Dissertations / Theses on the topic 'Learned priors'
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Spoelman, M. (Marianne). "Prior linguistic knowledge matters:the use of the partitive case in Finnish learner language." Doctoral thesis, Oulun yliopisto, 2013. http://urn.fi/urn:isbn:9789526201146.
Full textTiivistelmä Itämerensuomalaisille kielille tyypillinen partitiivi on aikaa myöten kehittynyt separatiivi-nimisestä uralilaisen kantakielen paikallissijasta syntaktisia funktioita ilmaisevaksi sijamuodoksi. Nykysuomessa partitiivi on yksi objektin, eksistentiaali-subjektin ja predikaativin sijoista, jolla ilmaistaan rajaamattomuutta ja kielteisyyttä. Partitiivin käyttö aiheuttaa suomen kielen oppijoille usein ongelmia, luultavasti koska objektin, subjektin ja predikatiivin sijanvalinnassa on vaihtelua ja ratkaisevien kieliopillisten sääntöjen muodostus on toisinaan erittäin vaikeaa. Tässä tutkimuksessa tarkastelen virolaisten, saksalaisten ja hollantilaisten suomea vieraana kielenä opiskelevien partitiiviobjektin, -subjektin ja -predikatiivin käyttöä lähde- ja kohdekielen samanlaisuuden ja erilaisuuden näkökulmasta. Lähde- ja kohdekielen roolin selvittämisen lisäksi tutkimuksen tavoitteina on identifioida partitiivin (yleiset ja lähdekielikohtaiset) ongelmakohdat ja yhdistää tutkimustulokset vieraan kielen oppimiseen ja -opetukseen. Tutkimusaineistoina on virolaisten, saksalaisten ja hollantilaisten opiskelijoiden kirjoittamia tekstejä, jotka on poimittu Kansainvälisestä oppijansuomen korpuksesta (ICLFI) ja arvioitu Eurooppalaisen viitekehyksen (CEFR) kielitaitotasojen mukaan. Virhe- ja frekvenssianalyyseissä aineistoista analysoidaan muun muassa partitiivin yli- ja alikäyttövirheet ja partitiivin vaatimat kontekstit. Tutkimuksesta käy ilmi, että virolaisten oppijoiden ja ei-sukukieliä puhuvien oppijoiden tuotoksissa on silmiinpistäviä eroja. Virolaisten aineistosta löytyy yleisesti tilastollisesti vähemmän partitiivivirheitä kuin kahdesta muusta osakorpuksesta ja lisäksi myös virhekategorioita ja -rakenteita, jotka johtunevat lähdekielen vaikutuksesta. Tämän lisäksi saksalaisten ja hollantilaisten tuotoksissa on selvästi enemmän kohdekielen sääntöjen yliyleistämistä kuin virolaisten osakorpuksessa. Tutkimustulokset siis osoittavat, että lähdekieli vaikuttaa kohdekielen oppimiseen, ja sen, miten se vaikuttaa. Lisäksi tutkimustulosten avulla on mahdollista kehittää sellaisia opetuksen apuvälineitä, joilla voidaan selventää virolaisille suomenoppijoille L1:n ja L2:n partitiivin käytön eroja ja yhtäläisyyksiä ja tehostaa oppimista; ei-sukukielisten oppijoiden opetuksessa ovat puolestaan kohdekielen ja sijanvaihteluiden sisäiset tunnusmerkit tärkeitä
Henderson, Kelsey. "THE EFFECTS OF PRIOR KNOWLEDGE ACTIVATION ON LEARNER RETENTION OF NEW CONCEPTS IN LEARNING OBJECTS." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3716.
Full textPh.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
Pienkowski, Nathan. "The Effects of Cueing Learners to a Transfer Problem Prior to Instruction." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26204.
Full textPh. D.
Lu, Tingting. "Effects of Multimedia on Motivation, Learning and Performance: The Role of Prior Experience and Task Constraints." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218660147.
Full textGordon, Louise. "An investigation of prior knowledge about amphibians amongst Grade 7 learners : towards the development of a resource pack." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003523.
Full textFlemban, Fadwa Yasin. "Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7620.
Full textKassinger, Frances Duggan. "Examination of the Relationship Between Instructor Presence and the Learning Experience in an Asynchronous Online Environment." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/30248.
Full textPh. D.
Keil, Valerie. "Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3614.
Full textMcNally, John D. "Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3543.
Full textMaselwa, Matole Reuben. "Promoting learners' conceptual understanding of electrostatics through use of practical activities in conjunction with prior knowledge of lightning : a case study." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003600.
