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.
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Nicolau, 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/.
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Questions about knowledge flows between different fields of science are important from a policy perspective. This thesis focuses on knowledge transfer between physical sciences and life sciences. Science and technology are increasingly intertwined in a complex continuum. This complexity of the science and technology today asks for a concerted, articulated and comprehensive understanding of the process of science and technology. The approach that this research has taken is to analyse the process of science and technology. The thesis asks: What is the trade of science and technology? In order to answer this question we developed an anatomy of knowledge and we analysed the internal developments in science via the analysis of the role of the researchers as carriers and producers of knowledge.
Secondly the thesis asks: What are the mechanisms and directions on which scientfic knowledge migrates? This research postulates that the analysis of the process of science and technology translates to the analysis of the production and transfer of scientific and technological knowledge.
What is obvious and essential for science and technology is the difference between the specific mechanisms of knowledge production. This thesis suggests that the modem mode of knowledge production is characterized by an increasing density of communication on three levels: between science and technology - on one hand - and society on the other-; between scientific practitioners; and with the entities of the physical and social world. Central to our research is the concept of 'mode of knowledge production ' with mode 1 and mode 2 being defined by Gibbons.
The four case studies employed emphasise on how collaboration across disciplines is highly important for the production of new knowledge. The main characteristic of newly emerging fields in an increasing synergy between disciplines, which leads to several types of communication between them. With the increasing of the interdisciplinary intensity the border between the production of knowledge and the transfer of knowledge begins to be blurred. The transfer of knowledge occurs today at a more conceptual level. It follows that the production of knowledge has a large component of knowledge transfer. To study it, this thesis proposes a quasiquantitative model. In this unified framework for the knowledge transfer mechanisms, transfer is seen as a process with a number of stages and forms. We tested our framework on four case studies.
The third part of the thesis proposes a taxonomy of interdisciplinarity. and deals with the social engineering of knowledge transfer that is the design of adequate guidelines for policies aiming at maximization of knowledge transfer. In this way the thesis aims to contribute to the understanding of processes of development of new emerging scientific fields.
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Nicolau, Daniela. "Knowledge production and transfer in physical and life sciences." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061122.141122.
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Questions about knowledge flows between different fields of science are important &om
a policy perspective.
This thesis focuses on knowledge transfer between physical sciences and life sciences.
Science and technology are increasingly intemvined in a complex continuum. This
complexity of the science and technology today asks for a concerted, articulated and
comprehensive understanding of the process of science and technology.
The approach that this research has taken is to analyse the process of science and
technology. The thesis asks: What is the trade of science and technologv? In order to
answer this question we developed an anatomy of knowledge and we analysed the
internal developments in science via the analysis of the role of the researchers as carriers
and producers of knowledge.
Secondly the thesis asks: What are the mechanisms and directions on which scientzjic
knowledge migrates? This research postulates that the analysis of the process of science
and technology translates to the analysis of the production and transfer of scientific and
technological knowledge.
What is obvious and essential for science and technology is the difference between the
specific mechanisms of knowledge production. This thesis suggests that the modem
mode of knowledge production is characterized by an increasing density of
communication on three levels: between science and technology - on one hand - and
society on the other-; between scientific practitioners; and with the entities of the physical and social world. Central to our research is the concept of 'mode of knowledge
production ' with mode 1 and mode 2 being defined by Gibbons.
The four case studies employed emphasise on how collaboration across disciplines is
highly important for the production of new knowledge. The main characteristic of newly
emerging fields in an increasing synergy between disciplines, which leads to several
types of communication between them.
With the increasing of the interdisciplinary intensity the border between the production of
knowledge and the transfer of knowledge begins to be blurred. The transfer of knowledge
occurs today at a more conceptual level. It follows that the production of knowledge has a
large .component of knowledge transfer. To study it, ths thesis proposes a quasiquantitative
model. In h s unified &mework for the knowledge tmnsfer mechanisms,
transfer is seen as a process with a number of stages and forms. We tested our framework
on four case studies.
The third part of the thesis proposes a taxonomy of interdsciplinarity. and deals with the
social engineering of knowledge transfer that is the design of adequate guidelines for
policies aiming at maximization of knowledge transfer. In this way the thesis aims to
contribute to the understanding of processes of development of new emerging scientific
fields.
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Florez, 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.
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Video is a massive amount of data that contains complex interactions between moving objects. The extraction of knowledge from this type of information creates a demand for video analytics systems that uncover statistical relationships between activities and learn the correspondence between content and labels. However, those are open research problems that have high complexity when multiple actors simultaneously perform activities, videos contain noise, and streaming scenarios are considered. The techniques introduced in this dissertation provide a basis for analyzing video. The primary contributions of this research consist of providing new algorithms for the efficient search of activities in video, scene understanding based on interactions between activities, and the predicting of labels for new scenes.
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Toerien, 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.
