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1
GUIMARAES, CLAUDIO DE ASSUMPCAO. "THEORETICAL ELEMENTS ON LITERATURE TEACHING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10719@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROA presente dissertação de mestrado, Elementos teóricos para o ensino da literatura, tem por objetivo uma compreensão do fenômeno literário que transcende a sua configuração textual, em vista de uma atualização do ensino da literatura em escolas de Nível Médio. Para alcançar este fim, a pesquisa analisa ferramentas teóricas desenvolvidas pela Estética da Recepção e pela chamada Ciência Empírica da Literatura, avaliando a oportunidade de transferir os seus modelos para o espaço escolar, como estratégia pedagógica inovadora capaz de revigorar o próprio ensino. Neste sentido, a dissertação pretende oferecer caminhos de mediação entre uma tradição ainda vigente e propostas de renovação no campo da didática com respeito ao fenômeno literário e suas formas de historiografia.
The present M.A. thesis, Theoretical elements on literature teaching, aims at understanding the literary phenomenon which transcends its textual configuration. It keeps in sight the update of literature teaching in high school (medium level). In order to achieve such goal, this research analyses theoretical tools developed by the Reception Aesthetics and the so called Empiric Science of Literature. It evaluates the opportunity of transferring those models to the space of the school, as an innovative pedagogical strategy capable of renewing the act of teaching. In such sense, this thesis intends to offer ways to deal with a still present tradition and the renewal proposals in the field of didactics concerning the literary phenomenon and its historiography.
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Woodhead, Nancy Lynne. "Teaching phonics within a whole language theoretical orientation." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/585.
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Burrell, Andrew Vincent. "Primary teachers' theoretical orientations towards the teaching of literacy." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020396/.
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This thesis examines teachers' beliefs or orientations in relation to literacy teaching. Two studies are presented. The first is a small-scale, in-depth study which examines Reception teachers' beliefs of how children learn to read and how these relate to classroom practice. Furthermore, it examines the relationship between academic theories of how children learn to read, including instructional practices, and teachers' own beliefs. While recognising the debate which has characterised the teaching of reading in polemic terms, the author argues that teachers' beliefs have largely been neglected within this debate. An attempt is made to discover whether this dichotomy applies to teachers' own beliefs and their practice. Researchers studying teacher cognition acknowledge difficulties in eliciting beliefs. In the present study due consideration was given to validity and reliability issues. A triangulation of methods including a Statement Sorting Task, classroom observation and assessment of children was employed to address weaknesses identified in previous research. Whilst it was possible to identify the existence of some shared beliefs between teachers who agree with certain propositions pertaining to a particular theoretical position, none of the classrooms observed typified practice that could be considered exclusive to one theoretical orientation. Nevertheless, in some classrooms practice reflecting one theoretical stance predominated. Some cases of 'mismatches' between teachers' elicited beliefs and their observed practice were also found to exist. The Statement Sorting Task was also used in the second study. This examined 10 Reception and 12 Y5 teachers' beliefs in relation to the National Literacy Strategy (NLS). The findings suggest teachers' views are in line with the content of the NLS in some respects. However they are much less in favour of the pedagogy which the NLS propounds. Reception teachers in particular did not find any of the statements about the NLS pedagogy came close to their views. By contrast, Y5 teachers' views were more in line with statements about NLS pedagogy. Response patterns suggest that, after almost a year's experience of the NLS, primary teachers show a degree of acceptance towards its content, but not to its pedagogy.
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Cushman, Mary Ellen. "Reading, writing, and metacognition: Theoretical connections and teaching methods." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/458.
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Relationships between reading and writing -- Formation of a thought-world that is a cluster of ideas and associations related to a literacy event -- Establishment of a progression of interrelated ideas from the thought-world -- Creation of intersentence cohesion by filling of gaps.
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Chan, Yip-cheung, and 陳葉祥. "Experimental-theoretical interplay in dynamic geometry environments." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41633921.
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Taebi, Shala. "Theoretical foundations of media education : a critical analysis." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31143.
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The primary purpose of this study is the exploration of the theoretical and critical framework of media education. The major paradigms used as rationale for the study of media embody views of media as agents of cultural decline that stress discriminating against the media; media as popular arts, stressing discriminating within the media; media as agents of communication, featuring the behavioral models of media studies; studying the media as representational or symbolic systems; and an exploration of the interaction between the self and the media and the question of whether and how media empower or oppress. Developments in the fields of structuralism, semiotics, theories of ideology and the social context of media production are discussed as the contributing factors to a view of media as representational systems. The study is concluded with a discussion of the significance of the context of meaning and a brief discussion of the educational implications of the field of cultural studies.
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Troyer, Marilyn Beachy. "The effects of reflective teaching and a supplemental theoretical component on preservice teachers' reflectivity in analyzing classroom teaching situations." Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261416041.
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Bronkhorst, Joseph Victor. "Work-integrated learning in Civil Engineering: an activity theoretical study." Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1979.
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THESIS
submitted in fulfilment of the degree
DOCTOR OF EDUCATION
in the
Faculty of Education and Social Sciences
Cape Peninsula University of Technology
2013The aim of this research is to present recommendations for knowledge and practice relations between Further Education and Training (FET) colleges and Civil Engineering (CE) workplaces, and to present a work-integrated learning (WIL) model that could assist with the preparation of CE students for the workplace. Recently, FET colleges have been under the spotlight in terms of student preparedness for the CE workplace. Many questions have been posed by students studying at FET colleges and by CE workplace supervisors in respect of whether the current CE curriculum adequately prepares students for the workplace, or whether the curriculum has become obsolete in terms of knowledge and practice relations. The CE industry is of the opinion that students are insufficiently prepared in terms of skills and knowledge. In the light of this uncertainty, I researched the learning taking place at FET colleges and CE workplaces. I examined similarities and differences in the learning environment of the students. The research provides a theoretical overview of Activity Theory (AT) and its principle of contradictions. The lens of AT and its contradictions provide a versatile tool to enquire into various aspects of WIL, taking into account individual and institutional perspectives, as well as changes over time. Activity Theory and its principle of contradictions provide insights into how transformation may occur within Activity Systems (ASs) in a CE context. The study was conducted over a number of years with participants from three ASs, namely, the classroom, workshop/college yard and workplace. During the research, this study proposed a conceptual framework, rooted in AT, and substantiated by empirical evidence, for describing and analysing the learning taking place in the FET college sector and within the CE workplace environment. The analysis focuses on the perceptions of learning taking place in the ASs. Results reveal a knowledge and practice divide, mediated by AS elements of mediating artefacts, object, subject, division of labour, community and rules. Through a particular focus on the contradictions of the elements of an AS which occur, the objective for this study was to determine ‘knowledge and practice relations’. The components of knowledge and practice are extremely isolated, and by bringing the argument and the empirical findings together, the findings propose: Links between knowledge(‘the classroom’) and practice(‘the workplace’) The surfacing of the disconnect between knowledge and practice between the FET college sector and the CE workplace supports the idea of establishing links between these two sectors. This collaboration could be the turning point in better preparing students for the workplace. Policy formulation and implementation The need for policy review to enhance the integration of knowledge and practice relations in the sector has become apparent. Colleges are expected to undergo a radical transformation and to make major contributions to policy. However, these institutions are new and fragile, and are based on historically weak predecessors. Much of the reform process is oblivious of the connections between college and workplace. The research has established that both CE industries and FET colleges should ensure that they increase their involvement with and participation in the provision of adequately preparing students for the workplace in the Western Cape Province.
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Bettiens, Rosanne, and n/a. "Clinical outcomes of theoretical teaching of the nursing process in a tertiary programme." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061110.094014.
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Problem: While the educational preparation of students
in a tertiary nursing programme was the general focus of the
study, the specific concern was with the degree to which
students in the first and third year of the programme
implemented all aspects of the nursing process in their
delivery of patient care. The study developed out of a need
to evaluate the effectiveness of theoretical teaching in
regard to the students' ability to implement theoretical
principles in clinical practice. The desired outcome of the
study is that the data will be useful in developing more
appropriate and effective teaching approaches that will
result in improved clinical nursing practice.
Methodology A survey of patients receiving nursing
care from students in the first and third year of their
programme was conducted on completion of a one week block of
clinical experience for both groups of students. A
questionnaire was the instrument of data collection.
Factors included in the study were the patients' perceptions
of the students' attention to four of the five phases of the
nursing process: assessment, diagnosis, planning and
evaluation. Questions addressing the degree of patient
involvement in all of these phases were included throughout
the questionnaire. Questionnaires were returned from twenty
nine of the thirty one patients surveyed in the first year
student group and from thirty of the thirty one patients
surveyed in the third year student group; constituting a
93.5 percent and a 96.7 percent response respectively.
Results The scores achieved by each group of students
were compared against scores determined by the researcher to
indicate realistic educational and professional standards of
practice in each specified section and comparisons were also
made between the two students groups to identify development
of practice over the education programme. Scores indicated
that:
1. Within each section of the study both student groups
scored below the expected level on certain items, the
most notable deficiencies being related to the aspects
of patient empowerment through informing and involving.
2. The third year student group scored overall higher
than the first year students in regard to attention
to the more 'technical' aspects of the nursing process,
but did not give the same degree of attention to the
'human' aspects, scoring equal to, or lower than their
less experienced colleagues.
Conclusions:
1. There are apparent philosophical differences between
the graduates of the 'old style' training system and those
involved in the tertiary nursing programme in regard to the
individualization of patient care and the allocation of
priorities within a time frame.
2. Clinical application of theoretical principles relies
heavily on the reinforcement of these principles by the
clinical teacher/supervisor. There is a need for these
clinical supervisors to have:
(a) a better understanding of the educational objectives
for students in the clinical settings, and
(b) assistance towards developing teaching/organizational
strategies that will guide the student towards
objective attainment when such abilities are not
developed.
