Dissertations / Theses on the topic 'Expanding knowledge in the physical sciences'
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Nicolau, Daniela E. "Knowledge production and transfer in physical and life sciences /." Access via Murdoch University Digital Theses Project, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061122.141122.
Full textNicolau, Daniela. "Knowledge production and transfer in physical and life sciences." Thesis, Nicolau, Daniela (2002) Knowledge production and transfer in physical and life sciences. PhD thesis, Murdoch University, 2002. https://researchrepository.murdoch.edu.au/id/eprint/229/.
Full textNicolau, Daniela. "Knowledge production and transfer in physical and life sciences." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061122.141122.
Full textFlorez, Omar Ulises. "Knowledge Extraction in Video Through the Interaction Analysis of Activities Knowledge Extraction in Video Through the Interaction Analysis of Activities." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1720.
Full textToerien, René. "Mapping the learning trajectories of physical sciences teachers' topic specific knowledge for teaching chemical bonding." Doctoral thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25508.
Full textKiken, Laura G. "Knowledge and Perceived Ambiguity of Physical Activity Recommendations and Physical Activity in Men and Women in the United States." Also available to VCU users at:, 2006. http://hdl.handle.net/10156/2192.
Full textSchreiber, Raphael, and Moisin Monica Bota. "Rebranding “Made in India” through Cultural Sustainability : Exploring and Expanding Indian Perspectives." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-25395.
Full textVan, de Merwe Chelsey Lynn. "Student Use of Mathematical Content Knowledge During Proof Production." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8474.
Full textDuCoff, David. "Recycling: Knowledge, Demographic & Motivational Factors Which Differentiate Behavior." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2287.
Full textGazsi, Claudia Capelle. "Expectations of Physical Therapist Employers, and Academic and Clinical Faculty Regarding Entry-level Knowledge, Skills, and Behavior of Physical Therapist Graduates in Acute Rehabilitation Practice." Thesis, NSUWorks, 2011. https://nsuworks.nova.edu/hpd_pt_stuetd/19.
Full textRylander, Anna. "Making sense of knowledge work." Doctoral thesis, Stockholm : Skolan för teknik och hälsa, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-620.
Full textGreene, Linda C. "Assessing the Effects of Communication Media Affordances and the Awareness of Media Security on Knowledge Sharing Behavior." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1086.
Full textMowder-Tinney, J. J. "Development, Implementation, and Evaluation of a Continuing Professional Development Module on Physical Therapists Use of Standardized Balance Measures: A Knowledge Translation Study." Thesis, NSUWorks, 2008. https://nsuworks.nova.edu/hpd_pt_stuetd/11.
Full textMullins, Jo Nell Maynard. "Evaluating the Effectiveness of a Company's Online Health and Safety Training Program by Assessing Its Employees Perceptions and Knowledge." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1033.
Full textParry, Thomas Edward. "The effect of relative frequency of knowledge of results on the acquisition and retention of simple motor skills in the contextual interference paradigm." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378377.
Full textTitle from PDF t.p. (viewed on Jul 7, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3794. Adviser: John B. Shea.
Rohlin, Emma, and Julia Österholm. "Matematik, språk och läroplaner: En kritisk diskursanalys." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33498.
Full textKincheloe, Lauren M. "College: A Time to Increase Knowledge and Attenuate Health? A Study into College's Influences on Students' Alcohol Consumption, Physical Activity, and Diet." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1339431346.
Full textLjungberg, Angelica. "Fysisk aktivitet och hälsosam kost : Vad har grundskoleelever fått med sig för kunskaper från skolan?" Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28585.
Full textMody, Shreeya Himanshu. "ClarQue: Chatbot Recognizing Ambiguity in the Conversation and Asking Clarifying Questions." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8660.
Full textClevenger, Kimberly A. "Impact of the Teaching HENRY (Healthy Exercise and Nutrition Recommendations for Youth) Intervention on Physical Activity Knowledge and Behavior in Rural Appalachia." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1428876396.
