Dissertations / Theses on the topic 'Junior cycle'
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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.
Full textKing, David. "Junior cycle reform : why context matters : a context-centric analysis of curriculum reform in lower Irish secondary education." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18148/.
Full textLEÃO, Alessandra Mendonça. "A CONCEPÇÃO DE PROFESSOR NO CICLO DE FORMAÇÃO: UM ESTUDO BASEADO NA PROPOSTA DE GOIÂNIA (GESTÃO 2001-2004)." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/2020.
Full textThis study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country
Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país
Resnick, Edward. "Practitioner Research in Schools: Revealing the Efficacy Agency Cycle." Chapman University Digital Commons, 2018. https://digitalcommons.chapman.edu/ces_dissertations/16.
Full textSeki, Yuriko. "Comparative study between France and Japan on the causes of the diminishing interest in science : Propositions for a renovation of science education at junior high school in Japan." Université Louis Pasteur (Strasbourg) (1971-2008), 2005. http://www.theses.fr/2005STR1PS01.
Full textThe goal of the education is to help people build their personality, and it is the role of the school training to help them acquire the necessary liberal arts as well as the power of having a better judgement to a better living. Liberal arts has a universal and a contingent aspect. Until the 20th century the liberal arts essentially contains the Humanities and the Arts, but later the knowledge of scientific subjects acquires a very important meaning. The liberal arts does not only imply the knowledge of the classical texts. The philosopher Jose Ortega y Gasset, of Spanish origin, described the liberal arts " Mission of the University " in 1930: “the liberal arts is a system of various ideas which is possessed by each era. More precisely, it is a system of various ideas which characterize a done era “. What is the system of the various ideas of our time? We would say that it is Science. The main characteristic of the modern liberal arts is that a big part of it's contain provides from the scientific field. However, in the beginning of the 90's, the diminishing interest in science became a confirmed phenomenon not only in Japan, but also in France and in other countries of the world. Japan, a country of small surface, and poor in natural resources was able to have an unprecedented economic growth after the Second World War thanks to the technical renovation based on science. The modern economical society has been pushed up by science and technology in the broad sense of the term. For a long time, we consider that the society of the 21st century is based on knowledge and, if we think about the future of the countries, the diminishing interest of young people in science is an alarming situation. How can we understand this phenomenon?In reality, it is not the first time that the separation between the literary and the scientific knowledge is observed. Charles Percy Snow, who was the councillor of the science of the British government, has already rung the warning bell in his work " The two cultures " in 1959: " The complete misunderstanding of the science is the centre which influences everything ". Indeed, because a literary intellectual understands nothing in science, he becomes more and more anti-scientific. On the other hand, among the scientists, the misunderstanding becomes more marked between the literary scientists and the scientists of applied sciences. Progress and development of sciences and technology led to the specialization and the scission of the studies. During the 20th century, cases of mutual misunderstanding got enchained. This behaviour " of not trying to mutually understand each other " could be fundamentally linked to the nowadays diminishing interest in science. This observation of Snow noticed in the breast of the scientific community goes on to the whole society as one goes along of the years, and becomes apparent in the nineties. The behaviour of the society " of the adults " influences the sense of the values of the children [. . . ]
Brederode, Marion van. "Savoirs scientifiques, malentendus et inégalités sociales à l'école : les formes disciplinaires des SVT en 6ème." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080108/document.
Full textThis thesis deals with the processes leading to the development of inequalities at school in the teaching of life sciences, subject often thought not to be relevant on this point. It accounts for studies taking place within the theoretical framework of the problematization, stating that scientific knowledge in the classroom should be based on reason in order to expose how the forms of life sciences as a subject might generate, actively and passively, teaching inequalities. These, in turn, would lead the pupils to develop unequally suited disciplinary awareness. The qualitative analysis of life sciences textbooks and curricula since 1958 shows the evolutions of the subject, and how, today, pupils have to acquire by themselves knowledge essential to the understanding of biological phenomena. These evolutions impede the pupils relying only on school for the construction of their scientific knowledge. This socio-historical approach is completed with a synchronic study aiming at comparing forms of the subjects taught in socially diverse schools. Their quantitative analysis is based on content from the pupils’ notebooks. Depending on the context, forms of the subject don’t solicit and trigger the same knowledge, thinking and writing skills. These differences thus seem to actively contribute to the discrepancies on how pupils apprehend the specificities of life sciences
Portnoy, Phyllis C. "The legacy of the remnant, Old English laf and the junius cycle." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0010/NQ32888.pdf.