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Education in South Africa is a national concern and the training and professional development of teachers, especially in science and mathematics, has consequently been prioritised by the National Government. More than 60 percent of the teachers in South Africa are older than 40 years of age, which means that within the next 10-15 years many experienced teachers will exit the system, leaving a younger and less experienced cohort of teachers behind. This study aims to make explicit the learning trajectories of physical sciences teachers, specifically with respect to their knowledge for teaching chemical bonding, in order to support other teachers and thereby accelerating the route to expertise. Learning can be viewed as change, and change has a trajectory. Mapping the learning trajectories, and the significant events that influenced teachers' learning over time, can give insight into how the change had taken place. This study used a mixed methods approach within the pragmatic research paradigm to map learning trajectories for a group of 60 South African physical sciences teachers. Pedagogical content knowledge (PCK), the unique knowledge held by teachers, was used for the theoretical framing of the study. An adapted version of the Model of Teacher Professional Knowledge and Skill, including PCK, was used as an analytical framework. A measuring instrument for topic specific knowledge for teaching chemical bonding was designed and validated using the Rasch measurement model. Quantitative and qualitative analysis of the teachers' responses to the instrument and a grounded analysis of story-line interview data from ten purposively selected teachers were used to identify the factors that played a role in the development of the teachers' knowledge. A further qualitative analysis of PCK episodes from the interview data revealed how the above factors influenced the teachers' knowledge. Findings revealed that teaching the same content multiple times and at multiple grade levels, embracing changes in the curriculum as opportunities for learning, and further studies at tertiary level, especially completing post-graduate studies in education, all played a role in the teachers' perceived shifts in their topic specific knowledge for teaching (TSKFT). Three learning trajectories were identified for the teachers in this study: teachers shifted towards deeper conceptual understanding of the content and used more sophisticated explanatory frameworks; teachers shifted towards more integrated topic specific knowledge for teaching; and teachers shifted from being text book bound and teacher-focussed towards becoming more student-focussed in their approach to teaching. The findings from this study provide guidelines for professional development programmes in terms of differentiated support to teachers according to their career stages and the inclusion of content specific training programmes which makes teaching for conceptual progression explicit. A further recommendation includes encouraging teachers to embark on post-graduate studies in education as this played a pivotal role in shifting teachers' topic specific knowledge for teaching chemical bonding.
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Kiken, 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.
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Schreiber, 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.
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This exploratory study is a first attempt to translate the Indian cultural context from a socio-cultural, and legal perspective by identifying the values attributed to Indian textile craftsmanship by Indian textile and fashion stakeholders, and how their perspective is influenced by the global recognition and perception of Indian textile crafts and connotation of “Made in India”. At the same time the study investigates the meaning of “sustainability” in the Indian cultural context, in relation to textile craftsmanship, and how this relates to the Western concept of “sustainability”. Through field research in conjunction with a series of in-depth unstructured interviews, this study reveals that Cultural Sustainability is the dominating narrative in the Indian cultural context due to the prevalence of culturally embedded sustainability practices and the role of textile craftsmanship in sustaining livelihood, being a unique exercise of positioning Indian textile craftsmanship within a framework of cultural heritage as a valuable source of knowledge for sustainable practices in the fashion and textile industry. Unique about this study are the India-centric approach combined with the ethnicity of the subjects interviewed - who are, without exception, Indian nationals, whose work, voice and reputation are shaping India's contemporary textile craft -sustainability narrative (being referred to as the “Indian textiles and fashion elite”) and the framing of traditional craftsmanship from a legal perspective, introducing the notion of legal protection of traditional textile knowledge and traditional cultural expressions.
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Van, de Merwe Chelsey Lynn. "Student Use of Mathematical Content Knowledge During Proof Production." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8474.
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Proof is an important component of advanced mathematical activity. Nevertheless, undergraduates struggle to write valid proofs. Research identifies many of the struggles students experience with the logical nature and structure of proofs. Little research examines the role mathematical content knowledge plays in proof production. This study begins to fill this gap in the research by analyzing what role mathematical content knowledge plays in the success of a proof and how undergraduates use mathematical content knowledge during proofs. Four undergraduates participated in a series of task-based interviews wherein they completed several proofs. The interviews were analyzed to determine how the students used mathematical content knowledge and how mathematical content knowledge affected a proof’s validity. The results show that using mathematical content knowledge during a proof is nontrivial for students. Several of the proofs attempted by the students were unsuccessful due to issues with mathematical content knowledge. The data also show that students use mathematical content knowledge in a variety of ways. Some student use of mathematical content is productive and efficient, while other student practices are less efficient in formal proofs.
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DuCoff, David. "Recycling: Knowledge, Demographic & Motivational Factors Which Differentiate Behavior." TopSCHOLAR®, 1991. https://digitalcommons.wku.edu/theses/2287.
