Dissertations / Theses on the topic 'Elemental imagination'

This classroom-based interpretive inquiry investigates how the teaching strategies used in a grade-three classroom in a small, private, arts-based primary school implement the arts mission of the school. Further, it explores the relationship between art subjects [music, visual arts, theater, and dance] taught in art ateliers and academic subjects taught in the classroom. The art teachers' practices and the classroom teacher's practices are conceptualized within a Vygotskian socio-cultural framework. Further theoretical background is provided by the literature from art-based curriculum studies, developmental psychology, philosophy of education, and theories of qualitative research. This inquiry challenges the traditional view of arts reflected in most North American classroom practices. The chief research participants were the classroom teacher, the arts teachers, the school's founder, and the school's Principal. The children in the school also participated in focus groups. Data collected and analyzed include 40 hours of classroom-based observations in one class over a three-month period, 12 hours of interviews with the research participants over 16 months, and documents such as course handouts and small brochures describing the school's mission. Findings indicate that the arts instructors and classroom teacher collaborate closely to develop the yearly "theme unificateur" or unifying theme. Attitudes and strategies revealed in the study fit the constructivist model of classroom instruction. Despite growing pains experienced by the school's current expansion, findings suggest that the arts instructors and the classroom instructor are not only filling the academic mission of the school, but are also (a) creating strong relationships with their students, (b) promoting self-esteem and emotional intelligence, and (c) creating artistic and cultural literacy.

This thesis seeks to create an environment that encourages the learning process by addressing issues of emotional and physical well-being. The concept implies that success in learning can be linked to the environment of an elementary school. The building does not have to teach by itself, but merely facilitate the learning process through the making of a comfortable environment. Designing an elementary school demands that the architect look at the world through the eyes of a child. If the architect considers the scale of the building, both in terms of size and perception, the school becomes an oasis of security for the child that inspires intellectual growth. By integrating environmental design issues that are traditionally ignored in contemporary schools, like natural ventilation or daylighting, the school becomes less of an institution and more like a home.
Master of Architecture

Very little research has been conducted on the impact of the Imagination Library, a Tennessee based reading program, on student reading achievement. Therefore, the purpose of this cross-sectional explanatory study was to test whether Imagination Library program participation had an impact on reading achievement for kindergarten students from 3 rural elementary schools. The theoretical basis for this study was Vygotsky's sociocultural theory, the process of scaffolding, and language learning models. ANOVA was used to test the hypothesis that reading achievement for participants was significantly different from nonparticipants and was also used to test the hypotheses of relationships between reading achievement and gender and socioeconomic status. Spearman correlation was used to test whether a relationship exists between the reported frequency of read-aloud sessions and achievement as well as a relationship between the length of time in the program and achievement. Findings from this study supported an achievement gap by socioeconomic status. However, findings failed to support a gender achievement gap and that program participation, length of participation, or the reported frequency of read-aloud sessions significantly impacted reading achievement among kindergarten students. A conclusion from this research is that just sending free books to children is not enough. Recommendations for action include registering more lower-income households, enriching the program with supplemental information or materials, and providing opportunities for parent education workshops. The implications for social change include greater awareness of early intervention strategies for reducing the achievement gap and enhancing literacy at an early age.

This study was undertaken among teachers in different schools of Sweden and among several teachers with experience in teaching drama during February and March 2006. The aim was to explore what the beneficial aspects of working with drama outdoors are and simultaneously to examine any problems that may appear and what kind of activities the teachers believe are more conducive to outdoor settings.

Qualitative research methods were used for this study. An open questionnaire was sent to eight drama teachers for their opinion on doing drama activities in outdoor environments. Also, activities recommended for using in outdoor settings were prepared and send to several teachers, some of whom had previous experience working outdoors. They were asked later in an open questionnaire to evaluate the relative success of the activities they managed to do and the positive aspects and problems they encountered in doing the activities in outdoor settings. Additionally, some unstructured observations of two different groups took place in two elementary schools.

The research reveals that in general terms, the teachers encountered many beneficial outcomes of using drama activities in outdoor environments and they encountered some problems as well.

This study demonstrates the relative success and benefits of drama activities in outdoor environments and addresses some common problems that may appear. It contains a variety of drama activities that can be useful to teachers who are interested in working with drama in the outdoors. The discussion includes some recommendations for teachers.

With a view to improve English teaching, this project provides creative teaching methods for English teachers of elementary schools in Taiwan. Storytelling, creative writing, and creative drama are interesting and lively activities that are used to motivate students to learn English.