Full textAfinowicz, Jason David. "Evaluation of shrub encroachment and brush control on water availability in the Upper Guadalupe River watershed." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/210.
Full textAndrade, Flávio Lyra de. "Movimentos sociais, crise do lulismo e ciclo de protesto em junho de 2013: repertórios e performances de confronto, crise de participação e emergência de um quadro interpretativo autonomista." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9734.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this thesis I discuss the cycle of protest of 2013 and dynamics of confrontation that deepened the crisis of Lullism. I analyze the interactions between organizations of social movements and government, in the context of the political crisis unleashed. In view of the magnitude, intensity and extent of the manifestations, I seek to identify the repertoires and performances of confrontation that marked the period of political conflict, both nationally and in Recife. I discussed the events of June with a contextualized political analysis. I explore the comparative historical analysis and the notions constructed by the theory of social movements, applied to the cycles of protest and collective action: structure of opportunity and mobilization, repertoires and performance of confrontation and interpretive framework of collective action. From bibliographic research and analytical studies on June 2013, I situate the cycle of international and Brazilian protests between 2011 and 2013, realizing the impacts of the global crisis of capitalism in 2008 and the consequences of adopting austerity policies. To recognize the dynamics and characteristics that prevailed in Brazil, I make a historical recovery of the previous cycles from 1968. I investigate the place of diffusion of action repertoires and performances from other cycles and selected by the activists for this. In Brazil, I developed reflections on the protest cycles of the redemocratization period, the constitution and erosion of a popular democratic field of social movements, along with the rise and crisis of Lullism and Petism. In the study on protests, horizontal popular assemblies and squatters, nationally, information was obtained by searching the internet on websites, blogs, youtube and journals with active search using key words. In Recife, I conducted a case study through interviews with activists who participated in the 2013 protests and the Ocupe Estelita. I have identified the influence of the antiglobalization cycle for the current cycle, in its radical direct and performative action; The revelation of the exhaustion of participatory architecture in the midst of the crisis of Lullism and of the political system; The emergence of the repertoire and performance of confrontation, and the autonomist framework that exposed, at the outbreak of the cycle, polarized political dissatisfaction, left opposition, in the first moment, and right, in the moments that followed, having in the center the government And the PT. This event promotes an inflection towards a new cycle in the process of democratization and in the forms of institutional interaction and confrontation of social movements.
