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Wood, Nicola. "Transmitting craft knowledge : designing interactive media to support tacit skills learning." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/3202/.
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This research has used a practice-led approach to explore, from the perspective of an interactive media designer, the problem of how to understand and transmit the practical knowledge of skilled craft practitioners. It has involved two practical research projects, each exploring the skills of both expert and novice craft practitioners in the fields of traditional bowl turning and clog making. In the first project I experimentally used a systems-orientated approach to explore the tacit knowledge within the practice of an experienced traditional bowl turning practitioner. This involved eliciting craft knowledge from the expert, using a low-fidelity prototype learning resource as a means of representing that knowledge, and observing learners applying the knowledge through using the resource to support their learning. In the second project I undertook a series of video-recordings with a traditional clog maker, during which I developed a less intrusive elicitation technique based on increasingly focussed observation and interviewing. This overcame the defensiveness encountered with the first practitioner with whom I used an elicitation approach based on his descriptions of his practice. In the light of the outcomes from the practical work, I reconsidered the current context for craft knowledge and developed a framework to understand craft learning. Drawing on three important theorists: Michael Polanyi and his theory of tacit knowledge, John Dewey and his theory of experiential learning, and Donald Schon and his theory of reflection, I reassessed the learning I had previously observed and proposed a new model of how craft knowledge is learned. I propose that the guidance offered by the expert can be seen as a series of bridges that provide the novice with a means of accessing the personal knowledge of the expert. These bridges are not necessarily the way to undertake a task, but a way that the expert feels to be helpful at that time. As a novice increasingly learns from the feedback from their own actions, they can progress their skill by moving through different modes of reflection. This research makes three specific contributions to knowledge. In the field of multimedia design it establishes a methodology for transmitting craft knowledge, refining principles previously published through my MA research, and it establishes techniques for eliciting craft knowledge which are interwoven with the process of developing the transmission resource. In the field of learning and pedagogy it establishes a framework for understanding craft skills learning drawing on recognised theory and validated through appraisal of the practical work undertaken.
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Bondorowicz, Stefan. "Adaptive control of complex dynamic systems." Thesis, University of Oxford, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302787.
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Lin, Li Yuan. "Sharpening the interactive teaching-learning skills of Chinese adult Sunday school teachers." Theological Research Exchange Network (TREN), 2001. http://www.tren.com.
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Lee, Wai On. "Incremental change in the development of expertise in using interactive systems." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318011.
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Rosenbaum, Molly Anne. "Online, But Live and Interactive Social Skills Intervention for Adolescents with Autism Spectrum Disorders." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7590.
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Autism Spectrum Disorder (ASD) is a developmental disorder characterized primarily by social skills deficits that can impair the individual’s ability to develop and maintain meaningful relationships. Research has shown that social skills training provides lasting improvement in social interactions. However, many factors can hinder the availability of intervention groups outside of major metropolitan areas. Individual online social skills interventions have been shown to translate to increases in everyday social skills, and while further investigation is required, current literature suggests that there is great potential for live, interactive online social skills groups to provide similar benefits to in-person intervention groups. Thus, online groups may be one solution to the barriers to accessing available resources. This study sought to explore the feasibility of conducting a live, interactive online social skills group by comparing two groups using the same curriculum; one in-person group that met in a lab on a local college campus, and one piloted online group that met through Zoom, a video conference platform, each for 14 weeks. Each group also participated in person in social activities on campus to gather preliminary generalization data. The online intervention was acceptable to therapists and participants, and a group of therapists who implemented both delivery models reported some advantages and disadvantages of an online format for social skills, expressing a preference for in-person delivery model when possible, but acceptability of online delivery where in-person groups are not available. The online model showed somewhat lower levels of participation, but slightly higher attendance rates than the in-person model. Understanding both the advantages and disadvantages to online social skills, clinicians can utilize the method the best fits their needs.
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Jejo, Sara, and Sanaa Haji. "Teaching Strategies to Increase EFL Speaking Skills in a Communicative Learning Environment." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31617.
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AbstractEven though developing speaking skills is the essential key to achieving proficiency in a target language, there are some pupils (grades 4-6) who do not participate in communication tasks in English classroom. Thus, the purpose of this literature overview is to investigate the reasons for the unwillingness of some young learners to speak and interact in English. In addition, a variety of effective teaching strategies will be observed and analyzed. The used methods were different electronic databases, such as ERC, ERIC and Google Scholar, to access relevant peer-reviewed journal articles to our research questions. The observed and analyzed articles showed that there are some pupils who do not interact because English teachers often focus too much on reading and writing skills rather than on speaking skills. The limitation of communication tasks and large classroom sizes are other mitigating factors. In addition, teachers often using the first language in class resulted in pupils doing the same. This contributes to a lack of motivation and confidence in speaking English for some learners. This study identifies teaching strategies and activities that can be used by the teacher to raise motivation and confidence in speaking English. Results have indicated that the use of Vygotsky's sociocultural learning theory was very useful to involve every pupil in authentic communication tasks, which also provided a supportive communicative environment. Task-based and theme-based learning, such as stories, songs, games, project work and pair work is shown to be beneficial to increase pupils’ motivation towards speaking.
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Conceição, Silvia Carla. "A dimensão interativa na relação pedagógica em regime b-learning: perspectivas de alunos do curso de mestrado em Ciências da Educação (Tecnologia Educativa) na Universidade do Minho." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13122011-115407/.
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Esta tese discute a importância da dimensão interativa na relação pedagógica no b-learning. Por dimensão interativa entende-se um conjunto de elementos que proporcionam aprendizagens satisfatórias, levando-se em conta, não só os aspectos pedagógicos, mas também os aspectos organizacionais e tecnológicos. O estudo processa-se ao longo de dois semestres (2010/11) com alunos do Curso de Mestrado em Ciências da Educação, área de especialização de Tecnologia Educativa, do Instituto de Educação da Universidade do Minho. Trata-se de uma pesquisa do tipo exploratória, de natureza predominantemente qualitativa, construída por meio de estudo de caso. No sentindo de situar o trabalho no campo das Ciências da Educação, numa perspectiva psicossocial, tem-se como pistas de investigação a psicologia sócio-histórica e a comunicação como processo social. Desta forma, interligam-se os conceitos de relação interpessoal, interação, comunicação e linguagem. Para análise dos dados, fez-se o cruzamento de informações de diversos instrumentos de pesquisa (questionários e interações síncronas nos chats) e recorreu-se, como suportes teóricos de análise, aos axiomas da comunicação, apresentados por Watzlawich, Beavin e Jackson (1967); às competências comunicativas docentes de Bitti e Zani (1997) e às categorias de valores docentes de Almeida (2002) - uma releitura baseada nas conferências de Ítalo Calvino (1995). Os resultados emergentes deste estudo apontam para as dimensões: relacional, comunicativa, cognitiva e tecnológica, nesta ordem de importância, como dimensões interativas importantes nas relações pedagógicas b-learning (componente presencial) e relacional, comunicativa, tecnológica e cognitiva (componente online). Por meio dos indicadores, que definiram as dimensões, foi possível identificar características/requisitos docentes que os alunos consideram fundamentais na relação pedagógica presencial, a saber: Afetividade, Atitude, Proximidade e Interação/Interatividade (dimensão relacional); Linguagem Verbal, Papel do Professo, Linguagem Não-Verbal, Respostas/Feedback e Disponibilidade (dimensão comunicativa); Planejamento e Domínio dos Conteúdos (dimensão cognitiva); e Domínio e Uso das Tecnologias e Recursos Físicos, Materiais e Técnicos (dimensão tecnológica). Em se tratando da relação pedagógica online, tem-se basicamente os mesmos indicadores, com exceção do indicador Domínio dos Conteúdos. Destacam-se para o componente presencial, os indicadores Atitude e Afetividade (dimensão relacional), Linguagem Verbal (dimensão comunicativa), Planejamento (dimensão cognitiva), e Domínio e Uso das Tecnologias (dimensão tecnológica). Já para o componente online, tem-se Interação/Interatividade (dimensão relacional), Papel do Professor (dimensão comunicativa), Domínio e Uso das Tecnologias (dimensão tecnólogica) e Planejamento (dimensão tecnológica). De maneira geral, observa-se que há diferenças entre componentes presencial e online, quanto à ordem de importância dos indicadores. Valoriza-se mais a Atitude e Afetividade no presencial e Interação/Interatividade no online (dimensão relacional). Na dimensão comunicativa, preza-se como fundamental o Papel do Professor, no presencial, e Interação/Interatividade, no online. Para as dimensões cognitiva e tecnológica, reconhece-se os mesmos indicadores tanto no presencial como no online, qual sejam: Planejamento e Domínio dos Conteúdos, atentando-se para a mudança de posições em que a dimensão cognitiva aparece na 3ª posição, no presencial, e na 4ª posição, no online, e a dimensão tecnológica aparece na 4ª posição, no presencial, e na 3ª no online. Para além desses dados, ao se fazer a relação das dimensões já mencionadas com as variáveis sexo, idade e formação não se percebem diferenças significativas.This thesis refers to the importance of pedagogical relationship in interactive blended learning. Interactive dimension is understood here as a set of elements that provide satisfactory learning, taking into account pedagogical aspects but also organizational and technological aspects. The study took place over two semesters (2010/11) with students from the Master in Educational Sciences, specialization in Educational Technology, Institute of Education, University of Minho. It is an exploratory type research, predominantly qualitative in nature, built through a case study. In order to situate the work in the field of Education Sciences, from a psychosocial perspective, we have taken, as an investigative lead, the socio-historical psychology and communication as a social process. Thus, the concepts of interpersonal relationship, interaction, communication and language are interconnected. For data analysis, it was done the crossing of information from various research instruments (questionnaires and synchronous interactions in chat rooms) and, as theoretical analysis supports, were used the axioms of communication, presented by Watzlawich, Beavin and Jackson (1967), the communication skills of teachers Bitty and Zani(1997) and Almeida (2003) categories of teaching values,, a reading based on lectures by Italo Calvino (1995). The results emerging from this study indicate the communicative, cognitive and technological dimensions,, in that order of importance, as important dimensions of interactive learning in b-learning pedagogical relationships (classroom component) and relational, communicative, and cognitive technology (online component). Through the indicators, which define the dimensions, it was possible to identify the teaching features / requirements that students consider important in classroom teaching relationship. They are: Affection, Attitude, Proximity and Interaction / Interactivity (relational dimension), Verbal, Role of the Teacher, non-verbal language, Responses / Feedback and availability (communication dimension), planning and content area (cognitive dimension), and, Domain and Use of Physical Resources and Technologies, Materials and Technical resources (technological dimension. In the case of online pedagogical relationship we have got the same indicators, with the exception of the Mastery of Content indicator. As to classroom component, the indicators Attitude and Affect (relational dimension), Verbal (communication dimension), Planning (cognitive dimension), and control and use of technology (technological dimension) are highlighted. As to online component, instead,, we have the indicators Interaction / Interactivity (relational dimension), Role of the Teacher (communication dimension), Use and Mastery of Technologies (technological dimension), and Planning (technological dimension). In general we observe that there are differences, between classroom and online components, as to the order of importance of indicators. Attitude and Affect in the classroom and Interaction / Interactivity in online (relational dimension) are more valued. In the communication dimension, the role of teacher is appreciated as fundamental in classroom learning, whereas Interaction / Interactivity is in online. As to cognitive and technological dimensions , the same indicators are recognized in both classroom and online, namely Planning and Mastery of Content, paying attention to the change of positions, where the cognitive dimension appears in 3rd position in classroom, and 4th in online, and the technological dimension appears in 4th position in classroom and 3rd in online. Beyond these data, when making the relationship between the dimensions mentioned above with the variables sex, age and education, we do not realize significant differences.