Full textIyambo, Toini. "Understanding how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching static electricity: A case study." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/1320.
Full textBrooks, Christopher Darren. "Effects of process-oriented and product-oriented worked examples and prior knowledge on learner problem solving and attitude a study in the domain of microeconomics /." Tallahassee, Fla. : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-10222009-202302/.
Full textAdvisor: A. Aubteen Darabi, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed May 7, 2010). Document formatted into pages; contains xi, 183 pages. Includes bibliographical references.
Lekota, K. B. "Reading comprehension strategies:the use of prior knowledge as a cognitive strategy by grade 6 learners in a primary school in the Lephalale area." Thesis, University of Limpopo, 2014. http://hdl.handle.net/10386/1216.
Full textResearch shows that successful readers make use of prior knowledge. This is supported by schemata theory (Herczog & Porter, 2012; Xigo-hui, Jun & Wei-hua, 2007; Zhang 1993). In this study, the researcher intended to increase the schema of the selected sample and test the theorem. Two groups were selected as samples comprising an experimental group and a control group. The experimental group had the advantage of being exposed to a topic over a month and on the day of the test the two groups were combined and the results from the test were analysed. The outcomes showed that the experimental group out-performed the control group proving that prior knowledge increases chances of comprehension. In the initial test both groups had performed poorly. Many learners in the experimental group would have performed better if they could comprehend the English language. The students who used their schema on the experimental group did better than those who did not.
the National Research Foundation
Taub, Michelle. "Can the use of cognitive and metacognitive self-regulated learning strategies be predicted by learners' levels of prior knowledge in Hypermedia-learning environments?" Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=121415.
Full textL'étude de l'apprentissage autorégulé (AAR) dans des environnements hypermédias d'apprentissage est un domaine de recherche en développement. Une question essentielle concerne le rôle des connaissances antérieures qui peuvent influencer la manière dont les étudiants utilisent des stratégies d'AAR lorsqu'ils interagissent avec des systèmes hypermédias d'apprentissage. Dans cette étude, nous examinons les interactions de 52 étudiants de premier cycle universitaire avec MetaTutor, un environnement d'apprentissage multi-agents à base d'hypermédia portant sur le système circulatoire sanguin. Nous évaluons comment des niveaux de connaissances antérieures différents ont pu affecter l'usage par les étudiants de certaines stratégies cognitives et métacognitives d'AAR en termes de fréquence d'utilisation, de séquences d'actions les plus couramment utilisées, du nombre de fois que ces séquences ont été utilisées, du temps passé sur celles-ci et du nombre de pages visitées pertinentes pour leurs sous-buts. De manière générale, nous nous attendions à ce que les étudiants avec des connaissances antérieures importantes utilisent de stratégies cognitives et métacognitives d'AAR que les étudiants ayant peu de connaissances antérieures. Nous nous attendions à voir les étudiants avec différents niveaux de connaissances antérieures employer des séquences de stratégies d'AAR. Nous avions prédit que les étudiants avec des connaissances antérieures importantes tendraient à employer davantage de processus d'AAR, à passer plus de temps à effectuer ces processus, et à visiter plus de pages pertinentes pour leurs sous-buts que les étudiants avec de faibles connaissances antérieures. Les résultats montrent l'existence de différences significatives dans l'usage total des stratégies d'AAR entre le groupe ayant de faibles connaissances antérieures et celui ayant un niveau élevé de connaissances antérieures. Les résultats révèlent des différences significatives dans l'usage total des stratégies métacognitives, mais pas dans l'usage total des stratégies cognitives entre les deux groupes, ce qui confirme l'hypothèse selon laquelle les étudiants avec des connaissances antérieures importantes emploieraient significativement plus de stratégies métacognitives d'AAR que les étudiants avec de faibles connaissances antérieures, mais ne valide pas l'hypothèse selon laquelle les étudiants avec des connaissances antérieures importantes emploieraient plus de stratégies cognitives que les étudiants avec de faibles connaissances antérieures. Les résultats montrent également différentes séquences d'utilisation de stratégies d'AAR entre les deux groupes ayant des niveaux différents de connaissances antérieures: les étudiants ont utilisé un nombre différent de processus d'AAR et ont passé des temps différents à déployer ces processus; en revanche, les différences de niveaux de connaissances antérieures n'ont pas semblé avoir d'influence sur le nombre de pages pertinentes visitées. Ces résultats valident l'hypothèse selon laquelle des étudiants avec différents niveaux de connaissances antérieures emploieraient différentes séquences de stratégies d'AAR. En outre, ces résultats révèlent que le nombre stratégies d'AAR employé par les étudiants, le temps passé à déployer des processus d'AAR, et les pages pertinentes visitées par les étudiants dépendent du sous-but sur lequel ils travaillent. Ces résultats peuvent avoir des implications importantes pour la conception d'environnements hypermédias multi-agents, de manière à pouvoir concevoir des agents pédagogiques capables de s'adapter aux besoins d'apprentissage des étudiants, sur la base de leurs connaissances antérieures du contenu. Des études ultérieures devront examiner l'utilisation de données multi-canaux, qui peuvent aider les chercheurs à concevoir des environnements d'apprentissage à base d'agents capables de s'adapter aux besoins individuels en termes de processus cognitifs, métacognitifs, motivationnels et affectifs.