Nesta tese discuto o ciclo de protesto de 2013 e dinâmica de confronto que aprofundou a crise do lulismo. Analiso as interações entre organizações de movimentos sociais e governo, no contexto da crise política desencadeada. Diante da magnitude, intensidade e extensão das manifestações, busco identificar os repertórios e performances de confronto que marcaram o período de conflito político, em âmbito nacional e em Recife. Abordei os acontecimentos de junho realizando uma análise política contextualizada. Exploro a análise histórica comparada e as noções construídas pela teoria de movimentos sociais, aplicadas à ciclos de protestos e ação coletiva: estrutura de oportunidade e de mobilização, repertórios e performance de confronto e quadro interpretativo de ação coletiva. A partir de pesquisa bibliográfica e estudos analíticos sobre junho de 2013, situo o ciclo de protestos internacional e no Brasil entre 2011 e 2013, percebendo os impactos da crise mundial do capitalismo em 2008 e as consequências da adoção de políticas de austeridade. Para reconhecer a dinâmica e características que predominaram no Brasil, faço uma recuperação histórica dos ciclos anteriores a partir de 1968. Investigo o lugar da difusão de repertórios de ação e performances oriundas de outros ciclos e selecionadas pelos ativistas para este. No Brasil desenvolvi reflexões sobre os ciclos de protesto do período da redemocratização, a constituição e erosão de um campo democrático popular dos movimentos sociais, ao lado do surgimento e crise do lulismo e do petismo. No estudo sobre os protestos, as assembleias populares horizontais e os ocupas(es), em âmbito nacional, as informações foram obtidas através de pesquisa na internet em sites, blogs, youtube e periódicos com busca ativa utilizando palavras chaves. Em Recife, realizei um estudo de caso através de entrevistas com ativistas que participaram dos protestos de 2013 e do Ocupe Estelita. Identifiquei a influência do ciclo antiglobalização para o ciclo atual, em sua ação direta e performática radical; a revelação do esgotamento da arquitetura participacionista no bojo da crise do lulismo e do sistema político; a emergência do repertório e performance de confronto, e do enquadramento autonomista que expôs, na eclosão do ciclo, a insatisfação política polarizada, de oposição de esquerda, no primeiro momento, e de direita, nos momentos que se seguiram, tendo no centro o governo e o PT. Este acontecimento promove uma inflexão no sentido de um novo ciclo no processo de democratização e nas formas de interação institucional e de confronto dos movimentos sociais.
Spina, Paulo Roberto [UNIFESP]. "O Movimento Passe Livre São Paulo: da sua formação aos protestos de 2013." Universidade Federal de São Paulo (UNIFESP), 2016. http://repositorio.unifesp.br/handle/11600/41262.
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A dissertação analisa, com base na teoria do confronto político, o Movimento Passe Livre São Paulo (MPL São Paulo) em duas perspectivas. A primeira focaliza a formação do movimento a partir do estudo de trajetórias de ativistas em suas conexões com espaços de mobilização global e local. A segunda perspectiva analisa a mobilização e as interações do MPL São Paulo nos protestos de junho de 2013. Dois problemas analíticos orientaram a investigação: o do processo de aprendizado de performances e o de dilemas estratégicos de movimentos iniciadores em ciclos de protesto. O argumento do trabalho é o de que a análise dos protestos organizados pelo MPL São Paulo em 2013 requer a compreensão de dois processos sócio políticos de aprendizado de performances com temporalidades distintas. Um, de mais longa duração está relacionado à formação do MPL nacional, na conexão entre os repertórios autonomista e socialista. O outro, de mais curta duração, está relacionado à seleção de táticas de confronto frente a diferentes dilemas estratégicos emergentes nas três fases do ciclo de protesto. Na fase antecedente dilemas sobre como interpretar as oportunidades políticas e ameaças, na fase de mobilização dilemas sobre como expandir a participação de novos atores nos protestos e modificar a relação de tempo e espera com os detentores do poder e na fase de difusão como interagir com a entrada de novos atores e novas reinvindicações nos protestos. Em ambos os processos, o de longa e o de curta duração, ativistas do MPL São Paulo adaptaram e inovaram os repertórios historicamente disponíveis.
This master’s thesis analyzes São Paulo’s Movimento Passe Livre (São Paulo MPL) from two perspectives based on Contentious Politics Theory. The first perspective focuses on the formation of the movement through the study of activists’ trajectories in their connections with larger global and local movements. The second perspective analyzes the movement and MPL São Paulo’s interactions during the June 2013 protests. Two analytical problems guided the research: their performance-learning process and the initiators movements’ strategic protest cycle dilemmas. This master’s thesis argues that the analysis of the protests organized by MPL São Paulo in 2013 requires an understanding of two socio-political performance-learning processes with different time frames. The first and long-term process is the formation of the national MPL, the connection between autonomist and socialist repertoires. The other, a short-term process, is the selection of confrontational tactics in the face of different emerging strategic dilemmas during the three phases of the protest cycle. For the first phase, this paper analyzes dilemmas about how to interpret political opportunities and threats; for the mobilization phase, this paper analyzes dilemmas on how to expand the participation of new actors in the protests and modify the relationship of time and waiting with those in power; and for the dissemination phase, this paper analyzes the interaction with the entry of new actors and new demands during the protests. In both cases, the long-term and the short-term, MPL São Paulo’s activists adapted and innovated using historically available repertoires
Fischer, Silas E. "Post-fledging and Migration Ecology of Gray Vireos (Vireo vicinior) and Using ArtScience to Explore Gender and Identity." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo158895774132047.