Full textPhillips, Melissa Catherine Koeka. "The Current Status of Lightning Safety Knowledge and the Effects of Lightning Education Modes on College Students." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1310758369.
Full textJohansson, Agnes, and Zoraya Östholm. ""Det är aldrig acceptabelt att utöva våld mot en partner, om inte..."." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24952.
Full textThe purpose of this study was to examine attitudes regarding physical and sexual dating violence and knowledge of two swedish laws: “samtyckeslagen” and “grov kvinnofridskränkning”, amongst Swedish adolescents in the ages of 16 to 19 years old. To be able to fulfill the purpose of this study, a survey was distributed to different high schools in Malmö which the adolescents at the schools answered. The results from our study show that adolescents have a low tolerance for dating violence, regarding physical and sexual abuse. Although boys showed a greater acceptance towards physical and sexual abuse than girls. The acceptance for using physical and sexual abuse was greater in a non defined relationship, than in a defined relationship. Most adolescents had some knowledge of “samtyckeslagen” but very few knew of “grov kvinnofridskränkning”. This study was of an explorative nature which effects how the results can be used. Our results have shown that more thorough studies regarding dating violence should be done. Which would generate a deeper understanding for attitudes and therefore acceptance towards dating violence.
Cederholm, Tove, and Sara Palmdal. "Fysisk aktivitet vid graviditetsdiabetes." Thesis, Uppsala universitet, Fysioterapi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384305.
Full textBackground: Gestational diabetes mellitus (GDM) is the most common metabolic disease in pregnant women. GDM increases drastically related to sedentary behaviour. Treatment includes dietary advice, advice on physical activity and if necessary, insulin therapy. Objective: The purpose was to examine how physically active women with GDM are, their knowledge and outcome expectations on physical activity during GDM and whether there is any correlation between knowledge, outcome expectations and level of physical activity. Method: Observation study of non-experimental design was performed with a web-based questionnaire created in Google Forms. Study participants from Specialistmödravården at Akademiska sjukhuset Uppsala and a closed Facebook group. Results: The majority devoted less than 30 minutes to physical exercise a regular week, did not meet the recommendations for everyday exercise and were sedentary throughout the day. Most of the participants answered more than half of the questions correctly and were confident that physical activity is healthy. No significant correlations were found. Conclusion: The study participants had knowledge and high outcome expectations regarding physical activity, but their physical activity level was low. Further research on correlations is required.
Du, Preez Louis Jacobus. "Reactive absorption kinetics of CO2 in alcoholic solutions of MEA: fundamental knowledge for determining effective interfacial mass transfer area." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86656.
Full textENGLISH ABSTRACT: The reactive absorption rate of CO2 into non-aqueous solvents containing the primary amine, mono-ethanolamine (MEA) is recognised as a suitable method for measuring the effective interfacial mass transfer area of separation column internals such as random and structured packing. Currently, this method is used under conditions where the concentration of MEA in the liquid film is unaffected by the reaction and the liquid phase reaction is, therefore, assumed to obey pseudo first order kinetics with respect to CO2. Under pseudo first order conditions, the effect of surface depletion and renewal rates are not accounted for. Previous research