Kambeyo, Linus. "An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001487.
Full textAsino, Tomas. "An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001986.
Full textKuhlane, Zukiswa. "An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003484.
Full textMorrison, Eddie Michael. "Integration of knowledge of systematics in the teaching of population studies and biodiversity to grade 11 Life Sciences learners." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24766.
Full textDissertation (MEd)--University of Pretoria, 2010.
Curriculum Studies
unrestricted
Othman, Noor A. "Prior educational experiences and cultural factors in the learner's attitudes and behaviours : a case study of distance learning English course at UiTM, Malaysia." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/10376.
Full textDerrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16443/1/Kathryn_Derrington_Thesis.pdf.
Full textDerrington, Kathryn. "Comparative analysis of perceptions of metacognitive processes in traditional school leavers and mature age entry students in their first year of university education." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16443/.
Full textWeerasekera, Chamara Saroj. "Deeply Learned Priors for Geometric Reconstruction." Thesis, 2018. http://hdl.handle.net/2440/120328.
Full textThesis (Ph.D.) -- University of Adelaide, School of Computer Science, 2018
Mabena, Ntokozo. "Accelerating decision making under partial observability using learned action priors." Thesis, 2017. https://hdl.handle.net/10539/24175.
Full textPartially Observable Markov Decision Processes (POMDPs) provide a principled mathematical framework allowing a robot to reason about the consequences of actions and observations with respect to the agent's limited perception of its environment. They allow an agent to plan and act optimally in uncertain environments. Although they have been successfully applied to various robotic tasks, they are infamous for their high computational cost. This thesis demonstrates the use of knowledge transfer, learned from previous experiences, to accelerate the learning of POMDP tasks. We propose that in order for an agent to learn to solve these tasks quicker, it must be able to generalise from past behaviours and transfer knowledge, learned from solving multiple tasks, between di erent circumstances. We present a method for accelerating this learning process by learning the statistics of action choices over the lifetime of an agent, known as action priors. Action priors specify the usefulness of actions in situations and allow us to bias exploration, which in turn improves the performance of the learning process. Using navigation domains, we study the degree to which transferring knowledge between tasks in this way results in a considerable speed up in solution times. This thesis therefore makes the following contributions. We provide an algorithm for learning action priors from a set of approximately optimal value functions and two approaches with which a prior knowledge over actions can be used in a POMDP context. As such, we show that considerable gains in speed can be achieved in learning subsequent tasks using prior knowledge rather than learning from scratch. Learning with action priors can particularly be useful in reducing the cost of exploration in the early stages of the learning process as the priors can act as mechanism that allows the agent to select more useful actions given particular circumstances. Thus, we demonstrate how the initial losses associated with unguided exploration can be alleviated through the use of action priors which allow for safer exploration. Additionally, we illustrate that action priors can also improve the computation speeds of learning feasible policies in a shorter period of time.
MT2018
Thakrar, Jayshree Sona. "Recognition of prior learning: An elusive goal for the non-formal learner?" Thesis, 2006. http://hdl.handle.net/10539/1702.
Full textRecognition of prior learning (RPL), the practice of valuing adults’ learning, derived from formal, informal or non-formal contexts, forms a key component of the transformational agenda of the education landscape in South Africa. Yet few institutions of higher education in South Africa practice RPL. The aim of this study is to provide insight into RPL by evaluating its current practice at one institution of higher education, the University of Fort Hare, highlighting its successes and challenges. The sources of information for this study included past RPL candidates, RPL assessors and co-ordinators, and the policy, processes and procedures that govern the RPL process in the institution. The methods used to collect the data included interviews, observation of institutional RPL workshops and an analysis of relevant RPL documentation. The research results suggest that there has been a limited uptake of RPL, which has impeded a holistic approach to RPL. Challenges include the draft status of an institutional policy, inconsistent RPL practices, the limitations of some of the RPL assessment methods, the lack of RPL data systems, the costs associated with supporting RPL candidates, the duplication of resources and practices, and the impact on academic workloads. A series of recommendations have been made to address these and other challenges highlighted in the research results.