Recommendations: Among the recommendations presented
were:
1. that the nursing discipline within the university make
formal and informal opportunities to inform all clinicians
of the changes in nursing education and the implications
these changes have on the overall approach to the delivery
of patient care.
2. that there is an increased emphasis on the educational
preparation of the clinical supervisors and that their
commitment to the students' achievement of the clinical
objectives is enhanced through involvement in programme
planning and evaluation.
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Henderson, Fiona P. "Evaluating computer-based teaching and learning situations : theoretical approaches to TILT-E's work." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/6139/.
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A methodology and a framework for evaluating computer-based learning was produced by the TLTP Teaching with Independent Learning Technologies (TILT) Project's dedicated Evaluation Group, known as TILT-E, of which the author was a member. TILT-E's evaluation work was a result of over twenty evaluation case studies conducted by the group from 1993 to 1998, the majority of which were performed during 1994 and 1995. The TILT-E studies can be viewed as examples of good practice in the evaluation of a range of computer-based teaching situations. While TILT-E's method and measures provide a useful framework for evaluating computer-based learning they did not fully exploit the strengths and history of the theoretical approaches underpinning the TILT-E work. In fact, research traditions are seldom mentioned in the TILT-E literature yet are central not only to understanding the value of the TILT-E work, but also to assisting future research in the search for a model of the computer-based teaching and learning situation. By examining the evolution of the TILT-E methodologies through three of the first TILT-E studies, referred to in this thesis as the Pilot Studies, and then assessing several later case studies much is learnt about the need for a pluralist approach to evaluation in the computer-based teaching and learning context. While TILT-E advocates the use of different methods, the group failed to justify this approach and to recommend when and why such a mix would be appropriate. This thesis aims to rectify this imbalance through the detailed examination of eight evaluation episodes covering three different computer-based teaching and learning situations, all of which had been carried out by the author. Firstly, the Fast Frac case study is considered, which involved evaluating the replacement of a lecture with the Fast Frac software. The Fast Frac study consisted of three evaluation episodes over a period of four years. The study found that the package could replace the lecture, and noted not only that a comparative design does not necessarily constrain the researcher to empirical methods alone, but also that such an approach need not disadvantage the students in either the control or the experimental groups.
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Giger, Joyce Newman. "Conceptual and theoretical approaches to patient care : associated versus baccalaureate degree prepared nurse." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/468245.
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The purpose of the study was to determine if there is a relationship between types of entry-level preparatory nursing programs in which a nurse receives basic nursing education and conceptual and theoretical approaches to patient care. A secondary purpose of the study was to determine if there is a relationship between entry-level basic preparatory nursing education and nursing leadership, the ability to make nursing diagnosis, and implementation, as well as evaluation of the nursing process. Three nursing practice categories were identified and included: professional, all-nurse, and technical.Useable data collected by short-essay questionnaire from 343 out of 344 sample subjects were computed to determine the relationship, if any, between basic preparatory nursing education and conceptual and theoretical approaches to patient care. Decisions about three Null Hypotheses were made at the 0.05 level of significance utilizing analysis of covariance and the 0.01 level of significance utilizing Chi-Square analysis.FINDINGS1. For Hypothesis I, the main effect for degree work when covaried with Verbal Scholastic Aptitude Test Scores, Quantitative Scholastic Aptitude Test Scores, time, and age indicated a significance of 0.000 for all item associations in the professional, all-nurse, and technical categories utilizing analysis of covariance, and 0.0000 utilizing Chi-Square analysis.2. For Hypotheses II and III, the main effect for degree work when covaried with the aforementioned variables indicated a significance of 0.000 utilizing analysis of covariance, and 0.0000 utilizing Chi-Square analysis.Conclusions1. Graduates of Baccalaureate degree programs do vary in conceptual and theoretical approach to nursing care in specific nursing care situations.2. There is a significant relationship between the level of basic educational preparation and the degree and proficiency of leadership demonstrated by a nurse in specific nursing care situations, particularly, when uncontrolled variables have been controlled.3. There is a significant relationship between educational preparation and degree of proficiency to which the nurse makes nursing diagnosis, executes, and implements the nursing process, and evaluates the effects of nursing interventions.
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Fung, Yue Ling. "Development of a self-study and interactive study platform for the enhancement and improvement of learning and teaching in physical chemistry /." View abstract or full-text, 2008. http://library.ust.hk/cgi/db/thesis.pl?CHEM%202008%20FUNG.
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Kennedy, M. H. "An empirical and theoretical evaluation of some aspects of peer tutoring in British junior schools." Thesis, University of Liverpool, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.374144.
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Al, Balushi Khalid Mohammed. "The use of translation in teaching poetry : a theoretical exploration, with special reference to Oman." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446380.
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Lackey, Chad. "Topical, Conceptual, and Theoretical Diversity in American Sociological Sovietology." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc935580/.
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Sociology has remained for years on the fringe of Sovietological pursuits, both quantitatively and qualitatively. Yet, few have made a serious effort to systematically examine sociological Sovietology. To partially compensate for such neglect, this study begins to explore the diversity of what sociology has studied and how it has gone about studying it. Of the fourteen topic areas pursued, only four inspired disagreement and variation. Most sociology has studied the Soviet Union non-comparatively. And the most common theoretical perspective used is the functional perspective. A large number of these functional analyses close upon elements of the political institution without taking full advantage of the various methods and approaches available, sociology's role in American Sovietology will likely remain limited.
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Miklaszewska, Beata, and Malgorzata Gosia Sygdziak. "Art as a form of expression in the teaching of theoretical subjects in grades 1-5." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30773.
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Syftet med denna kvalitativa studie är att undersöka pedagogernas förhållningssätt till bild och användning av bild som en uttrycksform vid undervisningen av de teoretiska ämnena i skolår 1-5. I undersökningen vill vi även diskutera om pedagogernas intresse, erfarenheter eller kunskaper inom bildområdet kan styra eller påverka deras val av implementering av bilden i undervisningen. Undersökningen bygger på kvalitativa intervjuer med sex pedagoger bestående av fyra lärare och två fritidspedagoger alla verksamma inom skolår 1-5. Analysen tolkas med hjälp utav forskarna Skinner, Piaget och Vygotskijs olika teorier om barns utveckling, lärande och inlärning samt av andra teorier relevanta för ämnet och av skolans styrdokument. I undersökningen framgår att alla pedagogerna har en positiv inställning till bild som uttrycksform och att alla pedagogerna arbetar i någon utsträckning med bild i undervisningen. Trots det har vi kunnat urskilja att pedagogernas intresse, erfarenhet samt kunskap påverkar i en viss mån deras sätt att implementera bilden i undervisningen samt påverkar deras förhållningssätt till bild. Vår slutsats blir att det behövs ytterligare mer kunskap samt medvetenhet om hur bilden kan implementeras i olika undervisningsmoment och utgöra en naturlig del av undervisningen.
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Onken, Busaki. "Letter-sound relationship in modern British English: theoretical considerations and teaching implications for Zairean efl beginners." Doctoral thesis, Universite Libre de Bruxelles, 1987. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/213424.
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McLeod, Clay. "The noble path of socially-engaged pedagogy: connecting teaching and learning with personal and societal well-being." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/3000.
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This thesis is an articulation of how the principles of socially-engaged Buddhism, a
spiritual practice rooted in the teachings of the historical Buddha that integrates Buddhist
practice and social activism, can enrich and enhance contemporary educational practice.
It discusses Buddhist epistemology, metaphysics, ontology, psychology, ethics, and
practice and relates these things to holistic education, critical pedagogy, SEL, and global
education. On the basis of the theoretical understanding represented by that discussion, it
articulates several theoretical principles that can be practically applied to the practice of
teaching and learning to make it resonate with the theory and approach of sociallyengaged
Buddhism. In integrating the implications of Buddhist teachings and practices
with teaching and learning practice, it draws from bell hooks’ notion of “engaged
pedagogy” in order to articulate a transformational, liberatory, and progressive approach
to teaching called “socially-engaged pedagogy.” Socially-engaged pedagogy represents
the notion that teaching and learning can be a practical site for progressive social action
designed to address the real problem of suffering, both in the present and in the future, as
it manifests in the world, exemplified by stress, illness, violence, war, discrimination,
oppression, exploitation, poverty, marginalization, and ecological degradation.
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Elliott-Johns, Susan E. "Theoretical orientations to reading and instructional practices of eleven grade five teachers." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85158.
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This study explores the nature of teachers' understandings of theoretical orientation to reading and the relationships between theoretical orientations to reading and instructional practice. The participants were eleven Grade Five classroom teachers, seven female and four male, in one particular school board in Southern Ontario. A series of three in-depth, phenomenological interviews were conducted with each teacher-participant. Utilizing the concept of theoretical orientation to reading, understandings of and relationships between, theoretical orientation to reading and instructional practice were identified and described by the teachers in this study, from an 'emic' (insider) perspective. The themes of teachers' knowledge and beliefs, personal experiences, and constructivist approaches to teaching and learning emerged as highly influential in determining the kinds of instructional decisions made by the teacher participants. The data illustrate how teachers with a skills orientation to reading instruction supported a focus on explicit skills instruction within balanced, eclectic approaches to reading instruction. The results provide a multi-voice construction, showing how the teacher participants' knowledge, beliefs, personal and professional experiences were reflected not only in their efforts to articulate understandings of theoretical orientations to reading, but also in the characteristics of relationships between their theoretical orientation to reading and instructional practices. Patterns and themes in the data also indicate the need for improved pre-service teacher education, and relevant in-service professional development, to better meet the needs of contemporary teachers of reading at the junior division level.