indicated that the effective area available for mass transfer is also dependent upon the rate of surface renewal achieved within the liquid film. In order to study the effect of surface depletion and renewal rates on the effective area, a method utilising a fast reaction with appreciable depletion of the liquid phase reagent is required. The homogeneous liquid phase reaction kinetics of CO2 with MEA n-Propanol as alcoholic solvent was investigated in this study. A novel, in-situ Fourier Transform Infra-Red (FTIR) method of analysis was developed to collect real time concentration data from reaction initiation to equilibrium. The reaction was studied in a semi-batch reactor set-up at ambient conditions (T = 25°C, 30°C and 35°C, P = 1 atm (abs)). The concentration ranges investigated were [MEA]:[CO2] = 5:1 and 10:1. The concentration range investigated represents conditions of significant MEA conversion. The reaction kinetic study confirmed the findings of previous research that the reaction of CO2 with MEA is best described by the zwitterion reactive intermediate reaction mechanism. Power rate law and pseudo steady state hypothesis kinetic models (proposed in literature) were found to be insufficient at describing the reaction kinetics accurately. Two fundamentally derived rate expressions (based on the zwitterion reaction mechanism) provided a good quality model fit of the experimental data for the conditions investigated. The rate constants of the full fundamental model were independent of concentration and showed an Arrhenius temperature dependence. The shortened fundamental model rate constants showed a possible concentration dependence, which raises doubt about its applicability. The specific absorption rates (mol/m2.s) of CO2 into solutions of MEA/n-Propanol (0.2 M and 0.08 M, T = 25°C and 30°C, P = ±103 kPa) were investigated on a wetted wall experimental setup. The experimental conditions were designed for a fast reaction in the liquid film to occur with a degree of depletion of MEA in the liquid film. Both interfacial depletion and renewal of MEA may be considered to occur. The gas phase resistance to mass transfer was determined to be negligible. An increase in liquid turbulence caused an increase in the specific absorption rate of CO2 which indicated that an increase in liquid turbulence causes an increase in effective mass transfer area. Image analysis of the wetted wall gas-liquid interface confirmed the increase in wave motion on the surface with an increase in liquid turbulence. The increase in wave motion causes an increase in both interfacial and effective area. A numerical solution strategy based on a concentration diffusion equation incorporating the fundamentally derived rate expressions of this study is proposed for calculating the effective area under conditions where surface depletion and renewal rates are significant. It is recommended that the reaction kinetics of CO2 with MEA in solvents of varying liquid properties is determined and the numerical technique proposed in this study used to calculate effective area from absorption rates into these liquids. From the absorption data an effective area correlation as a function of liquid properties may be derived in future.
AFRIKAANSE OPSOMMING: Die reaktiewe absorpsie van CO2 in nie-waterige oplossings van die primêre amien, monoetanolamien (MEA) word erken as ‘n geskikte metode om die effektiewe massaoordragsarea van gepakte skeidingskolomme te bepaal. Tans word die metode gebruik onder vinnige pseudo eerste orde reaksietoestande met betrekking tot CO2. Die pseudo eersteorde aanname beteken dat die konsentrasie van MEA in die vloeistoffilm onbeduidend beïnvloed word deur die reaksie en effektief konstant bly. Onder pseudo eerste orde toestande word oppervlakverarming- en oppervlakvernuwingseffekte nie in ag geneem nie, juis as gevolg van die konstante konsentrasie van MEA in die vloeistoffilm. Daar