Snyman, Maria. "The influence of the learner profile on recognition of prior learning (RPL) assessment." Thesis, 2013. http://hdl.handle.net/10500/13006.
Full textDie Erkenning van Vorige Leer (EVL) is 'n assesseringsproses waardeur ervaring wat buite akademiese kontekste verwerf is, erken word. Die doel met die navorsing was om die invloed van die leerderprofiel op EVL-assessering te bepaal. Om die doel te bereik, is die leerderprofiel beskryf en voortvloeiend daaruit leeruitkomste vir 'n portefeuljewerkswinkel saamgestel. Die metode wat die studie gevolg het, was 'n kwalitatiewe interpretiewe benadering. Die navorsing bestaan uit 'n literatuurstudie oor volwasse leerteorieë wat as teoretiese raamwerk vir die studie gedien het, asook 'n oorsig oor EVL-assessering, gevolg deur 'n empiriese studie. Die empiriese navorsingskomponent het 'n meervoudige dataversamelingsmetode gevolg. Die navorsingsdeelnemers se persoonlike lewensverhale is geanaliseer om sodoende 'n leerderprofiel saam te stel. Die rol van die werkswinkel is vanuit 'n leerdersperspektief bepaal deur middel van 'n ope-vraelys aan deelnemers, wat 'n versameling werkswinkel-foto's ingesluit het. Laastens is die reflektering van 'n groepie EVL-leerders oor hulle persoonlike leerervaringe ge-analiseer. Die navorsing het bevind dat die leerderprofiel onderskeidende persoonlike kenmerke, soos motivering, taakgerigtheid, 'n verantwoodelikheidsin en 'n toekomsgerigtheid insluit. Die aard van die leerderprofiel, asook die aard van informele leer verwerf binne diverse leerkontekste vereis gerigte voorbereiding tot assessering. Die leerders het die portefeuljewerkswinkel as 'n volhoubare leerproses en as transformasionele leerervaring beskou. Die rol van die werkswinkel is meervoudig, aangesien dit dien as voorbereiding tot die saamstel van die portefeulje, asook die leerder op persoonlike vlak bemagtig en voorberei vir die konteks van tersiêre onderrig. Die aanbevelings tot 'n EVL-benadering behoort, op grond van die navorsingsbevindinge, die volgende in te sluit. Eerstens moet erkenning aan die stem van die leerder gegee word, tweedens is voorbereiding tot assessering noodsaaklik en derdens behoort die voorbereiding 'n benadering van assessering as 'n volhoubare leerposes te volg. Laastens lewer die leeruitkomste vir die portefeuljewerkswinkel 'n praktykgerigte bydrae om die leerder te ondersteun om die leerkontekste van informele leer en akademiese leer te oorbrug. Die navorsing lewer 'n waardevolle bydrae aangesien die empiriese navorsing toon dat die holistiese leerderprofiel die benadering tot assessering rig. Die missie van EVL om transformasie te weeg te bring, sal slegs 'n realiteit word indien 'n leerdergesentreerde benadering die leerder op persoonlike en op akademiese vlak erken en bemagtig.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Naidu, Sundrasagren. "Recognition of prior learning and assessment of adult learners : considerations for theory, policy and practice." Thesis, 2004. http://hdl.handle.net/10413/3232.
Full textThesis (Ph.D.) - University of Durban-Westville, 2004.
França, Tiago Rocha Martins. "Costs of item repetition in a 2-AFC task aimed to assess statistical learning: effects of word’s predictability and prior knowledge of the to-be-learned regularities." Master's thesis, 2020. http://hdl.handle.net/1822/68594.
Full textSeveral studies acknowledged the problems with the use of the standard two-alternative-forced choice (2-AFC) task to assess statistical learning (SL) in a valid and reliable way. The purpose of this study was to directly examine the cost that the use of multiple repetition of same items during the 2-AFC task involve. Furthermore, to test whether that cost might be modulated by words’ predictability and the prior knowledge of the to-be-learned regularities, “words” with transitional probabilities (TPs) of 1.0 (easy “words”) and TPs of .50 (hard “words”) were used during the familiarization phase of an SL task performed under incidental (implicit) and intentional (explicit) conditions. Although results from all participants failed to show signs of detrimental effects of item repetition, the analyses including only the participants who showed clear evidence of learning in each of the SL tasks indicated that item repetition had indeed detrimental effects on the 2-AFC performance particularly for hard “words” under implicit conditions.