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This study focuses on motivation -Involved in recycling behavior among residents of Muhlenberg County, Kentucky. Knowledge of recycling and how it was acquired, and the variables of environmental concern, economic incentive and the peer pressure were compared so that behavior could be distinguished that separated recyclers from nonrecyclers. Talcott Parsons' work in action theory and George Homans' work in exchange theory provide the theoretical foundation for my study. The research was approached in a qualitatively based design with interviews of twenty area residents. Demographic factors of age, sex, religious affiliation, church attendance, education and income of respondents were solicited. In addition to interviews, I administered a demographic survey.
Recycling behavior was correlated positively with older age, convenience, female sex, higher levels of education, higher income, affiliation with liberal church denominations, and urban residence. It was negativley correlated with church attendance. Recyclers were better informed about environmental topics, especially those pertaining to recycling. Peer pressure was shown to have a positive effect on recyclers and recycling behavior. Recyclers were concerned about the quality of their environment, while nonrecyclers felt that the quality of the local environment was above average.
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Gazsi, 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.
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Purpose: This study aimed to determine entry-level characteristics of new Doctor of Physical Therapy (DPT) graduates from the perspective of physical therapist employers (PTE), academic faculty (PTF), and final affiliation clinical instructors (CI); determine consensus of those characteristics; and determine if new DPT graduates met entry-level expectations in the adult, acute rehabilitation practice setting or where they have fallen short of expectations. Subjects: Participants included 35 CIs, 40 PTEs, and 43 PTFs, recruited from CARF accredited adult, acute rehab facilities (PTEs and CIs) and PT education programs with DPT graduates (PTFs). Method: A 4-round classic Delphi study was conducted with 3 participant panels through SurveyMonkey
TM
. Participants rated suggested characteristics and definitions for agreement and ranked them for importance on 5-point Likert scales ranging from “strongly disagree ” to “strongly agree ” and “very unimportant ” to “very important ”, respectively. Controlled feedback to participants included median and interquartile range with a summary of rating rationale responses by round. Results: Percent response of Likert scale agreement ratings and importance rankings determined consensus for “strongly agree ” and “very important ”. Overall Delphi study participation was 60.2%. Agreement and importance opinions of 53 participant generated entry-level characteristics and definitions showed a lack of consensus amongst participants. Five characteristics met 80% consensus for importance: safe, ethical, integrity, communication, and recognition of red flags for PT; only safe achieved consensus for agreement. Seventy-nine percent of participants agreed that new DPT graduates are meeting expectations, 15% agreed with concerns and 6% disagreed. Conclusions: Results appear to indicate consensus of select entry-level characteristics and majority agreement that new DPT graduates are meeting expectations albeit with some concerns in the adult, acute rehab practice setting. Agreement ratings and importance rankings appear to indicate divergence in opinions of new graduate characteristics. Recommendations: Further investigation is needed to understand differences in participant group opinions of entry-level expectations and determine consensus in other practice settings.
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Rylander, 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.
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Greene, 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.
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Global Software Development (GSD) team members engage in intellectual activities that involve sharing business domain knowledge and technical knowledge across geographical areas, which is crucial to the successful development of software. In global software development, media choice may influence how virtual teams create and share knowledge. As digital technology advances and organizations become more digitally transformed, current communication theories for media selection lack the explanation to the complicated phenomena with the use of advanced media technologies. There have been many studies focused on the effectiveness of media, but they did not include user’s understanding of system security and its influence on knowledge sharing behavior. However, affordance theory explains the utility with both social actors and technical features. The use of media may be shaped by features of technologies and user’s perception on system security.
The goal of this study was to empirically assess the effects of media affordances and media security awareness on knowledge sharing behaviors among GSD team members with the lens of affordance theory. In this study, data was collected through survey from 214 GSD employees, after inviting 1000 employees to participate. The survey data was analyzed to test the effects of communication media affordance and user’s awareness of media security on behavior in knowledge sharing. The analysis results show that awareness of media security had significant moderating effects on the relationships from some actualized media affordances to implicit knowledge sharing. The results of this study revealed positive relationships between perceived media affordances and actualized media affordances. The results also showed that organization tenure had a significant effect on implicit knowledge sharing, and professional tenure had a significant effect on explicit and implicit knowledge behavior. This study contributed to the body of knowledge in organizational communication literature by providing new insights into how technology properties and users’ awareness on technology security shape team members’ knowledge sharing practice.
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Mowder-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.