is voorheen bevind dat oppervlakverarming en oppervlakvernuwing ‘n beduidende invloed het op die beskikbare effektiewe massaoordragsarea. Hierdie invloed kan slegs bestudeer word met ‘n vinnige reaksie in die vloeistoffilm wat gepaard gaan met beduidende oppervlakverarming van die vloeistoffase reagens. Die homogene vloeistoffase reaksiekinetika van CO2 met MEA in die alkohol oplosmiddel, n- Propanol, is in hierdie studie ondersoek. ‘n Nuwe, in-situ Fourier Transform Infra-Rooi (FTIR) metode van analiese is ontwikkel in hierdie ondersoek. Die reaksie is ondersoek in ‘n semienkelladings reaktor met MEA wat gevoer is tot die reaktor om met die opgeloste CO2 te reageer. Die FTIR metode meet spesiekonsentrasie as ‘n funksie van tyd sodat die konsentrasieprofiele van CO2, MEA en een van die soutprodukte van die reaksie gebruik kan word om verskillende reaksiesnelheidsvergelykings te modelleer. Die reaksie is ondersoek onder matige toestande (T = 25°C, 30°C and 35°C, P = 1 atm (abs)). Die konsentrasiebereik van die ondersoek was [MEA]:[CO2] = 5:1 en 10:1. Hierdie bereik is spesifiek gebruik sodat daar beduidende omsetting van MEA kon plaasvind. Die reaksiekinetieka studie het, ter ondersteuning van bestaande teorie, bevind dat die reaksie van CO2 met MEA in nie-waterige oplosmiddels soos alkohole, beskyf word deur ‘n zwitterioon reaksiemeganisme. Die bestaande reaksiesnelheids modelle (eksponensiële wet en pseudo gestadigde toestand hipotese) kon nie die eksperimentele data met genoegsame akuraatheid beskryf nie. Twee nuwe reaksiesnelheidsvergelykings, afgelei vanaf eerste beginsels en gebaseer op die zwitterioon meganisme, word voorgestel. Hierdie volle fundamentele model het goeie passings op die eksperimentele data getoon oor die volledige temperatuur en konsentrasiebereik van hierdie studie. Die reaksiekonstantes van die fundamentele model was onafhanklik van konsentrasie en tipe oplosmiddel en het ‘n Arrhenius temperatuurafhanklikheid. Die verkorte fundamentele model se reaksiekonstantes het ‘n moontlike konsentrasieafhanlikheid gewys. Dit plaas onsekerheid op die fundamentele basis van hierdie model en kan dus slegs as ‘n eerste benadering beskou word. Die spesifieke absorpsietempos (mol/m2.s) van CO2 in MEA/n-Propanol oplossings (0.2 M en 0.08 M MEA, T = 25°C and 30°C, P = ±103 kPa) is ondersoek met ‘n benatte wand (‘wetted wall’) eksperimentele opstelling. Die eksperimentele toestande is gekies sodat daar ‘n vinnige reaksie in die vloeistoffilm plaasgevind het, met beide beduidende en nie-beduidende MEA omsetting. Die doel met hierdie eksperimentele ontwerp was om die invloed van intervlakverarming en intervlakvernuwing op die spesifieke absorpsietempo te ondersoek. Gas fase weerstand was nie-beduidend onder die eksperimentele toestande nie. Beide intervlakverarming en intervlakvernuwing gebeur gelyktydig en is waargeneem vanuit die eksperimentele data. ‘n Beeldverwerkingstudie van die gas-vloeistof intervlak van die benatte wand het bevind dat daar ‘n toename in golfaksie op die vloeistof oppervlak is vir ‘n toename in vloeistof turbulensie. Hierdie golfaksie dra by tot oppervlakvernuwing en ‘n toename in effektiewe massaoordragsarea. ‘n Numeriese metode word voorgestel om die effektiewe area van beide die benatte wand en gepakte kolomme te bepaal vanaf reaktiewe absorpsietempos. Die metode gebruik die fundamentele reaksiesnelheidsvergelykings, bepaal in hierdie studie, in a konsentrasie diffusievergelyking sodat oppervlakverarming en vernuwing in ag geneem kan word. Daar word voorgestel dat die reaksiekinetika van CO2 met MEA in oplossings met verskillende fisiese eienskappe (digtheid, oppervlakspanning en viskositeit) bepaal word sodat die numeriese metode gebruik kan word om ‘n effektiewe area korrelasie as ‘n funksie van hierdie eienskappe te bepaal.
Iwuanyanwu, Paul Nnanyereugo. "Pre-service science teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4002.