Full textJuang, Kuen-chyuan, and 莊崑泉. "A Study of Learning Cycle Teaching Practice on Biological Conceptions at Junior High School." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/26374771143718938314.
Full text國立彰化師範大學
科學教育研究所
82
This study aimed to investigate the cognitive structures, concering "transport in living bodies"unit,of students taught this unit through learning cycle teaching and those taught the same unit through expository teaching,and to survey the attitude of the teacher and students toward learning cycle teaching. Dealing with "transport in living bodies "unit, the teacher employed learning cycle teaching in one class and expository teaching in the other. Then each student was asked to take a paper-pen test,to fill out a questionaire, concering their attitudes toward the learning cycle teaching,and to have an interview with the researcher,in the meantime,the teacher was also interviewed and required to have self-reflection questionaires. All the results obtained from the above activies were collected as the data in the study. The results of this study, comparing the learning effects of the students who had been taught through learning cycle teaching and that of those who had been taught through expository teaching, indicated that the former had better realization of the concepts of antibody, transport of blood, vascular bundle, annual ring, and transport direction of nutrition of plants than latter, while little difference was found between these two groups of students with respect to the concepts of blood circulation path,transpiration of water within leaves,and nutrition functionof roots and stems. As to their attitudes toward learning cycle teaching, the teacher was convinced that this teaching method could facilitate students''learning about scientific concepts,and the students considered it an effective teaching method,which could not only help them grasp the main points in the textbooks but also train them to active research habit. These results lead us to believe that learning cycle can improve scientific process, acquiring biological concepts,and raise the motivation of learning,so that it is worth being applied further to other units or subjects.
Kuo, Chuang Chiea, and 郭仲傑. "The Theory of Life-Cycle Earnings:An Empirical Study on the Junior High Workers in Taiwan." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/33725347601372608343.
Full textGuo, Zhong-Jie, and 郭仲傑. "The Theory of Life-Cycle Earnings:An Empirical Study on the Junior High Workers in Taiwan." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/62600889639674579218.
Full textYang, Sheng-an, and 楊勝安. "Investigating the Junior High School Students’ Conceptions of Solutions by the Learning Cycle Instructional Strategy." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/58071594800777876220.
Full text國立臺灣師範大學
化學研究所
91
The main purpose of this study is to investigate students’ recognition of correlated concepts of solutions. At the beginning of this study, the students’ concepts of solutions were collected by interviews and open-end questions with a group demonstration technique. Then, an instructional strategy for the correlated concepts of solution was designed. At the end of this study, the students’ learning interests and attitude for this teaching model were evaluated by questionnaire. The subjects were 433 students of grade 7 to grade 9 in the junior high schools. They were divided into the experimental and the control groups. The main findings of the study were: 1. Students held unclear concepts about the definition of solution, and they were used to explain dissolution by daily life experience and to describe the microphenomenon of the solutes in solution by the macroscopic point of view of the solutes. Many students were influenced by the different ways of dissolution and had many misconceptions about the concept of homogenous of solute particles. In the conservation concepts of solute particle, many students thought that the volume and numbers of solutes would be changed, because heat made the solute melt further in the solution. 2. Comparing the difference in the recognition of the concepts of solution, conservation and concentration of particles in gaseous solute were progressed as grade growth. 3. Comparing the improvement between the experimental and the control group, it revealed that the instructional model would assist students’ understanding the conceptions of solutions, especially in the particle concept of solute and the conservation concepts of solute particle. Besides, in this research, it found that the effectiveness of teaching for the eight grade students were better than that of seven grade students, and the nine grade students were better than that of the eight grade students. 4. Most students were interesting and assumed a positive attitude toward this learning cycle instructional activities and they thought the contents in this instructional unit would be useful for their learning of physical science in the future.