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Salii, Helena. "Teaching Kazuo Ishiguro’s The Remains of the Day : A Theoretical Essay Towards Cross-Curricular, DualCoded Historical Knowledge." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-40764.
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In a suggestion to build upon students’ historical knowledge through reading The Remains of the Day, this essay delves into cross-curricular teaching, dual-coded theory aspects and revision of suggested plans to improve learner’s understanding of historical novels, characters, events, and descriptions to grasp and reflect upon such historical knowledge. Several methods for enhancing students’ knowledge and to improve vocabulary knowledge are provided. The essay is theoretically based and presents different aspects of how students’ knowledge of English and history as separate subjects in school, could be combined to address the learning abilities of all students. Reading comprehension is mainly based upon students’ prior knowledge. Therefore, this essay delves into various parts of learners’ abilities to reflect upon the written word and its significance to reality. Furthermore, suggestions to how teachers can collaborate to achieve an improved understanding of the novel and its time period through history and vocabulary is presented.
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GUEST, PAUL DAVID. "SUPERVISORS' INFLUENCE ON THE DEVELOPMENT OF PSYCHOTHERAPIST TRAINEES (THEORETICAL ORIENTATION, VALUES)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183954.
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Supervision of psychotherapy constitutes a major component of the professional training undertaken by individuals pursuing careers in clinical psychology. The empirical literature has only recently begun to address the impact which supervision has on the development of its recipients. The present study explored relationships between changes in the theoretical orientations and personal values of therapist trainees and the theoretical orientations and values of the training faculty who provided them with supervision during a one year training program. Trainee theoretical orientation and personal values were assessed at the beginning and at the end of the training program for three successive training years, yielding a trainee sample N of 16. Follow-up assessment of theoretical orientation was obtained from this sample three to five years after they had completed this one year program. Background characteristics assessed included measures of personality functioning, locus of control and prior clinical experience. Parallel data were collected from 11 supervisory faculty. Regression analyses assessed the extent to which changes in trainee orientations and values could be predicted on the basis of the perspectives held by their supervisors. Trainees were found to enter the program with a positive bias toward psychoanalytic and experiential forms of therapy and a negative bias toward cognitive-behavioral therapy. Through the follow-up assessment this psychoanalytic orientation was maintained and consolidated. Trainees also became more accepting of cognitive-behavioral treatment and less supportive of experiential therapy. While supervisors' orientations were generally found to be unrelated to changes in trainee orientation during the training period, follow-up data suggested that supervisors had influenced the orientations currently held by former trainees. Changes in orientation were found to be unrelated to trainee background characteristics or level of prior clinical experience. Current findings suggested that trainee perceptions of supervisors' influence were related to supervisor status within the training program. Trainees entered the program with value systems that were similar to those of their supervisors. These values did not change substantially during the course of training. Trainee personality characteristics were more frequent predictors of those value changes which did occur than were supervisor values.
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Gudjonsdottir, Hafdis. "Responsive professional practice : teachers analyze the theoretical and ethical dimensions of their work in diverse classrooms /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987426.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 205-215). Also available for download via the World Wide Web; free to University of Oregon users.
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Jarunthawatchai, Wisut. "A process-genre approach to teaching second language writing : theoretical perspective and implementation in a Thai university setting." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/349425/.
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Chan, Lin, and 陳蓮. "The implementation of theoretical elements in the Hong Kong secondary school physical education curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38627334.
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Dawson, David Bruce. "A case study in how theoretical concepts underlying integrated learning object-based instructional systems translate into effective practice." [Pensacola, Fla.] : University of West Florida, 2003. http://purl.fcla.edu/fcla/etd/WFE0000023.
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Ahmed, Hussein Ali. "The role of attitudes and motivation in teaching and learning foreign languages : a theoretical and empirical investigation into the teaching and learning of English in Iraqi preparatory schools." Thesis, University of Stirling, 1989. http://hdl.handle.net/1893/2133.
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Attitude and motivation, two central concepts in the domain of educational psychology, have not been attended to as required in the literature on English language teaching and learning in Iraq. Consequently, the current study aims at launching a theoretical and empirical investigation into the role of both concepts in bringing about the current discouraging situation of teaching and learning English as a foreign language in Iraq. The theoretical part of the work subsumes the first four chapters. Chapter One is the introduction where the problem to be investigated, the hypotheses, the aims of the research, and the reasons behind the choice of this topic for research have been stated. Chapter Two describes the educational system and the current situation of English language teaching and learning in Iraq. Worth mentioning in this respect are the different pre- and in-service training establishments, English textbooks and tests, and the supervision of teachers of English. Chapter Three is on attitude. The concept has been initially considered from a purely psychological viewpoint with focus on the historical review of attitude development, definition, basic components, main characteristics, formation, and change. Attitude in education forms a second point of departure with emphasis being laid on the role of the concept in teaching and learning foreign languages. Chapter Three ends with attitude measurement. Motivation, the topic of study of Chapter Four, is tackled in terms of its historical development, definition, and different theories. Reference is also made to the role of motivation in education in general, and in foreign language teaching and learning in particular. Accordingly, types of motivation, factors affecting pupils' and teachers' motivation, and teachers' role in motivating pupils form main subjects of discussion. Chapter Four ends with two sections; the first of which tackles the facets of difference between attitude and motivation, while the second deals with the differences between interest on the one hand, and attitude and motivation on the other. Chapter Five is on the method of research adopted to gather the data for the current study. It also contains the analysis of the Pupils' and Teachers' Attitudes and Motivation Questionnaires. Finally, some general remarks about the empirical part of the work are also made. Chapter Six presents the statistical analysis and survey results. It also contains some hypotheses on pupils' and teachers' attitudes and motivation. There is further analysis of some responses made by pupils and teachers which could not be hypothesized. This chapter ends with the analysis of headteachers' and supervisors' perceptions of English language teaching and learning in Iraq. The final chapter titled 'conclusion' contains the general conclusions arrived at by the researcher, followed by some implications for future work.
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Baker, Andrew D. "How Master Teachers Conceptualize Student Engagement: A Comparison of Theoretical and Practitioner Perspectives." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4742.
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Over the past twenty years, an increasing amount of research has been devoted to the study of student engagement within the field of educational psychology. This led to a growing body of research touting the benefits of engaged learning—from increased student achievement to more positive school experiences for learners. However, the literature is characterized by competing theoretical frameworks and multiple definitions of the construct of student engagement. Additionally, few works seek to capitalized on the expertise of classroom teachers to hone and develop what is known about engagement from the theoretical perspective.
The current study used qualitative methodology to observe and interview master teachers, as defined by their designation as a National Board Certified Teachers, to learn how expert teachers define student engagement and how these conceptualizations match up to current theoretical frameworks. It also examined the sources for their professional knowledge of student engagement.
The individual teachers defined student engagement through the presence of interest, engaged behaviors, social interaction, real world connections, strategic thinking, and positive student-teacher rapport. As a group, their answers support a four-dimensional construction of student engagement including affective, behavioral, cognitive and social engagement, which aligns well with one of the major theories of engagement within educational psychology. These teachers’ beliefs include an emphasis on real world connections to learning within cognitive engagement, and student-teacher rapport within social engagement that has yet to be explored deeply in the literature.
Teachers identified multiple sources for this knowledge including experience, peer interactions, the NBCT process, and guidance from school leaders. While some noted formal professional education as a source, they saw classroom experience reflective and embedded professional development as more formative. This work shows these master teachers arrived independently at constructions for student engagement close to those proposed by the research community. It supports a meta-construct of student engagement that includes affective, behavioral, cognitive and social processes, and calls for greater theoretical advocacy within the study of engagement to help more teachers fully conceptualize student engagement without the need for trial-and-error learning and extensive classroom experience.
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鄭重慶. "香港普通話教學的理論思考 = Theoretical considerations about Putonghua teaching in Hong Kong." Thesis, University of Macau, 2000. http://umaclib3.umac.mo/record=b1636175.
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Dyer, James U. "Evaluation of physical chemistry in practice (PCIP) DVD modules." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318447.
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Seddon, Kathleen. "Towards a theoretical understanding of an international, largely 'virtual', learning community of teachers using ICT in their teaching of environmental studies." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400904.
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Sundqvist, Karin. "Theoretical Approaches to ESL and Their Influence on Grammar Teaching as Reflected in Swedish Curricula and Upper Secondary School Course Books." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-14688.
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Gao, Yang. "An Exploratory Sequential Study of Chinese EFL Teachers' Beliefs and Practices in Reading and Teaching Reading." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1530466162080381.
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Abdullah, Teo Siti Noor Naasirah Syahiirah. "Young people's relation to academic study : a theoretical and empirical study of sixth form students to inform student-centred teaching in Brunei Darussalam." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687340.
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Whilst there are numerous studies on young people’s engagement in academic study, the internal relationship between young people and academic study is still unclear. This thesis seeks to explain the relation of young people to their academic study, in the context of Brunei Darussalam, through analysing young people’s motive hierarchy. The research is based on the understanding that young people are faced with multiple contradicting demands from the society, which evolve with their developmental age. The contradicting demands generate conflicts for young people as they participate across the different institutional practices in their everyday lives. The research entailed a semi-participatory research approach, which emphasised young people’s lived experiences, from a first-person perspective. Eight (8) young people aged 16-18 years who are studying for their GCE A Level examinations, played roles as both trained Student Researchers, as well as participants in this research. Data were collected from focus group discussions, annotated photo albums (MyAlbum) and a ‘participant self-generated’ questionnaire (MyQuestionnaire). The focus of the data collection was on the young people’s experiences of conflicts with respect to their academic study and the different agendas in their everyday lives. Intermediary tools were developed to focus the data analysis to identify motive-orientations and their relative importance in the construct of the motive hierarchy of a young person. An initial general model of motive hierarchy was developed from this study too. It is a societal demand for young people in late adolescence to be vocational and career oriented. However this study shows the eight (8) young people are also oriented towards other objects, apart from being future oriented. They can still have a dominant motive-orientation towards intimate personal relations, which usually prevails for early adolescence. Two other motive-orientations have also emerged from this study, i.e. the societal value system and self-comfort related. These different motive-orientations of the young people contradict the societal demands and create conflicts for the young people as they participate in and across the practices. These findings are important in informing intervention programmes to improve young people’s engagement in academic study.