Full textStudents frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy. Moreover, the very shift or restructuring of existing knowledge, concepts or schemata is what distinguishes conceptual change from other types of learning, and provides students with a more fruitful conceptual framework to solve problems, explain phenomena, and function in the world (Biemans & Simons, 1999; Davis, 2011). A quasi-experimental design was adopted to explore pre-service teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science. Sixteen second and third year pre-service teachers in one of the historically black universities in the Western Cape, South Africa, participated in the study. Two inseparable concepts of basic mechanics, work-energy concepts were taught and used for data collection. Data were collected using questionnaires, Physical Science Achievement Test (PSAT), Multiple Reflective Questions (MRQ) and an interview. An explicit problem solving strategy (IDEAL strategy versus maths-in-science instructional model) was taught in the intervention sessions for duration of three weeks to the experimental group (E-group). IDEAL strategy placed emphasis on drill and practice heuristics that helped the pre-service teachers’ (E-group) understanding of problem-solving. Reinforcing heuristics of this IDEAL strategy include breaking a complex problem into sub-problems. Defining and representing problem (e.g. devising a plan-using Free-Body-Diagram) was part of the exploring possible strategies of the IDEAL. More details on IDEAL strategy are discussed in Chapter 3. The same work-energy concepts were taught to the control group (C-group) using lecture-demonstration method. A technique (i.e. revised taxonomy table for knowledge and cognitive process dimension) was used to categorize and analyse the level of difficulties for each item tested (e.g. D1 = minor difficulty, D2 = major difficulty, and D3 = atypical difficulty
Di, Giovanni Bianca. "Lost & Found Videothek Non-Ubiquitous Video Library for Serendipitous Retrieval of Movies. A Design Exploration for the Introduction of Folksonomy in the Physical Space." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21373.
Full textCarlén, Irina. "PLUSSA, LÄGGA IHOP OCH ADDERA - Verb i läromedel i matematikämnet för grundskolans tidigare år." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30509.
Full textSjöberg, Matilda. "”Så jag tror att de är bra om dom dokumenterar mer än mindre” : En studie om den betygsgrundande bedömningen i ämnet idrott och hälsa." Thesis, Högskolan Dalarna, Idrotts- och hälsovetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35988.
Full textThe purpose of this study is to investigate students' experiences of the grade based assessment in the subject of physical education. The study further aims to investigate how teachers clarify and practice the work that belongs to the grade based assessment, such as documentation and feedback. The study is based on eight qualitative interviews, of which four high school students who received a final grade in the course idrott och hälsa 1, as well as four certified teachers with eligibility for the subject. Bernstein's theory has been used for theoretical basis and analysis. The conclusion of the study is that the students have difficulty seeing what knowledge in the subject is and that they focus on conditions for assessment rather than knowledge. There is a certain lack of feedback within the subject that can affect students' views on knowledge. Teachers find it difficult to describe what they assess with word description, but the study indicates that planning of assessment opportunities contributes to clearer documentation and a clearer summary. By teachers collecting more assessment material that students can take part in, students' views on knowledge in the subject of physical education can be developed, as well as give a better idea of what is assessed.
Cloyd, James Dale. "Data mining with Newton's method." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-1101102-081311/unrestricted/CloydJ111302a.pdf.
Full textBoone, G. E. "Identifying the Behavior, Attitudes, and Knowledge of Tobacco Use Among Students Enrolled in Orientation Courses in Six Community Colleges in the Tennessee Board of Regents System." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2883.
Full textNilsson, Linnea. "Årskurs 2 elevers kunskaper om vad som sker i kroppen vid fysisk aktivitet och dess påverkan på dem under skoldagen." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33496.
Full textFernandes, Ilnah de Oliveira. "Produ??o do conhecimento na educa??o f?sica: an?lise epistemol?gica dos anais do grupo de trabalho tem?tico ?inclus?o e diferen?a? do Col?gio Brasileiro de Ci?ncias do Esporte (CBCE) DE 2003 A 2013." Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/521.
Full textMade available in DSpace on 2017-10-31T00:06:01Z (GMT). No. of bitstreams: 1 Disserta??o final.final.pdf: 1174050 bytes, checksum: 41d2ab0bf1c26d061741c869e1077a85 (MD5) Previous issue date: 2016-07-13
Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
The object of study and analysis of this research are the articles published in the Thematic Working Group Inclusion and Difference proceedings Inclusion and Difference of the Brazilian Congress of Sports Sciences, between 2003 and 2013. The general objective is to identify the epistemological bases present in the production of knowledge in Physical Education, from the annals of the mentioned Thematic Working Group, and how these bases respond to the issue of inclusion of students with disabilities. For this purpose, we present how to constitute the relationship between the characterization of the research, the main issues addressed and the inclusion perspectives found in each approach. Using an analytical tool in consonance with the paradigmatic matrix, that points out the technical, methodological, theoretical and epistemological levels. This methodological procedure made it possible to realize, in the 31 articles analyzed, that 90% used the Phenomenological-Hermeneutic approach and 10% used the Critical-Dialectic approach, and has not identified any article used the Empirical-Analytical approach. We found that each level of the instrument used for analysis of the articles made evident the predominance of the approach taken, in other words, in the articles in which the Phenomenological-Hermeneutic approach was predominant, it was observed that the discussion is focused on understanding the phenomena and where these have as a base. In the articles using the Critical-Dialectic approach we note that the discussion was taking as a basis the issues of social context and its alternative processing. Given the limitations found in this research, both personal and time to deepen some debate, it is necessary that further research be done in order to expand and advance the contributions in the knowledge production of physical education, and exclusion / inclusion, pointing out the various conflicts that implies in this context.