Wong, Yun-Ting, and 翁韻婷. "The Effects of RPG Jointed 5E Learning Cycle on Junior High School Students’ Chemical Formula Learning." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/95137940971048447070.
Full text國立臺灣師範大學
資訊教育學系
99
The purpose of the present study was to examine the effects of instructional approach and type of prior knowledge on eighth graders’ learning chemical formula concepts and motivation towards science by implementing the perspective of 5E learning cycle and 3D immersive role-playing game. The quasi-experimental design was employed in the study and the participants in this study were 105 eighth graders. The independent variables contained two types of instructional approaches, including demonstration and non-demonstration, and two types of prior knowledge, including high prior knowledge and low prior knowledge. The dependent variables were chemical formula achievement and motivation towards science. The results revealed that: (a) the 5E learning cycle with demonstration was helpful to eighth graders in promoting chemical formula learning achievement; (b) regardless of the instructional strategies, students with high prior knowledge had better performance and positive motivation towards chemical formula learning; (c) regardless of either type of prior knowledge, students held positive motivation towards using 3D immersive role-playing game jointed 5E learning cycle for learning science. Those who had low prior knowledge were especially willing to indulge in the game-based learning course.
Chen, Chao-Ju, and 陳昭如. "The Application of Learning Cycle in Teaching Geometry in Junior High School ∼ As the Triangle’s three hearts." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/30168459411050170974.
Full text國立臺灣海洋大學
教育研究所
96
This study is based on "Action Research" looking into "Learning Cycle" used in the situation of teaching geometry in the junior high school. The researcher takes 21 nineth grade students from Jian Kang Junior High School in Keelung as the object of study and carries on “Three Hearts” of three circulations teaching activities. During research process, the researcher collects these datas such as teachers’ observation, students’ feedbacks, teaching diaries, learning sheets, and mathematics learning experience questionnaires, to classify and analyze. The conclusion is as below: 1. The students add the interest of learning mathematics by Learning Cycle. 2. Students’ attitude toward Learning Cycle is positive. 3. The three-stage Learning Cycle suits in teaching mathematics geometry. Keywords: learning cycle, cation research
wu, monder, and 吳孟德. "Exploring the Learning Effect of Junior High School Students’ Conceptions about Galvanic Cell by a Learning Cycle Instruction." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/78385377562106676770.
Full text國立臺灣師範大學
化學系在職進修碩士學位班
93
The research aimed at exploring junior high school students’ recognition of correlated concepts of Galvanic cell, and the learning situations of all students through the learning cycle instruction. Interviews and open-ended questions were applied to know students’ understanding, and then data was collected through group demonstration test. In order to help students to change their prior thinking, we designed teaching activities according to the learning cycle strategy. The subjects of this study were junior high school students in grade 8 and 9. They were divided into the experimental group and the control group according to whether they received the learning cycle instruction. The total numbers of students were 466. The main findings in this research were as the followings: 1. The definitions of “ionic conduction”、”electric current”、and ”flow of electrons” were confused by students. They tended to explain these phenomenon by their own daily life experiences, and explain the microscopic concepts of particle by means of macroscopic points of view. Most students were unclear about the definition of Galvanic cell, so they have wrong recognition of the correlated concepts of Galvanic cell. 2. Comparing the difference in the recognition of the concepts of Galvanic cell in grade 8 and 9, students’ recognition of most concepts was progressed with their grades. It implies that the comprehension of Galvanic cell needs students’ mature ability of abstract inference. 3. Comparing the improvement between the experimental and the control group after the instruction, it proved that the learning cycle instruction is significantly effective in understanding the process of conductivity and particle concept of Galvanic cell. Moreover, this research found that it has better effectiveness for the eighth grade students. It means that the three-phases of learning cycle instruction is more suitable for the eighth grade students. It is correlated with the different concept arrangement sequence in the new and old textbooks in the curriculum reform
Wu, Ching-Hua, and 吳青樺. "The Relationship between Different Family Life Cycle and Vacation Lifestyle—A Case Study of Junior High School’s Teachers in Taichung." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/qzp5zv.