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Waterson, Patrick Edward. "Learning and acquiring display-based skills." Thesis, University of Nottingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307812.
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Michie, Jean Hayes. "Structure of interactive decision skill in novices and experts." Thesis, University of Strathclyde, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248524.
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Clore, Christine W. "Social skills use of adolescents with learning disabilities: An application of Bandura's theory of reciprocal interaction." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5291/.
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This was a mixed methods study designed to investigate the social skills use of adolescents with learning disabilities through an application of Albert Bandura's theory of reciprocal interaction. Data were collected through ranking surveys, observations, interviews, and school records. Three questions were investigated. The first question was to determine whether the language deficits of LD students contributed to their general decreased social competency. Through data from the Social Skills Rating System, the seventh grade participants were considered socially competent to some degree by self report, their teachers, and their parents. Factor analysis revealed students were the best predictors of their social skills use from all data sources. In ranking participants' social skills use, students and teachers were more strongly correlated than were students and parents, or teachers and parents. No relationship of any strength existed between the participants' cognitive ability and their social competence. A use of Bandura's determinants indicated that a relationship existed between some subtypes of learning disabilities and some types of social skills misuse. The participants diagnosed with reading disability, auditory processing disability, receptive/expressive language disability, or nonverbal learning disability all made the majority of their observed social skills errors in the environmental determinant of Bandura's triad of reciprocal interaction. The participants in the four subtypes experienced their information processing deficits in attending to environmental stimuli, or in attending to inappropriate environmental stimuli. The area of the subtype of information processing deficit aligned with the determinant in which the participants in that subtype's social errors were experienced. Bandura's triad of cognition, environment, and behavior was not equilateral because the balance did not exist between the three determinants in participants with learning disabilities.
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Sun, Chao. "Human behavioural skills modelling and recognition." Electrical, Computer and Telecommunications Engineering - Faculty of Informatics, 2007. http://ro.uow.edu.au/theses/677.
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Human behaviour can be considered as the ensemble of various activities performed by an individual towards performing a particular task. There are many factors influencing human behaviour including culture, attitudes, emotions, values, ethics, and so on. In this work, the concept of 'human behaviour' in the context of human psycho-motor behaviour is studied. This work is primarily concerned with the development of a system to learn, distinguish and recognise various pre-defined human behavioural tasks. As an initial constraint, the challenging goal, subject to the limitation of hardware, is to model various human behaviours with only one integrated inertial sensor. The motions are captured with the sensor and recorded as streams of multi-dimensional sensory data, which are subsequently analysed into certain patterns. Since only one point on the human body can be measured with that sensor at a time, there are not sufficient motion data to enable the generation of new synthetic behaviours (which might be possible with multiple sensors). It is not really possible to develop a comprehensive model of complex behaviours under this condition. Thus, this work has focussed on building a system to model the behaviour of a specific part of the human body, and in turn to recognise and compare these behaviours. The experimental rig consists of an inertial sensor mounted on the subject providing kinematics data in real-time. Through this sensor, the behavioural motions are transformed into continuous streams of signals including Euler angles and accelerations in three spatial dimensions. Unsupervised machine learning algorithms and other techniques are implemented to analyse and build models of human behaviours in this work. An intrinsic classification algorithm called MML (Minimum Message Length encoding), and a popular unsupervised fuzzy clustering algorithm FCM (Fuzzy c-Means) are used to segment the complex data streams respectively, formulating inherent models of the dynamic modes they represent. Subsequent representation and analysis including FSM (Finite State Machines), DTW (Dynamic Time Warping), Kullback-Leibler divergence and Smith-Waterman sequence alignment have proved quite effective in distinguishing between behavioural characteristics that persist across a variety of tasks and multiple candidates. The hypothesis pursued in the thesis has been validated based on two machine learning algorithms for unsupervised learning namely MML and FCM. Each of these methods is capable of producing a range of primitives from the motion training data. However, the outcomes of regular expression and Dynamic Time Warping analysis results indicate that MML provides better results compared with the FCM algorithm in terms of identifying behaviours.
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Jamieson, Janet Ruth. "Deafness and mother-child interaction : scaffolded instruction and the learning of problem-solving skills." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75921.
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This study examines the effects of maternal teaching style on the developing problem-solving abilities of deaf and hearing preschool children. Mothers and children from three matched groups, hearing mother-deaf child, hearing mother-hearing child, and deaf mother-deaf child, were videotaped while the mother taught the child to construct a small pyramid from 21 interlocking blocks and again when the child attempted the task independently. The tapes were coded and analyzed to examine maternal instructional style and subsequent independent child performance. The mothers in the deaf mother-deaf child and hearing mother-hearing child dyads used appropriate scaffolding behavior significantly more often than the other mothers; their children were significantly more adept and independent problem-solvers than the deaf children of hearing mothers. The more contingent the mother's instructions, the more independent and successful child. Scaffolding is discussed in terms of its benefits for instructing deaf children.
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Andrieux, Alexandre. "Improving HSL Recognition Skills with a Color Game." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-192559.
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Improving color matching skills requires a specifically designed interface as much as well-calculated feedback on the underlying color model. This thesis relates to the production of a game for learning HSL and elaborates on learning patterns with regard to hue and game progression. A quantification of learning based on performance variation is proposed. In an effort to balance data quantity and relevance, several variables of pure analysis interest are defined. Results on learning inhomogeneities are presented through Hue Learning Curves with streamgraphs and detailed bar charts. The consequences of design choices and gameplay on performance and learning are discussed.
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Yoder, Marianne Eloise. "Linear vs interactive video: Teaching and the transfer of learning of a professional skill." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184902.
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This study utilized an experimental design to measure cognitive learning of aseptic technique immediately after treatment and two weeks after treatment, and transfer of learning of the cognitive principles to a clinical skill. Baccalaureate nursing subjects were randomly assigned to either a linear video tape or computer assisted interactive video tape (CAIVI) group. Independent variables covering conative, cognitive, and affective learner characteristics were measured. Five hypotheses were tested. Data for this study were collected by means of investigator-developed pretest, posttest, and retention test, as well as a clinical performance checklist. Learner characteristics data were collected by means of the Group Embedded Figures Test (GEFT), Merritt and Marshall Learning Style Questionnaire, Mindfulness Survey, and the Salomon Amount of Invested Mental Effort (AIME) instrument. Academic ability was measured through the use of lower division grade point average. Results revealed that the most significant predictor of test scores was treatment group assignment and pretest scores. The CAIVI treatment group scored significantly higher on the posttest and clinical performance measure, likely as a result of a novelty effect. For both treatment groups, the factor contributing significantly to posttest scores was pretest score. However, for the retention test score, the factor contributing significantly was enjoyment of effort for the linear treatment subjects, and length of treatment time for the CAIVI treatment subjects. The effects of specific learner conative, cognitive, and affective characteristics were tested. Results revealed that none of the hypothesized relationships between learning and field independency/dependency, preferred learning style, mindfulness, or academic ability were supported. No significant aptitude-treatment interactions between the learner characteristics and treatment group were found. The CAIVI treatment in this study was found to be an effective teaching method for these subjects. However, the use of CAIVI in any professional curriculum should not be based solely upon the results of this study. The effectiveness, cost, and appropriateness of CAIVI must be considered before adoption.
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Queißer, Jeffrey [Verfasser]. "Multi-modal Skill Memories for Online Learning of Interactive Robot Movement Generation / Jeffrey Queißer." Bielefeld : Universitätsbibliothek Bielefeld, 2018. http://d-nb.info/1169825184/34.
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Liddell, Bette. "'Separate realities' : an investigation into the social behaviour of a group of adults with severe learning difficulties and a discussion of the factors which appear to motivate this behaviour." Thesis, n.p, 2001. http://oro.open.ac.uk/18848.
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Esterhuizen, Stefanie-Marié. "An intervention programme to optimise the cognitive development of grade R-learners :|ba bounded pilot study / Stefani-Marié Esterhuizen." Thesis, North-West University, 2012. http://hdl.handle.net/10394/10431.
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It is imperative to prepare South African learners to participate and function confidently within the context of a rapidly changing world. The curriculum of the South African Education System emphasises the significance of optimising learners‟ cognitive development as early as pre-school age to enable them to become creative and critical citizens who lead purposeful lives in a safe and prejudice-free environment. Despite continuous efforts by educators to optimise cognitive development, recently executed research studies indicate that cognitive development has not been adequately optimised in South African schools. This study was undertaken to establish the cognitive development level (cognitive and meta-cognitive skills and strategies, cognitive functions and non-intellective factors) of Grade R-learners and to determine the effect of an intervention programme, the Cognitive Enhancement Programme for Pre-schoolers (CEPP), on their cognitive development. By means of a literature study, I investigated whether, to what extent the cognitive development of Grade R-learners was taking place, and established which cognitive and meta-cognitive thinking skills and strategies, cognitive functions and non-intellective factors are required for effective cognitive development among Grade R-learners. In addition to this, the role of mediation for optimising cognitive development was investigated. A concurrent embedded mixed methods design was conducted in the implementation of the research. Intervention research within a quasi-experimental research design was applied. The data collection by means of a quantitative strategy (quasi-experimental research) and qualitative strategy (observation study) was executed simultaneously. By means of convenient sampling, one Grade R-class with twenty learners was subjected to a pre-test to establish their cognitive developmental level. The test results as well as the observations conducted during the pre-test revealed that the learners experienced problems related to their cognitive development. Ten of the twenty learners were then divided purposively based on their test performance into two experimental groups, Experimental Group A and Experimental Group B consisting of five participants each. Experimental group A and Experimental Group B took part in the CEPP intervention based on the principles of mediation on a rotational basis over a period of twelve weeks, during which intentional attempts were made to optimise their cognitive development. Both groups completed a post-test and delayed post-test (retention) to determine the effect of the CEPP intervention on their cognitive development. In addition to the test results, observations in the form of structured running and anecdotal records and reflective notes were utilised to understand the nature and quality of the cognitive development of the learners better. Furthermore, the effect of the intervention on their cognitive development was established. The cognitive development of Grade R-learners who participated in this study was optimised, which is a clear indication that cognitive capacity can be optimised when instruction is based on the principles of mediationPhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012
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Saado, Frida, and Katerina Josifoska. "Musik i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25786.
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The objective of this graduate work is to gain a better understanding in how pre-school educators are able to work with music in their pre-school activity to promote child development. We also want to enlighten possible factors for the development of children based on music and to form our own ideas of whether teachers choose to apply music in their didactic practice or not. The point of this essay has been to attempt answering on what importance music makes for children's development and learning in pre-school, and how teachers could work with music in pre-school in order to promote children’s development. Our data consists of six interviews and two observations realized at a pre-school in Södertälje. We took heed from the theories laid out by Lev Vygotsky's which describe four different levels of development that includes educational development in social interaction between teacher and child. Our choice of this theory is inspired by our seeking deeper understanding of Vygotsky's theory´s application to the aesthetic approach in the interaction in meaning making and learning. The result of our study confirms previous theory and research in that music as a form of expression has a major impact on children's development. Music creates a powerful learning approach that can be used when a child learns to apply their skills in language and vocabulary, motor development, and social interaction. The results of our qualitative interviews and observations show that pre-school educators´ experiences are consistent with previous research findings regarding the importance of music in children's development during their pre-school years. This may indicate that musical expression can give children yet another tool of expressing themselves while developing their skills and competencies.
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D'Amico, Miranda. "Mother-child interaction : scaffolded instruction and the learning of problem-solving skills in children with Down syndrome." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=70227.