Vários estudos reconheceram os problemas que a utilização da tarefa de escolha forçada entre duas alternativas (2-AFC) para avaliar a aprendizagem estatística acarretam. O objetivo deste trabalho foi o de examinar o custo que a repetição dos mesmos itens numa tarefa 2-AFC envolve. Além disso, testámos se esse custo seria modulado pela previsibilidade das palavras e pelo conhecimento prévio das regularidades a aprender usando "palavras" com probabilidades de transição (TPs) de 1.0 (palavras fáceis) e TPs de .50 (palavras difíceis) durante a fase de familiarização de uma tarefa de aprendizagem estatística realizada sob condições acidentais (implícitas) e intencionais (explícitas) de aprendizagem. Embora os resultados das análises conduzidas com de todos os participantes não tenham revelado sinais de efeitos prejudiciais da repetição dos itens, os resultados das análises conduzidas apenas os participantes que mostraram evidência clara de aprendizagem em cada uma das tarefas, indicaram que a repetição de itens teve de facto efeitos prejudiciais no desempenho da tarefa 2-AFC, particularmente para "palavras" difíceis em condições implícitas.
Este estudo integra-se no âmbito do projeto "Correlatos neurodesenvolvimentais dos mecanismos implícitos-explícitos de aprendizagem em crianças com Perturbação Específica de Linguagem: Evidência com potenciais evocados cerebrais" (POCI-01-0145-FEDER-028212) financiado pela Fundação para a Ciência e Tecnologia (FCT) e pelo Ministério da Ciência, Tecnologia e Ensino Superior, através de fundos nacionais, e co-financiado pelo FEDER, através do COMPETE2020, no âmbito do acordo Portugal 2020.
McGhee, Belinda Maria Despujols. "Profiles of elementary-age English language learners with reading-related learning disabilities (LD) identified as speech and language impaired prior to, at, or after identification as LD." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3706.
Full texttext
Chen, Boi Yu, and 陳柏裕. "An investigation of the impact of the multimedia presentation and prior knowledge on learners' achievement and cognitive load using eye-tracking technology." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/33122909341692437451.
Full text國立嘉義大學
數位學習設計與管理學系研究所
99
This study aims to explore the effects of different multimedia presentation modes on high and low prior knowledge learners’ cognitive load. We used eye-tracking to observe learner's reading process. Forty-six university students were engaged in this study for two experiments. Participants accepted two multimedia-based units separately: 1) Structure of Heart; and 2) Lung and Body of Circulation. The first unit is designed as two modes which are “pictures and text” and “pictures, text and sounds.” The second unit is designed as two modes which are “pictures and text” and “animation and text.” Participants were randomly assigned to two media presentation modes, accepting pretest as a base for dividing them into high-prior and low-prior knowledge group (Experiment 1: 15 in high-prior knowledge group, 13 in low-prior knowledge group. Experiment 2: 11 in high-prior knowledge group, 15 in low-prior knowledge group.). The experiments were conducted in the eye-tracking laboratory for recording the learner's eye movements on multimedia teaching materials. The results showed that, in both experiments, high prior knowledge learners outperformed low-prior knowledge learners in performance but no significant difference was found in cognitive load. In experiment 1, high-prior knowledge learner focused more on the pictures than low-prior knowledge learners while reading. Such phenomenon was not shown in experiment 2. In addition, the researcher found that, in experiments 1, high-prior knowledge learners obtain information mainly from pictures. Besides, low-prior knowledge learners have more regressions between pictures and text than high prior knowledge learners. For future design of multimedia aimed at low-prior knowledge learner, it is suggested to simplify materials and integrate text with meaning pictures so that learners can construct their perception by linking pictures and text.
Chang, Pu-Wen, and 張卜文. "The effect of Digital game-based learning system interface design’s aesthetic on learning attitudes and basic physical learning effectiveness from different prior knowledge learners." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/68747021479857146937.
Full text淡江大學
教育科技學系碩士班
101
Facing the impact of globalization, information technology and technologized social changes, the knowledge background for learners are already different. For the study of basic physic, the use of Digital Game-Based Learning could help students to enhance learning motivation and to change the learning attitude. Hence, the game''s interface design has become increasingly important. The user-centered design style starts to be part of the discussion and the interface designs’ aesthetic is also gradually becoming the focus. This research aims to explore if the aesthetic of Digital Game-Based Learning System interface design would affect the learning attitude and the learning effectiveness of basic physics from the students with different prior knowledge. The participants in this study are 99 students from a private university, which are classified into high or low level of prior knowledge groups according to the average scores of basic prior physic knowledge pre-test. Apple''s iPad 2 is used as a mobile device with three types of Digital Game-Based Learning Systems: "Amazing Alex", "Crazy Machines", and “Crazy Machines 2", to execute the Digital Game-Based Learning activities for 30 minutes. After that, the participants would fill the aesthetic checklist, learning attitude scale, and prior knowledge post-test. Then, we randomly select six participants for the interview. The results appeal: first, the aesthetic of interface design does not affect learning effectiveness, but it does have a striking effect on the learning attitudes, especially in these three aspects: learning desire, using method, and learning motivation. Second, the different level of prior knowledge has a significant impact on learning effectiveness, but does not affect the learning attitude. However, the high level prior knowledge group has more motivation for learning. Third and last, there is no interaction between aesthetic and prior knowledge.