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The research focuses on a classic work of Spanish Christianity of the Sixteenth Century, whose purpose is to study the Material and Mystical Imagination: traces of the four natural elements present in the work Interior Castle of St. Teresa d'Ávila. The object of research is composed of two aspects, one material or general and other formal or specific. The material aspect is the work Interior Castle of St. Teresa of Jesus. The formal aspect of the object is to identify traces of the four symbolic natural elements present in the mystical narrative. For that, we turn to the theoretical Gaston Bachelard in order to identify the four natural elements in the work. The ways, methodological procedures, which intended to follow to the resolution of the problem of this research are theoretical. In the theoretical field, will be developed a literature search (presented the authors / researchers in justification and bibliography) that approximates the question of religiosity, spirituality and mystic with the question of culture. First, we will do an approximatively reading to familiarize with the text, from the lens of the four natural elements, that is, imagination material in Gaston Bachelard. Then we will perform the collection of the Castle Interior work passages that indicate the presence of the four natural elements, that is, the material imagination. Thus, will be held the book report of the work and explored the passages according to the prospect of symbolic hermeneutics based on Gaston Bachelard. The third, final step in this process, is to apply the interpretation methodology, that is, the symbolic hermeneutic. That way, we will use for this research the symbolic hermeneutics in the work Interior Castle, from studies about material imagination in Gaston Bachelard
A pesquisa focaliza uma obra clássica do Cristianismo espanhol do século XVI, cuja finalidade é estudar a Imaginação Material e Mística: traços dos quatro elementos naturais presentes na obra Castelo Interior de Santa Teresa d'Ávila. O objeto da pesquisa é composto por dois aspectos, um material ou geral e outro formal ou específico. O aspecto material é a obra Castelo Interior, de Santa Teresa de Jesus. O aspecto formal do objeto é identificar traços dos quatro elementos naturais simbólicos presentes na narrativa mística. Para tanto, recorreremos ao teórico Gaston Bachelard a fim de identificar os quatro elementos naturais na obra. Os caminhos, procedimentos metodológicos, que se pretendem seguir para a resolução do problema desta pesquisa são teóricos. No campo teórico, desenvolver-se-á uma pesquisa bibliográfica (apresentados os autores / pesquisadores na justificativa e na bibliografia) que aproxime a questão da religiosidade, espiritualidade e mística com a questão da cultura. Primeiro, faremos uma leitura aproximativa para familiarizar com o texto, a partir da lente dos quatro elementos naturais, ou seja, imaginação material em Gaston Bachelard. Em seguida, realizaremos a coleta dos trechos da obra Castelo Interior que indiquem a presença dos quatro elementos naturais, ou seja, a imaginação material. Dessa forma, será realizado o fichamento da obra e explorados os trechos conforme a perspectiva da hermenêutica simbólica baseada em Gaston Bachelard. O terceiro, último passo nesse processo, é aplicar a metodologia de interpretação, isto é, a hermenêutico simbólica. Dessa maneira, utilizaremos para essa pesquisa a hermenêutico simbólica na obra Castelo Interior a partir dos estudos sobre a imaginação material em Gaston Bachelard

The purpose of this qualitative study was to investigate the use of storytelling as a teaching strategy in the classrooms of three experienced elementary school teachers. Storytelling is defined in this study as the use of a narrative, spoken or written, in prose or in verse, true or fictitious, related so as to inform, entertain, or instruct the listener or reader. This research answers questions concerning; (a) what constitutes storytelling in these teachers’ classrooms, (b) teachers’ purposes for using storytelling, and (c) factors that have encouraged these teachers to employ storytelling in their teaching practices. Framed within constructivist theory, the study provides insight into how these three respondents teach content through storytelling and bridge information from teller to listener. Data collection included classroom observations, interviews of teacher-participants, and the collection of teacher-generated artifacts such as lesson plans and teacher notes. Portraiture is used as a method for writing up the data in order to record the perspectives and experiences of the participants in this study by documenting their voices, visions, and wisdom in a detailed exploration into the feelings about and use of storytelling in their teaching practices. The instructional strategies reported through this qualitative inquiry support a socio-cognitive interactive model of literacy and demonstrate its importance in learning content in an elementary school environment. The data were analyzed continually through a search for emerging patterns and through constant comparison analysis. The researcher found that the teachers used stories and illustrations in an impromptu manner and that storytelling served both cognitive and affective purposes. Cognitively, storytelling was employed to form connections to students’ prior knowledge and new knowledge being introduced. Storytelling was used as a mnemonic device to help students transfer storied information to new situations. Affectively, storytelling served to engage students in an enlightening and entertaining manner. Students responded to the use of stories through actively participating in classroom discussions and sharing stories of their own. Storytelling assists these teachers in their critical roles as negotiators and facilitators of meaning construction in the text and social context of the classroom.

This dissertation investigates the problem of student engagement in elementary mathematics through the particular theoretical framework of imaginative education (IE) (Egan, 1997, 2005). The question at the centre of this study is what the use of IE and imaginative lesson planning frameworks means to children and for their engagement in elementary mathematics. For this study, five intermediate-aged elementary students were tracked through a unit of shape and space (geometry). The unit, framed with the binary opposites of vision and blindness, asked students how they might come to understand shape and space as a sighted and as a visually impaired person. Thus a humanized perspective was brought to the learning of mathematics. After the unit the five focus students took part in an individual and a whole-group semi-structured interview with the teacher/researcher. The study used qualitative instrumental case study methods; data sources included students’ mathematics journals, activity pages, transcripts of audio- and videotaped semi-structured individual and group interviews, a teacher/researcher diary, and a detailed unit overview and lesson plans. The study gathered rich descriptive data focused on bringing out the students’ perspective of their experience. Results indicate that the students demonstrated positive engagement with mathematics and that the IE theory, which utilized the students’ imaginations and affective responses, allowed multiple access points through which to connect with the mathematical concepts. Three conclusions of the study were that the students expanded their mathematical awareness through making a variety of connections, they were able to develop self-confidence in their learning of mathematics by using emotions and imagination, and they were able to use cognitive tools, particularly a sense of wonder, to engage with mathematics. The dissertation concludes with a discussion of implications and recommendations in four areas, including the need for further research in different educational contexts, in the interaction of imagination and affective responses, and into characteristics of mathematical engagement such as self-confidence. Recommendations for how future pedagogical practice might use the IE theory and embrace the expansion of students’ perspectives in classroom practice bring the dissertation to a close.