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Slocum, Laura Elizabeth. "Evaluation of physical chemistry on-line modules." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221309.
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We have modeled in one-dimension two-dimensional (2-D) quantum wire structures: the notched electron stub tuner (NEST) and the double-notched electron stub tuner (D-NEST). The models consisted of square barriers representing the notches and square wells representing the stubs. We have calculated the transmission coefficient as a function of electron energy and/or device geometries to study electron transport through these quantum wire models. The transfer matrix method was used to calculate the transmission coefficient by utilizing a program written with Mathematica. The program and technique were verified using one-dimensional systems from the literature.We studied the principle of wave interference in the NEST model in the form of intersection points of several curves of the transmission coefficient versus barrier/well separation plotted with no offset. The creation of standing waves, in certain regions of the NEST model, by the interference of incident and reflected waves, gives rise to these intersection points. We have identified features in the conductance curves of the NEST and the transmission coefficient curves of the NEST model (the intersection points) that are very similar and may be explained by the same principle of wave interference.We have studied double-barrier resonant tunneling (DBRT) to assist in our study of the D-NEST model. The resonances in DBRT are attributed to the creation of standing waves between the two barriers for the tunneling and non-tunneling regimes. We attempted to prove the existence of these standing waves by studying the probability density in the D-NEST model. The well of the D-NEST model was scanned down the length of the double-barrier well region to investigate its effect on the transmission coefficient for this purpose. A small square barrier, used as a probe, was also used to study the probability density in the same way as the well was used. Initial scans of the probe above a simple square barrier gave us insight into the possibility of using it to scan for the probability density in the well region. The "over-the-barrier" resonances (attributed to standing waves) were studied in this case.We have developed knowledge of the transmission properties of these models that may aid in the understanding of the electron transport through the 2-D devices. We believe that to "fine tune" the conductance output of the D-NEST device, the second notch should be placed at a location that permits the creation of standing waves, for a specific electron energy value, between the two notches of the device. The "fine tuning" of the conductance output into a square-wave pattern could improve the devices performance as a potential switching mechanism.Department of Chemistry
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Marzari, Marilene. "ENSINO E APRENDIZAGEM DE DIDÁTICA NO CURSO DE PEDAGOGIA: CONTRIBUIÇÕES DA TEORIA DESENVOLVIMENTAL DE V.V. DAVÍDOV." Pontifícia Universidade Católica de Goiás, 2010. http://localhost:8080/tede/handle/tede/1290.
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Previous issue date: 2010-06-15This study is inserted in didactics fields and its main objective is to analyze the contributions of the theory of developmental education for the formation of theoretical thinking in teaching, of the students who attend the Education-Degree Course in a private educational institution from Barra do Garças-MT, and prepare to be teachers in early childhood education and early years of elementary school. The theoretical framework which guided the study was based on Vygotsky s historical-cultural theory, Leontiev s activity theory and Davidov s developmental education theory, and other authors like Chaiklin, Lompscher, Hedegaard, among others who conduct research, at different levels of education, in order to think of an education that helps students to develop a thought which exceeds that of formal logic. The qualitative research had as its procedures data collection, observation, interviews, document analysis and the achievement of a didactic-formative experiment. The observation made during the pedagogical week at the institution, and, more specifically, the investigated classroom, helped to understand what and how teachers and students think about the teaching and learning. The interviews with teachers and students directly involved with the research revealed important data about the didactic, especially in the case of a training course for teachers. The reading of the Institutional Development Plan revealed the political, administrative and educational intentions of the institution, as for the analysis of the Political Pedagogical Project from the Pedagogy Course helped especially in understanding the curriculum structure and course rules. The formative-teaching experiment developed with the students from the fourth semester of Pedagogy followed the structure of learning activity proposed by Davívov in which different actions, operations and tasks were planned for each of the different concepts that are considered necessary for the internalization, appropriation and reproduction of the essential in teaching, in this study, the teaching process. The analysis of the survey revealed that teachers, mostly blame the students for not learning enough and exempt themselves from the responsibilities of rethinking in a better form to organize the process, which is predominantly transmissive and it is based on the conception of a formal logic. Students, in turn, tend to accept well this teaching practice and hardly put themselves as active citizens in their learning process. If, on one hand, there is an academic background which results in a different conception of teaching, on the other hand, the implementation of a formative- educational experiment shows that there are real opportunities to develop students cognitive thinking. For this reason, the teaching activities should start from a theoretical logic, i.e., from general to particular, from the collective to the individual, from abstract to concrete, designed in order to enable students to form the theoretical thought which is essential to the development of cognitive thinking.
Este estudo insere-se no campo da didática e tem como principal objetivo analisar as contribuições da teoria do ensino desenvolvimental para a formação do pensamento teórico, em didática, dos alunos que frequentam o Curso de Pedagogia-Licenciatura, em uma instituição de ensino privada de Barra do Garças-MT, e se preparam para ser professores na educação infantil e anos iniciais do ensino fundamental. A fundamentação teórica que norteou o estudo pautou-se na teoria histórico-cultural de Vygotsky, na teoria da atividade de Leontiev e na teoria do ensino desenvolvimental de Davídov., além de outros autores como Chaiklin, Lompscher, Hedegaard entre outros que realizam pesquisas, em diferentes níveis de ensino, com o objetivo de pensar em um ensino que ajude os alunos a desenvolver um pensamento que supere o da lógica formal. A pesquisa de natureza qualitativa teve como procedimentos de coleta de dados a observação, a entrevista, a análise documental e a realização do experimento didático-formativo. A observação realizada durante a semana pedagógica, na instituição, e, mais especificamente, na turma investigada, ajudou a compreender o que e como pensam os docentes e discentes em relação ao ensino e à aprendizagem. As entrevistas com as professoras e alunas diretamente envolvidas com a pesquisa revelaram dados importantes a respeito da didática, principalmente tratando-se de um curso de formação de professores. A leitura do Plano de Desenvolvimento Institucional revelou as intenções políticas, administrativas e pedagógicas da instituição, já a análise do Projeto Político Pedagógico do Curso de Pedagogia auxiliou na compreensão, principalmente da estrutura curricular do curso e das ementas. O experimento didático-formativo desenvolvido com as alunas do IV semestre do Curso de Pedagogia seguiu a estrutura da atividade de aprendizagem proposta por Davívov, na qual foram planejadas diferentes ações, operações e tarefas para cada um dos diferentes conceitos que se julgou necessário para a interiorização, apropriação e reprodução do essencial da didática, neste estudo, o processo de ensino. A análise da pesquisa revelou que os professores, em sua maioria, responsabilizam os alunos pela pouca aprendizagem e se isentam das responsabilidades de repensar uma melhor forma de organizar o processo, que é predominantemente transmissivo e se fundamenta na concepção da lógica formal. Os alunos, por sua vez, tendem a aceitar bem essa prática de ensino e dificilmente se colocam como sujeitos ativos em seu processo de aprendizagem. Se, de um lado, se tem uma formação acadêmica que resulte numa outra concepção de ensino, de outro, a realização do experimento didático-formativo mostra que existem possibilidades concretas de desenvolver o pensamento cognitivo dos alunos. Para isso, as atividades de ensino devem partir de uma lógica teórica, ou seja, do geral para o particular, do coletivo para o individual, do abstrato ao concreto pensado a fim de que os alunos formem o pensamento teórico imprescindível ao desenvolvimento do pensamente cognitivo.
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Tomlin, Steve, and n/a. "A reformulation of ELT curricula through a critique of established theoretical models and a case study of the ELT curriculum at De La Salle University, Manila." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.151258.
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This thesis undertakes a reformulation of ELT curricula by means of a
critique of established theoretical models and a case study of the ELT
curriculum at De La Salle University (DLSU), Manila.
The thesis proceeds in accordance with the precise that a sound
theoretical and philosophical perspective is crucial to any task of
curriculum development and criticism and thus derives a theoretical/
philosophical perspective from a consideration of ELT in the context of
the philosophy of education and linguistic, applied linguistic,
sociolinguistic, learning and curriculum theories.
The argument is presented that any model of language as communication
derived from linguistics and applied linguistics is not amenable to
translation into descriptive rules of 'use' and hence a pedagogic grammar.
Such theoretical perspectives, in only deriving partial models of 'use',
are largely inadequate in the context of a concern with language teaching.
Input from cognitive learning theory however suggests that teaching
language as communication requires a curriculum approach focusing on
'open' communicative procedures rather than systematic techniques premised
on language description and exemplified by a syllabus-based structure. It
is thus argued that communicative language teaching requires 'open',
methodology-based procedures that provide a markedly subordinated role for
syllabus. The advocated form of communicative language curriculum is thus
described as employing an 'open' rather than a 'closed-system') approach.
It is also maintained that the ELT debate on communicative curricula has
largely ignored crucial issues in curriculum theory and the philosophy of
education - especially the distinction between 'education' and 'training'.