Full text朝陽科技大學
休閒事業管理系
103
Many people are envious of "teachers" in this profession, because of teachers work with a stable income and summer and winter vacation. But they don’t know that teachers work with heavy pressure and high misery index, need to travel to relieve stress and get physical and mental health.This study focuses on the relationship between different family life cycle and vacation lifestyle of the Taichung City junior high school’s teachers.In order to understand the relationship between different family life cycle and vacation lifestyle, factor analysis, cluster analysis and chi-square test were used.481 questionnaires were issued to the Taichung City junior high school’s teachers and 437 valid questionnaires were collevted. The results are analyzed as follows: 1. The highly proportion samples of Taichung City junior high school teachers were female, 41 to 50 years of age, institute educational attainment, married, the youngest child 0-6 years of age, the number of family members living together was 4, more than N.T. 25,001 discretionary income per month, the average number of travel times was 0-2 times per year. 2. Different gender, age, marital status, with or without children, number of family members living together, average number of travel times per year, and family life cycle of junior high school teachers had different view on Vacation Lifestyle. 3. Junior high school teachers’ vacation lifestyle can be divided into "social networking," "family orientation", "away from everyday life" and "enjoy life" four kinds, different kind family life cycle of teachers have significant relationship with vacation lifestyle. 4. Overall, all the junior high school teacher pay attention "family orientation" of vacation lifestyle. The family life cycle stage of the without child teacher pay attention "away from everyday life" vacation lifestyle, and the stage of the have children teacher pay attention "family orientation" vacation lifestyle.
Lin, Jang Long, and 林建隆. "The study for analysis of cooperative —analogical learning cycle on the conceptual change of hydrostatic pressure at junior high level." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/76745945093874105779.
Full text國立彰化師範大學
科學教育研究所
89
The study for analysis of cooperative —analogical learning cycle on the conceptual change of hydrostatic pressure at junior high level. Abstract The purpose of this study was to test the effects of the cooperative-analogical learning cycle which is based on the four analogical mechanisms referring to identification, retrieving, mapping and evaluation. In order to investigate the whole learning feature both of qualitative and quantitative researching methods were to the analysis the data collecting from the full learning processes. The students’ cognitive achievement, attitudinal and social changes were investigated in the learning processes also. Bridging analogical, model analogical and multiple analogical and problem-centered strategies were involved in developing the experimental module of solid and hydrostatic pressure. The samples were from four classes of two junior high schools in the center part of Taiwan. They were not learned the solid and hydrostatic pressure concepts yet. Two classes were selected from each school by random. The one class was assigned to experimental group and the another was being control group. Their present physical- science teachers were still responsible for teaching each class. The data was collected from the students’ pre-test, group assessment of logical thinking test(GALT) and post-test. In the quantitative aspect, the experiment aimed at analysis the effects of the cooperative-analogical learning cycle, that an experimental procedure was used to carry out the cycle. The qualitative data of this study was collected from one of eight divided experimental group which was chosen by random to observed, video and sound recorded. The results were found as follows: 1. The experimental group performed significantly better than the control group. 2. The students of experimental group at concrete level and transitional level performed significantly better than control group. 3. The components of the analogical reasoning, identification, retrieving, mapping and evaluation affected students’ performance positively to the hydrostatic pressure learning. 4. Application of this technique has four cognitive mechanisms, which are identification, retrieving, mapping and evaluation. They can improve the students’ learning of the pressure concept. 5. As far as the students’ attitude is concerned, the cooperative — analogical learning can increase their learning interests of the pressure concept; as far as their sociality is concerned, it also can encourage them to participate in a discussion enthusiastically. 6. In the process of cooperative-analogical learning cycle, discussions and interactions between teachers and the students or the classmates can promote their sharing of experience, and improve atmosphere of a classroom. Key words:cooperative-analogical learning cycle, Bridging analogy, group discussion.