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Purpose: This study had three objectives. The first objective was to develop the contents of a continuing professional development module (CPDM) for physical therapists geared toward increasing the use of standardized balance measures examine patients with balance dysfunction. The second objective was to assess the impact of the CPDM by measuring change in the clinicians' choice of measures using a patient case as well as the degree to which they changed their practice. The final purpose was to identify barriers and facilitators of knowledge translation using a CPDM. Subjects: A sample of convenience was used to recruit therapists through two home care agencies. Forty therapists participated in a one-day continuing professional development module (CPDM) regarding the use of standardized balance measures for patients with balance dysfunction. Method: A CPDM was designed based on the literature on adult learning, knowledge translation, and continuing professional development formats. Overlapping themes derived from this literature were combined to develop and present the module. Balance measures chosen for the content of the course were based on the literature and clinical relevance. Several tools were developed and administered to collect data on four levels of evaluation including: 1) participation using return rate of commitment to change forms, 2) satisfaction using a 5-point Likert evaluation form, 3) change in learning using change in pre/post case study scoring and a self assessment tool, and 4) change in performance using a commitment to change form and interview themes. Statistical tests used included descriptive, paired t-tests, and wilcoxon ranked sign test. In addition, semi-structured interviews were utilized. Results: Subjects satisfaction in the module was excellent and there was an 80% return rate of the commitment to change (CTC) forms. Statistically significant change scores were found in pre/post case study testing and self-assessment questions in regards to learning occurring following the module. Commitment to change forms and interview themes supported an actual change in clinicians' performance. Conclusion: Knowledge transfer can occur in a CPDM. The changes appeared to result from utilizing principles including accountability, multiple teaching strategies and facility support. The results of this study support the development of a CPDM to facilitate knowledge transfer in this specific area of physical therapy practice, as well as provide a model for other knowledge translation studies in the profession of physical therapy.
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Mullins, 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.
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A cross-sectional study was conducted to evaluate a company’s online H & S training program. The ABC Company’s online 8-hr HAZWOPER refresher course is based on current OSHA standard topics required for certification and principles flexible to fit site- or task-specific situations and conditions.
An 18-question survey was used to evaluate employee perceptions of online training compared to traditional classroom training. Perceptions were compared by demographic variables (e.g. gender, position, race, age and longevity with the ABC Company), which suggested that only age had an influence on employee response. Fifty-five percent of the employees surveyed preferred online training as compared to 45 percent for classroom training. The difference in percent was not significant (p >0.05). Comparing pretest with posttest scores from the online training course identified an increase in retention of knowledge. Therefore, it was determined that the online training program is effective, at least from the company’s perspective.
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Parry, 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.
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Thesis (Ph.D.)--Indiana University, Dept. of Kinesiology, School of Health, Physical Education and Recreation, 2009.Title from PDF t.p. (viewed on Jul 7, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 3794. Adviser: John B. Shea.
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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.
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The purpose of this study is to examine discursive change regarding mathematics and language in the Swedish primary school curriculums. The study analyzes pedagogical discourses represented within the curriculums and how they represent different pedagogical theories in relation to discursive and social practice. The analysis shows a change towards a more language oriented curriculum discourse in mathematics which still carries an intertextual and discursive heritage from the prior curriculums. In relation to the early curriculums of the Swedish primary schools the former explicit differentiation of students becomes implicit as the language skills become of increasingly importance.
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Kincheloe, 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.
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Ljungberg, 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.
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Mody, Shreeya Himanshu. "ClarQue: Chatbot Recognizing Ambiguity in the Conversation and Asking Clarifying Questions." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8660.
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Recognizing when we need more information and asking clarifying questions are integral to communication in our day to day life. It helps us complete our mental model of the world and eliminate confusion. Chatbots need this technique to meaningfully collaborate with humans. We have investigated a process to generate an automated system that mimics human communication behavior using knowledge graphs, weights, an ambiguity test, and a response generator. It can take input dialog text and based on the chatbot's knowledge about the world and the user it can decide if it has enough information or if it requires more. Based on that decision, the chatbot generates a dialog output text which can be an answer if a question is asked, a statement if there are no doubts or if there is any ambiguity, it generates a clarifying question. The effectiveness of these features has been backed up by an empirical study which suggests that they are very useful in a chatbot not only for crucial information retrial but also for keeping the flow and context of the conversation intact.
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Clevenger, 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.
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Phillips, 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.
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Johansson, 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.
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Syftet med denna studie har varit att undersöka ungdomars attityder gällande fysiskt samt sexuellt våld i en känslomässig relation samt deras kännedom om samtyckeslagen och grov kvinnofridskränkning. För att kunna besvara syftet har enkäter delats ut på gymnasieskolor i Malmö vilka ungdomar i åldrarna 16 till 19 år har besvarat. Resultatet visar att det finns en generellt låg acceptans avseende fysiskt och sexuellt våld i en känslomässig relation, för både tjejer och killar. Däremot visar killar en någor högre acceptans än tjejer. Acceptansen för sexuellt våld visade sig även vara något högre i en icke definierad relation jämfört med en fast partnerrelation. Vidare visar resultatet att majoriteten av ungdomarna känner till samtyckeslagen. Däremot är kännedomen om grov kvinnofridskränkning och dess innebörd låg. Den här undersökningen är av explorativ ansats vilket påverkar resultatens generaliserbarhet. Om en mer djupgående forskning av ämnet utförts, hade det troligen genererat en mer beskrivande bild avseende acceptansen för våld i en känslomässig relation.The 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.