This theoretical debate enables the derivation of a revised taxonomy of
language curricula to replace the orthodox dichotomy into General English
and ESP. The argument is presented that there are essentially two
approaches to the curriculum - closed-system and open approaches - and
that within each approach there are two curriculum types. Through revised
definitions, the intents of 6E and ESP curricula are distinguished and a
new taxonomy of four possible curriculum types, including that of a
Focused English Learning (FED curriculum, presented.
The principles derived from the theoretical discussion and reformulated
taxonomy enable an 'illuminative' case study investigation of an example
curriculum: the ostensibly English for Specific Purposes (ESP) curriculum
for Engineers employed at DLSU. This case study, by examining curriculum
justification and intent and illuminating the nature of the problem at the
university, illustrates, by example, aspects of the reformulated taxonomy.
The case study findings detail crucial aspects of the interface between
theory and local practice and expose the curriculum at DLSU as inherently
contradictory, based on an inaccurate notion of ESP, and principally
concerned with the pursuit of broadly educational aims through a mainly
training-based, closed-system and non-communicative curriculum.
The thesis concludes by proposing that the orthodox dichotomy between GE
and ESP curricula is inappropriate and fails to reflect the various and
possible forms of curricular intent. This has been a consequence of a
theoretical emphasis on linguistics and sociolinguistics and an inadequate
consideration of the philosophy of education and learning and curriculum
theories. The inadequacy of the established dichotomy has led to
confusion in application (as demonstrated through the case study) that
could be avoided through the adoption of the reformulated taxonomy.
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Kopp, Karin. "Undervisa i grupp : En observationsstudie om hur kontrabaslärare designar sina lektioner i gruppundervisning." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36444.
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Syftet med arbetet är att bidra till ökad kunskap om hur kontrabaspedagoger utformar gruppundervisning i sitt arbete med kontrabaselever. Det tycks finnas en stor brist på studier som behandlar gruppundervisning på kontrabas. I bakgrundskapitlet belyses därför gruppundervisning med dess för- och nackdelar, olika gruppundervisningsmetoder för stråkpedagoger samt forskning som visar positiva effekter av gruppundervisning. Föreliggande studie grundar sig på det designteoretiska och multimodala perspektivet. Datamaterialet består av två videodokumentationer från två olika kontrabaslärare. I resultatet redovisas hur lärarna använder tal, sång, specifika kontrabasord, gester och instrumentet kontrabas som resurser i undervisningen. Resultatet visar även att lärarna designar sina lektioner på olika sätt samt att de använder sig av olika tekniker vid spel. I det avslutande diskussionskapitlet lyfts de olika resurser lärarna använder sig av och hur de designar sina lektioner i relation till det designteoretiska och multimodala perspektivet. En av slutsatserna i diskussionen är att lärarens position gentemot eleven har betydelse för elevernas förmåga att imitera och transformera lärarens gester.The purpose of this study is to contribute to further knowledge of how double bass teachers design their group lessons for double bass students. There seems to be a lack of studies that treat group tuition for double bass. The background chapter therefore provides pros and cons about group tuition, different methods for group tuition used by string teachers and previous research in the field that shows the positive effects of group tuition. The theoretical starting point of this study is based upon the design theoretical and multimodal perspective. The collected data material consists of two video documentations from two different double bass teachers. The result chapter describes how the teachers use speech, song, double bass words, gestures and the double bass as resources in teaching. The result also shows that the teachers design their lessons differently and use different kinds of techniques when playing. In the concluding discussion chapter the teachers’ different resources and how they design their lessons is lifted as the main topics according to the design theoretical and multimodal perspective. One of the conclusions in the discussion is that the teachers’ position towards the students is significant for the students’ ability to imitate and transform gestures from the teacher.
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Hussin, Nora Anniesha Binte. "Interaction from an activity theoretical perspective: comparing learner discourse of language face-to-face, inchat and in audio conferencing in second language learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41758146.
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De, Beer Isabella Constance. "Experiences of learners when a computer simulation is used to aid teaching the photoelectric effect." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40532.
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This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
unrestricted
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Miranda, Edna Sousa de Almeida. "A experimentação no ensino de Biologia: contribuições da teoria do ensino desenvolvimental para a formação no pensamento teórico." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/8117.
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Outro
The research aim scientific experimentation in the teaching of Biology and the contributions of the theory of developmental teaching for the development of theoretical thinking in this discipline. We start from the assumption that school education plays a fundamental role in human psychic development, since it allows the access and internalization of the knowledge historically accumulated by humanity under the forms of science, art and philosophy. We focus on the historical-cultural theory and the theory of developmental teaching (VIGOTSKI, 2001, DAVIDOV, 1985, 1988, 1999) to problematize the relationship between scientific experimentation in the laboratory and the learning of biology concepts, highlighting the possible contributions of the theory of developmental teaching to the formation of students' theoretical thinking. The general objective of our research is to identify and analyze how scientific experimentation in Biology teaching can contribute to the development of theoretical thinking, seeking to understand the epistemological, psychological and pedagogical fundamentals of developmental teaching theory by articulating them to the teaching of biology. For this, we use methodological procedures as a bibliographic research on the production of confectionery in respect to scientific experimentation in Biology teaching in dissertations and theses in the west-central region and scientific events of the area (EREBIO / ENEBIO / ENPEC) no period of 2011 to 2016 and the accomplishment of a didactic-formative experiment with students of the first year of the High School of the IFMT, campus Bela Vista, in the city of Cuiabá-MT. The bibliographic review showed that positivist and empirical concept gives science and the conception traditional of teaching, of its genesis in the initial teacher training, hide the understand from the scientific experimentation paper in the teaching two contents of Biology, constituting itself as part of general mode organization from the teaching this discipline. The didactic-formative experiment accomplished of with the students of the first year revealed still of embryonic way or process of breaking as empirical thought or development of a more elaborate and conscious way of thinking. The organization of the Biology teaching with scientific experimentation from the developmental perspective can effectively lead to the apprenticeship and development of two biological concepts. In spite of some limitations, to accomplish the didactic-formative experiment, we can see important contributions of the methodological proposal of Davidov as the understanding of the science as a human construct for the formation of conceptual thought and mediating role of teacher between student and knowledge in this investigative process of biological concept, in this case, a cellular division, and for or understanding of Biology in your totality. We certify that a scholar teaching who has been organized at developmental perspective will be able to fulfill his or her role at the development from a period of time to acess or systematized cooperation in the realm of life transformation.
A pesquisa realizada tem como objeto a experimentação científica no ensino de Biologia e as contribuições da teoria do ensino desenvolvimental para o desenvolvimento do pensamento teórico nesta disciplina. Partimos do pressuposto de que a educação escolar tem papel fundamental no desenvolvimento psíquico humano, pois possibilita o acesso e a internalização do conhecimento historicamente acumulado pela humanidade sob as formas da ciência, da arte e da filosofia. Fundamentamo-nos na teoria histórico-cultural e na teoria do ensino desenvolvimental (VIGOTSKI, 2001; 2010; DAVIDOV, 1985; 1988; 1999) para problematizar a relação entre a experimentação científica em laboratório e a aprendizagem dos conceitos de Biologia, destacando as possíveis contribuições da teoria do ensino desenvolvimental para a formação do pensamento teórico dos estudantes. O objetivo geral de nossa investigação foi identificar e analisar como a experimentação científica no ensino de Biologia pode contribuir para o desenvolvimento do pensamento teórico, buscando compreender os fundamentos epistemológicos, psicológicos e pedagógicos da teoria do ensino desenvolvimental e articulando-os ao ensino de Biologia. Para isso, adotamos como procedimentos metodológicos a pesquisa bibliográfica sobre a produção do conhecimento a respeito da experimentação científica no ensino da Biologia em dissertações e teses na região Centro-Oeste e eventos científicos da área (EREBIO/ ENEBIO/ENPEC) no período de 2011 a 2016 e a realização de um experimento didático-formativo com alunos do primeiro ano do Ensino Médio do IFMT, campus Bela Vista, na cidade de Cuiabá-MT. A revisão bibliográfica evidenciou que a concepção positivista e empírica da ciência e a concepção tradicional de ensino, sua gênese na formação inicial docente, subjazem a compreensão do papel da experimentação científica no ensino dos conteúdos da Biologia, constituindo-se como parte do modo geral da organização do ensino desta disciplina. O experimento didático-formativo realizado com a turma de primeiro ano do ensino médio revelou ainda de maneira embrionária, o processo de rompimento com o pensamento empírico e o desenvolvimento de uma forma de pensar mais elaborada e consciente. A organização do ensino da Biologia com a experimentação científica na perspectiva desenvolvimental pode efetivamente conduzir à aprendizagem e ao desenvolvimento dos conceitos biológicos. Apesar de algumas limitações, ao realizar o experimento didático-formativo constatamos importantes contribuições da proposta metodológica de Davidov como a compreensão da ciência como construção humana para a formação do pensamento conceitual e o papel mediador do professor entre aluno e conhecimento neste processo investigativo do conceito biológico, neste caso, a divisão celular, e para o entendimento da Biologia em sua totalidade. Acreditamos que o ensino escolar organizado na perspectiva desenvolvimental poderá cumprir seu papel no desenvolvimento pleno das pessoas que têm e deveriam ter acesso ao conhecimento sistematizado em benefício da transformação da realidade em que vivem.
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Fabri, Renata Paula. "Construção de roteiro teórico-prático para atividade simulada." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/22/22134/tde-22122015-163941/.
