dissidence and controversies circulate within and around the VAE ‘object’. This study is interested in the ordering modes enacted through the VAE and their relational effects with subjectivities. The analysis draws on Callon’s (1986) four moments of translation, as a way to give an initial frame of reference for the research. It presents the actors’ voices in a sequence of accounts, disrupted by the researcher’s running commentaries. It also focusses on the role the portfolio plays in ‘ordering’ the heterogeneous elements of the candidates’ lives, subjecting them to a form of ‘disciplinary writing’ through ‘technologies of the self’, whereby subjectivities are mobilised into specific modes of ordering. It analyses how the VAE becomes a stabilized network (Star 1991), insisting on speaking with a unitary voice, erasing the multiplicity of selves and the messy realities of the candidates’ lives, until the heterogeneous elements of the network escape again. Finally the study seeks to investigate further the recognition of heterogeneity, the possibility of multiplicity of cultures and agencies, multiple identities.
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Reis, Fábio Augusto Gomes Vieira [UNESP]. "Aplicação da metodologia da problematização em disciplinas de engenharia ambiental." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/102887.
Full textAbstract:
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A metodologia da problematização é um método de ensino que torna a realidade profissional mais próxima dos alunos, enquadrando-se adequadamente em cursos de graduação que possuem forte caráter aplicado, como a Engenharia Ambiental. Em contrapartida, o ensino tradicional conduz a uma sistemática na qual o aluno é um agente passivo, e não o fator central no processo ensino-aprendizagem, acarretando baixa aprendizagem. Nesse contexto, a presente pesquisa foi proposta para verificar a seguinte hipótese: a metodologia da problematização promove a melhoria do processo ensino-aprendizagem de disciplinas de cursos de graduação em Engenharia Ambiental. Foi estabelecido como objetivo principal, avaliar o uso da metodologia da problematização em disciplinas de cursos de graduação em Engenharia Ambiental, por meio da resposta dos alunos em questionários ex-ante e ex-post fact e pela percepção do docente/pesquisador. Foram escolhidas três disciplinas, em dois cursos de Engenharia Ambiental, para aplicação da metodologia e avaliação de sua eficiência. Os resultados obtidos, pelas respostas dos alunos e pela análise do professor/pesquisador, demonstraram que a problematização promove melhoria do processo de ensino-aprendizagem, favorecendo a participação ativa dos alunos, por meio do estímulo do estudo e do raciocínio sistematizado, sendo um caminho para melhoria no ensino de Engenharia Ambiental.
Problem-based learning is a teaching method that brings professional reality closer to the students and is appropriate for use in undergraduate programs that have a strong applied aspect, such as environmental engineering. Traditional teaching leads to a process in which the student is a passive agent and is not the central factor in the teaching-learning process, thus compromising meaningful learning. In this context, the present study was designed to verify the following hypothesis: problem-based learning promotes improvement in the teaching-learning process in undergraduate Environmental Engineering courses. The main objective was to evaluate of the use of problem-based learning in undergraduate Environmental Engineering courses using students' responses to questionnaires administered before and after using the method, and the perception of the professor/researcher. Three courses in the Environmental Engineering program were chosen to apply the method and evaluate its effectiveness. The results obtained from the students' responses and the analysis of the professor/researcher showed that problem-based learning does promote improvements in the teaching-learning process, favoring the active participation of students through the stimulation of study and systematized reasoning, thus offering a possible path to improved teaching in Environmental Engineering.
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Reis, Fábio Augusto Gomes Vieira. "Aplicação da metodologia da problematização em disciplinas de engenharia ambiental /." Rio Claro : [s.n.], 2005. http://hdl.handle.net/11449/102887.
Full textAbstract:
Orientador: Leandro Eugenio da Silva CerriBanca: Rosângela Doin de Almeida
Banca: Mauro Silva Ruiz
Banca: Ângelo José Consoni
Banca: José Eduardo Zaine
Resumo: A metodologia da problematização é um método de ensino que torna a realidade profissional mais próxima dos alunos, enquadrando-se adequadamente em cursos de graduação que possuem forte caráter aplicado, como a Engenharia Ambiental. Em contrapartida, o ensino tradicional conduz a uma sistemática na qual o aluno é um agente passivo, e não o fator central no processo ensino-aprendizagem, acarretando baixa aprendizagem. Nesse contexto, a presente pesquisa foi proposta para verificar a seguinte hipótese: a metodologia da problematização promove a melhoria do processo ensino-aprendizagem de disciplinas de cursos de graduação em Engenharia Ambiental. Foi estabelecido como objetivo principal, avaliar o uso da metodologia da problematização em disciplinas de cursos de graduação em Engenharia Ambiental, por meio da resposta dos alunos em questionários ex-ante e ex-post fact e pela percepção do docente/pesquisador. Foram escolhidas três disciplinas, em dois cursos de Engenharia Ambiental, para aplicação da metodologia e avaliação de sua eficiência. Os resultados obtidos, pelas respostas dos alunos e pela análise do professor/pesquisador, demonstraram que a problematização promove melhoria do processo de ensino-aprendizagem, favorecendo a participação ativa dos alunos, por meio do estímulo do estudo e do raciocínio sistematizado, sendo um caminho para melhoria no ensino de Engenharia Ambiental.