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This study examines the effects of maternal teaching style on the developing problem-solving abilities of children with Down Syndrome. Mothers were divided into two groups of three each, mothers with positive expectations versus mothers with negative expectations. Mothers and children were videotaped while the mother taught the child to construct a small pyramid from 21 interlocking blocks and again when the child attempted the task independently. The tapes were coded and analyzed to examine maternal instructional style and subsequent independent child performance. Mothers who were considered to have positive expectations towards their children used appropriate scaffolding behaviors significantly more often than the mothers who were considered to have negative expectations towards their children. The children of mothers who were effective scaffolders were significantly more adept and independent problem-solvers than the children whose mothers were not effective scaffolders. The more contingent the mother's instructions were, the more independent and successful the child appeared. Scaffolding is discussed in terms of its benefits for instructing children with Down Syndrome.
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Strange, John. "Improvised music to support interaction between profoundly learning-disabled teenagers and their learning support assistants." Thesis, Anglia Ruskin University, 2013. http://arro.anglia.ac.uk/314588/.
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In work with clients having profound learning disability, music therapists may include in sessions assistants not trained as music therapists. This study is a qualitative inquiry addressing the questions: 1) How does improvised music influence the interaction between teenagers with profound and multiple disability and learning support assistants? 2) Which aspects of the music are associated with any influences found? A survey of music therapists, exploring how assistants are used and how effectively they perform their role, found that assistants are often used as ‘interaction partners’. To explore how the therapist may facilitate client-assistant interaction, about which little is known, video clips from the writer’s clinical practice were purposively selected in order to illustrate an approach entitled Triadic Support of Interaction by Improvisation (TSII). Seven learning support assistants (LSAs) each viewed a video clip showing her own interaction with a teenager having profound disability, supported by the writer’s improvised music. Semi-structured interviews explored the LSAs’ understanding of the behaviour and inferred mental processes of the teenagers, their own behaviour and mental processes and the music improvised by the therapist to support the interaction. A variant of Interpretative Phenomenological Analysis generated shared themes, which included concern for the teenagers’ autonomy, interest in their communicative behaviour and understanding of the mutuality of interaction. The therapist’s improvisation was seen by the LSAs as influencing only the teenagers. All the clips were also viewed by three music therapists, who used a mechanical continuous response device to register the influence of the therapist’s improvisation on four ‘scenarios’: the teenagers’ behaviour, their inferred mental processes, the LSAs’ behaviour and their inferred mental processes. Inter-rater agreement between the three therapists’ continuous responses was generally low, but some intra-rater correlations were found between pairs of scenarios, which the music was perceived as influencing in similar ways. This finding supports the conclusion that musical influences, although they may be analysed according to the four scenarios, actually function as a mutually inter-related system rather than as four independent processes. Each therapist selected decision points from the graphic record of her/his individual responses to discussed with the other therapists as a panel. Positive evaluations were made of the role of TSII in supporting the observed teenager-LSA interactions and the inferred underlying mental processes. This research design was exploratory, and not intended to test specific hypotheses about the mechanisms of musical influence. Tentative suggestions of associations between influences and musical features are however offered by the writer. Indications for the use of TSII are given and other applications suggested for novel aspects of the methodology developed for this study. A refinement of the continuous response task is proposed, and the requirements for any future formal evaluation of TSII are outlined.
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Lindahl, Ulrika. "Motorikens betydelse för det sociala samspelet och lärandet : En studie om förskollärares upplevelser av förskolebarns motorik." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32717.
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Syftet med undersökningen var att studera pedagogers upplevelser av barns motorik i förskolemiljö. För att fördjupa samt tydligare beskriva syftet valdes några frågeställningar ut: Hur upplever pedagogerna motorikens betydelse i det sociala samspelet? Hur upplever pedagogerna motorikens betydelse i lärandet? Vad kan pedagogerna göra för att hjälpa barn med den motoriskautvecklingen? För att undersöka studiens syfte användes kvalitativa intervjuer, som genomfördes med fem stycken verksamma pedagoger i två förskolor. Resultatet visade att pedagogerna har olika erfarenheter och upplevelser av begreppet motorik, men att pedagogerna gemensamt lyfter vikten av motorikens betydelse för barns utveckling. Studiens slutsats är att pedagogerna samt tidigare forskning och litteratur lyfter motorikens betydelse för barns fortsatta utveckling. Den har en betydande roll i det sociala samspelet och lärandet, samt att pedagogerna har en viktig roll i barns motoriska utveckling genom att finnas med och stötta, uppmuntra och utmana.The aim of this study was to examine how educators in preschool experience preeschool children’s motor skills. In order to deepen as well as more clearly describe the purpose of the study, a few main questions were chosen: How do the educators experience the significance of motor skills for social interaction? How do educators experience the significance of motor skills for learning? What can educators do to help with motor skill development? To examine the purpose of the study qualitative interviews were used, which were conducted with five pedagogues at two preschools. The result showed that educators have different experiences and perceptions of the concept of motor skills, but that the educators together highlight the importance of motor skills for child development. The conclusion of the study was that the educators as well as previous research and literature highlight the significance of motor skills for children’s future development. It has a significant role in social interaction and learning, and the educators have an important role in children’s motor skill development by being supporting, encouraging and challenging.
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Midford, Nicole Anne. "Expressive Communication and Socialization Skills of Five-Year Olds with Slow Expressive Language Development." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4612.
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Beginning at birth, a child's receptive and expressive language skills are developing in stages. Likewise, the child's socialization skills are progressing in stages. However, it does not seem that communication and socialization are developing independently of each other. Rather, it seems that their development is interrelated.Children learn to speak in a social context, and social situations are necessary for the development of a variety of language structure~ On the same note, in order for those language structures to develop normally, it is necessary for the child to participate in different social situations. Social interactionists have theorized for some time that human language develops out of the social-communicative functions that language serves in human relations. Vygotsky (1962) theorized that language development, social development, and cognitive development all overlap. He stated that a child's social means of thought is language and referred to this as "verbal thought." This verbal thought process serves a major social function. It is through this verbal thought process that children have the ability to be socialized by others and to socialize with others: If, in fact,Expressive language skills and socialization skills do develop together, it would then seem logical that the child who is late to begin talking would also experience initial deficits in the development of socialization Subsequently, it would seem that the late-talking child (L T) who has persistent deficits in language would, in turn, maintain chronic deficits in socialization. Results of a study which set out to investigate the differences between two and three-year old subjects with a history of LT and their normal language peers indicated that subjects with a history of LT are, in fact, at risk for persistent delays in both expressive language and socialization (Paul, Spangle Looney, and Dahm, 1991). The purpose of this study was to compare the language and socialization skills of a group of five-year olds with a history of LT to a group of normal subjects of the same age. If significant differences were found between the two groups in either area, the scores of the subjects with a history of LT at age two would be correlated with their scores at age five to investigate whether a significant relationship existed between their scores at both ages. It was hypothesized that the subjects with a history of LTwould be at risk for longterm delays in both language and socialization. More specifically, the group of subjects with a history of LT, as a whole, would show significant delays in the areas of expressive language and socialization as compared to the normal controls. It was further hypothesized that the subjects with a history of LTs' scores at the age of two would reliably predict their scores at five, given a significant deficit in either area. The Vineland Adaptive Behavior Scales VABS (Sparrow, Balla, & Cicchetti, 1984) was the test instrument used to gather the data at both age levels, five years and two years. Parents of 25 subjects with a history of L T and 25 normal subjects were interviewed by a trained graduate researcher on their child's communication, daily living and socialization skills using the VABS. Results of an ANOVA and Tukey multiple comparisons indicated that the subjects with a history of LT, as a whole, scored significantly lower than the normal subjects in the areas of expressive communication and socialization at age five. Since a proportion of the test items in the socialization domain of the VABS require the child to verbalize, an item analysis between the verbal and the nonverbal test items was performed to determine the influence of the verbal test items on the subjects with a history of LTs' socialization scores. Results of the item-analysis indicated that the subjects with a history of L T's poor performance on the socialization scale was due to their deficits in social skills not their deficits in expressive language. Lastly, a Pearson Product Moment Correlational Test was conducted to investigate the relationship between the subjects with a history of LTs' scores at age two on the communication and the socialization scales and their scores at age five on the same scales. Results indicated that the subjects with a history of LTs' scores on both the socialization scale and the communication scale at age two correlated significantly with their scores on the socialization scale at age five. Therefore, the subjects with a history of LTs' socialization and communication scores at age two are good predictors of their adaptive social skills at the age of five.
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Childs, Sally A. "A comparison of indoor versus outdoor teaching interventions upon the academic skill acquisition and interaction behaviors of selected students with learning disabilities /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266691096168.
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Rothrock, Ling. "Modeling skilled decision-making using artificial neural network and genetic-based machine learning techniques." Thesis, Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/25084.
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De, la Cruz Rey E. Morreau Lanny E. Lian Ming-Gon John. "The effects of creative drama on the social and oral language skills of children with learning disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604368.
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Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed April 20, 2006. Dissertation Committee: Lanny Edward Morreau, Ming-Gon John Lian (co-chairs), Frances E. Anderson, Mack L. Bowen, Julie Brinker. Includes bibliographical references (leaves 112-133) and abstract. Also available in print.
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Schmidt-Rohr, Sven R. [Verfasser], and R. [Akademischer Betreuer] Dillmann. "Interactive Learning of Probabilistic Decision Making by Service Robots with Multiple Skill Domains / Sven R. Schmidt-Rohr. Betreuer: R. Dillmann." Karlsruhe : KIT-Bibliothek, 2012. http://d-nb.info/1028567170/34.
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Rajy, Frishta, and Jumana Najah. "Teaching Strategies That help EFL Learners to Develop Their Vocabulary and Speaking Skills Through Communicative Tasks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31607.
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AbstractThis paper investigates the benefits of using different teaching strategies to develop EFL learners’ vocabulary and speaking skills. Undeniably, there are some learners in grades 4-6 who have difficulties to speak and to learn new vocabulary in English classroom, due to many reasons. To examine the impact of different teaching strategies, an electronic research in educational databases ERIC via EBSCO was conducted. The materials used were peer-reviewed journal articles and literature. By examining and analyzing the different articles found, its evident that English teachers often focus on writing and reading activities instead of communicative activities. Some teachers often use the first language in the classroom and learners will do as their teachers. Factors such as large classroom sizes and limitation of communication tasks can motivated learners and make them less confident in speaking and practicing English. These can be the reasons why some EFL learners do not speak and use vocabulary during the communicative activities in the classroom. Thus, this paper clarifies teaching methods and strategies that teachers can use to increase vocabulary learning and speaking in the EFL classroom. Results have shown that the theory of Vygotsky’s sociocultural learning was beneficial to include all learner in authentic communicative activities, which also created an environment that was both communicative and supportive. The communication-based learning activities, such as songs, games, stories, pair work and project work, are useful for learners, since it establishes a communicative environment. Moreover, these activities increase the EFL learners’ motivation towards speaking.
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Sri-Amnuay, Rungrat. "Perceptions of teaching pre-verbal pupils with autism and severe learning difficulties : factors influencing the application of intensive interaction in the Thai culture." Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/11369/.