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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.
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Bakgrund: Graviditetsdiabetes är den vanligaste metabola sjukdomen hos gravida. Sjukdomen ökar drastiskt relaterat till ökat stillasittande. Åtgärder inkluderar kostråd, råd om fysisk aktivitet, stöd att förbättra levnadsvanor samt vid behov insulinbehandling. Trots att forskning visar att fysisk aktivitet har flera positiva effekter på graviditetsdiabetes är mindre än hälften av populationen så fysiskt aktiva som de rekommenderas vara. För att bättre kunna stötta dessa kvinnor i sitt fysiska aktivitetsbeteende behövs mer information om deras kunskap och utfallsförväntningar avseende fysisk aktivitet. Syfte: Att undersöka hur fysiskt aktiva gravida med graviditetsdiabetes är, vilken kunskap och vilka utfallsförväntningar de har avseende fysisk aktivitet vid graviditetsdiabetes samt undersöka eventuella samband mellan kunskap, utfallsförväntningar och fysisk aktivitetsnivå. Metod: Observationsstudie av icke experimentell design genomfördes med webbenkät skapad i Google Forms. Bekvämlighetsurval från specialistmödravården samt sluten Facebook-grupp. Resultat: Majoriteten ägnade mindre än 30 minuter åt fysisk träning en vanlig vecka, uppfyllde inte rekommendationerna för vardagsmotion samt var stillasittande hela dagen. Majoriteten av deltagarna hade mer än häften rätt på kunskapsfrågorna och var säkra på att fysisk aktivitet är hälsosamt. Korrelationsberäkningarna var inte statistiskt signifikanta. Slutsats: Deltagarna hade kunskaper och höga utfallsförväntningar avseende fysisk aktivitet men låg fysisk aktivitetsnivå. Ytterligare forskning krävs för att undersöka eventuell korrelation.Background: 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.
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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.
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Thesis (PhD)--Stellenbosch University, 2014.ENGLISH 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.
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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.
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>Magister Scientiae - MScStudents 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
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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.
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Lost&Found Videothek is the concept for an interactive video library thought for users engaged in an exploratory research mode, in which content is organized according to a collaborative, subjective and implicit indexing system for the enhancement of serendipity. This idea was the result of a design-based research with a user-centered approach in the field of information retrieval. With the use of design methods such as heuristic UX evaluation, co-sketching, and other original design experiments, the project aimed at identifying the most valuable qualities of physical and digital libraries in order to integrate them within one retrieval system.
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Carlén, 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.
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Research points at the textbook as the main source for mathematics development in the early school ages. The study enhances the concept of relational and instrumental understanding as means to address the teaching environment within textbooks. To investigate a part of the linguistic structure of this literature, this study reports on the main features that characterize the word class known as verbs due to their presence throughout a series of textbooks designed for the stages 1 to 3 in Sweden. The goal was to make common claims about frequency, tense and processes due to these verbs. By creating a specialized corpus, these verbs were catalogued and marked in comparison to two larger corpora and to GERS-levels. A process analysis was then done based on a systemic-functional linguistic tool. The results show a vast difference between the low- and the high frequency verbs. Analysis showed that present tense held the highest frequency by over 50%. Results also showed presence of the formal passive voice. Furthermore, the material processes were in a large majority in contrast to others present. Other indications of the analysis showed poor conditions for development of relational understanding in contrast to emphasis made in the national curriculum. Conclusions involve statements regarding textbook teaching methods not providing sufficient environments for language development. The characters of the verb corpus might place demands on students’ lexical knowledge and language proficiency level on forehand, which might induce a language-related knowledge barrier against the mathematical communication provided through the textbook.
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Sjöberg, 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.
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Syftet med denna studie är att undersöka elevers upplevelser av den betygsgrundande bedömningen inom ämnet idrott och hälsa. Studien syftar vidare till att undersöka hur lärarna tydliggör och praktiserar det arbete som tillhör den betygsgrundande bedömningen, såsom dokumentation och återkoppling. Studien bygger på åtta kvalitativa intervjuer varav fyra gymnasieelever som fått slutbetyg inom kursen idrott och hälsa 1, samt fyra legitimerade lärare med behörighet i ämnet. För teoretisk grund och genomförd analys har Bernsteins teori använts. Resultatet av studien visar att eleverna har svårt att se vad kunskaper inom ämnet är och att de snarare fokuserar på förutsättningar för bedömning än kunskaper. Det finns en viss brist på återkoppling inom ämnet som kan påverka elevernas syn på kunskap. Lärarna har svårt att med ord beskriva vad de bedömer, men studien pekar på att planering av bedömningstillfällen bidrar till en tydligare dokumentation och tydligare sammanfattning. Genom att lärare samlar in mer bedömningsmaterial som eleverna kan ta del av kan elevernas syn på kunskap inom ämnet idrott och hälsa utvecklas, samt ge en bättre uppfattning av vad som bedöms.The 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.