O objetivo central desta tese é discutir o papel das narrativas no pensamento científico e no ensino de ciências. Partimos de uma revisão histórica das pesquisas em ensino-aprendizagem para mostrar que a dimensão epistemológica do processo de construção do conhecimento se enfraquece em detrimento à compreensão mais profunda dos aspectos semióticos e discursivos das interações em sala de aula. Em seguida, discutimos as atuais pesquisas em argumentação e questionamos se os modelos adotados são suficientes para apreender todas as formas de pensar legítimas da ciência. Principalmente problematizaremos a possibilidade de novos modos de argumentar aparecerem quando enfrentamos situações que envolvem a presença de uma novidade. Para responder esta questão inserimos nosso estudo em um campo de reflexões que pode ser denominado poética da ciência. Na contiuidade tomamos textos originais como fonte de investigação para a compreensão da formação discursiva da ciência. Discutimos os textos O Mensageiro das Estrelas, de Galileu, Experiências Relativas ao Efeito do Conflito Elétrico sobre a Agulha Imantada, de Oersted, e Sobre as Atrações Mútuas entre Condutores Elétricos, de Ampère. Com a análise destes textos, verificamos que o padrão de argumentação se caracteriza linguisticamente como uma narrativa. Tomando em conta esse caráter da ciência, questiona-se qual é o papel das narrativas no pensamento humano. Retomamos os trabalhos de Vigotski e Bruner para caracterizar a narrativa como um modo de organização do real. Essas considerações nos levam a pensar em como isso pode afetar o cotidiano escolar. Nossas reflexões nos indicam que as atividades escritas podem ser fundamentais para a elaboração do pensamento em uma atividade que envolva a imaginação. Na última etapa o estudo se volta a uma escola onde foi realizado um conjunto de atividades de ensino-aprendizagem que envolviam a produção escrita. Dois tipos de gênero textual foram trabalhados, narrativas e cartas. Ao final analisamos as condições de produção de narrativas científicas pelos alunos e discutimos seu papel na aprendizagem de ciências.
The objective of this thesis is to discuss the role of narrative in scientific thought and science education. We start from a historical review of research on teaching and learning to show that the epistemological dimension of the construction of knowledge rather than weakens the deeper understanding of the semiotic and discursive aspects of the interactions in the classroom. Then we discuss the current research on argumentation and questioning whether the models adopted are sufficient to capture all legitimate ways of thinking of science. Mainly questioning the possibility of new modes of reasoning appear when we face situations that involve the presence of a novelty. To answer this question we insert our study in a field of reflections that can be called poetic science. In contiuidade take original texts as a source of research for understanding the discursive formation of science. We discuss the texts of the Messenger of Stars, Galileo, Experiments on the Effect of conflict on the Electric Needle magnet of Oersted and Attractions On the mutual between conductors Electrical, Ampère. By analyzing these texts, we find that the standard of argumentation is characterized linguistically as a narrative. Taking into account the nature of science, wonders what is the role of narrative in human thought. We resume the work of Vygotsky and Bruner to characterize the narrative as a way of organizing reality. These considerations lead us to think about how this may affect the school routine. Our reflections on the writings indicate that the activities may be critical to the development of thought in an activity that involves the imagination. In the last step the study turns to a school where we performed a set of teaching-learning activities that involved writing production. Two types of genre were worked, narratives and letters. At the end we analyze the conditions of production of scientific narratives by students and discussed its role in learning science.

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This paper investigates the symbolic matrices listed in the practices of play. The toy built by the child proposes a planning, tutoring inherent energy to the deep layers of imagery and dialogue with a wide field of archaic experiences of the traditional man. Entering the free play in the territory of the great images in the formulations of the noumenal imagination. Having as foundation philosophy of pictures of Gaston Bachelard and symbolic hermeneutics, opened this proposition investigative around life playful childhood. From Bachelard's idea of the four elements, work with the earth element in the investigation of the practices of the child in traditional communities linked to the natural world. Investigate together the confluences and imaginary impressions with the fire element. When imagination sustains fire from the earth to forge births in the center of the game. Points, so our study to construct a social therapy germinated in play.
O presente trabalho investiga as matrizes simbólicas enunciadas nas práticas do brincar. O brinquedo construído pela criança propõe um ordenamento, uma tutoria energética inerente às camadas profundas do imaginário e dialoga com um amplo campo de experiências arcaicas do homem tradicional. Inscrevendo o brincar livre no território das grandes imagens, nas formulações numênicas da imaginação. Tendo como fundamentação a filosofia das imagens de Gaston Bachelard e a hermenêutica simbólica, abrimos esta proposição investigativa em torno da vida lúdica na infância. A partir da ideia bachelardiana dos quatro elementos, trabalharemos com o elemento terra na investigação das práticas da criança em comunidades tradicionais vinculadas ao mundo natural. Investigaremos em conjunto, as confluências e impressões imaginárias com o elemento fogo. Quando a imaginação do fogo ampara-se da terra para forjar nascimentos no centro da brincadeira. Aponta, assim, o nosso estudo, para o construto de uma terapêutica social germinada no brincar.

This thesis considers the role of aesthetic meaning-making in elementary school science learning. Children’s aesthetic experiences are traced through their use of aesthetic judgements, spontaneous metaphors and art activities. The thesis is based on four empirical studies: the first two examining children’s language use, i.e. the role of aesthetic judgements and the significance of spontaneous metaphors while learning science and the latter two dealing with how art activities mediate what elementary school children learn in science and what a variety of art activities with different purposes afford elementary school children to learn in science. The theoretical stance emanates from pragmatist theories and includes Dewey’s definition of an aesthetic experience, Wittgenstein’s later work on language-games, and socio-cultural perspectives. The analytic approach used is a practical epistemology analysis developed by Wickman and Östman. The empirical data consists of audio- and video recordings of elementary school children’s (aged 6–10 years) discussions in pairs or small groups during science lessons and photographs of children’s pictures, sculptures and poems from a total of 14 different elementary school classes. The main findings of the empirical studies show how aesthetic meaning-making is continuous with elementary school children’s scientific learning. The thesis shows how elementary school children’s aesthetic experiences are related to whole activities and are crucial for the direction that learning takes. Aesthetic experience is important in terms of how and what elementary school children learn aesthetically and normatively in science class, which has consequences for cognitive learning, the possibility of participating in science class and learning the genre of science. Moreover, it can be seen how children’s prior experiences are recurrently reconstructed and transformed through imaginative processes.