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The educational provision for pupils with autism and severe learning difficulties (SLD) in Thailand has struggled. Families and institutions have attempted to seek an alternative pedagogy to improve children’s quality of life. This thesis introduces Intensive Interaction, developed by Nind and Hewett (1994, 2005) in the UK and from the western culture, as a new pedagogy to foster the fundamental communication of Thai pupils with autism and SLD. There is a lack of understanding regarding the application of knowledge of how the western intervention would be perceived by practitioners in different cultures. The deep understanding of practitioners’ perceptions has facilitated a rethink of educational curriculum development and action to expand the work of Intensive Interaction within the East’s pedagogy. This research explored the perceptions of teaching pre-verbal pupils with autism and SLD, focusing on factors influencing the application of Intensive Interaction in Thai culture. The research addressed the question of how Thai teachers perceive Intensive Interaction as an approach to working with pupils with autism and SLD in the Thai context. In addition, it addressed which key factors in Thai culture influence the adoption of the Intensive Interaction. A two-day Intensive Interaction training course was carried out in Thailand to recruit the participants, and follow-up workshops were arranged for teachers’ practice development. Eleven participating teachers (ten women and one man) were drawn from two special education settings and one mainstream school in the northeast region of Thailand. A hermeneutic phenomenological perspective informed by the philosophical tenets of Heidegger (1962) was used to explore the Intensive Interaction experiences of teachers. Qualitative data were gathered in the form of four in-depth semi-structured interviews from each teacher: the first − before the use of Intensive Interaction with pupils, and the second to fourth − during the Intensive Interaction implementation. Two focus groups of teacher participants were conducted after the end of the Intensive Interaction teaching programme with pupils. Both interviews were in Thai and later transcribed, with some parts being translated into English. Active participant observation was recorded in a field note and research diary throughout the period of data collection to contribute to interpretation and analysis. Thematic analysis methods were developed from the hermeneutic and phenomenological philosophy of Gadamer (1989) and the analysis process was adapted from Titchen and colleagues (1993; 2003) as practical guidance. The analysis of the teachers’ perceptions captured the significance of the Intensive Interaction implementation in a new cultural context, their perceptions of the benefit and challenging aspects of the new pedagogy and the importance of cultural values to the new teaching practice. Key themes from analysis of the interviews revealed that all teachers perceived Intensive Interaction as a worthwhile approach not only for a positive outcome for pupils, but also for an increased sense of professionalism and confidence for teachers. The data also revealed challenges to its implementation in the Thai culture. These included the role of the Thai teacher, the traditional Thai rigour of controlled-based teaching methods which derive from behavioural principles, the components of Thai culture characterised by a hierarchical structure for interaction and the role of the teacher as a second mother. These fundamentals have made the implementation of a child-focused approach more challenging for Thais. The implications for practice include rethinking education for future pre-verbal pupils with autism and SLD, in which social-communicative abilities are included as a priority in their educational curriculum. Policies for skills training and knowledge development in the areas of child-centred education are required. The policy maker has to formally address the fundamental philosophy and beliefs about the nature of knowledge and how children learn that are embedded in the preparation course for pre-service special education teachers. This needs to provide them with the appreciation of other educational philosophies and to reposition Thai cultural challenges to a child-focused approach. These approaches are urgently required to enable teacher educators to effectively provide a teacher-training course that shifts practice in line with the education reform intended by the current Thai government.
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Miller, Theresa Carol Goetz. "The effects of cooperative learning incorporated with challenge education on social skill development and self-concept." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862277.
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This study examined the effects of cooperative learning combined with the philosophy of Challenged education on social skill and self concept development. The participants were sixth grade students from two different classrooms in a rural midwestern school district. One class was the control and the other the experimental group.During a nine week intervention the experimental group was involved with cooperative learning/Challenge Education while the control group maintained their usual schedule that did not include cooperative learning/Challenge Education. Previous to and following the intervention, the students' social skills were rated by themselves, their teachers, and their parents. In addition, the students rated their own academic and nonacademic self concepts. Measurement tools used were standardized assessment instruments.Two separate multivariate analysis of variance were computed: one for social skills and one for self concept. Following the social skills MANOVA simple interaction effects analyses were calculated followed by simple effects analysis. The results of the MANOVA revealed a significant interaction between time of testing and treatment when examining social skills. Significant interactions were found for parent ratings and teacher ratings. The students' ratings did not reveal a significant interaction. The simple effects analyses for teacher reports revealed the teachers' ratings of students' social skills differed on the pretest; however, the posttest did not reveal a significant difference between group's social skills. No effect were found on the self-concept scale. It was concluded that the intervention may not have produced the desired effects because students had attained only the awareness level of development according to the challenge education model. Therefore, further research using awareness as the outcome seems warranted.Department of Educational Psychology
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Staberg, Else-Marie. "Olika världar, skilda värderingar : Hur flickor och pojkar möter högstadiets fysik, kemi och teknik." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 1992. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16590.
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This study investigates how Swedish pupils meet science (chemistry and physics) and technology in compulsory school. It explores girls' and boys' actions in and thoughts about these subjects. The study has a feminist perspective focusing on girls. Two teaching groups were followed from the start in grade 7 in compulsory school, when the pupils were 13 years old, until they made their choice of study programmes in upper secondary school in grade 9. The main methods were classroom observations and taped interviews. The results have been divided into the following four parts: the pupils' family background and recreation interests, classroom interactions, girls' and boys' approaches to science, and their choices of study programmes in upper secondary school. Girls and boys have different experiences and interests when they first meet science in grade 7 and boys have, thanks to their recreation interests, greater opportunities to participate in or take an interest in science/technology. The pupils come from different worlds determined by gender and social background. In the classroom girls get and take upon themselves the role of keeping the lessons together, thus fostering a responsible rationality, while boys strive to dominate the public arena. The process of shaping diligent, working, responsible girls as opposed to more childish, playful and competing boys continues in grades 7-9. Girls and boys prefer different subject areas. Boys have a practical while girls have a more theoretical approach to science. Even if there are important differences between girls, primarily owing to family background, there are significant differences between girls and boys. Girls seek "connected knowledge" and even the successful girls question their own understanding, which can be interpreted as a result of their learning style but also of their knowledge of the historical construction of women as unfit for science. The majority of the girls have, over the years, come to construct femininity - and maturity - as being opposed to enjoying experiments which are regarded as boys' play and as part of the masculine world. Boys also criticize girls for both failure and success and they try to get power over the subject content and the apparatus. This is interpreted as a reconstruction of the masculinity of the subjects. Girls who, nevertheless, take an interest in physics and chemistry often have supporting scientist fathers or at least parents with a higher education. Technology is rejected by all girls. The mutual construction and reconstruction of gender and of science/technology contribute to gendered choices of study programmes in upper secondary school.digitalisering@umu
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Dahm, Pamela Susan. "Communication and socialization skills of three year olds with a history of language delay." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3868.
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The purpose of this study was to compare receptive language, expressive language, and socialization skills of preschool children who have a history of expressive language delay (ELD) with age mates who have a history of normal language development.
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Mörck, Riekki Wenche. "Kollaborativa undervisningsprocesser genom 1:1 - en intervjustudie med lärare i skolår 1–6 om elevers samarbete i digitala arenor." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-450060.
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Both digital competence and collaborative skills are important for citizens who need to navigate in future societies. This paper is based on an interview study with ten teachers and the aim is to survey how teachers design their teaching to promote collaborative learning methods by using 1:1. Different perspectives on teachers´ design of the collaborative processes in terms of interaction through the digital device or processes that occurred around the device were found. To visualize how teachers operationalize collaborative learning in their pedagogical activities, the model of TPACK in situ was used (Willermark, 2018). In the analysis of the examples that the teachers reproduced based on TPACK in situ, the results of the study show many innovative learning processes where students interact with their tablets and how the teachers design their teaching to interact with different kinds of subject content. By using Learning Design Sequences as an analysis tool, further understanding was reached of how, when and in what way technology supports the collaborative processes and in which phases of learning this happens. In this way, institutional patterns became prominent through the influence of the physical learning environment, which increased the understanding of how around or through 1:1 also can be placed in a spatial context. Finally, Learning Design Sequences were used to identify opportunities and challenges for teachers in designing for collaborative learning through 1:1. The purpose of the study is to investigate how teachers say they design their teaching to promote students’ collaborative work through digital units in school years 1–6 and through the teachers’ statements see what influencing factors, abilities, subject content and technology support a design of digital teaching for the benefit of collaboration and student-to-student interaction in digital arenas. Based on the conclusions the author also presents a didactic model for teachers to take into consideration when designing their pedagogical activities for practising collaborative skills in the 1:1 classroom.Digital kompetens såväl som kollaborativ förmåga bygger på elementära kunskaper som medborgare kommer att behöva för att kunna navigera i framtida samhällen. Detta är en intervjustudie med tio lärare med syftet att undersöka hur lärare säger sig designa sin undervisning för att arbeta kollaborativt genom användande av 1:1. Det fanns också initialt en avsikt att uppmärksamma olika perspektiv på de kollaborativa processernas utformning i fråga om dels interaktion genom den digitala enheten, dels processer som sker bredvid. För att synliggöra hur lärare operationaliserar ett kollaborativt lärande i den pedagogiska verksamheten användes modellen TPACK in situ (Willermark, 2018). Vid analysen av de exempel som lärarna återgav utifrån TPACK in situ kunde studiens resultat visa på ett flertal innovativa undervisningsprocesser där eleverna arbetar interagerande elev-till-elev med sin lärplatta och hur lärare designar sin undervisning utifrån ämnesinnehåll. Genom att använda Learning Design Sequences som analysverktyg kunde ytterligare förståelse uppnås för hur, när och på vilket sätt tekniken understödjer de kollaborativa processerna och i vilka faser av lärandet detta sker. På så sätt blev institutionella mönster framträdande genom bland annat den fysiska lärmiljöns påverkan vilket ökade förståelsen av hur bredvid eller genom 1:1 kan sättas i en rumslig kontext. Avslutningsvis användes Learning Design Sequences för att identifiera möjligheter och utmaningar för lärare i att designa kollaborativ undervisning genom 1:1. Syftet med studien är att undersöka hur lärare säger sig designa sin undervisning för att främja elevernas kollaborativa arbete genom digitala enheter i skolår 1–6 och genom lärarnas utsagor se vilka påverkansfaktorer, förmågor, ämnesinnehåll och teknik som understödjer en design av digital undervisning som främjar kollaboration och elev-till-elev interaktion i digitala arenor. Baserat på undersökningens slutsatser presenterar författaren en didaktisk modell med avsikt att stödja lärare när de designar sin pedagogiska praktik så att den kan utveckla kollaborativa förmågor genom 1:1.
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Nordlund, Figari Carolina. ""Nu får du skärpa dig! : En essä om pedagogens förhållningssätt i mötet med barn som har svårt att hålla sig inom förskolans ramar." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44426.