Esta pesquisa tem como fonte de estudo e an?lise os artigos publicados nos anais do Grupo de Trabalho Tem?tico Inclus?o e Diferen?a do Congresso Brasileiro de Ci?ncias do Esporte (CONBRACE), entre os anos de 2003 e 2013. O objetivo geral ? identificar as bases epistemol?gicas presentes na produ??o do conhecimento em Educa??o F?sica, a partir dos anais do citado Grupo de Trabalho Tem?tico (GTT), e como estas bases respondem ? quest?o da inclus?o de alunos com defici?ncia. Com este intuito, apresentamos como se instituem as rela??es entre a caracteriza??o da pesquisa, as principais tem?ticas abordadas e as perspectivas de inclus?o em cada abordagem encontrada. Utilizando um instrumento de an?lise em conson?ncia com a matriz paradigm?tica, que aponta os n?veis t?cnico, metodol?gico, te?rico e epistemol?gico. Este procedimento metodol?gico possibilitou perceber nos 31 artigos analisados, que 90% utilizaram a abordagem Fenomenol?gica-Hermen?utica e 10% a abordagem Cr?tico-Dial?tica, sendo que n?o foi identificado nenhum artigo que utilizou a abordagem Emp?rico-Anal?tica. Verificamos que cada n?vel do instrumento utilizado para an?lise dos artigos deixou evidenciada a predomin?ncia da abordagem adotada, ou seja, nos artigos em que a abordagem Fenomenol?gica-Hermen?utica foi predominante, foi poss?vel observar que a discuss?o ? centrada na compreens?o dos fen?menos e onde estes t?m como base. Nos artigos em que utilizaram a abordagem Cr?tico-Dial?tica, constatamos que a discuss?o tomava como base as quest?es do contexto social e as alternativas de transforma??o deste. Diante das limita??es encontradas nesta pesquisa, tanto pessoais quanto de tempo para aprofundar alguns debates, se faz necess?rio que outras pesquisas sejam feitas na perspectiva de ampliar e avan?ar nas contribui??es da produ??o do conhecimento da Educa??o F?sica, da exclus?o/inclus?o apontando os diversos conflitos que implicam neste contexto.
Lebres, Vera Alexandra Ferro. "Adolescents' Nutrition and Physical Activity Knowledge and Practices." Doctoral thesis, 2014. https://repositorio-aberto.up.pt/handle/10216/76618.
Full textLebres, Vera Alexandra Ferro. "Adolescents' Nutrition and Physical Activity Knowledge and Practices." Tese, 2014. https://repositorio-aberto.up.pt/handle/10216/76618.
Full textMota, Ana Rita Lopes. "Ensaio prático do movimento Core Knowledge no ensino da Física em Portugal." Doctoral thesis, 2012. https://hdl.handle.net/10216/140834.
Full textYew, Ann. "Canadian university coaches' knowledge of eating disorders in athletes." Thesis, 2006. http://hdl.handle.net/1828/1928.
Full textNkuna, Bailey Haizane. "The impact of teachers' pedagogical content knowledge in the teaching of "capacitance" to grade 11 physical sciences learners in Mpumalanga, South Africa." Thesis, 2013. http://hdl.handle.net/10539/12729.