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A tese ora apresentada trata da literatura infantil e do trabalho modelado como ferramenta de ensino do argumento narrativo e de desenvolvimento da imaginação nas crianças com base nas formulações da Teoria Histórico-Cultural. Segundo essa teoria, experiências educacionais ligadas à arte e às ciências se revelam primordiais na infância, uma vez que representam experiências que promovem novas elaborações e capacitam à criação. Nessa perspectiva, é possível questionar: como a literatura infantil pode motivar o processo de desenvolvimento da imaginação em crianças do primeiro ano do Ensino Fundamental. Interligada a essa, outra questão se apresenta: como o trabalho modelado pode ser utilizado com crianças do primeiro ano do Ensino Fundamental como ferramenta de ensino do argumento narrativo oportunizando experiências enriquecedoras com textos literários de modo que as crianças possam se apropriar da cultura e reelaborá-la, sendo essa reelaboração uma manifestação dos processos de desenvolvimento da imaginação? O objetivo geral foi estabelecer relações sob a ótica da Teoria Histórico-Cultural entre o processo de desenvolvimento do argumento narrativo por meio do trabalho modelado a partir da transmissão vocal (BAJARD, 2007) de contos e fábulas da literatura infantil e o desenvolvimento da imaginação em crianças de uma turma de primeiro ano do Ensino Fundamental. Os objetivos específicos, a partir do geral, se configuram como objetivos-meio. Deste ponto de vista busquei: a) compreender a manifestação criativa da imaginação e do argumento narrativo em crianças do primeiro ano do Ensino Fundamental, a partir da transmissão vocal (BAJARD, 2007) de histórias de literatura infantil; b) elaborar um conjunto de procedimentos didáticos que a um só tempo se constituísse como ferramenta de produção de dados durante o experimento formativo realizado e fosse capaz de contribuir para práticas pedagógicas com a literatura infantil conceituadas como forma de arte e fonte de cultura, com vistas ao máximo desenvolvimento da imaginação, à desmistificação de concepções que entendessem a atividade artística e a criatividade como dons destinados a poucos eleitos. A hipótese de pesquisa era a de que a partir de Contos e Fábulas ao utilizar o trabalho modelado como ferramenta de ensino do argumento narrativo houvesse uma mediação intencional entre as crianças e livros de literatura infantil e seria possível fazer avançar a formação da imaginação. Os percursos metodológicos envolveram levantamento bibliográfico em bases de dados de informações em acervos digitais (Athena, Acervus e Dedalus) e, também, pesquisa de campo, pautada na observação de situações da prática pedagógica; em eventos de experimentação formativa e em entrevista semiestruturada com as crianças, com posterior análise do material coletado a partir dos pressupostos da Teoria Histórico-Cultural. Os resultados demonstram que em relação à prática pedagógica observada as crianças tiveram acesso restrito aos livros de literatura infantil, houve didatização das obras literárias, mas, também, pode ser observada prática de mediação de leitura (BAJARD, 2007). Em relação ao Trabalho Modelado do argumento narrativo (VÉNGUER, VÉNGUER, 1993) houve: internalização do processo de composição; compreensão do argumento dos contos e das fábulas; aspectos do desenvolvimento da argumentação infantil; aspectos do desenvolvimento dos processos de criação.
The thesis presented here deals with children's literature and work modeled as a teaching tool for the narrative argument and development of the imagination in children based on the formulations of Historical-Cultural Theory. According to this theory, educational experiences linked to art and science are primordial in childhood, since they represent experiences that promote new elaborations and enable creation. From this perspective, it is possible to question: how children's literature can motivate the process of imagination development in first-year primary school children. Linked to this, another question arises: how the modeling work can be used with elementary school children as a teaching tool of the narrative argument by providing enriching experiences with literary texts so that the children can appropriate the culture and re-elaborate it, being this re-elaboration a manifestation of the processes of developing the imagination? The general objective was to establish relations from the point of view of the Historical-Cultural Theory between the process of development of the narrative argument through work modeled from the vocal transmission (BAJARD, 2007) of stories and fables of children's literature and the development of the imagination in children of a first year class of Elementary School. The specific objectives, from the general, are configured as medium-goals. From this point of view I sought: a) to understand the creative manifestation of the imagination and the narrative argument in children of the first year of elementary school, from the vocal transmission (BAJARD, 2007) of stories of children's literature; b) to elaborate a set of didactic procedures that at one time was constituted as a tool of data production during the formative experiment carried out and was able to contribute to pedagogical practices with the infantile literature conceptualized like form of art and source of culture, with views to the maximum development of the imagination, to the demystification of conceptions that understood artistic activity and creativity as gifts destined to the few elected. The hypothesis of research was that from Contos and Fábulas using the work modeled as a teaching tool of the narrative argument there was an intentional mediation between children and children's literature books and it would be possible to advance the formation of the imagination. The methodological pathways involved a bibliographic survey in databases of information in digital collections (Athena, Acervus and Dedalus) and, also, field research, based on observation of situations of pedagogical practice; in events of formative experimentation and in a semistructured interview with the children, with later analysis of the material collected from the assumptions of the Historical-Cultural Theory. The results show that in relation to the pedagogical practice observed the children had restricted access to children's literature, there was literacy literacy, but also a practice of reading mediation (BAJARD, 2007). In relation to the Modeling Work of the narrative argument (VEGNER, VENGUER, 1993) there was: internalisation of the composition process; understanding of the argument of tales and fables; aspects of the development of children's arguments; aspects of the development creation process.