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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.
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Boone, 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.
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The purpose of this study was to examine the behavior, attitudes, and knowledge regarding tobacco use of students enrolled in orientation courses in Tennessee community colleges. The six community colleges selected for the study were members of the Tennessee Board of Regents system that offered mandatory orientation courses. Data were collected by use of the College Tobacco Behavior, Attitude, and Knowledge Survey . A response rate of (72.5%) from 700 students was analyzed. Three research questions guided the study and 17 null hypotheses were formulated and tested at the.05 alpha level of significance. Data were analyzed by using t -tests, crosstabs, analysis of variance, Chi-square, and Pearson's r correlation coefficients. Results of the study revealed that, of those students who ever smoked regularly, differences in age and ethnicity were found and no differences were found between males and females. There was no difference between males and females and when they first started smoking cigarettes regularly; however, differences were found among students of varying ethnicities. There was no relationship between students' age and how many days they smoked; however, differences were found between males and females and ethnicities. There was no relationship regarding students' age and no difference between males and females and how many days they used smokeless tobacco. There were differences between smokers' and nonsmokers' attitudes pertaining to a smokefree campus, a designated smoking area indoors, and that a tobacco awareness program would be beneficial to college students. There was no relationship between knowledge score and age, and no difference between males and females, and smokers and nonsmokers regarding their knowledge score. However, differences in knowledge scores were found among students of different ethnicities.
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Nilsson, 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.
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I min SAG (Självständigt Arbete på Grundnivå) undersöktes den fysiska aktivitetens påverkan på elevers motorik, koncentration och skolprestation. Forskningen (Caterino & Polaks 1999; Ekblom 2011; Ericsson 2003; Schmidt, Egger & Conzelmanns 2015; Wrotniak et al. 2006) kom fram till att fysisk aktivitet har en positiv påverkan på alla tre områdena. I detta arbete vill jag undersöka elevernas kunskaper kring detta samt kunskaper om vad som händer i kroppen när de utför fysisk aktivitet. Idag rör sig barn allt mindre och det kan bero på lite olika faktorer, en av faktorerna kan vara deras attityd mot fysisk aktivitet.Syftet med detta arbete är att ta reda på elevers kunskaper i årskurs 2 om vad som händer i kroppen när de utför fysisk aktivitet. Syftet är också att undersöka deras kunskaper om hur fysisk aktivitet kan påverka deras motorik, koncentration och skolprestation. Dessutom vill jag även undersöka elevers attityder kring fysisk aktivitet.I teorin utgår jag dels från kunskapsteori som innefattar Platons teori samt kognitivismen. Det handlar om hur man tillägnat sig kunskaper, om det är sann fakta men även olika sätt att förklara och tolka saker. Kring attityden utgår jag från Nationalencyklopedins (u.å.) definition, att man antingen är för eller emot ett objekt, samt om kunskaper och attityder hänger samman. Detta ligger till grund för analysen av mitt material.I min metod valde jag att genomföra en enkät och fem gruppintervjuer varav en pilotintervju. Enkäten och intervjuerna har genomförts på två skolor i södra Skåne. De intervjuade eleverna valdes ut till intervju baserat på deras enkätsvar. Totalt 41 elever besvarade min enkät och 14 elever intervjuades. Alla intervjuerna har transkriberats och analyserats utifrån mina teorier.Resultatet visar att elever har väldigt liten kunskap om vad som biologiskt händer i kroppen när de utför fysisk aktivitet. Eleverna påvisar inte heller några kunskaper om hur fysisk aktivitet kan förbättra deras motorik eller skolprestation. Dock finns kunskaper kring hur koncentrationen kan påverkas då majoriteten av eleverna känner sig piggare och lugnare när de utövar fysisk aktivitet.
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Fernandes, 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.
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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.
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Lebres, Vera Alexandra Ferro. "Adolescents' Nutrition and Physical Activity Knowledge and Practices." Doctoral thesis, 2014. https://repositorio-aberto.up.pt/handle/10216/76618.
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Lebres, Vera Alexandra Ferro. "Adolescents' Nutrition and Physical Activity Knowledge and Practices." Tese, 2014. https://repositorio-aberto.up.pt/handle/10216/76618.
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Mota, Ana Rita Lopes. "Ensaio prático do movimento Core Knowledge no ensino da Física em Portugal." Doctoral thesis, 2012. https://hdl.handle.net/10216/140834.
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Yew, Ann. "Canadian university coaches' knowledge of eating disorders in athletes." Thesis, 2006. http://hdl.handle.net/1828/1928.