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The purpose of this essay is to investigate how I, as a preschool educator, treat a child who I find difficult to adhere to the preschool´s rules and routines. It is based on three different situations that tell how the relationship between the child and me took place. The focus is not on the child but on me as an educator. The question arose in me when I experienced a child as difficult to handle in my department but as soon as the child was moved to another department, he was experienced in a completely different way by the other educators who worked there. The purpose is to examine my role as an educator in all this. I ask myself questions about my own behavior and in what way the children may have been affected by it. The essay's method is essay writing, a tool I use to able to process the already experienced situations and in conversations with different philosophers, psychologists and professors of pedagogy be able to reflect on them. I reflect, among other things, through the psychologist Albert Bandura on the environment and man and the mutual influence they have on each other, around Foucault's analysis of power to understand the role that power plays inrelationships. I have also turned to Vygotsky’s theories to reflect on how the proximal developmental zone takes place in preschool, even if we do not notice it. The different theories I used in the reflection helped me to understand my own actions. Notonly have I gained more knowledge about different theories, but my understanding hasdeepened. There are no difficult children, it is difficult to be a child in an environment characterized by ignorance, misunderstanding and limited resources.Denna uppsats har som syfte att undersöka hur jag som förskolepedagog bemöter ett barn som jag anser har svårt för att hålla sig till förskolans regler och rutiner. Den tar sin utgångspunkt i tre olika situationer som berättar hur relationen mellan barnet och mig utspelade sig. Fokus ligger inte på barnet utan på mig som pedagog. Frågeställningen väcktes inom mig när jag själv upplevde ett barn som svårhanterlig på min avdelning men så fort barnet flyttades till en annan avdelning upplevdes han på ett helt annat sätt av andra pedagogerna som jobbade där. Syftet är att undersöka min roll som pedagog i allt detta. Jag ställer mig frågor om mitt eget uppförande samt på vilket sätt barnen kan ha blivit påverkade av det. Uppsatsens metod är essäskrivandet, ett verktyg jag använder för att kunna bearbeta de redan upplevda situationerna och i samtal med olika filosofer, psykologer och professorer i pedagogik kunna reflektera över dem. Jag reflekterar, bland annat, genom psykologen Albert Bandura kring miljö och människa och den ömsesidiga påverkan som de har på varandra, kring Foucaults maktanalysen för att förstå vilken roll makten spelar i relationer. Jag har också vänt mig till Vigotskijs teorier för att reflektera över hur den proximala utveckligzonen äger rum på förskolan även om vi inte märker den. De olika teorierna jag använde i reflektionen hjälpte mig att förstå mitt eget agerande. Jag har inte bara fått mer kunskap om olika teorier utan min förståelse har fördjupats. Det finns inte svåra barn, det svåra är att vara barn i en omgivning som präglas av okunskap, oförståelse och begränsade resurser.
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Ogan, Amy. "Supporting Learner Social Relationships with Enculturated Pedagogal Agents." Research Showcase @ CMU, 2011. http://repository.cmu.edu/dissertations/60.
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Embodied conversational agents put a “human” touch on intelligent tutoring systems by using conversation to support learning. When considering instruction in interpersonal domains, such as intercultural negotiation, the development of an interpersonal relationship with one’s pedagogical agent may play a significant role in learning. However, there is conflicting evidence in the literature both regarding the ability of agents to cultivate social relationships with humans, and their effect on learning. In this dissertation, I present a model of social dialog designed to affect learners’ interpersonal relations with virtual agents, a development process for creating social dialog, and empirical studies showing that this dialog has significant effects on learners’ perceptions of the agents and negotiation performance.
In early work, I explicitly prompted learners to have social goals for the interaction. I found that while students who reported social goals for interacting with the agents had significantly higher learning gains, explicit prompting was not effective at inducing these goals. I thus focused on implicit influence of learner goals, developing a model of social instructional dialog (SID) that integrates conversational strategies that are theorized to produce interpersonal effects on relationships. In two subsequent studies, an agent with the SID model engendered greater feelings of entitativity, shared perspective, and trust, suggesting that the model improved learner social relationships with the agent. Importantly, these effects transferred to other agents encountered later in the environment. The social dialog condition also made fewer errors and achieved more negotiation objectives in a subsequent negotiation than a control group, evidence that the improved social relationship lead to better negotiation performance. These findings regarding interpersonal relationships with agents contribute to the literature on learner-agent interactions, and can guide the future development of agents in social environments.
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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.
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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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Vila, Edmarcia Manfredin. "Treinamento de habilidades sociais em grupo com professores de crianças com dificuldades de aprendizagem: uma análise sobre procedimentos e efeitos da intervenção." Universidade Federal de São Carlos, 2005. https://repositorio.ufscar.br/handle/ufscar/3146.
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Previous issue date: 2005-02-24Social Skills Training (SST) can be used to increase teachers social competence, contributing to the development of interactive contexts in the classroom as well as to the student s learning. The purpose of this research was to elaborate and describe intervention procedures used in a group SST program with teachers who work with children that present learning difficulties, consisting of 15 sessions for the development of social skills. The effects of the SST were analysed in terms of: a) acquisition of social skills classes and b) generalization of social skills learned in the sessions for the classroom context. The sample included 10 teachers, in the 26-54 age range. The data gathering procedure involved the use of the Interpersonal Relations Questionnaire (IRQ) before the intervention, the Social Skills Inventory (SSI) and the filming of each teacher with his/her students, before and after the intervention. The IRQ data showed that at the beginning the teachers had some difficulties in dealing with interpersonal conflicts in the classroom, demonstrating lack of social skills. It was also observed a certain incoherence in the verbal report related to some questions, highlighting flaws in the self-observation and self-knowledge repertoire. Based on the survey of the behavioral classes presented by the facilitator by means of the tape transcriptions, it was possible to classify the intervention procedures that had the following purposes: a) to investigate interpersonal difficulties; b) to analyse previous-consequent relations; c) to train specific social skills; d) presentation of positive results and; e) to sound out generalization which contributed to the learning of social skills and generalization for the classroom context. The SSI data showed that after the intervention there was an increase in the scores average of the group of teachers in all the social skills classes that were assessed. In the individual analysis some teachers showed much bigger changes than others and for some of them there was a slight decrease in the scores. As for the filming data in the classroom, there was no increase in all the social skills that were assessed, but in those that increased, the generalization was evidenced. The results obtained allow us to state that the improvement of the teachers social skills repertoire enables them to foster interactive contexts in the classroom, contributing to the student s academic and interpersonal development.
O Treinamento de Habilidades Sociais (THS) pode ser utilizado para aumentar a competência social de professores, contribuindo para o arranjo de contextos interativos em sala de aula e para a aprendizagem do aluno. O objetivo dessa pesquisa foi elaborar e descrever procedimentos de intervenção utilizados em um programa de THS em grupo, com professores de crianças com dificuldades de aprendizagem, composto por 15 sessões para o desenvolvimento de habilidades sociais. Analisaram-se os efeitos do THS em termos de: a) aquisição de classes de habilidades sociais; e b) generalização das habilidades sociais aprendidas nas sessões para o contexto de sala de aula. A amostra incluiu dez professores, de 26 a 54 anos. O procedimento de coleta de dados envolveu a aplicação do Questionário de Relações Interpessoais (QRI) antes da intervenção, do Inventário de Habilidades Sociais (IHS) e realização da filmagem de cada professora com seus alunos, pré e pós intervenção. Os dados do QRI mostraram que, inicialmente, as professoras apresentavam dificuldades de lidar com conflitos interpessoais em sala de aula, demonstrando um repertório deficitário de habilidades sociais. Observou-se, também, certa incoerência no relato verbal com relação a algumas questões, evidenciando falhas no repertório de auto-observação e de autoconhecimento. A partir do levantamento das classes comportamentais apresentadas pela facilitadora, por meio das transcrições de fitas cassetes, houve a possibilidade de classificar os procedimentos de intervenção que apresentavam os objetivos de: a) investigar dificuldades interpessoais; b) analisar relações antecedentes-conseqüentes; c) treinar habilidades sociais específicas; d) usar conseqüenciação positiva; e e) sondar generalização, os quais contribuíram para a aprendizagem das habilidades sociais e generalização para o contexto de sala de aula. Os dados do IHS mostraram que, após a intervenção, houve aumento nas médias dos escores do grupo de professoras em todas as classes de habilidades sociais avaliadas. Na análise individual, algumas professoras apresentaram mudanças bem maiores do que outras e, para algumas, houve uma pequena diminuição nos escores. Com relação aos dados da filmagem em sala de aula, não ocorreu aumento em todas as habilidades sociais avaliadas, mas naquelas que aumentaram, evidenciou-se generalização. Os resultados obtidos permitem afirmar que o aprimoramento do repertório de habilidades sociais de professores possibilita capacitá-los para a promoção de contextos interativos em sala de aula, contribuindo para o desenvolvimento acadêmico e interpessoal do aluno.
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Blanchet, Katleen. "Au coeur de l’interaction humain-robot collaboratif : comment concevoir une assistance personnalisée au profil utilisateur ?" Electronic Thesis or Diss., Institut polytechnique de Paris, 2021. http://www.theses.fr/2021IPPAS001.
Full textAbstract:
La transformation des usines de production s’accélère, dirigée par les progrès de la robotique collaborative et de la science des données. L’organisation du travail évolue en conséquence, ce qui impacte directement les conditions de travail des opérateurs. Diminution d’autonomie, surcharge d’informations, cadence accrue, les opérateurs doivent modifier leurs habitudes et apprendre à collaborer avec le robot. Dans ce contexte, l’objectif de ce travail de recherche est d’améliorer la qualité de vie au travail des opérateurs, lors de la réalisation d’une tâche collaborative avec contact physique, par une assistance personnalisée au profil utilisateur. Dans la littérature, les assistances s'appuient sur des dispositifs d'observation externes, sources de stress, et proposent exclusivement des ajustements du comportement du robot, basés sur des connaissances à priori. Ainsi, ces assistances ne s'adaptent pas dynamiquement aux variations du comportement de l'homme. Afin de pallier ces verrous scientifiques, cette étude présente deux contributions. En premier lieu, nous proposons une méthodologie d'extraction d'informations haut niveau sur le profil utilisateur à partir des signaux bruts du robot, appliquée à l'expertise. Dans un second temps, nous soumettons une approche hybride d'assistance au profil, qui combine l'apprentissage par renforcement centré sur l'humain et l'approche symbolique (ontologie et raisonnement logique), pour guider les opérateurs vers une montée en compétence. Cette synergie garantit une adaptation en ligne aux besoins des utilisateurs tout en réduisant le processus d'apprentissage. Puis, nous enrichissons l’assistance motrice (robotique) par une assistance informative. Nous avons démontré, par une simulation et des expérimentations en conditions réelles sur trois cas d'usage robotique, la cohérence de notre profil ainsi que l'effet positif de l'assistance sur l'acquisition des compétences. Nous créons ainsi un climat plus propice à l'épanouissement professionnel en diminuant la charge mentaleThe transformation of production plants is accelerating, driven by advances in collaborative robotics and data science. As a result, the organisation of work is changing, directly affecting the working conditions of operators. Loss of autonomy, information overload, increased pace, operators have to change their habits and learn to collaborate with the robot. In this context, the aim of this research work is to improve the operators quality of life at work, while performing a physical collaborative task, by means of user profile-based assistance. In the literature, the assistance mainly relies on external observation devices, causes of stress, and proposes exclusively a priori-based adjustments of the robot's behaviour. Thus, these assistance do not dynamically adapt to human behaviour variations. In order to overcome these challenges, this study presents two contributions. Firstly, we propose a methodology for extracting high-level information on the user profile from the robot raw signals, which is applied to expertise. We then introduce a hybrid approach to profile-based assistance which combines human-centered reinforcement learning and symbolic logic (ontology and reasoning) to guide operators towards skill improvement. This synergy guarantees online adaptation to user needs while reducing the learning process. Then, we extend the robotic assistance with informative assistance. We have demonstrated, through simulation and experiments in real conditions on three robotic usecases, the consistency of our profile as well as the positive effect of the assistance on the skills acquisition. We thereby create a more favourable environment for professional satisfaction by reducing the mental workload
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Paiva, Alex de Souza. "Estudo de perfis interativos em crianças para a formação de pequenos grupos de trabalho." Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/684.