碩士
國立高雄師範大學
特殊教育學系
104
Abstract This study designed to examine the effects on elementary students’ imagination and creativity through the human environment future imagination education course. This study adopted a quasi experimental research. The participants were 28 grade six students as the experimental group, among them, three boys were gifted students and one student was with special needs. The other group was the control group, a total of 29 participants, among them, three were gifted students. All students did not participate in similar courses before. The experimental period of this study was 4 weeks, 4 hours a week, a total of 16 teaching hours. Measurement tools included: “Future beliefs questionnaire”, “Test of Creative Imagination” ( figural and verbal ), “Torrance Tests of Creative Thinking, Figural A（TTCT）” and “Torrance Tests of Creative Thinking, Verbal, Forms A（TTCT）”. They were all pre- and post- tested to explore if there were significant differences between the two groups concerning to their imagination and creativity. From the results of the experimentation, the effects of the human environment future imagination education course on students’ performance of imagination were as follows: 1. The course had significant effects on students’ performance of fluency, flexibility and originality in “Test of Creative Imagination (verbal)”. 2. The course had significant effects on students’ performance of fluency, flexibility and originality and elaboration in “Test of Creative Imagination (figural)”. 3. The course had no significant effects on students’ performance of abstractness of titles in “Test of Creative Imagination (figural)”. 4. The course had no significant effects on students’ imagination characteristics including problem solving, imagining future, positive feeling, and imagination clearness in“Imagination characteristic questionnaire”. From the results of the experimentation, the effects of the human environment future imagination education course on students’ performance of creativity were as follows: 1. The course had significant effects on students’ performance of fluency, flexibility and originality in “Torrance Tests of Creative Thinking, Verbal, Forms A”. 2. The course had significant effects on students’ performance of fluency in “Torrance Tests of Creative Thinking, Figural, Forms A”. 3. The course had no significant effects on students’ performance of abstractness of titles, originality, elaboration and openness in “Torrance Tests of Creative Thinking, Figural, Forms A”. Key words: future imagination, imagination, creativity, human environment

碩士
中國文化大學
英國語文學系
104
Abstract In English literature, the publication of the Lyrical Ballads in 1798 by William Wordsworth and Samuel Taylor Coleridge is recognized as the start of Romanticism. And the peak of the creation of the Romantic poems are by Lord Byron, Percy Bysshe Shelley, and John Keats. The three young poets accomplished many of the finest Romantic poems. “Beauty is truth, truth beauty” from “Ode on Grecian Urn” of Keats, expresses the beauty and the truth are the two important elements of creating the Romantic poems. In a letter between Keats and his friend Benjamin Bailey, Keats wrote: “What the imagination seizes as Beauty must be truth.” From this, imagination seems to be a crucial element between beauty and truth in the Romantic poems. In particular, the letters of Keats include many notions of imagination. J. R. Watson remarks that “The ability of the Romantic poet to use his imagination in such a way is a fundamental feature of his art . . . . ” Imagination is not only to be an important creative element of poets, but also is an essential studying topic for the researcher who intends to explore the Romantic poems. This thesis analyzes the imagination to see whether it exists in the poems of Romanticism, and also strive to study the effects on the poems by many critics’ perceptions. The order of the chapters is chronologically edited in the birth year of Wordsworth, Coleridge, and Keats. And the intention is to probe the relationships between imagination and the three poets’ masterpieces respectively. Although the Romantic era only lasts for decades, it still becomes a time which expresses the beauty of Greek mythology and the Middle ages legends. This thesis would like to offer readers with a different way to appreciate the aesthetics of the Romantic poems.

碩士
國立臺中教育大學
語文教育學系碩博士班
96
The purpose of this study is to analyze the imagination elements in Harry Potter I – VII. For this purpose, context analysis is adopted as the method of this research. By studying the text discourses, the imagination elements are analyzed according to their origin and meaning to obtain the significance of the context and reality. The findings of this study in Harry Potter I – VII are concluded as followings: First, among the imagination of characters, those with greater effects upon the story are classified into four categories: the opposite between justice and evil, growth and courage, teachers and secondary characters. The imagination elements of each character are analyzed in deformation, parasitism, the thunder sign and magic abilities…etc. 　　Second, among the imagination of magical objects, J. K. Rowling turn normal objects into magical ones by applying imagination elements, such as absurdity, exaggeration, fantasy, linkage of time and space…etc. In this study, magical objects are classified into three categories: transports that shuttle between time and space, such as floo powder and broomsticks; tools with magic power, such as mirror of erised, invisible cloak, pensieve; supernatural objects, such as philosopher's stone and sorting hat. 　　Third, among the imagination of creatures, Rowling decorates and overturns the mystery of each creature. By adding more imagination, these creatures are therefore mystified. Typical creatures like house elves, werewolf, owl, and unicorn make the magical world more mystic. 　　Finally, based on the conclusions, suggestions are provided to future works and teachers in real world.

Thesis (M.S.)--Central Connecticut State University, 2004.
Thesis advisor: Cora Marshall. " ... in partial fulfillment of the requirements for the degree of Master of Science in Art Education." Includes bibliographical references (leaves 148-159). Also available via the World Wide Web.

碩士
國立新竹教育大學
藝術教育與創作碩士班
99
This study aims to illustrate how imagination functions in the painting of sixth graders in elementary school. 35 sixth graders are assigned to keep track of their creative experiences while doing eight pieces of imaginative painting. The process, the pattern, the characteristics of imaginative activity and the factors affecting imagination are observed and analyzed. The results of this study are listed as follows: 1. The implementation of imagination in the creative painting of sixth graders is divided into three phases: (1) inception of imagination, (2) modification of imagination and (3) termination of imagination. Imagination is implemented either through divergent thinking—generating creative ideas by exploring many possible solutions, or through convergent thinking—following a particular set of logical steps to arrive at a correct solution. 2. Imagination applied in the creative paintings of sixth graders is characterized by association by external similarity with relational thinking and creative recombination of existing elements. Those paintings are infused with popular cultural elements, such as cartoon, games and TV programs. 3. There are internal and external factors affecting imaginative activity. 4. Whether the topics assigned are limited or open shows different levels of influence on sixth graders’ interpretations of imagination. They make the most obvious differences in the patterns of thinking and in the disparity between imagination and the actual works created.