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Este estudo tem como objetivo identificar juntamente com peritos os itens imprescindíveis à construção de cenário simulado, bem como propor um roteiro teórico-prático para atividade simulada. Seguindo os preceitos éticos (Parecer CONEP nº 505.722, de 18/12/2013), os dados foram coletados por meio de questionário entre especialistas no assunto, pertencentes a diversas instituições de ensino do Brasil e do exterior. No instrumento de coleta, foram solicitadas aos peritos a caracterização dos seus atributos de perícia e a descrição dos itens imprescindíveis à construção de um cenário simulado. Diante das respostas obtidas, os dados foram analisados em relação ao seu conteúdo. Foram categorizados, classificados e quantificados para a interpretação dos resultados. Foram ainda, organizados em grupos e subgrupos, compondo unidades e subunidades de significância. Em seguida o roteiro teórico- prático foi elaborado. Entre os 24 peritos convidados, 12 foram respondentes, sendo a maior parte do sexo feminino e todos com elevado período de experiência na área de Enfermagem e no assunto da pesquisa. Os itens mencionados como de relevância na construção do roteiro originaram sete unidades de significância e 26 subunidades, sendo elas: 1- CONHECIMENTO PRÉVIO DO APRENDIZ: 1.1- identificar fundamentação teórica do assunto antes com o aprendiz; 1.2- verificar o conteúdo teórico previamente; 1.3- conhecimento prévio do aprendiz; 2- OBJETIVOS DA APRENDIZAGEM: 2.1- definir os objetivos da aprendizagem: primários / secundários; 3- FUNDAMENTAÇÃO TEÓRICA: 3.1- referências utilizadas; 3.2- envio material pré e pós-treinamento; 4- PREPARO DO CENÁRIO: 4.1- definir o tema; 4.2- nome do responsável pela elaboração; 4.3- definir a complexidade do cenário: intervenções e resultados esperados, nível crescente de complexidade / fidelidade; 4.4- documentação: check-list, data da elaboração e revisão, descrição do cenário para o instrutor, descrição do roteiro para os atores, diagnóstico médico / motivo da assistência / internação atual, estrutura do caso proposto / resumo / descrição / história (sinais vitais, exames), ter roteiro / instruções aos alunos; 4.5- recursos materiais: recursos disponíveis, equipamentos e programação, filmagem, materiais e composição / recursos utilizados / simuladores, medicamentos em uso; 4.6- caracterização dos simuladores / atores; 4.7- espaço físico / ambiente; 4.8- recursos humanos: público alvo, docentes / facilitadores / instrutores, formação dos facilitadores / experiência docente, atores, colaboradores, recursos humanos; 4.9- tempo estimado do cenário; 4.10- treino da equipe para a atividade; 4.11- validar cenário / certificar se está preparado; 5- DESENVOLVIMENTO DO CENÁRIO; 5.1- evolução da situação; 5.2- fator crítico do cenário; 5.3- pistas; 5.4- tempo estimado do cenário / deve ser curto; 6- DEBRIEFING; 6.1- fundamentação teórica debriefing; 6.2- debriefing / planejar; 6.3- pontos a serem discutidos no debriefing / pontos críticos / como o aluno se sentiu, o que fez de positivo e o que faria diferente; 6.4- tempo estimado do debriefing; 7- AVALIAÇÃO: 7.1- avaliação (impressa) da atividade. Conclui-se que o roteiro recomenda os itens necessários para a elaboração de prática simulada, guiando o professor/facilitador, e possui potencial de ser utilizado em diferentes práticas simuladasThis study aims to identify along with experts, the indispensable items to the construction of simulated scenario and propose a theoretical and practical roadmap for simulated activity. Following the ethical precepts (CONEP Report nº 505.722, of 12/18/2013), the data were collected by means of a questionnaire among experts in the area, from various Brazilian and foreign educational institutions. In the collection instrument, the characterization of the expertise atributes and the description of the indispensible items to the building of a simulated situation were requested to the experts. Considering the obtained results, the content of the data was analysed. They were categorized, classified and quantified in order to interpret the results. Additionally, they were organized in groups and subgroups, forming unities and subunities of significance. Afterwards, the theoretical and practical script was built. Among the 24 invited experts, 12 were responding and most were female, all experienced in Nursing and in the subject of this study. The items regarded as relevant in the building of the script originated seven units of significance and 26 subunits, which are: 1- APPRENTICE\'S PRIOR KNOWLEDGE: 1.1- previously identifying theoretical foundation with the apprentice; 1.2- previously verifying the theoretical content; 1.3- apprentice\'s previous knowledge; 2- OBJECTIVES OF THE LEARNING PROCESS: 2.1- defining the aims of the learning process / primary / secondary; 3- THEORETICAL FOUNDATION: 3.1- references; 3.2- sending of the material before and after the training; 4- PREPARING OF THE SITUATION: 4.1- defining the subject; 4.2- name of the responsible for the elaboration; 4.3- defining the complexity of the situation: interventions and expected results, increasing level of complexity / fidelity; 4.4- documentation: check-list, elaboration and reviewing dates, description of the situation for the instructor, description of the script for the actors, medical diagnosis / cause of the assistance / current hospitalization, structure of the proposed case / summing-up / description / history (vital signs, exams), having script / instructions to the students; 4.5- material resources: verifying the available resources, equipment and schedule, filming, material and composition / used resources / simulators, used drugs; 4.6- characterization of the simulators / actors; 4.7- physical space / environment; 4.8- human resources: target audience, professors / facilitators / instructors, formation of the facilitators / teaching experience, actors, collaborators, human resources; 4.9- estimated time of the situation; 4.10- training of the team for the activity; 4.11- validating the situation / ensuring if it is prepared; 5- DEVELOPMENT OF THE SITUATION; 5.1- evolution of the situation; 5.2- critical factor of the situation; 5.3- clues; 5.4- estimated time of the situation / must be short; 6- DEBRIEFING; 6.1- debriefing theoretical foundation; 6.2- debriefing / planning; 6.3- aspects to be discussed in the debriefing / critical aspects / students\' feelings, positive things they did, and what they would do differently; 6.4- estimated time of the debriefing; 7- EVALUATION: 7.1- evaluation (printed) of the activity. It can be concluded that the script recommends the necessary items for the elaboration of a simulated practice, guiding the professor/facilitator, and it has the potantial to be used in different simulated practices
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Nascimento, Carolina Picchetti. "A organização do ensino e a formação do pensamento estético-artístico na teoria histórico-cultural." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20092010-145437/.
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Compreender o processo de organização do ensino para o desenvolvimento do pensamento teórico constituiu-se no objetivo central desta pesquisa. Com base nos estudos da teoria histórico-cultural entendemos ser possível e necessário organizar o ensino de modo que o mesmo seja maximamente favorável ao desenvolvimento do pensamento teórico dos educandos. Considerando que o pensamento teórico em geral forma-se a partir de um objeto concreto, procuramos investigar o processo de organização do ensino para a formação do pensamento teórico a partir de uma manifestação particular desse tipo de pensamento: o pensamento teórico no campo da arte ou o pensamento estético-artístico. Procuramos demonstrar ao longo do trabalho a possibilidade de vincular esse tipo de pensamento ao ensino da educação física, disciplina que tem como objetivo organizar a apropriação dos significados das atividades da cultura corporal, dentre eles o estético-artístico. Organizamos a presente pesquisa como uma investigação bibliográfico-conceitual (em que analisamos o papel da arte no processo de formação humana; a atividade de estudo e a formação do pensamento teórico; o processo de organização do ensino e alguns princípios didáticos presentes na teoria histórico-cultural) e uma investigação didático-experimental (em que criamos as condições para a análise do processo de organização do ensino para a formação do pensamento teórico). Nosso experimento didático, instrumento investigativo para a análise do trabalho pedagógico, foi constituído pela elaboração, e posterior realização com estudantes do 4º ano do ensino fundamental I, de uma unidade didática sobre o circo. A partir da explicitação da unidade fundamental do circo (a composição de cenas) e das suas abstrações conceituais (os elementos de criação das cenas), organizamos o ensino buscando garantir que os estudantes tivessem momentos diretos de trabalho com os conceitos, isto é, que agissem mediados pelos conceitos. Assim, a exposição das sínteses conceituais para os estudantes, o planejamento orientado da criação das cenas e a análise das cenas criadas mediadas pelos conceitos teóricos permitiram que os educandos trabalhassem com o modo geral de ação do artista circense, ou seja, o modo como o artista abstrai os elementos da realidade e os sintetiza em uma nova realidade ou no seu objeto artístico. Avaliamos que esse percurso de aprendizagem e essa forma de organização do ensino possibilitam ao sujeito a apropriação de instrumentos para abstrair os elementos essenciais de uma dada realidade artística, bem como para criar conscientemente seu próprio objeto artístico, o que lhe permite uma maior aproximação da arte, um maior conhecimento desse tipo de atividade humano-genérica. Por fim, a pesquisa nos indica para uma real possibilidade de construção de um modo geral de ação docente ou uma base teórico-metodológica para a organização do ensino referenciada na teoria histórico-cultural.Understanding the organization of teaching for the development of theoretical thinking constitutes the main goal of this research. Based on the cultural-historical theory we assume that it is possible and even necessary to organize teaching in order to contribute to students theoretical thinking development. Considering that theoretical thinking always develops from a concrete object, in our research we sought to investigate the teaching organization process for the formation of theoretical thinking from a particular point of view: the aesthetic-artistic thinking, which is the theoretical thinking present in art. Throughout this work we have tried to demonstrate the possibility of linking this type of thinking to physical education a school subject that aims to organize the appropriation of the meanings of body culture activities, and among those meanings is the aesthetic-artistic. We organized this present research as a conceptual-bibliographical investigation (in which we analyzed the role of art in human development; the studying activity and the formation of theoretical thinking; the process of organizing teaching and some didactic principles present in cultural-historical theory) and as a didactic-experimental investigation (in which we created the conditions to analyze the process of organizing teaching for the development of theoretical thinking). Our teaching experiment, which is an investigative instrument to analyze pedagogical work, was formed by the preparation and subsequent implementation, with students in 4th year of elementary school, of a didactic unit about the circus. From the explicitness of the fundamental unity of circus (to compose the scenes) and its conceptual abstractions (the elements that create the scenes), we organized teaching seeking to ensure that students had moments of direct work with the concepts, that is, that they could act mediated by them. Thus, exposure of students to conceptual overviews, the guided planning of the scenes making and the analysis of the created scenes mediated by theoretical concepts allowed the students to work with the general way of action of the circus artist, which is how the artist abstracts the elements of reality and summarizes them in a new reality or in his artistic object. We assess that this learning course and this form of organizing teaching enable the subject to appropriate instruments, both to abstract the essential elements of a given artistic reality, as to consciously create its own artistic object, which allows a closer approximation of art, a greater knowledge of this type of human-generic activity. Finally, the research points us to a real possibility of constructing a general mode of teaching action or a theoretical and methodological basis for the organization of teaching, referenced in the cultural- historical theory.