Francisco, Susanne Lynette. "How novice vocational education and training teachers learn to become teachers." Thesis, 2016. http://hdl.handle.net/10453/90284.
Full textExpectations of the vocational education and training (VET) sector continue to increase as governments, industry, and the community see vocational education and training as an answer to a range of issues. Meeting these expectations and providing quality VET requires VET teachers with a high level of skills and abilities. At the same time, in Australia, many VET teachers begin teaching with little or no prior experience or educational qualifications related to teaching. This thesis addresses the question of how novice vocational education and training teachers learn to undertake the teaching role. Specifically, it considers, • How novice VET teachers learn to become teachers through undertaking the teaching role; • How novice VET teachers learn to become teachers through practices additional to the teaching role; • What novice VET teachers learn; and • What enables and constrains novice VET teacher learning. Nine novice teachers, in eight different teaching areas, and across four campuses, participated in the longitudinal multi-case study undertaken over two years. A practice theory framework was used to design the research and to analyse the data. The research found that there was considerable variation in the practices that novice teachers undertook as part of their role as a teacher. For instance, ‘teaching’ involved different practices in each site. There was also variation in what each teacher needed to learn to undertake that role. The research found that practices associated with undertaking the teaching role were more influential in supporting teacher learning than practices additional to the teaching role. In some sites, a trellis of interconnected practices that supported learning (PSLs) was developed. A trellis is made up of interconnected components that help support growth in a particular direction. In sites where a trellis of PSLs was developed, it provided greater support for novice teacher learning to undertake their role than in sites where PSLs were not interconnected. The thesis identifies the key arrangements in each site that enabled and constrained novice teacher learning.
Makandidze, Lancelot Sibanengi. "Exploring learners' understanding of trigonometric functions using GeoGebra software : a case of grade 11 Mathematics learners at a school in Tshwane South District." Diss., 2020. http://hdl.handle.net/10500/26949.
Full textThe purpose of this study was to explore the learners’ understanding of trigonometric functions using GeoGebra software. A qualitative case study approach was used with six Grade 11 learners at a school in Tshwane South District. The data were collected during a seven-day period using multiple methods: a diagnostic test, worksheets, a smart recorder, a trigonometric functions test, one-on-one interviews and focus-group discussions. The findings showed clearly that the use of GeoGebra enhanced Grade 11 learners’ understanding of trigonometric functions. The findings also showed that the use of GeoGebra helped the learners to understand the basic trigonometric functions graphs. This enabled them to sketch freely without using the point-by-point method. Based on this study, it is recommended that GeoGebra should be made available to all Grade 11 learners. This will encourage them use the software out of regular school hours.
Die doel van hierdie studiegids was om die leerder se kennis van die gebruik van GeoGebra sagteware, ten opsigte van trigonometriese funksies te ondersoek. ‘n Kwalitatiewe benadering is gevolg met ses Graad 11 leerders by ‘n skool in die Tshwane Suid Distrik. Die data is ingewin oor ‘n periode van sewe dae, deur gebruik te maak van verskeie metodes: ‘n diagnostiese toets, werkkaarte, ‘n “smart” opname, ‘n trigonometriese funksies toets, een-tot-een onderhoude en fokusgroepe waar besprekings plaasgevind het. Die data-analise wys duidelik dat die gebruik van GeoGebra, die Graad 11 leerders gehelp het om trigonometriese funksies beter te verstaan. Die uitkomste wys ook duidelik dat GeoGebra die leerders gehelp het met ‘n beter begrip van die basiese trigonometriese funksies. Dit het hulle gehelp om vryhand sketse te doen en nie noodwendig die punt-tot-punt metode nie. Gebaseer op hierdie studie beveel ons aan dat GeoGebra beskikbaar gemaak moet word aan aale Graad 11 leerders. Dit sal leerders motiveer om ook die sagteware op hulle eie buite skoolure te gebruik.