Full textZimmerman, Gwyneth Jean. "The design and validation of an instrument to measure the topic specific pedagogical content knowledge of physical sciences teachers in electric circuits." Thesis, 2016. http://hdl.handle.net/10539/19626.
Full textFerence, Jennifer Elizabeth. "Impact of an adventure education experience on collective teacher knowledge and teacher identity." Thesis, 2007. http://hdl.handle.net/1828/269.
Full textAkinyemi, Olutosin Solomon. "Pre-service teachers' development of topic specific PCK in kinematics and transferability of PCK competence to a new physics topic." Thesis, 2016. http://hdl.handle.net/10539/21025.
Full textThere have been indications of inadequate content knowledge of South African physical science teachers and poor pedagogical content knowledge in making the concepts accessible to students. With this, the pre-service teachers are considered a part of the science education foremost links to schools and young science learners. Empirically, it has been reported that this unique teacher knowledge could be developed particularly in pre-service teachers in a planning context and that the new technique of developing pre-service teachers’ PCK within a topic helps in their good mastery of teaching concepts and thus making them specialists in topics. The Topic Specific PCK (TSPCK) construct focuses on the transformation of the understanding of content of a particular topic. This study investigated the extent to which focus on kinematics improves pre-service teachers’ PCK in the topic and possible transferability of the learnt pedagogical competence to a new physics topic – electric circuits. Guiding this study were two research questions: What is the impact of the intervention on the quality of pre-service teachers’ Topic Specific PCK in Kinematics? To what extent is the preservice teachers’ learnt pedagogical transformation competence transferrable to their planning of a new topic in physics topic – Electric circuits? This study used mixed methods to investigate TSPCK in pre-service teachers. It was located in the methodology class of Twenty-three (23) 4th year physical science majors. The study included an intervention where the theoretical framework for TSPCK was used to introduce the construct in Kinematics. The intervention explains each of the five components of Topic Specific PCK using the knowledge concepts of Kinematics. Data were collected using three instruments: an instrument measuring content knowledge in kinematics; an instrument measuring the quality of Topic Specific PCK in kinematics administered as a set of pre/post intervention tests; and an instrument measuring transferability of learnt competence in planning for teaching a new topic electricity. The pre-service teachers’ written responses to the TSPCK kinematics tool were analyzed qualitatively and quantitatively. Both methods of analysis revealed that the pre-service teachers improved in their quality of TSPCK in kinematics following the intervention. It was also found out that the pre-service teachers’ improvement in the quality of TSPCK in kinematics was as result of rigorous engagement with the TSPCK components at varying degrees. Similarly, on the topic of transfer, electricity which was not discussed during the intervention, TSPCK tool in electric circuits was administered to the pre-service teachers and few records of their actual classroom teaching were analyzed. This was done to examine possible transferability of learnt pedagogical transformation competence to the new physics topic of electricity. The findings revealed that the pre-service teachers had ‘developing level’ of TSPCK in the topic of transfer similar to the finding in the topic of kinematics. The study demonstrated that focus on a single topic in a methodology course will enable transfer to another topic provided the teachers have the pre-requisite content knowledge. The findings of this study would contribute to the training of the Physical science student teachers and specifically improve their planning of other physics topics to enhance effective teaching and learning process.
Crête, Josianne. "La complémentarité et la place de différents types de savoirs dans l'intervention psychosociale en réadaptation physique." Thèse, 2010. http://hdl.handle.net/1866/4211.
Full textSocial workers practicing in the physical rehabilitation field work with different types of knowledge, but only a few studies looked into the relationship between them. The present research project aims at understanding the place these social workers allow different types of knowledge in their practice. We distinguish theoretical knowledge, produced scientifically, practice knowledge, built from action and experience, and existential knowledge, like beliefs and values. The information collected qualitatively from eight semi-directed interviews with these social workers was codified and analyzed horizontally and vertically. This demonstrates that all types of knowledge have a place in practice and are equal and complementary. They fulfill different functions either addressed to specific actors, and moments in intervention, or to many of them at once. This project produced both practical and theoretical knowledge that have an impact on practice and research, but that leave some unresolved questions to get back to in the future.