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Investigam-se os perfis de interação de crianças, em processo de alfabetização cursando o ensino fundamental I, com o intuito de gerar subsídios para que professores tenham uma visão mais ampla sobre como esses perfis contribuem na condução de atividades de aprendizagem, de natureza colaborativa, dentro da dinâmica escolar. O trabalho consistiu em um estudo de caso de cunho exploratório, sendo a pesquisa predominantemente qualitativa, de caráter interpretativo, com algum tratamento quantitativo. A fundamentação teórica foi estruturada com base em diferentes visões da aprendizagem, na sociometria e também em testes psicológicos de habilidades sociais. Participaram da pesquisa dezesseis crianças matriculadas no terceiro ano e uma professora pedagoga regente da turma. Todos os sujeitos foram submetidos a um teste de estimativa de habilidades sociais denominado SMHSC. Após ampliação da escala de estimativas de habilidades, os indivíduos foram divididos em quatro grupos de acordo com os perfis identificados. Cada grupo participou de uma atividade colaborativa presente em um artefato digital denominado Mesa TOQ, onde foram coletados os dados que serviram de base para a pesquisa. A análise dos elementos de informação foi realizada inicialmente com base no mapeamento de estímulos e reações emitidos pelos sujeitos, sendo posteriormente realizada uma análise específica somente dos estímulos disparadores de interlocuções. Como principal resultado desta análise, foi proposto um Modelo de Perfis Interativos para Atividades Colaborativas composto por dois eixos – omissão/interação e colaboração/egocentrismo – e oito categorias de perfis interativos. Os principais resultados da pesquisa mostram que, para uma análise mais aprofundada de perfis interativos em crianças, os professores devem levar em consideração não somente resultados de testes de estimativa, mas também análises de situações reais. O estudo mostrou que é possível identificar perfis de interação em grupos de crianças, e que este conhecimento possibilita a definição de estratégias para a composição de grupos de alunos para a realização de atividades colaborativas. O trabalho apresentou como principais contribuições um conjunto de categorias de estímulos para auxiliar professores a compreender melhor como alunos interagem e reagem a estímulos dentro de uma atividade em grupo e também um Modelo de Perfis Interativos para Atividades Colaborativas, apresentado como um plano de representação de perfis de interação. Ambas as contribuições são específicas deste estudo, podendo ser ampliadas para outras situações, a condição de serem feitas as considerações e adequações necessárias, possibilitando que a seleção de alunos para atividades em grupo torne-se um ato mais planejado potencializando os benefícios de atividades colaborativas no ambiente escolar.This research study investigated interactive profiles in children enrolled in elementary school. The main objective of this project was to generate aids so teachers could have a wider view of how those profiles affect the conduction of collaborative activities in the school environment. The research consisted on an exploratory case study, predominantly qualitative with some quantitative interpretation of data. The literature review was structured based on different views of how people learn, the sociometry and also in psychological tests of social skills. Sixteen children and a teacher took part on this research study. All children were enrolled in the third grade of a public elementary school. All subjects were submitted to a psychological social skills test called SMHSC. The Socially Unskilled Reactions scale of the test was amplified and the subjects were placed into four different groups according to their suggested profiles. Each group participated in a collaborative activity integrated on a digital artifact call TOQ Interactive Table, where the data that supported this research was extracted. The analysis of these facts was initially done through the mapping of stimuli and reactions generated by the subjects and transformed, later on, into a specific analysis of stimuli that had triggered interlocutions. As the main product of this analysis a Model of Interactive Profiles for Collaborative Activities was proposed being structured by two main axis - omission/interaction and collaboration/egocentrism - and eight categories of interactive profiles. The main results of the research show that, for a deeper analysis of interactive profiles in children, teachers should take into consideration not only test results but also the evaluation of real situations. The study showed that it is possible to identify interactive profiles in groups of children, and that this knowledge facilitates the definition of classroom strategies to form groups of students in collaborative activities. The research study presented as main contributions: a collection of stimuli categories that can help teachers to better understand how students interact and react to stimuli within a group activity and also a Model of Interactive Profiles for Collaborative Activities presented as a relative map of interactive profiles. Both contributions are specific for this study with the possibility of being amplified for other situations. This transforms the random selection of students for a given group activity into a planned conscious act, raising the benefits of collaborative activities into a new level.
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Maguvhe, M. O. "A study of inclusive education and its effects on the teaching of biology to visually impaired learners." Thesis, Pretoria : University of Pretoria, 2005. http://upetd.up.ac.za/thesis/available/etd-08102005-112348.
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Koniakowski, Isabella. "Debugging in a World Full of Bugs : Designing an educational game to teach debugging and error detection with the help of a teachable agent." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-171770.
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This study used the Magical Garden software and earlier research into computational thinking as a point of departure to explore what metaphors could be used and how a teachable agent could be utilised to introduce debugging and error detection to preschool children between four and six years old. A research through design methodology allowed the researcher to iteratively work divergently and convergently through sketching, creating a Pugh matrix, conducting six formative interviews, and finally creating two hybrid-concepts as paths to teaching debugging in the form of concepts. Many metaphors discovered in the design process and in preschool teachers' daily practices were judged possible for teaching debugging and error detection. The analysis of these resulted in four recommendations for choosing a suitable metaphor when teaching debugging: it should have clear rights and wrongs, it should allow for variation, it should have an easily understandable sequentiality to it, and it should be appropriate for the age-group. Furthermore, six recommendations were formulated for utilising a teachable agent: have explicitly stated learning goals, review them and explore new ones as you go, have a diverse design space exploration, make the learning objective task complex, not the game in general, reflect on if using a TA is the best solution, make use of the correct terminology, and keep the graphical elements simple. These recommendations, together with the hybrid-concepts created, provide researchers and teachers with knowledge of how to choose appropriate metaphors and utilise teachable agents when aiming to teach debugging and error detection to children between four and six years old.
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Chen, Ding-Ruei, and 陳鼎叡. "A Computer-Assisted Environment for Learning Induction Skills with An Interactive Geometry Library." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/41754890757180685950.
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碩士雲林科技大學
電子與資訊工程研究所
96
Inductive reasoning is an important domain-general skill for learning science and math, etc. Unfortunately, previous studies have pointed out that students of elementary school still have many weaknesses, when they do the tasks of inductive reasoning. In this thesis, we have designed a web-based environment to address some of these weaknesses, and train their skills of inductive reasoning. We adopt the pedagogy of self-directed experimention in the learning environment, which guides learners to discover geometry concepts and hidden causal rules. According to the three phases of inductive reasoning, i.e. data collection, hypothesese generation and evaluation, we have designed serveral assisted tools that attempt to help learnr improves their development of experimental strategy, and increases the accuracy of hypothesis generation. In the experiment, learners who were assisted by tools used the accuracy of their generated hypotheses were higher than those without using the tools.
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CHEN, CHING HUI, and 陳晶慧. "Research of Interactive Response System to Cooperative Skills and Learning Effectiveness of Civic Education in Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/65uf39.
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碩士大葉大學
資訊管理學系碩士班
106
As the use of information technology in daily life has become more and more prevalent, the traditional lecture-based teaching strategies have not been able to meet the unique needs of students born in the Internet age. This study uses Interactive Response System (IRS) instant feedback technology to assist group cooperative learning. The study aims to explore whether the G7 PE Class students’ collaborative skills and learning effect can be improved by merging civics education teaching with IRS. Hopefully the results can provide methods and useful suggestions for teaching PE class students nowadays. This study adopted the quasi-experimental design of nonequivalent pretest-posttest. The subjects were students in seventh grade. The experimental group was a PE class, and the control group was a general class. The experimental group adopted group cooperative learning with IRS assistance in teaching civics education. The control group only adopted group cooperative learning. At the end of the teaching experiment, “the group cooperative learning experience questionnaire “,”IRS integration into teaching feedback questionnaire”, and “civics eduction monthly exams” were used as research tools. The conclusions are as follows : 1. The motivation and attitude of learning civics education in the experimental group achieved results significantly higher than that of the control group. 2. The experimental group’s cooperation skills and peer interaction results were much higher than the control group. 3. The learning effect of the experimental group on civic education was not significant. 4. Students in the experimental group held positive opinions on the application of IRS in the teaching of civics education in junior high schools.
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Ungurait, Michelle D. "Understanding gender differences in achievement on the Social Studies Texas Assessment of Knowledge Skills : an interactive qualitative study." Thesis, 2007. http://hdl.handle.net/2152/24369.
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The Texas Education Agency’s Social Studies Texas Assessment of Knowledge and Skills results show an achievement gap between males and females for every criteria on every test given since 2003. The most dramatic achievement difference is in the area of “traditional” U.S. History. The Texas results mimic a gender gap reported by College Board Texas AP U.S. history exams and the 2006 National Assessment of Education Programs United States assessment for 8th and 12th graders. Literature and education research outline a contentious background the current social studies and history education programs a, a history of social studies assessment programs, and different theoretical frameworks regarding male and female learning. A Transformative Sequential Mixed Method/Model Design was used for this study. Social Studies TAKS quantitative data collected by the Texas Education Agency formed the basis for an Interactive Qualitative Analysis (IQA) study. The Researcher gathered data from a statewide sampling of social studies supervisors, administrators, teachers and Austin Independent School District social studies students. Findings show perspectives regarding the social studies are different and crucial to effective instruction. Both female and male student focus groups believe the teacher to be in complete control of student learning whereas social studies supervisors, administrators, and teachers find the teacher to be a recipient of the pressures from the statewide assessment, accountability, external influences. Female students are shaped by the influences of their outside life and find the entire subject matter covered by the social studies irrelevant. Male students are more personally involved in the history and social studies subject matter finding it important and interesting.text
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CHEN, KU CHU, and 陳谷柱. "Case Study of Using Interactive Whiteboard Video Modeling to Improve Daily Living Skills Learning Performance for Elementary School Students with Autism." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54031057292316654021.
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碩士亞洲大學
光電與通訊學系碩士班
99
The purpose of this study is to investigate the effect of Daily Living Skills Learning on a elementary student with autism by Interactive Whiteboard Video Modeling(IWB video modeling). A single-subject experimental design method of multiple probes across behaviors was used in this study, and a four-grade student with autism was participant in this research. The independent variable in this study was IWB video modeling intervention, and the dependent variables were the effect of the 4 daily living skills related with colthes and pants being set in order. Main resluts of this study with Visual analysis method are listed as follows: 1. IWB video modeling intervention is able to enhance the daily living skills in intervention period. 2. IWB video modeling intervention can improve the the daily living skills in generalization period if the situation is almost alike. 3. Effectiveness of IWB video modeling intervention on enhancing the daily living skills can persist for two weeks.
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Πομώνης, Γεράσιμος. "Διδακτικές στρατηγικές, μαθήτυποι και δεξιότητες κριτικής σκέψης στη διδασκαλία της χρηματοοικονομικής : προσέγγιση με την quantile regression." Thesis, 2009. http://nemertes.lis.upatras.gr/jspui/handle/10889/1552.
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Σκοπός της παρούσας διατριβής είναι η μελέτη της επίδρασης των εφαρμοζόμενων διδακτικών στρατηγικών για την διδασκαλία της Χρηματοοικονομικής στη διαμόρφωση των μαθησιακών στρατηγικών των φοιτητών και στην ανάπτυξη των δεξιοτήτων κριτικής σκέψης, με την χρησιμοποίηση της οικονομετρικής τεχνικής της quantile regression (QR).
Η επισκόπηση της διεθνούς βιβλιογραφίας καθώς και η έρευνα για την παρούσα διατριβή δείχνουν, αφενός ότι στους συγγενείς επιστημονικούς χώρους της Οικονομικής, της Χρηματοοικονομικής και της Λογιστικής εφαρμόζονται διδακτικές στρατηγικές που βασίζονται στη μέθοδο των διαλέξεων και φαίνεται να επηρεάζουν την διαμόρφωση των μαθησιακών στρατηγικών και αφετέρου ότι η χρησιμοποίηση διδακτικών στρατηγικών ενεργού εμπλοκής των φοιτητών στην μάθηση μπορεί πράγματι να επηρεάζει τη διαμόρφωση των μαθησιακών στρατηγικών και να συμβάλλει στην ανάπτυξη δεξιοτήτων κριτικής σκέψης. Από την ως άνω επισκόπηση έχει καταφανεί ότι η στατιστική ανάλυση των ως άνω επιδράσεων στηρίζεται, κατά το πλείστον, σε υπολογισμό συντελεστών συσχέτισης, σε ανάλυση της διακύμανσης καθώς και στην χρησιμοποίηση της κλασικής παλινδρόμησης.