Injongo yocwaningo lolu bekuyikuhlola ukuzwisisa kwabantwana amagrafu e-trigonometry ma bewafunda nge softhiwe ye GeoGebra. Abantwana abayisithupha abakubanga letshumi lanye abaphuma kusigodi se Tshwane South babambiqhaza kulolucwaningo lwendlela ye ‘qualitative case study’. Imininingo iqoqwe kumalanga ayisikhombisa kusetshenziswa indlela ezilandelayo: ukuhlolwa kwe-diagnostic, amaphepha okusebenzela, isingxoxo zamunye ngamunye lezingxoxo leqembu. Iziphumo ezinkulu zikhombe ngokucacile ukuthi ukusetshenziswa kwesofthiwe yeGeoGebra kukhulise ukuzwisisa kwamagrafu e-trigonometry ngabafundi bebanga letshumi lanye.Iziphumo njalo zibonise ukuthi abafundi bazwisisa izinto eziyisiseko ngala magrafu ma bewafunda ngesofthiwe ye GeoGebra. Lokhu kunike abafundi amandla okudwebadweba lamagrafu ngokushesha ngokukhululeka. Kusekelwa ngalezi ziphumo, kunconyiwe ukuthi abafundi bafumane isofthiwe yeGeoGebra ngaso sonke isikhathi. Lokhu kuzabakhuthaza ukuthi basebenzise lesofthiwe noma bengaphandle kwesikolo.
Mathematics Education
M. Ed. (Mathematics Education)
Hlongwane, Ike Khazamula. "Recognition of Prior Learning (RPL) implementation in library and information science (LIS) schools in South Africa." Diss., 2014. http://hdl.handle.net/10500/18312.
Full textInformation Science
D. Litt et. Phil. (Information Science)
Brubacher, Katherine. "Education and the Unschooled Student: Teachers’ Discourses on Teaching Elementary School English Literacy Development Students." Thesis, 2011. http://hdl.handle.net/1807/30081.
Full textMothokoa, Nomathemba Bridgette. "The experiences of recognition of prior learning nursing candidates related to the four year comprehensive nursing training programme at a nursing education institution in Gauteng." Diss., 2015. http://hdl.handle.net/10500/20292.
Full textHealth Studies
M.A. (Nursing Science)
Omoniyi, Adebayo Akinyinka. "Impact of constructivist instructional approach on grade 12 learners' understanding of stationary points in differential calculus." Diss., 2016. http://hdl.handle.net/10500/21193.
Full textMathematics Education
M. Sc. (Mathematics Education)
Banjo, Balqis Olawumi. "An exploration into teachers' pedagogical content knowledge (PCK) for teaching quadratic function in grade 10." Diss., 2019. http://hdl.handle.net/10500/26248.
Full textMathematics Education
M. Ed. (Mathematics Education)
Manzini, Theresa Lydia Badiktsie. "The support of juvenile offenders in correctional centres schools : a wellness perspective." Thesis, 2020. http://hdl.handle.net/10500/27383.
Full textMorero oa thuto ena ea boleng bo phahameng ene e le ho hlahloba tšehetso ea baithuti ba tlolo ea molao dikolong tsa tikolo tsa tikoloho ho tloha boemong bo botle. Ts’ehetso ea baithuti ba tlolo ea molao lilemong tse tšeletseng tsa bophelo bo bottle e bohlokoa, hobane enale melemo e mengata, e hokela phihlello ea ho ruta le ho ithuta, le ntlafatso le ho qoba ho iphapanya. Boithuto bona bo hokahanya meralo ea Ubuntu le Wellness (Hettler, 1984) joalo ka lense la ho utloisisa tšehetso ea bophelo ba barutoana ba litlolo tsa molao dikolong tsa tlhabollo. Meralo ena e mebedi e tsebesitse sebopeho se hlophisitseong sa Wellness e le mokhoa oa ho sebetsana le ho ts’ehetsa bophelo bo botle ho ruteng le ho ithuteng ha barutoana ba basenye dikolong tsa khalemelo. Mekhoa ea ho bokella ya tsebo ya ditaba e sebedisetsoeng ene ele dipuisano tse hlophisitsoeng hantle, dipotso tse bulehileng le dipotso. Patlisiso e sebelisitse sampole e nang le morero ae barutisi ba 12 le baithuti ba 21 ba molato hotsoa dikolong tse supileng tsa khalemelo diprofinseng tse nne tse fapaneng tsa Afrika Boroa. Mehopolo ea boit’oaro e lateloa ho kenyeletsa kamoo ho ka buisanang ka mokhoa oa ho buisana leho kena dikolong, liforomo tsa tumello tse saennoeng, ho se tsejoe lekunutu. Se fumanoeng ke liphuputsi li fumane meetso e sa