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Ellinore, Andersson. "Hur ska jag tolka det där? : En studie i hur lärare och elever på musik- eller kulturskola kommunicerar med varandra i enskild undervisning på fiol." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36985.
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Syftet med studien är att undersöka hur lärare och elever på musik- eller kulturskola kommunicerar med varandra i enskild undervisning med fiol som instrument. Med hjälp av videoobservation som metod har tre lärare och deras elever observerats. Studiens teoretiska utgångspunkter utgörs av ett designteoretiskt och multimodalt perspektiv. I resultatet framkommer att lärarna använder sig av ett flertal olika kommunikationssätt i sin undervisning. Kommunikationssätten är instruerande, frågeställande, förevisande, metaforiskt och humoristiskt kommunikationssätt. Resultatet visar även att dessa kommunikationssätt kombineras på olika sätt. I diskussionskapitlet diskuteras lärarnas olika sätt att designa undervisningen samt vilka förutsättningar olika typer av design får för elevers lärande.The aim of this study is to explore how teachers and pupils in music schools communicate during one-to-one music lessons with violin as instrument. With video observation as a method, three teachers and three pupils have been observed. This study has its theoretical base in the design theoretical perspective and multimodality. The results show that the teachers use several different ways of communication in their teaching; they instruct and demonstrate, they use questions and metaphors and also communicate in a humorous way. The results even show that the ways of communication are combined in different ways. In the discussion chapter the teachers’ different teaching designs are discussed as well as which conditions different types of designs has for the pupils learning.
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Esteves, Maria Virgínia Lopes Viana. "Desenvolvimento de gêneros orais na escola: perspectivas e desafios para a docência." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4937.
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This dissertation aims to reflect on the teaching understanding of the pedagogical work with oral genres, as well as observe and analyze the literacy practices that effectively take place in the classroom. Considers that a language concept based on social interaction can not neglect the development of oral literacy practices, constituted in different genres, guaranteed the relevance of research: what is the understanding that teachers have of these genres and need to develop these in room class? This content is provided in the reference curricula and go to the planning and didactic sequences? As the oral activities are linked with the linguistic analysis? What theoretical and methodological principles governing these practices? What relationship do teachers interviewed established between the development of oral genres and improving the oral proficiency of students? What genre would be most appropriate for each level of education? The theoretical framework was based on the theory of genres of Bakhtin (2003), reflections on literacy developed by Street (1995), Kleiman (1995), Rojo (2001) as well as the analysis of the links between oral and written by Marcuschi (2011), studies on teaching sequences Schneuwly and Dolz (2011) and other authors.This work is an ethnographic case study and was developed in six public schools of the state of Goiás. As a result of the study, we observed a binding concept of oral genre with the idea of oral participation. We also note that after nearly three decades of implementation of oral genres in official documents such as the National Curriculum Parameters, the teaching of these is not a pedagogical practice regularly targeted and sustained by the curricula. From the results obtained, it was possible to describe and reflect on the difficulties, confrontations and also on the successful practices of teachers.
Este trabalho tem como objetivo refletir sobre a compreensão docente acerca do trabalho pedagógico com gêneros orais, como também observar e analisar as práticas de letramento que efetivamente se realizam em sala de aula. Considerar que uma concepção de língua centrada na interação social não pode negligenciar o desenvolvimento de práticas de letramento oral, constituídas em diferentes gêneros, garantiu a relevância de se pesquisar: qual o entendimento que professores têm destes gêneros e da necessidade do desenvolvimento destes em sala de aula? Estes conteúdos estão previstos nos currículos de referência e vão para os planejamentos e sequências didáticas? Como as atividades orais se articulam com a análise linguística? Que princípios teórico-metodológicos orientam essas práticas? Que relação os professores entrevistados estabelecem entre o desenvolvimento de gêneros orais e a melhoria da proficiência oral dos alunos? Quais gêneros seriam mais indicados para cada nível de ensino?A fundamentação teórica teve como base a teoria dos gêneros discursivos de Bakhtin (2003), as reflexões sobre letramento desenvolvidas por Street (1995), Kleiman (1995), Rojo (2001) assim como a análise das relações estabelecidas entre oralidade e escrita por Marcuschi (2011), os estudos sobre sequências didáticas de Schneuwly e Dolz (2011) entre outros autores. Este trabalho é um estudo de caso de cunho etnográfico e foi desenvolvido em seis escolas públicas da rede estadual de Goiás. Como resultado, observamos uma vinculação do conceito de gênero oral com a ideia de participação oral. Constatamos também que depois de quase duas décadas de implantação dos gêneros orais em documentos oficiais como os Parâmetros Curriculares Nacionais, o ensino destes ainda não é uma prática pedagógica regularmente orientada e sustentada pelas grades curriculares. A partir dos resultados obtidos, foi possível descrever e refletir sobre as dificuldades, enfrentamentos e também sobre as práticas bem sucedidas dos docentes.
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Bohrer, Mírian Pereira. "Mal-estar docente: estressores e coping em professores de ciências." reponame:Repositório Institucional da FURG, 2013. http://repositorio.furg.br/handle/1/4802.
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Todo organismo ao expor-se a uma situação de ameaça, sofre um conjunto de mudanças fisiológicas denominado estresse, afecção multifatorial, afeta 90% da população mundial, manifestando-se através de distúrbios psíquicos, físicos e biológicos à saúde física e mental dos indivíduos, que desenvolvem estratégias de coping, a fim de enfrentar as situações estressantes. Algumas profissões estão elencadas como causadoras de grande grau de estresse, pois envolvem alto risco devido ao envolvimento emocional de seus profissionais na tarefa, gerando desgaste causado pelo tipo de trabalho e as condições em que a atividade se desenvolve. Segundo a OMS (Organização Mundial da Saúde) a docência é a segunda categoria profissional mais acometida pela Síndrome de Burnout (Mal-estar docente), causada pelo estresse relacionado ao trabalho. A ausência de motivação os alunos e a indisciplina podem ser estressores para o professor. Em, meio a essa possibilidade, alternativas metodológicas para lidar com essa situação possivelmente estressora têm sido apontadas. Atualmente, muito é defendida a necessidade de envolver os alunos ativamente na própria aprendizagem e, as aulas práticas, constituem um exemplo, em especial nas aulas de ciências. Entretanto, é essa a percepção dos professores de ciências? As aulas práticas são menos estressoras que as aulas teóricas? A percepção docente é próxima ao que se revela na prática docente?Diante desses questionamentos, e pensando na educação em ciências, tornou-se relevante pesquisar o Mal-estar docente em professores dessa área. Desse modo, a pesquisa aqui apresentada objetivou investigar a possibilidade de aulas teóricas e práticas constituírem estressores profissionais docentes. Com esse propósito, tendo como referencial ser ou não um elemento estressor na prática de sala de aula, foram caracterizadas, a partir da ótica de quatro professoras de ciências de uma escola pública do município do Rio Grande/RS, as aulas teóricas e práticas. Paralelamente, foram identificados elementos estressores existentes nesses dois tipos de aula, bem como as estratégias de enfrentamento desenvolvidas pelos docentes para driblá-los. Os dados, gerados a partir de um estudo qualitativo, realizado através de um questionário com pergunta aberta aplicado aos professores e de observação estruturada das aulas teóricas e práticas por eles ministradas, apontam que as docentes analisadas consideram ambas modalidades importantes para o aprendizado e se sentem motivadas para a realização das mesmas, mas referem dificuldades como manter a tenção dos alunos nas teóricas e controla-los na prática, o que lhes demanda maior esforço, cansaço e descontentamento, presentes na avaliação das escalas MBI (Maslach Burnout Inventory) e ISSL (Inventário de Sintomas de Stress para Adultos) aplicadas às docentes participantes da pesquisa.
Every organism to expose yourself to a threatening situation, suffers a number of physiological changes termed stress, multifactorial disease, affects 90 % of the world population , manifesting itself through psychological disorders, physical and biological to physical and mental health of individuals who develop coping strategies in order to cope with stressful situations. Some professions are listed as causing great stress level because they involve high risk because of the emotional involvement of its employees in the task, generating wear caused by the type of work and the conditions under which the activity develops. According to WHO (World Health Organization) is the second teaching job category most affected by burnout syndrome (Malaise teacher), caused by work-related stress. The lack of motivation and students indiscipline can be stressful for the teacher. In the middle of this possibility, methodological alternatives to deal with this potentially stressful situation have been identified. Currently much is advocated the need to engage students actively in their own learning and practical classes are an example, especially in science classes. However, this is the perception of science teachers? The classes are less stressful than the lectures? The perception of teachers is close to what is revealed in the teaching practice? Faced with these questions, and thinking in science education, became relevant search the Malaise teachers teaching in this area. Thus, the research presented here aimed to investigate the possibility of theoretical and practical classes constitute stressors professional teachers. For this purpose, taking as a reference or not an element in the practice stressor classroom, were characterized from the perspective of four teachers of science in a public school in the city of Rio Grande / RS, the theoretical and practical classes. In parallel, we identified elements stressors existing in these two types of classes as well as the coping strategies developed by teachers use to overcome them. The data generated from a qualitative study, conducted through a questionnaire with open ended question applied to teachers and structured observation of classroom and taught by them, indicate that teachers consider both modalities analyzed important for learning and feel motivated to perform the same, but report difficulty keeping the tension of the students in theoretical and controls them in practice, they demand greater effort, weariness and discontent present in assessment scales MBI (Maslach Burnout Inventory) and (SSI inventory of Stress Symptoms for Adults) applied to teachers participating in the research.