Liu, Chung-Shing, and 劉純興. "The Study of Physics Conceptual Change Based on A Learning Cycle of Group-Discussion Analogical-Learning at Junior High Level." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/75098986813143200280.
Full text國立彰化師範大學
科學教育研究所
87
The Study of Physics Conceptual Change Based on A learning Cycle of Group-Discussion Analogical-Learning at Junior High Level Abstract The study in qualitative aspect aimed at using a learning cycle of group-discussion analogical-learning to let junior students learn physics concepts(pressure) and discussing the phenomena,analogical mapping,and concept change in the teaching experiment.The subjects consisted of a class of students in one junior high school in Changhua, Taiwan.The students were divided into seven groups and two of them were chosen to observe.The subjects received a test about the concept level and the concept map before the teaching experiment and also received the same test after the teaching experiment.The teaching experiment was recorded by video tape and note book. It is discovered that one of the groups chosen to observe had strong discussion and the other had weak discussion from the comparison of tests and the video tape.The major findings of this study are that: 1. From the cognition aspect,strong-discussion group completed learning by analogical learning cycle and the leader of the group.From the attitude aspect,though the discussion of strong-discussion group was not so much,it stimulate the learning desire of the members.Frome the society aspect,the strong-discussion group had member to play the role of leader and he could make a conclusion and resolve the questions from the other members.From the all,strong-discussion group is more active and positive than weak-discussion group. 2. The analogical mapping of strong-discussion group was made by four analogical mechanism of analogical learning cycle, observing bridging analogies, and the discussion between the group leader who had completed analogical learning and the other group members. 3. The concepts change of strong-discussion group members is more obvious than the members of weak-discussion group,especially the leader of the former can map the concept "p=hd" to different field and affect the other group members.It is observed that discussion affects the analogical learning to some degree.
Hsieh, Hsiu-I., and 謝秀宜. "A Structural Equation Modeling on experiential learning and service cycle-the case of eighth grade junior high school students overnight camping." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/sxt89w.
Full text國立臺灣科技大學
企業管理系
103
Experiential learning is promoted as a key part of sentimental education in recent years which endeavors the intriguing of multi-aspects of thinking among students. In the light of heavy loading for formative teaching, that learning is outsourced to field trips by travel agents. This study aims to investigate students' learning satisfaction where to identify the service gap and draw managerial implications for travel agents in project auction. Per study, taipei-keelung metropolitan area and Taoyuan eighth grade students participating overnight camping were surveyed to explore the factors affecting experiential learning, including process, customer loyalty and recommendation behavior. Dubberly and Evenson (2008)’s “The Experience cycle” are adopted as research framework and build the questionnaire that was surveyed after the overnight camping. 770 surveys were distributed in hard copy and resulted in 649 valid surveys (86%). By applying the structure equation modeling on survey results, it shows firstly that students through the experiences of feeling, watching, thinking and doing achieved greater learning satisfaction. Secondly, team leaders of travel agents needs to improve their abilities of handing emergency and manners. Finally, travel agents are advised using social media or APP to keep in touch with customers.
Pai, Fang-Yun, and 白芳芸. "The Action Research of A Junior High School Non-Primary Novice Home-room Teacher Using Experiential Learning Cycle on Classroom Management." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/33245032244543167848.