Abstract: Problem-based learning is a teaching method that brings professional reality closer to the students and is appropriate for use in undergraduate programs that have a strong applied aspect, such as environmental engineering. Traditional teaching leads to a process in which the student is a passive agent and is not the central factor in the teaching-learning process, thus compromising meaningful learning. In this context, the present study was designed to verify the following hypothesis: problem-based learning promotes improvement in the teaching-learning process in undergraduate Environmental Engineering courses. The main objective was to evaluate of the use of problem-based learning in undergraduate Environmental Engineering courses using students' responses to questionnaires administered before and after using the method, and the perception of the professor/researcher. Three courses in the Environmental Engineering program were chosen to apply the method and evaluate its effectiveness. The results obtained from the students' responses and the analysis of the professor/researcher showed that problem-based learning does promote improvements in the teaching-learning process, favoring the active participation of students through the stimulation of study and systematized reasoning, thus offering a possible path to improved teaching in Environmental Engineering.
Doutor
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Ribeiro, Sandra Patrícia Marques. "Concepção e implementação de um modelo de eLearning no ensino superior : estudo exploratório numa disciplina de inglês." Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/4765.
Full textAbstract:
Mestrado em Multimédia em EducaçãoO propósito deste trabalho é reflectir sobre todo o processo de migração de uma disciplina leccionada no regime presencial-tradicional para blendedlearning, focando aspectos desde a fase de concepção à fase de implementação de um modelo de eLearning. Neste sentido foi concebido e implementado um modelo para a disciplina de Inglês Aplicado ao Marketing, no Instituto Superior de Contabilidade e Administração do Porto. Os objectivos primordiais consistiram em analisar o impacto de um modelo de eLearning numa disciplina de Língua Inglesa; analisar dados ao nível da participação e satisfação dos alunos; e ainda apresentar conclusões e apontar alguns caminhos de investigação futura. Desta forma, o estudo considera inúmeras questões que se prendem com modelos de eLearning, receptividade dos intervenientes, entre outras. Uma vez que a disciplina de Inglês para Fins Específicos é considerada instrumental, questionamo-nos sobre a motivação dos alunos. Surgem novas metodologias de ensino e há a necessidade de reestruturar conteúdos já existentes. Estarão os professores preparados para assumir as novas responsabilidades e enfrentar os novos desafios científicos, pedagógicos e tecnológicos? Para cumprir os objectivos propostos, a investigação baseia-se num estudo qualitativo, descritivo, assente numa metodologia de investigação-acção, uma vez que o intuito é verificar e anotar todo o desenrolar de uma disciplina ao longo de um semestre, leccionada seguindo um novo modelo de ensino. Implementar um modelo de eLearning envolve a adaptação de estratégias. As mudanças a nível de metodologias fazem com que professores e alunos repensem os seus papéis e atitudes. Neste caso concreto, os alunos participaram mas não se verificou interacção uma vez que se limitaram a responder à questão inicial sem opinar. Transparece um certo grau de desmotivação pessoal, indiferença perante algo mais polémico que possa induzir um debate. Apesar dos esforços para implementar novas estratégias e distribuir tarefas mais colaborativas, os alunos mostraram estar ainda dependentes do professor, revelando pouco interesse em serem autónomos e responsáveis pela própria aprendizagem. Migrar uma disciplina mostrou ser complicado e moroso, pois não implica uma transposição de conteúdos. A integração das tecnologias compromete não só a mudança de meios, mas também a mudança de metodologias, estratégias e competências. Significa trabalhar, reestruturar e avaliar. Uma implementação de sucesso requer uma mudança de atitudes e ideias, muitas vezes difícil. Envolve mais dedicação e tempo por parte do professor, muitas vezes não reconhecido pelos restantes. Num sistema onde os resultados são primordiais, a mudança é encarada com algum cepticismo.
The present dissertation seeks to describe the migration process of a traditionally taught English Language course to blended-learning, considering various aspects that range from the design to the implementation phase of an eLearning model. Thus, an eLearning model was conceived and implemented in English for Marketing, in ISCAP. The objectives of the project were two. They consisted in the analysis of the impact of an eLearning model in a language course and the analysis of the level of participation and student satisfaction data in this model. Furthermore it was our intention to indicate possible future research lines. Hence, this dissertation addresses global questions related to eLearning models, and questions related to the participants, such as students’ receptivity. As English for Specific Purposes is considered instrumental, students’ motivation is also questioned. This learning model questions teacher involvement. As new methodologies appear, there is the need to reorganize existing contents. Will teachers be prepared to assume the new responsibilities and face the new scientific, pedagogical and technological challenges? The project is based on a case study of a descriptive, qualitative nature, grounded on an action-research paradigm, as the objective was to verify and describe the unfolding of a blended-learning course throughout a semester. Placing a course on line implies adapting strategies. The shift in methods makes both teachers and students rethink their roles and their attitudes. In this case, students participated but there was no interaction; students simply answered a question, very often ignoring their personal opinion. There seems to be no self-motivation, no interest in raising questions or addressing new interests in their debates. Despite the efforts to implement new strategies, group oriented tasks, students still depended on the teacher to tell them what to do and how to do it. They showed little interest in being responsible for their own learning, in being autonomous. Migrating a course is not a simple task because it is not a mere transposition of contents. Integrating technology is not about changing the media of our “sevenyear old class notes”; it is about changing methods, strategies and competences. It is about working, restructuring, comparing and evaluating. Successfully implementing change requires a shift in attitudes and rooted ideals and that is not easy. It also implies time and dedication from the teacher that very often is not acknowledged by peers. In a system where the final results are essential, change is looked upon with some scepticism.