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A higher prevalence of eating disorders has been found in athletes compared to those in the normal population. As such, it is important to understand the environment that may place athletes at greater risk including understanding the coach's role. The purpose of this study was to measure Canadian university coaches' knowledge and confidence of eating disorders in athletes. Using a web-based survey, head coaches completed questions that included information about demographic factors and knowledge of the condition. Confidence in their knowledge was measured as certainty in the correctness of their responses for each question. As a partial replication and extension of a previous survey developed and administered by Turk, Prentice, Chappell and Shields (1999), seven interviews were also conducted with coaches of female and mixed gender teams to add richness in description to the survey data. Overall, female coaches and male coaches of female and both male and female athletes had higher knowledge scores than those coaching male athletes only. The coaches in the present study also had higher overall knowledge and confidence scores than the coaches surveyed by Turk et al. (1999). When
relationships were examined between demographic factors and knowledge and confidence scores, previous experience with an athlete with an eating disorder was associated with a higher overall survey score as well as knowledge and confidence in dealing with a number of the subscales measured. Interview data from coaches highlighted a high level of knowledge and concern regarding eating disorders in athletes. However, conflicting evidence found from the interviews points to the need for better education programs, pre-participation examinations to screen for potential problems, and an implementation of an eating disorder policy by athletic departments.
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Nkuna, 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.
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There has been poor performance of learners doing Physical Sciences in Mpumalanga
in the past 6 years. This was evident on the exam statistics provided by the National
department of education. (DoBE, 2012). The statistics show that learners from previously
disadvantaged schools obtained an average performance of between 20% and 40% in
their end of year results. The topic on “Capacitance” was previously taught to first year
university students but has now been included to grade 11 and grade 12 syllabi as a
new topic. The teachers’ ability to construct effective lessons on “Capacitance” has
been blamed by both circuit managers and subject advisors for Physical Sciences.
This study has investigated the impact of teachers’ Pedagogical Content Knowledge
(PCK) in teaching the topic on “Capacitance”. The investigation focused on the teaching
strategies that teachers use to help learners address learning problems in Physical
Sciences, in the topic on “Capacitance”. The choice of this topic followed an interview
conducted with two teachers attached to a teacher development programme.
“Capacitance” is one of the new topics in which learners performed poorly.
The research was guided by the following two research questions:
1. How is the teachers’ pedagogical knowledge (PCK) portrayed in teaching
Capacitance?
2. To what extent have teachers’ mastered the Content Knowledge about
Capacitance?
A case study involving two grade 11 Physical Sciences teachers was utilized to gain the
understanding of the teaching strategies. Data was collected through interviews and
classroom observations. The data was analyzed by first discussing the two teachers’
depth of PCK during their teaching of the lessons on “Capacitance”. The data analysis
also focused on the two teachers’ integration of Content Knowledge (CK) in their
teaching. In addition, the data analysis enquired the teachers’ extent of content mastery.
This was achieved by discussing the teachers’ Subject Matter Knowledge (SMK) and
curricular saliency based on the observed lessons and recorded interviews.
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Zimmerman, 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 textAbstract:
Extensive research describes common misconceptions when learning to understand how electric circuits function and the concurrent difficulties of teaching this content. The primary purpose of this study was to design and validate an assessment tool that uses these misconceptions to measure teachers’ Topic Specific Pedagogical Content Knowledge (TSPCK) for teaching electric circuits. In conjunction with the TSPCK assessment tool, a Content Knowledge (CK) assessment tool was adapted from existing content tests for electric circuits. The purpose of the CK assessment tool was to test the assumption that teachers’ TSPCK cannot develop without them having prior CK.
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Ference, Jennifer Elizabeth. "Impact of an adventure education experience on collective teacher knowledge and teacher identity." Thesis, 2007. http://hdl.handle.net/1828/269.
Full textAbstract:
This study examines the experiences of five teachers who lead and participate in adventure biking trips with students. The narrative case study was framed by the author’s autoethnographic writing: her personal narratives about leading adventure education trips, teaching experiences and reflections on the concept of learning. The meaning four other trip leaders made of their adventure biking experiences was investigated through conversational style interviews characterized by open ended questions and a list of issues to be explored. The purpose of the study was two-fold: to discover what meaning teachers make of adventure bike trip experiences and what happens when teachers collectively explore that meaning in relation to their teaching practice.
The voices of the participants uncovered four meaningful elements of the trip experience: personal challenge, shifting perceptions of students and student learning, the opportunity to shed the teacher facade and positive collaboration with colleagues. As the participants collectively reflected upon these meanings they began to examine their in-school teaching practices in relation to the trip spaces. Tension between the two spaces opened up a dialogue where the participants began to challenge their teaching identity, enabling them to imagine their classrooms in a different light.