碩士
國立臺北教育大學
課程與教學研究所
98
This study aimed to explore how teachers use play strategies to develop the creative-imagination courses of language field. Action research was used to implement teaching program for grade 2 pupils in elementary school, so as to discuss the problem that would encounter when infusing play strategies to creative- imagination courses and its amendment, and the response of the pupils towards the learning of creative imagination. Continuous reflecton when carrying out action research allowed the researcher to understand learners’ change when creating imagination and the progress when implementing the play strategies; hopefully this study could provide some enlightenment to the current creative imagination teaching. This study introduced plays such as role play, brainstorming, drama performance, riddle, and creation of body language into language field. The contents collected from interviews, teaching observation, discussion between teachers and peers, parent feedback, and student’s play record book were used for qualitative analysis, and “creativity test” was used as the indicator of quantitative analysis, so as to discuss students’ changes on the fluency, flexibility, originality, and improvement of imagination. The study result indicated that when making use of play strategies to promote the students’ ability to create imagination, the teachers needed to accept all kinds of responses of the students actively and openly, make good use of imaginative questions to guide the children to enter the imaginative world, and make use of all kinds of sensory stimulation as the teaching material to induce students’ different thoughts. Play strategy allowed the students to concentrate on and participate in the activity enthusiastically, discover their own potential, have the courage to try performing, and be braver. During the process of creative imagination, the students learned to consider matters from diverse point of views and pick up the skills of problem solving. During the action research, the teachers promotedher abilities in handling the plays and creative imagination through the progress of reflection.

碩士
國立臺灣師範大學
創造力發展碩士在職專班
103
This research attempts to explore the effect of “infusing future imagination into visual arts instructional program” on the imagination and drawing performance ability of the elementary school students. This research uses a quasi-experimental, nonequivalent pretest-posttest control group design. Sampling from fifth grade students in elementary school in Taipei City. The Imagination Tests, Imagination-Disposition Scale, and Drawing Performance Ability Rating Scale are used to test all the students, the experimental group consisting of 24 students received future imagination infusing into visual arts instructional program, the control group consisting of 24 students received the regular visual arts instruction. Before and after the program was carried out, quantitative data are analyzed by ANCOVA, qualitative data like notes of reflections about teaching, students’ works and worksheets, and the feedback questionnaires for the whole course of research were collected, described, and interpreted. They are used to understand the result of the imagination and drawing performance ability of the two groups of the students. The major outcomes of this research are summarized as follows: 1. The program of infusing future imagination into visual arts instructional can improve the imagination of the elementary school students. 2. The program of infusing future imagination into visual arts instructional can improve the drawing performance ability of the elementary school students. 3. Analyzed from the end of the curriculum feedback questionnaires, the experimental group students who receive “infusing future imagination into visual arts instructional program” were positive. According to the findings and reflection of this research, conclusions for practical application and suggestions for further research are discussed.

碩士
臺北市立大學
特殊教育學系
104
The main purposes of this study were to design the " The Future School Teaching Program" for the elementary gifted students to investigate the effect of the teaching on the elementary gifted students’ creativity and imagination. The quasi-experiment design was applied to the study. The experimental group was 12 fifth-grade gifted students in an elementary school in New Taipei City. The control group was 12 fifth-grade gifted students in another elementary school in New Taipei City. The experimental group received 12 weeks of 24 lessons in the future imagination. The instruments utilized to examine the experimental effect were Torrance Tests of Creative Thinking, Imagination Test, Students’ learning questionnaire and teaching reflection notes. The collected data were analyzed by One-Way ANCOVA and qualitative analysis. The main findings were as followed: 1." The Future School Teaching Program"could raise the elementary gifted students' creativity on originality, title and precision. 2." The Future School Teaching Program" could raise the elementary gifted students' imagination on fluency, originality, elaboration, 3." The Future School Teaching Program" is approved by most students with their positive attitude. They think the program can raise their reasoning ability and creativity.

博士
國立中山大學
教育研究所
107
Creativity and imagination are the driving force for the advancement of human society and civilization. The cultivation of creative and imaginative talents is also one of the most important educational goals of the current society. This study aims to manipulate different contexts in picture books to explore the impact of imaginative writing through context manipulation on students’ imagination and creativity. The context manipulation included with pictures and no words, no picture and no word, in the beginning, middle, or end of the picture books. The study adopted the quasi-experimental design and conducted 4 picture book reading imaginative writing sessions in one month. The participants were a total of 186 fourth-grade students in an elementary school in Kaohsiung city; the students were from 7 classes, of which 6 were experimental groups and 1 was a control group. The research tool consisted of four picture books, which are El Viaje de Pipo, King for a Day, The Best Witch of the Year, Mr. Bear’s Chair; the pretest/post-test data collection included Wu et al.’s (1998) Creativity Test (Verbal – bamboo chopsticks), and a vocabulary association imaginative writing composition in the posttest. Data analysis utilized one-way multivariate analysis, one-way covariate analysis, and multiple regression analysis to recognize the difference of the imagination and creativity among the students in the experimental groups who received different contextual manipulation treatments and the students in the control group who received unmodified picture book reading. The results showed that: 1. The experimental groups demonstrated significantly higher average scores on Fluency, Originality, and Flexibility in the Creativity Test (Verbal). 2. In terms of students’ creativity performance, Experimental Group X2 (no picture, no words at the beginning) has significantly better performance than Experimental Group X3 (with picture and no words in the middle) and the Control Group. (1) In terms of Fluency, Experimental Group X2 (no picture, no words at the beginning) had significantly better performance than X1 (with picture and no words at the beginning), X3 (with picture and no words in the middle), X4 (no picture, no words in the middle), X6 (no picture, no words at the end), and the Control Group. The Experimental Group X5 (with picture and no words at the end) performed significantly better than X3 (with picture and no words in the middle). (2) In terms of Flexibility, Experimental Group X2 (no picture, no words at the beginning) and X5 (with picture and no words at the end) had significantly better performance than X3 (with picture and no words in the middle) and the Control Group. (3) In terms of Originality, Experimental Group X2 (no picture, no words at the beginning) had significantly better performance than X1 (with picture and no words at the beginning), X3 (with picture and no words in the middle), and the Control Group. The Experimental Group X4 (no picture, no words in the middle) and X5 (with picture and no words at the end) also performed significantly better than the Control Group. 3. The different Experimental Groups had significant differences in the average score of imaginative writing composition in the first, third, and fourth imaginative writing sessions. 4. The four average scores of the different imaginative writing composition sessions showed a positive correlation (p<.05), which explains the 16% variance in the imagination score of students’ vocabulary association imaginative writing composition. Lastly, this study suggests teachers select suitable picture books as teaching materials, hide certain parts of the book, and encourage students to fill in the blank, which to allow students to link to their past experience in consideration of the context and logic of the book, and students performance more imagination when reading with no picture, no words at the end of the book.