Η διαμόρφωση των μαθησιακών στρατηγικών εκτιμάται μέσα από την διαμόρφωση των τρόπων και τύπων μάθησης των φοιτητών, με τη χρησιμοποίηση του Learning Style Inventory (LSI) του Kolb και του Learning Styles Questionnaire (LSQ) των Honey και Mumford. Με το LSI (που χρησιμοποιήθηκε και στις δυο φάσεις της έρευνας) εκτιμάται η προτίμηση προς τέσσερεις τρόπους μάθησης (Απτή Εμπειρία, Στοχαστική Παρατήρηση, Αφηρημένη Αντίληψη Εννοιών και Ενεργός Πειραματισμός), με βάση τους οποίους προκύπτουν τέσσερεις τύποι μάθησης (Αποκλίνων, Αφομοιωτικός, Συγκλίνων και Διευκολύνων).
Για την εκτίμηση του επιπέδου ανάπτυξης των δεξιοτήτων κριτικής σκέψης των φοιτητών, χρησιμοποιείται το California Critical Thinking Skills Test (CCTST), δημιουργημένο από τον Peter Facione με βάση τα συμπεράσματα της Delphi Report (American Philosophical Association). Το CCTST εκτιμά πέντε επιμέρους δεξιότητες κριτικής σκέψης (Ανάλυση, Αξιολόγηση, Συμπερασμός, Επαγωγικός και Απαγωγικός Συλλογισμός) καθώς και την συνολική ικανότητα στις δεξιότητες κριτικής σκέψης.
Η έρευνα δια την συγκέντρωση παρατηρήσεων διενεργήθηκε σε δυο φάσεις: στην πρώτη εκτιμήθηκαν μόνο οι τρόποι και τύποι μάθησης με τη χρήση των LSQ και LSI και στην δεύτερη εκτιμήθηκαν οι τρόποι και τύποι μάθησης με τη χρήση μόνο του LSI καθώς και οι δεξιότητες κριτικής σκέψης με τη χρήση του CCTST.
Η στατιστική ανάλυση των δεδομένων της έρευνας στηρίζεται στη χρησιμοποίηση του οικονομετρικού μοντέλου της quantile regression (QR), με το οποίο μπορούν να υπολογιστούν συντελεστές ακόμη και για τα 99 εκατοστημόρια της κατανομής της εξαρτημένης μεταβλητής, αυξάνοντας θεαματικά την αντλούμενη πληροφόρηση, έναντι της κλασικής παλινδρόμησης. Προκύπτει έτσι ένα σημαντικό ερμηνευτικό πλεονέκτημα, το οποίο φωτίζει την επίδραση που ασκείται σε όλο το εύρος της κατανομής και συμβάλλει στην εκτενέστερη και βαθύτερη κατανόηση των ασκούμενων επιδράσεων. Αυτή η δυνατότητα έχει κατ’ εξοχήν σημασία στην ερμηνεία της αλλαγής της προτίμησης από τον έναν τρόπο μάθησης στον διαμετρικά αντίθετό του και την ενδιάμεση κατάσταση της ισορροπημένης μάθησης, για κάθε μια από τις δυο διαστάσεις μάθησης του μοντέλου Εμπειρικής Μάθησης του Kolb.
Η QR χρησιμοποιείται επίσης για την έρευνα της επίδρασης των διαμορφωμένων τρόπων και τύπων μάθησης στην ανάπτυξη των δεξιοτήτων κριτικής σκέψης. Θεωρητικά υποστηρίζεται ότι ο Συγκλίνων μαθήτυπος του μοντέλου του Kolb υπερτερεί στην επίδοση στις δεξιότητες κριτικής σκέψης, υπόθεση που δεν τεκμηριώνεται στην περίπτωση που αναπτύσσεται ισορροπημένη προτίμηση προς τους τέσσερεις τρόπους μάθησης. Οι εν λόγω επιδράσεις τεκμηριώνονται με την ανάλυση των δεδομένων από την πειραματική εφαρμογή διδακτικού μοντέλου ενεργού εμπλοκής των φοιτητών στην διαδικασία διδασκαλίας-μάθησης της Χρηματοοικονομικής με τη χρήση της QR.
Τα βασικά συμπεράσματα της παρούσας διατριβής είναι τα εξής:
α) Το μαθησιακό περιβάλλον που διαμορφώνεται από την εκάστοτε εφαρμοζόμενη διδακτική στρατηγική επιδρά διαφορετικά σε κάθε τμήμα της κατανομής της εξαρτημένης μεταβλητής.
β) Η ανάπτυξη ισορροπημένης προτίμησης προς τους τρόπους μάθησης είναι επωφελέστερη, έναντι της επιλεκτικής προτίμησης, για την ανάπτυξη δεξιοτήτων κριτικής σκέψης.
γ) Η διάδραση που αναπτύσσεται μεταξύ των φοιτητών σε ομάδες που απαρτίζονται από διαφορετικούς τύπους μάθησης ασκεί σημαντική επίδραση στην ανάπτυξη ισορροπημένης μάθησης και στη βελτίωση του επιπέδου των δεξιοτήτων κριτικής σκέψης.
δ) Η εκτίμηση πολλών συντελεστών παλινδρόμησης με την χρήση της QR διευρύνει σημαντικά την ερμηνεία των επιδράσεων των ανεξάρτητων στις εξαρτημένες μεταβλητές, έναντι άλλων απλών στατιστικών μέτρων καθώς και της κλασικής παλινδρόμησης.
ε) Στον τομέα της διδασκαλίας στον επιστημονικό χώρο της Χρηματοοικονομικής στην Ελλάδα, η παρούσα εργασία είναι μοναδική και πρωτότυπη και η συμβολή της είναι καθολική, αναδεικνύοντας ταυτόχρονα ένα οικονομετρικό μοντέλο – την QR – σε ερμηνευτικό εργαλείο των σχέσεων που αναπτύσσονται στην διδακτική πράξη.The aim of this dissertation is the study of the effect of the implemented teaching strategies in Finance teaching on the formation of students’ learning strategies and development of critical thinking skills, by using the econometric model of quantile regression (QR). The review of the relevant literature, as well as the research for this dissertation show that on the one hand the implemented teaching strategies in the related disciplines of Economics, Finance and Accounting are mainly based on the use of the lecture method and seem to affect the formation of students’ learning strategies and on the other hand the use of teaching strategies that involve students in the teaching-learning process may affect the formation of students’ learning strategies and contribute to the development of critical thinking skills as well. The literature review also shows that statistical analysis of effects is mostly based on correlation coefficients and analysis of variance, as well as the use of traditional regression. The formation of students’ learning strategies is estimated through student learning styles and types, by the use of Kolb’s Learning Style Inventory (LSI) and Honey & Mumford’s Learning Styles Questionnaire (LSQ). By the use of the LSI (which has been used in both phases of the relative research), student preferences towards four learning styles (Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation) are estimated. Based on the relevant preference for two consecutive learning styles, in the order depicted above, four learning types may occur: Divergers, Assimilators, Convergers, and Accommodators. The California Critical Thinking Skills Test (CCTST) is used for estimating the level of development of students’ critical thinking skills. This instrument has been developed by Peter Facione and is based on the results and recommendations of the Delphi Report of the American Philosophical Association. The CCTST estimates five discrete critical thinking skills, namely Analysis, Evaluation, Inference, Induction and Deduction and the overall critical thinking skills ability as well. The research for the collection of data has been carried out in two phases. In the first phase the LSQ and LSI instruments have been used for the estimation of students’ learning styles and types and in the second phase the LSI has been used for the estimation of students’ learning styles and types and the CCTST for the estimation of students’ critical thinking skills. The statistical analysis of the research data is based on the use of the econometric model of the quantile regression (QR), by which coefficients for as many as 99 percentiles of the dependent variable can be computed. In this way derived information is extremely richer than that derived by using traditional regression. This renders a significant explanatory advantage, which sheds light of the impact on the whole distribution of the dependent variable and thus it contributes to the more comprehensive and deeper understanding of the caused effect. This capability is especially important for explaining the change in the preference from one learning style to its diametrically opposite one and the interim situation of balanced learning, for each of the two dimensions of learning of Kolb’s Experiential Learning Model. QR is also used for the exploration of the impact of the formed learning styles and types on the development of critical thinking skills. Theory suggests that the Converging learning type of Kolb’s model beats the other three in critical thinking skills performance, but this suggestion is not corroborated in the case that a balanced preference towards all four learning styles is developed. The aforementioned impact is documented by the analysis of data rendered by the experimental implementation of a teaching strategy of active engagement of students in the teaching-learning process in Finance teaching, by using the QR. Basic results of this dissertation are as follows: a) The learning environment develop by the implemented teaching strategy has a different impact on each segment of the distribution of the dependent variable. b) The development of balanced preference towards the learning styles is more beneficial for critical thinking skills development than selective preference. c) The developed interactivity between students in groups made up by different learning types has a significant effect on developing balanced learning and on the improvement of the level of critical thinking skills development. d) The use of the Quantile Regression and the computation of many regression coefficients expands significantly the explanatoty potential about the impact of the independent variables on the dependent ones, against other simple statistical metres as well as traditional regression. e) Regarding the teaching endeavors of instructors in the area of Finance in Greece, this dissertation is unique and original and contributes in a total sense, while it simultaneously highlights the advantages of an econometric model – the QR – as an hermeneutic instrument for the relationships development in the teaching process.
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Schoeman, Martha Anna. "Enhancing comprehension in open distance learning computer programming education with visualization." Thesis, 2015. http://hdl.handle.net/10500/20715.
Full textAbstract:
This thesis describes a research project aimed at improving the tracing skills of first-year programming students enrolled for an introductory C++ course at an open distance learning institution by means of a tutorial in the form of a program visualization tool to teach the students to draw variable diagrams. The research was based on the findings from the BRACElet project (Clear, Whalley, Robbins, Philpott, Eckerdal, Laakso & Lister, 2011). A design-based research methodology was followed.
To guide the process of developing the tutorial, a framework of 26 guidelines for developing and using visualization tools to teach programming was synthesized from the literature on computing education research CER, educational psychology and computer graphics. Guidelines were supplemented with reasons or explanations for their recommendation and considerations to be taken into account when using a guideline. The framework was enhanced by lessons learnt during the development and testing of the tutorial.
The tutorial was tested and refined during two implementation cycles. Both cycles included quantitative and qualitative investigations. All students registered for the introductory module received the tool with their study material. For the quantitative investigations, students completed a questionnaire after using the tutorial. Through the questionnaire biographical data was acquired, the manner in which students used the tutorial and how they experienced using it. The responses to the questionnaires were statistically analysed in combination with respondents’ final marks. The statistical modelling indicated that the students’ biographical properties (a combination of level of programming experience, marks obtained for Mathematics and English in matric and first-time registration for COS1511 or not), had the biggest impact on their final marks by far.
During the qualitative investigations students were eye tracked in a Human-Computer Interaction laboratory. The gaze replays in both cycles revealed that students’ reading skills impacted largely on their success, connecting with the findings from the quantitative investigations.
Reflections on why the tutorial did not achieve its purpose; and why poor reading skills may have such a strong effect on learning to program, contribute some theoretical understanding as to how novices learn to program.Computer Science
D. Phil. (Computer Science)
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Machado, Candida Aparecida. "Simulador no Quadro Interativo: Impactos no Ensino e Aprendizagem da Física." Doctoral thesis, 2018. http://hdl.handle.net/10316/79584.