The results of this study point to the need for teachers to have opportunities to participate in unique and novel teaching experiences (such as the adventure education trip) that hold within them the potential to initiate change in practice. In order to challenge education experiences, time and space need to be provided for teachers to reflect and develop teacher knowledge that can transfer into the development of positive, effective learning communities with colleagues and in their classrooms.
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Akinyemi, 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 textAbstract:
A research report submitted to the Faculty of Science, School of Education,
University of the Witwatersrand, Johannesburg, South Africa, in partial fulfilment of
the award of Master of Science (MSc.) in Science Education
May, 2016There 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.
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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 textAbstract:
En réadaptation en déficience physique, les intervenantes psychosociales utilisent
plusieurs types de savoirs, mais la relation entre ceux-ci est peu étudiée. Ce projet
regarde quelle place ces intervenantes accordent à différents types de savoirs dans
leurs pratiques.
Nous distinguons savoirs théoriques, produits scientifiquement, savoirs pratiques,
produits par l’action et l’expérience, et savoirs existentiels, englobant croyances et
valeurs. Les données recueillies qualitativement par huit entrevues semi-dirigées
auprès d’intervenantes psychosociales en réadaptation ont été codifiées et analysées
horizontalement et verticalement.
Ceci démontre que tous les savoirs ont une place dans l’intervention et qu’ils
devraient être égaux et complémentaires. Ils remplissent des fonctions influençant
divers aspects de l’intervention ou s’adressant à différents acteurs, à différents
moments de l’intervention. Ce projet a permis de construire des savoirs pratiques et
des savoirs théoriques qui ont des retombées sur la pratique et la recherche, mais
laissent plusieurs points en suspens à reprendre ultérieurement.Social 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.
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Schutt, Stefan. "The Small Histories project: the internet, life stories and ‘performances of reconstruction’." Thesis, 2011. https://vuir.vu.edu.au/16069/.
Full textAbstract:
This project revolves around Small Histories, an online web-based software system for the uploading and
sharing of life stories: http://www.smallhistories.com. I created Small Histories to explore the ways in which
the internet can facilitate the urge to tell, share and compare one’s personal history and, by doing so,
generate an online network of interlinked personal narratives connected to historical times, events and
places.
The project originated with a personal event: the tracing of my biological Israeli father in 1997 and my
subsequent explorations of my Israeli and German family histories. The stories I encountered in these
explorations differed, depending on who was telling them. The Small Histories system was a response to the
potential of the burgeoning internet to represent such differing viewpoints, and to generate new forms of
encounters with the past. Since then the system has developed in tandem with the internet, especially the
explosive growth over recent years of what has been called social software.
Conceptually, this project explores the fast-evolving social internet as a setting for auto/biographical
narrative practice and how this overlaps with and changes accepted notions of performance, community
formation, identity construction and acts of memory. As a framework for these investigations, I propose
that the internet is a catalyst without precedent for the production of performances of reconstruction, where
fragments of the past are dug up, collected, assembled and presented as an imaginative reconstruction of
‘what used to be’, in an attempt to re-establish a lost sense of roots, identity and belonging; a coherent
narrative of identity in an era of fragmentation.
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Dhurumraj, 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 textAbstract:
The National Senior Certificate Diagnostic Reports for the 2014 and 2015 National Senior Certificate Examinations for the subject Physical Sciences reported that many candidates lacked understanding of basic concepts in the subject.
Most basic concepts are introduced and taught to learners as early as grade 10. Grade 10 provides learners with the foundation required to build a more intricate, and critical understanding of science. Critically, teachers have to drive this process. The nature of the experiences of the teachers would therefore be of primary influence during classroom practices to assist these learners. Teachers have to provide meaningful learning. Teacher experiences are derived from professional development, beliefs and subject content knowledge.
This was a qualitative study which made use of a case study design. It involved three cases from one of the districts of the Kwa-Zulu Natal Department of Education, South Africa. Data was collected using multimethod strategies and analysed using the typology approach.
This study was guided by the following main research questions: What are the nature of the experiences of teachers in implementing the Physical Science curriculum in a grade 10 class? The study sought to answer the following sub-questions, how does teacher knowledge influence classroom practice in the implementation of grade 10 Physical Sciences curriculum? What is the nature of the professional development received by the grade Physical Sciences teacher? and What are the teacher’s beliefs with regard teaching and learning of Physical Sciences in a grade 10 class?
The findings of the study revealed that the status quo of traditional teaching of Physical Sciences still exists in the grade 10 classroom practices of teachers. Teacher generally displayed some good subject matter knowledge. A lack of professional development for grade 10 Physical Sciences teachers’ negatively impacted on classroom practices of the teacher. Teacher beliefs had major influence on classroom practices of the teacher. This study recommends teachers have to undergo meaningful, ongoing professional development to assist them improve their classroom practice skills. A Model of Intensive Professional Development is recommended for teachers in the South African Classroom.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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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 textAbstract:
Relatório de estágio de mestrado em Educação Pré-escolarO 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.