碩士
南開科技大學
電子工程研究所
104
This study aims to explore the digital mind-mapping effect of teaching for the elementary school grade children's imagination. Elementary grade students in remote areas in Nantou County as the object of study. Study on method development experiments of single group posttest design, complemented by qualitative data analysis and conclusion, discusses teaching mind maps in the future to enhance the effectiveness of the elementary grade school children's imagination. According to the findings, the study's main findings are as follows: Digital mind maps may help inspire students, diverse and novel ideas. Make students more aware of different types of ability, can also attend to multiple different things can contact, have a variety of different views, and students brainstorm, can give full play to their creativity, and to enhance their creativity.Second, teaching at the beginning of needed structures lead students to think and imagine. Students through the stimulation of multiple share and discuss with their peers, to trigger more imagination.Three, imagination needs time to think, of course arrangement need to be carefully weighed and measured.Four, the teaching programme to enhance students learning interest and enhance the students imaginations, etc are of great help, students interviewed on digital teaching mind maps are a positive attitude. Finally, according to the results of the study, this study aims at teaching practical, relevant recommendations, for subsequent research. Keywords: Digital Mind Mapping teaching programs, imagination

碩士
國立臺灣大學
台灣文學研究所
102
This article aims at exploring two major observations about Li Zi Shu’s fictions. The first part is about the theme and the second part is the narrative element. The author’s writing diaspora is then sorted out accordingly. Li Zi Shu has earned many literary awards during the start of her writing career. With nearly twenty years of writing experience, her works including flash fictions, short fictions and full-length novel. These achievements make her one of the present-day Malaysian Chinese leading writers. Her fictions are known for the dark tonality, and good at creating a disturbed atmosphere. But there is no fixed style could be found in the fictions because of her various theme and narrative situation. This article attempts to capture the kernel of Li Zi Shu’s varied style, and to discuss the development vein of the different dimension in her writing career, in order to provide a further analysis of her uniqueness among present-day Malaysian Chinese writers. The darkness imagination that probes into the heart of character appeared in her fictions through the themes such as losing, erotic, disease and death. Her narrative tends to create a cross-border effect. Moreover, the pondering about literary language and the tendency of self-referential intertextuality are both remarkable elements in shaping her works. All these characteristics can potentially lead her to an even more expanding space for future writing.

碩士
南臺科技大學
教育領導與評鑑研究所
105
The main purpose of this study was to investigate the influence of the effectiveness of the instructional experiment using integrated scientific imagination process into nature science course for elementary school students. In this study, quasi-experimental methods were used. The number of participants is 72 elementary school students. They were divided into experimental (N=36) and controlled groups (N=36). The experimental group received experiment using integrated scientific imagination process into nature science course for 5 weeks. The instruments of this study included the scientific imagination test-verbal (SIT-Verbal; Wang, 2015). Analysis of Independent-Sample t test and Cohen's d were used to explore the students' scientific imagination about the instruction. The results indicated that the scientific imagination of students who accept scientific imagination into teaching is better than that of the students in the control group. It means that the incorporation of scientific imagination into teaching can significantly enhance the scientific imagination of elementary school students and does not affect the performance of students' learning science. The results for the future of science education into the imagination teaching has a positive feedback.

碩士
南開科技大學
電子工程研究所
103
This study was designed to investigate the effets of digital curriculum for mind mapping on the imagination of the fifth graders in an elemenatary school. The subjects in this research were the fifth graders in a remote elementary school in Taichung City. To explore the effects of digital curriculum for Mind Mapping on developing the fifth graders’ imagination, the research method adopted the single-group pretest and posttest design in a quasi-experiment, supported with the analysis and induction from the qualitative data. The results of the study indicated: (1) With the support of the digital mind map teaching, the subjects were inspired to produce a lot of diverse and novel ideas of different things. (2) With the interest and fun of the digital curriculum for mind mapping, the subjects' learning motivation was rasied. (3) With the support of the digital mind mapping curriculum, the subjects’ learning motivation and imagination were raised and most of the subjects interviewed held a positive attitude toward the digital mind mapping curriculum.Based on the results mentioned above, some suggestions could be made as follows: (1) A structured guidance at the beginning of teaching helps develop school children’s thinking ability and imagination. (2) Diverse stimulation, and a discussion and sharing with the peer help stretch school children’s imagination. (3) It takes time to produce imagination. Therefore, the curriculum shoud be carefully arranged. (4) A good class arrangement and a positive learning environment help increase school children’s learning efficacy.

碩士
國立臺北教育大學
社會與區域發展學系碩士班
105
History education should include both the learning of historical knowledge and the cultivation of historical thinking. However, the teaching hours of social subjects are insufficient and the content taught is limited by examinations to enter the higher educational level. Therefore, students become passive recipients of knowledge who learn history only by memorizing and reciting and fail to learn from history teaching about how to analyze and think independently. Based on the teaching needs for the social field in elementary school classrooms, “Historical Empathy” was applied in teaching in this study. Through the reading of historical texts and the guidance from teachers, the researcher would like to encourage students to imagine being in the same circumstance at the same of historical figures and to understand their behavior and choices in addition to just memorizing historical knowledge. Further, through interpreting history from different positions and multiple perspectives, the researcher tried to build students with the ability to analyze and think independently. The researcher decided to conduct an action research. Based on current historical curriculum of elementary schools in Taiwan, the researcher designed class activities by collecting relevant historical material, making it into historical stories and creating teaching activities related to historical empathy. Multimedia equipment was used to present teaching material to reconstruct and retrospect the historical circumstance and to stimulate students' interest in learning. Multiple teaching strategies were then utilized in guiding students to think about the historical context. Finally, extended activities were implemented to train students how to perform historical empathy. With student personal practice, we hope to extend to the second level of historical empathy concept. The achieved level of historical empathy was evaluated for students. Our study results prove historical empathy feasible for history teaching in Taiwan and elementary school students in higher grades are capable of historical empathy. With effective guiding questions from teachers as well as appropriate teaching methods, most students in this study achieved level four in historical empathy, which indicates limited interpretation of history. A few students even reached level five, accurately understanding the specific historical context and presenting more thorough interpretation of history. A few students with lower learning capability also learned history through the built learning frame and gradually improved their level of historical empathy to level three. This teaching experience reveals that the teaching skills and method of the researcher are crucial to guide students into historical empathy. Therefore, teachers must strengthen their professional knowledge and cooperate in teaching with other teachers to improve teaching quality and hence to improve historical thinking capability for students.