Full text國立東華大學
教育研究所
98
The researcher is also the actor in this research. This is a study of qualitative research method aiming to explore the problem-solving strategies and methods of classroom management for a non-primary novice home-room teacher. The researcher wanted to explore the transition of students’ learning behavior and attitude by using experiential learning cycle. Besides, the researcher wanted to explore the interaction of on the teacher and the students. First, the researcher read the related literature about the experiential learning, non-primary novice home-room teacher, and classroom management to build theoretical foundations of the research. The samples of thirty-seven students come from Green Junior High School (pseudonym)which the researcher taught. The research period can be traced back to the first two years of the non-primary novice home-room teacher and the third school year twenty weeks in the first half semester and fourteen weeks in the second half semester with action intervention that applies the experiential learning cycle to classroom management. The researcher adopted four kinds of curriculum designs: project adventures, speeches, videos, and the files which were made by the researcher. The data collection are interviews, students’ documents, and self-analysis journals, moreover, the researcher presented the data findings and analysis using the first person “I ”. There are three conclusions of research: First, the classroom management strategies and methods of non-primary novice home-room teacher: “Experience” is the best teacher in the classroom management. There aren’t the best strategy and method. There are just the most suitable strategy and method. 1. For the non-primary novice home-room teacher, it is awkward at first but skilful later on and go from strength to strength. 2. The reflexivity ability and revisions of the non-primary novice home-room teacher is the power making teacher better. 3. The non-primary novice home-room teacher using experiential learning cycle for classroom management is effective. Second, after the non-primary novice home-room teacher adopted the experiential learning cycle theory in the classroom management, the interaction on the teacher and the students were positive. Third, the non-primary novice home-room teacher adopted the experiential learning cycle theory in the classroom management: 1. Facing “schoolwork” the learning behavior and the learning attitude transfer to negatively for not negatively. 2. Facing “non-schoolwork” the learning behavior and the learning attitude transfer to negatively for positively. Based on the results of this research, three suggestions more proposed for the non-primary novice teachers, the schools, and following researchers.
lee, Ke-Tseng, and 李科增. "Research on Effects of Combining 5E Inquiry Learning Cycle and EERC mode Teaching modules on the Learning Outcomes in Circuit Unit in Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/41829711272595142621.
Full text國立彰化師範大學
科學教育研究所
100
The purpose of this research was to explore the development of EERC into the 5E inquiry module for circuitry unit to the students in the junior high school : (1) the effectiveness of this teaching module, (2) around the lesson, the change of the students' ability to communication. The method of this study was used quasi-experimental study. The study sample is a large school in the central Taiwan city, two classes as the experimental group, two classes of the control group, the class Teacher is experimental teacher. We invited the experimental group of teachers involved in teaching research and study. Collect the test of the students’ ability, scientific literacy questionnaire, open inquiry Aptitude Test and record of the student activities, to advance data analysis, and teachers as well as the experimental group were interviewed. From ANOVA analysis of the ability tests, we found that the experimental group of the students’ learning is better than the control group,and reached a significant difference (F = 43.8, p <.01). It also have significant differences for t test that contains the ability of communication and exploration of scientific literacy questionnaire (t = -4.853, p <.01). According to the the interviews with teachers and students, teachers have high evaluation in this teaching module can cause students to the concept of learning, learning motivation and ability to communicate and said that this teaching can help the students of the usually less performance to demonstrate their ability to communication. Students not only think that this teaching module is interesting and can cause learning motivation , but also to establish communication with others to help the learning of scientific concepts. This study suggests that science teachers should provide students with communication and inquiry, teachers will find the better way of students learn science, students will also learn the methods of interaction with others. We hope the study will raise students' basic ability and the quality of science education.
Dubský, Petr. "Trénink a výkonnostní předpoklady atletů juniorů." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-451030.
Full textDubský, Petr. "Trénink a výkonnostní předpoklady dvou atletů juniorů." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379086.
Full textBates, Jonathan D. "Understory vegetation response and nitrogen cycling following cutting of western juniper." Thesis, 1996. http://hdl.handle.net/1957/34125.
Full textGraduation date: 1997