Full textAbstract:
Tese de doutoramento em Ensino das Ciências, apresentada à Faculdade de Ciências e Tecnologia da Universidade de CoimbraA escola é hoje um espaço que exige que sejamos capazes de acompanhar os processos de mudança da sociedade em que vivemos, nomeadamente através do uso das Tecnologias de Comunicação e Informação. Se por um lado acreditamos que estas são atrativas e podem através do seu uso no ensino motivar os alunos e oferecer vantagens, por outro, entendemos que se não forem devidamente enquadradas podem ser causadoras de dispersão e desorientação. A sua integração desenvolvendo materiais que orientem, estimulem, suportem e promovam aprendizagens é um aspeto de crucial importância e envolver os professores neste processo é um ponto fundamental, sobre o qual temos refletido e que estudamos neste trabalho. A aprendizagem da Física requer que o aluno aprenda a sua linguagem, saiba fazer distinções entre os conceitos e aprenda a fazer o seu uso correto em diferentes contextos, e esse é um dos grandes problemas dessa disciplina, a sua aprendizagem concetual. Nesse sentido, as simulações computacionais concebidas como recurso educativo digital que potencializa novas aprendizagens e que propicia o envolvimento ativo do aluno constituem um tema cuja relevância no ensino da Física tem sido amplamente reconhecida, não só por investigadores e um ainda pequeno número de professores, mas também pelos responsáveis que tomam decisões relativas às políticas educativas e aos currículos. Assim, esta tese propõe uma nova perspetiva na aprendizagem de conceitos da Física, em que o simulador computacional e, em particular, o seu uso combinado com o Quadro Interativo e apoiado por um guião de atividades, resultando num dispositivo pedagógico, é considerado como uma ferramenta chave no processo de ensino e de aprendizagem, onde a visualização e a interação a partir do digital possibilitam ao aluno uma melhor exploração dos conceitos. Esta perspetiva, fundamentada na investigação sobre a aprendizagem das ciências e na investigação em interfaces entre o computador e o usuário, assume que: (a) a aprendizagem é um processo ativo de criação de significados a partir de representações; (b) os alunos aprendem a partir do seu próprio esforço, trabalho, dedicação, competência cognitiva, comportamental, sensório-motora e emocional e, também, a partir de orientação externa; (c) a motivação e o envolvimento influenciam a aprendizagem; (d) a aprendizagem é um processo de familiarização com conceitos, com ligações entre conceitos e inclui pré-conceções; (e) a exploração de conceitos abstratos em interfaces digitais permite ao aluno uma melhor visualização e, também, prever e testar hipóteses, num ambiente interativo, promovendo assim novas aprendizagens, nomeadamente trabalhando as pré-conceções. Com isso, a presente investigação teve como finalidade implementar e analisar a utilização de um dispositivo pedagógico conjugando um simulador computacional programado em VPython com um Quadro Interativo no ensino de conceitos da Mecânica. Um estudo de caso centrado nesse dispositivo foi desenvolvido em duas escolas com ensino secundário do centro de Portugal, para conhecer e compreender em profundidade e sob diferentes perspetivas o nosso objeto de estudo. Em termos metodológicos, numa abordagem mista, incluímos as vias fenomenológica e quasi-experimental e a triangulação de dados provenientes de entrevistas às professoras, questionários aos alunos, documentos relativos às classificações dos alunos antes e após a aplicação do dispositivo e observação de aulas (direta e apoiada por registos em vídeo). Os resultados indicam que o dispositivo pedagógico apresenta potencialidades para o ensino e aprendizagem da Mecânica, na aquisição de novos conceitos e sua integração, na mudança concetual das pré-conceções identificadas, na motivação e no envolvimento dos alunos, na mudança de atitudes das professoras envolvidas relativamente a esta estratégia de ensino e na transformação das suas práticas pedagógicas. O sistema educacional muda muito lentamente e ainda temos presente nos ambientes escolares a ênfase numa aprendizagem mecânica e em que o ensino da Física recorre demasiado a fórmulas e sua aplicação. Acreditamos que se as escolas tiverem acesso a novas e poderosas visões sobre a aprendizagem e a ferramentas e recursos educativos digitais que suportem a aprendizagem concetual significativa e que sejam tão comuns e fáceis de usar como o lápis e o papel, este cenário poderá ser transformado. ABSTRACT Nowadays, school is a space that demands us to be capable to follow the changes of our society, namely through the use of Information and Communication Technologies. If on one hand, we believe that these are attractive and can motivate students and offer advantages in class, on the other, we realize that when not properly framed they can cause dispersion and disorientation. Their integration developing resources that guide, stimulate, support and promote learning is of major importance. Teachers' participation in this process is a key aspect that we analyze and study in this work. Learning Physics requires students to acquire its language, distinguishing concepts and learning how to use it correctly in different contexts. One of the major problems of this subject is conceptual learning. In this context, the relevance of computational simulations in Physics teaching, conceived as a digital educational resources which foster learning and students participation, has been widely recognized, not only by researchers and even a small number of teachers, but also by decision-makers regarding educational policies and curricula. This thesis proposes a new perspective on learning Physics' concepts, presenting a pedagogical device integrating a computational simulation combined with an interactive whiteboard, supported by an activity guide, as a key tool for teaching and learning, where digital visualization and interaction increase conceptual learning. This perspective based on research on science learning and on the interfaces between computers and users, assuming that: (a) learning is an active process of creating meaning from representations; (b) students learn from their own effort, work, dedication, from their cognitive, behavioral, sensory-motor and emotional competences, and also from external orientation; (c) motivation and involvement do influence learning; (d) learning is a process of acquaintance with concepts, connections between concepts and preconceptions; (e) exploring abstract concepts with digital interfaces allows students to a better visualization and also to predict and test hypotheses in an interactive environment, promoting new acquisitions, namely working on the preconceptions. Thus, on the present study we implemented and analyzed the use of a pedagogical device combining a computer simulator programmed in VPython together with an Interactive Whiteboard to teach Mechanics concepts. A case study focused on this device was developed in two secondary schools in the center of Portugal, aiming to learn and understand in depth and under different perspectives our object. We selected a mixed approach combining the phenomenological and the quasi-experimental views and the triangulation of data from teachers' interviews, students’ surveys and test results and classroom observations (direct and supported by video recordings). The results show that the pedagogical device has great potential in promoting Mechanics concept learning, conceptual change, and students’ motivation and participation. Also it lead the involved teachers to change their attitudes related to this teaching strategies and to improve their pedagogical practices. The educational system changes only very slowly and we still find in schools an emphasis on mechanical learning, in which Physics teaching makes too much use of formulas and their application. We believe that if schools have access to powerful new insights about learning and to new digital educational tools, as well as resources that support meaningful conceptual learning, as common and easy to use as a pencil and a paper, this scenario could be changed.
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
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Hsu, Chih-Hsiang, and 許智翔. "The study concerning the effect of learning table tennis skills by adopting interaction games." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/01989222072226810049.
Full textAbstract:
碩士崑山科技大學
數位生活科技研究所
99
Purpose: The aim of the study is to discuss how junior high school students’ learning table tennis skills were influenced by adopting the Wii motion sensing games. The learning effect was compared with conventional counterparts. Method: Participants in the study were randomly selected from 15 twins in Min-De junior high school of Tainan City. They were categoried into two groups, control group (CG) and Wii group (WG). Another 15 participants selected were conventionally taught as conventional group (COG). The participants in the WG practiced table tennis skills by adopting Wii motion sensing games for six weeks, 30 minutes once, and thrice a week. The participants in the COG also conventionally practiced the table tennis skills for six weeks, 30 minutes once, and three thrice a week. The participants in the CG practiced no more. Before-and-after experimenting, three groups needed to take the tests including the forehand service, the forehand attack, and backhand block. Data Processing: The study was analyzed statistically through SPSS for Windows 17.0 (Chinese version), which the statistical results were significant (α < .05). Results: WG and COG were significant through the experiment in terms of the forehand service, the forehand attack, and backhand block. Conclusion: The study displayed that learning table tennis skills are effective by adopting both motion sensing games and the conventional practices.
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Lai, Wan-Chun, and 賴婉君. "The Effects of Learning Signs on Infant’s Language Communication Skills and Parent-Infant Interaction." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/66207830667381440421.
Full textAbstract:
碩士國立新竹教育大學
幼兒教育學系碩士班
104
The main purpose of this study is to understand the effects of learning baby signs on infants’ language communication skills and parent-child interaction. First, investigate the 40 children who did and did not participate in baby signs course using Mandarin-Chinese Communicative Developmental Inventory’s data to analyze the effects on their language communication skills. Second, investigate the 40 children who did and did not participate in baby signs course using Caregiver-Child Affect, Responsiveness, and Engagement Scale (C-CARES) to analyze and study the video-taped parent-child interaction. The study indicated that in terms of language communication skills, baby signs course is able to improve infant’s “Vocabulary Comprehension” and “Vocabulary Production” through concentrated and efficient interaction in a short period of time. On the other hand, “Understanding of Daily Expressions” and “Expression of Communicative Intents” require a longer period of time to be improved. Both groups of infants improved on “Understanding of Daily Expressions”, “Vocabulary Comprehension” and “Expression of Communicative Intents”, but the experimental group improved more than the control group. In parent-child interaction, the research groups the infants into infant group and child group based on their ages. The infant group are under 12 months old, and the child group are over 12 months old. Baby sign course has an instant affect on infants’ “Persistence”; caregivers of the infant group’s “Negative Interactive Behavior”; children’s “Emotional Attunement” and “Positive Interactive Behavior”; caregivers of the child group’s “Positive Psychological Behavior” and “Positive Interactive Behavior”. During follow-up test, the experimental group performed better than the control group on infants’ “Positive Interactive Behavior”, “Persistence”, “Involvement with toys”, “Participation with Caregiver”, and “Positive Interactive Behavior”. The score decline on “Negative Affect” is also more evident than the control group. Caregivers of the infant group were significantly affected on “Responsiveness to Vocalizations”, “Negative Affect”, “Participation”, “Teasing”, “Intrusiveness”, “Negatively Loaded on Flexibility”, and “Negative Interactive Behavior”. As for the child group’s “Amount of Communication”, “Quality of Language”, “Positive Interactive Behavior”, “Positive Psychological Behavior” and “Persistence”; caregivers’ “Negative Verbal Statements”, “Negative Touch”, “Structuring”, and “Negatively Loaded on Flexibility”, all require a longer period of time to show the difference. The main reason is that infants’ development and learning; parent-child interaction require more time and training for the results to be shown. This study not only improved my own understanding of infant language development institutions and parent-child interactions, but also provides references for parents and infant educators.
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Conradie, Ronette. "Student evaluation of career readiness after completing the hospitality management curriculum at the International Hotel School." Diss., 2012. http://hdl.handle.net/10500/7720.
Full textAbstract:
The primary purpose of this study was to determine how the current hospitality
management curriculum at The International Hotel School contributes to students’
preparedness from their own perspectives.
Generic and curriculum specific skills that can be used for curriculum evaluation were
identified, a framework of curriculum variables to rate the level of student
preparedness was developed, the effectiveness of the hospitality management
curriculum from the perspectives of students’ perceptions of preparedness was
analysed, and the aspects that contribute most to student preparedness were
identified through a literature study and an empirical investigation.
The findings were summarised and it was recommended that The International Hotel
School needs to review the hotel and restaurant accounting course and the
experiential learning components. Furthermore, lecturers of The International Hotel
School should receive training on the implementation of more interactive course
content delivery methods.Educational Studies
M. Ed. (Adult Education)