碩士
國立臺北教育大學
教育學系教育創新與評鑑碩士班
104
The purpose of this research is to develop the future imagination instructional plan in social study in the elementary school. The research is action-research oriented and the researcher’s sixth grade students participated in the eighteen-session-instruction. The curriculum developed based on the four steps of the future-imagination (Lin & Chen, 2013): “Exploring Probable Future, Imagining Possible Future, Selecting Preferred Future, and Creating Prospective Future”. “The Torrance Incubation of model creative teaching and learning” was adopted as the teaching structure. The Egan’s imaginative cognitive tools and creative thinking methods were adopted as the instruction and learning strategies. Imagination tests and imagination-disposition scales was administrated as the pre- and post-test. The qualitative data such as video taping of the instruction, the observation records from peer researchers, the interview records of students, the reflective journal of instruction, and students’ works were collected and analyzed. The research results are followed: 1. The 3-level model (Curriculum, teaching and strategies) of teaching and learning for future imagination in social studies was developed. The four steps of future imagination-- “Exploring Probable Future, Imagining Possible Future, Selecting Preferred Future, and Creating Prospective Future” was the structure of curriculum. “The Torrance Incubation model of creative teaching and learning” was the model for design the teaching process. And then, the Egan’s imaginative tools and creative thinking methods were adopted as the teaching and learning strategies. This 3-level model was proved be able to activate students’ imagination and to motivate learning. 2. Both results of quantitative and qualitative data analyses showed that students’ imagination and future imagination were both promoted by the 3-level model. 3. Through the implementation of the action research, the researcher’s professional knowledge and skills and the ability of planning the instruction in creative thinking and future imagination were promoted.

From a feminist theology of praxis the appreciative inquiry used in this research reflected on the constituting role the living of values by facilitators play in transforming the lives of children who suffer the effects of poverty, neglect and abuse. The concretisation or the living of values within the school community linked with the theme of solidarity with the marginalised. The facilitators' solidarity with children as "concrete others" became ways of doing participatory ethics. As part of a postmodern paradigm, a social constructionist discourse made it possible for therapist-researcher and participants to view the facilitators' work and the research itself as part of a relational process. Appreciative inquiry invited a reflective stance towards action, relating and personal knowledge. The research also reflected on poststructuralist theory and practice, and the power of imagination and language to re-describe of the work of facilitators.
Practical Theology
M. Th. (Practical Theology, with specialisation in Pastoral Therapy)

Researchers conceptually recommend inquiry-based learning as a necessary means to alleviate the problems of learning but this study has embarked on practical implementation of inquiry-based facilitation and learning in Euclidean Geometry. Inquiry-based learning is student-centred. Therefore, the teaching or monitoring of inquiry-based learning in this study is referred to as inquiry-based facilitation. The null hypothesis discarded in this study explains that there is no difference between inquiry-based facilitation and traditional axiomatic approach in teaching Euclidean Geometry, that is, H0: μinquiry-based facilitation = μtraditional axiomatic approach. This study emphasises a pragmatist view that constructivism is fundamental to realism, that is, inductive inquiry supplements deductive inquiry in teaching and learning. Participants in this study comprise schools in Tshwane North district that served as experimental group and Tshwane West district schools classified as comparison group. The two districts are in the Gauteng Province of South Africa. The total number of students who participated is 166, that is, 97 students in the experimental group and 69 students in the comparison group. Convenient sampling applied and three experimental and three comparison group schools were sampled. Embedded mixed-method methodology was employed. Quantitative and qualitative methodologies are integrated in collecting data; analysis and interpretation of data. Inquiry-based-facilitation occurred in experimental group when the facilitator probed asking students to research, weigh evidence, explore, share discoveries, allow students to display authentic knowledge and skills and guiding students to apply knowledge and skills to solve problems for the classroom and for the world out of the classroom. In response to inquiry-based facilitation, students engaged in cooperative learning, exploration, self-centred and self-regulated learning in order to acquire knowledge and skills. In the comparison group, teaching progressed as usual. Quantitative data revealed that on average, participant that received intervention through inquiry-based facilitation acquired inquiry-based learning skills and improved (M= -7.773, SE= 0.7146) than those who did not receive intervention (M= -0.221, SE = 0.4429). This difference (-7.547), 95% CI (-8.08, 5.69), was significant at t (10.88), p = 0.0001, p<0.05 and represented a large effect size of 0.55. The large effect size emphasises that inquiry-based facilitation contributed significantly towards improvement in inquiry-based learning and that the framework contributed by this study can be considered as a framework of inquiry-based facilitation in Euclidean Geometry. This study has shown that the traditional axiomatic approach promotes rote learning; passive, deductive and algorithmic learning that obstructs application of knowledge in problem-solving. Therefore, this study asserts that the application of Inquiry-based facilitation to implement inquiry-based learning promotes deeper, authentic, non-algorithmic, self-regulated learning that enhances problem-solving skills in Euclidean Geometry.
Mathematics Education
Ph. D. (Mathematics, Science and Technology Education)