lekaneng ea tšehetso le liphephetso tse sokelang boiketlo ba barutoana. Leha ho le joalo, ho ile ha senoloa hore barutise ba etsa boiteko ba ho tšehetsa bophelo ba bana ba botlokotsebe bo bottle dikolong tsa khalemelo. Ka lehlakoreng le leng, ho na le likheo ho latela melaoana, teori, le boikoetliso bah ore nab a ka tšehetsa baithuti ba basenye joang. Tši tiso e kholo ke hore barutisi a koetliselitsoe ho ruta dikolong tsa kantle eseng tikolohong ea chankaneng. Boithuto bona bo khothaletsa hore barutisi, LSA, PE, le ofisiri ea tšireletso ba koetlisoe mabapi le mokhoa oa ho khetholla mathata a kelello, mmele, sechaba, maikutlo, memoya le tsa mosebetsi oa baithuti tsa bana ba basenye le ho libua le bona bakeng sa ho ntlafatsa thuto ea bona, le ho nchafatsa.DCS e ka etsa sena ka tšebedisano mmoho le bankakarolo ba fapaneng ba nang le tsebo le boiphihlelo maemong a tšeletseng a bophelo bo bottle. Kahoo, thuto e thehile mohlala o bitsoang Collaborative Intervention Support for Wellness. E beha maemong a bohlano a tšehetso (DCS, le Lefapa le leng la mmoso, barekisi basing bammuso, LSA, le barupeli ba dithaka) tse tla thusa barutiši dikolong tsa khalemelo ho tse’etsa le ho ntlafatsa boiketlo ba barutoana ba molato.
Die doel van hierdie kwalitatiewe, fenomenologiese studie was om die ondersteuning van jeugoortredende leerders in korrektiewe skole vanuit ‘n welstandsperspektief te ondersoek. Die ondersteuning van jong jeugdige oortreders in die ses dimensies van welstand is van kardinale belang, aangesien dit ‘n wye verskeidenheid voordele inhou, verbind dit die prestasie van onderrig en leer, en rehabilitasie en vermy herhaling. Die studie integreer Ubuntu en wellness-raamwerke (Hettler,1984) as ‘n lens om die ondersteumning van jeugoortreders se welstand in die skole vir korrektiewe te verstaan. Die twee raamwerke het die geformuleerde welstand-raamwerk ingelig as ‘n benadering om welstand in die aktiewe onderrig en leer van jong leerder in die korrektiewe skole aan te spreek en te ondersteun. Metodes vir die insameling van data wat gebruik is, was semi-gestruktureerde onderhoude, oop vraelyste en waarnemings. In die navorsing is doelgerigte steekproefneming van 12 onderwysers en 21 jong oortreders van sewe korrektiewe skole in vier verskillende provinsies in Suid-Afrika gebruik. Etiese oorwegings word gevolg, dit sluit in hoe om die beste toegang tot die skole vir korrektiewe, ondertekende vorms van toestemming, anonimiteit en vertroulikheid te beding. Die bevindings van die studie het onvoldoende ondersteuningstrukture en uitdagings ontdek wat die welstand van jong leerders bedreig. Dit is egter aan die lig gebring dat onderwysers moeite doen om die welstand van die jeugoortreders in die korrektiewe skole te ondersteun. Daarteenoor is daar leemtes in terme van beleid, toerie en praktyk oor hoe hulle jong leerders effektief kan ondersteun. Die grooste struikelblok is dat onderwysers opgelei word om in hoofstroomskole onderrig te gee, nie die omgewing van gevangenisstraf nie. Die studie beveel aan dat onderwysers, LSA, PT en veiligheidsbeampte opgelei word in die identifisering van intellektuelle, fisieke, sosiale, emosionele, geestelike en loopbaanuitdagings van jong leerders en om hulle aan te spreek ten einde hul leer te verbeter en te rehabiliteer. Die DKD kan dit doen deur samewerking met verskillende belanghebbendes wat kennis en kundigheid het in die dimensies van ses welstand. Daarom het die studie die model genaamd “Collaborative Intervention Support for Wellness raamwerk geformuleer. Dit is ‘n kompromie van vyf strategies ondersteuningstrukture (DKD, en ander regeringsdepartemente, nie- regeringsbelangheggendes LSA, en portuurstudente) wat die onderwysers in die korrektiewe skole moet help om die welstand van die jeugoortreder te help en te verbeter.
Psychology
D. Phil (Psychology)