Schutt, Stefan. "The Small Histories project: the internet, life stories and ‘performances of reconstruction’." Thesis, 2011. https://vuir.vu.edu.au/16069/.
Full textDhurumraj, Thasmai. "Exploring the nature of teachers' experiences of their beliefs, subject content knowledge and professional development and how they shape classroom practices." Thesis, 2017. http://hdl.handle.net/10500/26911.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Costa, Sandra Manuela Pereira da. "O conhecimento do mundo físico : explorar e experimentar na creche e no jardim de infância." Master's thesis, 2013. http://hdl.handle.net/1822/30150.
Full textO presente relatório diz respeito ao projeto de intervenção resultante do estágio em contexto de creche e de jardim de infância, no âmbito da Unidade Curricular Prática de Ensino Supervisionada (PES), do Mestrado em Educação Pré-Escolar, no qual se procurou proporcionar um maior número de oportunidades para as crianças realizarem atividades relacionadas com o conhecimento do mundo físico. Assim, através de uma observação atenta e, em diálogo com as educadoras cooperantes procurou-se dar significado aos interesses demonstrados pelas crianças acerca de fenómenos naturais relacionados com o mundo que as rodeia. Estas apresentavam uma curiosidade natural por tudo o que as rodeava, o que favoreceu a criação de um ambiente de aprendizagem ativa para poder responder a esses interesses. No jardim de infância foram desenvolvidas atividades experimentais, nas quais as crianças tiveram a oportunidade de explorar e fazer novas descobertas recorrendo aos diferentes materiais existentes para as respetivas experiências e foi possível criar um novo espaço na sala – a área das ciências – para favorecer o interesse e o gosto pelas ciências. Na creche foram proporcionadas, às crianças atividades de exploração e manipulação sensorial incluindo diferentes materiais/objetos relacionados com o quotidiano, como forma de responder à sua curiosidade e aos seus interesses. A intervenção pedagógica, nestes dois contextos, contribuiu para a exploração livre de diferentes materiais, onde foi dado tempo e espaço às crianças para o fazerem estimulando, assim a sua curiosidade em torno do mundo físico permitindo a construção de novos conhecimentos relacionados com o meio envolvente. No jardim de infância, as crianças, através da realização de atividades experimentais contactaram com novos vocábulos e manipularam um conjunto diversificado de materiais existentes na respetiva área das ciências. Na creche, com as atividades de exploração sensorial, as crianças fizeram novas descobertas manipulando um grande número de materiais do quotidiano, que foram ao encontro dos interesses demonstrados pelas mesmas.
The present report concerns the project of intervention due to the stage made in day care and kindergarten context. This stage was made in the ambit of the Practical Curricular Unit of Supervised Teaching Practice, for the master's degree in preschool education, in which it sought to provide more opportunities for children to do activities related to the physical world knowledge. So, through careful observation and dialogue with cooperating teachers we tried to give meaning to the interest shown by children, about the natural phenomena present in the world around them. They have a natural curiosity for everything that surrounded them, which favored the creation of an active learning environment in order to respond to their interests. In kindergarten were developed experimental activities in which the children had the opportunity to explore and make new discoveries, using all the existing materials for the respective experience, and it was possible to create a new space in the room - science area - to favor the interest and pleasure for sciences. In day care were provided to children exploration activities and sensory manipulation including different materials / objects related to daily life, as a way to respond to their curiosity and their interests. The pedagogical intervention, in this two contexts, contributed to the free exploration of different materials, where was given time and space for children to do so, stimulating the curiosity of them about the physical world, allowing the construction of new knowledge related to the environment. In kindergarten, through conducting experimental activities, children got in contact with new vocabulary related to the activities, and manipulated a diverse set of materials existing in the science area. At day care, with the activities of sensory exploration, children made new discoveries manipulating a large number of everyday materials, learning what was shown by their interest.