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Forward, Jean Lesley. "An investigation into the development of written language in the primary school and the implications of the national literacy strategy, with reference to historical and theoretical approaches to the teaching of English." Thesis, University of Hull, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397079.
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Contreras, Labra Walesca, and Peñaloza Fabián Grez. "Is your English good or bad? : Social representations towards Alexis Sánchez's use of English in his first interview in that language: theoretical and methodological implications on teaching English as a foreign language." Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/143385.
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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura InglesaConceiving language and languages as cultural systems, being the main focus of the linguistic anthropological perspective, this study intends to apply this approach in order to understand language teaching as a determined cultural system. Chileans Social Representations towards Alexis Sanchez’s use of English in his first interview in that language will be characterized and its possible theoretical and methodological implications in English teaching. Through empirical and qualitative research, focus groups and personal interviews were applied to English university professors, English university students, and university students of science. Based on the thick description metaphor by the anthropologist C. Geertz, the preliminary results show the existence of a serie of cultural models related to a) native speaker ideal, b) speaking English well and poorly, c) the existence of different levels of English d) good or bad communication depending on fluency, grammar, syntax, e) the concept of error, and how all these categories reflect the reality of English teaching. These results suggest that the social actors involved in English teaching and learning, express those social representations based on an ideal of communication and an ideal of English language, which at the same time, influences the way of teaching English as a foreign language in Chile.
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Moraes, Ismael Donizete Cardoso de. "A formação continuada do professor dos anos iniciais e o ensino de Geografia: o conceito de lugar em uma perspectiva do ensino desenvolvimental." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4833.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This research is about a continued formation course organized under Davydov theoretical and methodological presuppositions, which basically consisted in working of the concepts of place, landscape and cartography with pedagogues teachers who work in the public system in Barra do Garças and Pontal do Araguaia, both cities in Mato Grosso state. Therefore, our study involves three aspects related to place: knowing continued formation course contributions for place concept theoretical appropriation to teachers, understanding the contribution of course didactic organization for place concept appropriation and, finally, investigating if teachers were using place concept as referential to Geography content teaching with their students. Our concern with this topic came from activities made in the last years, vinculated to historical and cultural theory, especially in contact with Vygotsky, Davydov, Libâneo and Cavalcanti work, which defend theoretical knowledge appropriation as a way of superation of empiric knowledge that is predominant in our schools. The literature analysis for the elaboration of the research included discussions in relation to historical and cultural theory, developmental education, teacher training, teaching and learning in geography, psychology and didactics, besides the analysis of National Curricular Parameters and the Guidelines Curricular of State of Mato Grosso. Based on these assumptions, the qualitative methodology was utilized, and for collecting information was utilized questionnaires, observations and interviews. The questionnaire was applied to fourteen teachers, between the months of March and April 2014 and made it possible to understand the profile of the teachers who participated in the course. Regarding the observation were attended classes two teachers, chosen among those who answered the questionnaire, The same happened with the interview, which was done with teachers who have had their classes observed. With those three instruments, from the foundations of the historical-cultural approach, we analyze the training course of developments in the pedagogical action of the teachers together with the students of the initial years of elementary school from two state schools in Barra do Garças. The results showed to us that the developmental education is viable in the continuing education of teachers when aims to overcome of the a conception of teaching that promoves only the development of empiric thinking of geographic content.
Esta pesquisa tem como referencial um curso de formação continuada, organizado segundo os pressupostos teóricos e metodológicos de Davydov, que consistiu basicamente em trabalhar os conceitos de lugar, paisagem e cartografia com professores pedagogos que atuam na Rede Estadual de Ensino de Barra do Garças e Pontal do Araguaia, ambas as cidades do estado de Mato Grosso. Assim, nosso estudo envolve três aspectos relacionados ao lugar: conhecer as contribuições do curso de formação continuada para a apropriação teórica do conceito de lugar dos professores, entender a contribuição da organização didática do curso para a apropriação do conceito de lugar e, por fim, investigar se os professores utilizavam o conceito de lugar como referencial para o ensino dos conteúdos de geografia com seus alunos. Nossa preocupação com o tema surgiu devido a uma série de atividades realizadas nos últimos anos, vinculadas à teoria histórico-cultural, principalmente o contato com as obras de autores como Vygotsky, Davydov, Libâneo e Cavalcanti, que defendem a apropriação do conhecimento teórico como uma via de superação do conhecimento meramente empírico predominante em nossas escolas. A Análise bibliográfica para a elaboração da pesquisa contemplou as discussões em relação à teoria histórico-cultural, o ensino desenvolvimental, a formação de professores, o ensino e à aprendizagem em Geografia, Psicologia, Didática, além da análise dos Parâmetros Curriculares Nacionais e das Orientações Curriculares de Mato Grosso. Partindo desses pressupostos, utilizou-se a metodologia qualitativa e, para o levantamento de informações utilizou-se questionários, observações e entrevistas. O questionário foi aplicado a catorze professoras, entre os meses de março a abril de 2014, e possibilitou conhecer o perfil das professoras que participaram do curso. Em relação à observação, foram acompanhadas as aulas de duas professoras, escolhidas entre aquelas que responderam ao questionário, o mesmo acontecendo com a entrevista com as mesmas professoras que tiveram as aulas observadas. Com esses três instrumentos, a partir dos fundamentos da abordagem históricocultural, analisamos os desdobramentos do curso de formação na ação pedagógica das professoras junto aos alunos dos anos iniciais do ensino fundamental de duas escolas estaduais de Barra do Garças. Os resultados nos mostram que o ensino desenvolvimental é viável na formação continuada de professores quando se almeja a superação da organização do ensino que promove apenas o desenvolvimento do pensamento empírico dos conteúdos geográficos.
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Cardoso, Heloana. "Avaliação de textos produzidos na aula de língua portuguesa: abordagens teóricas, questões didático-metodológicas e suas repercussões." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5334.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorDentro do contexto da avaliação formativa, as práticas de correção dos textos produzidos devem ser entendidas não como medição da aprendizagem, mas principalmente como uma pesquisa, elas devem avaliar o aluno, o professor, o processo, as práticas enunciativas, a mediação, a escola e mesmo a família. Contudo, apesar de essa abordagem sobre a avaliação ser compatível com a concepção sócio-histórica e cognitiva da linguagem, que por sua vez é consoante com as orientações dos PCN de Língua Portuguesa, ela parece ainda se mostrar distante dos métodos adotados pelos professores. O objetivo geral desta dissertação é identificar as abordagens teóricas que subjazem aos métodos avaliativos de professores do ensino fundamental em relação à produção textual. Como objetivos específicos buscou-se (i) mapear os modelos de correção textual utilizado por esses professores a fim de oferecer um panorama sobre a realidade do ensino-aprendizagem da escrita; e (ii) organizar um material teórico capaz de embasar a prática avaliativa não apenas como um componente do ato pedagógico, mas também como componente simbólico da construção da imagem que o aluno tem sobre si e sobre sua capacidade de escrever. Trata-se de uma pesquisa qualitativa constituída por dois corpora, organizados a partir dos seguintes instrumentos: entrevista semiestruturada com sete professores que lecionam no terceiro e quarto ciclos do ensino fundamental em escolas públicas e/ou particulares; e textos escritos por alunos e corrigidos pelos mesmos professores-informantes. Constituindo um total de 35 documentos, cinco de cada professor e 3h48min de gravações transcritas. Para análise dos corpora optou-se pelo paradigma interpretativista, aliado ao paradigma indiciário, que busca olhar para além das recorrências, os dados episódicos, singulares, dados que possam ajudar a levantar hipóteses sobre uma realidade não observável por via direta. Em relação às abordagens teóricas, podem-se perceber três manifestações: (i) as que são focadas no sistema, observável quando o professor privilegia aspectos formais e quando suas marcações, ainda que busquem o aspecto discursivo, não são suficientes para que os alunos efetuem reflexões sobre o uso da língua; (ii) as que flutuam entre o estruturalismo e o sociointeracionismo, quando o professor, embora se utilize de práticas mais interacionais ainda deixa amplo espaço para correções formais; (iii) as que são eminentemente sociointeracionistas, em cujas marcas avaliativas pode-se observar respeito pela autoria, apreciação do texto, interferência significativa e convite à reflexão. Dessas práticas emergem dois papéis sociais dicotômicos assumidos pelo professor: o de revisor, que tem profunda relação com práticas avaliativas de medição, e o de leitor-avaliador, em que se pode perceber, além de métodos ligados ao sociointeracionismo e às práticas avaliativas formativas um outro aspecto singular: a afetividade. Para discorrer sobre cada um desses aspectos propostos, construiu-se uma revisão bibliográfica que buscou incorporar à discussão teórico-metodológica questões de ordem subjetivas, que orientam pensar a escrita não só sob seu aspecto sócio-histórico e cognitivo, mas também afetivo
Within the context of formative assessment, the practices of the produced texts correction should not be understood as a learning measurement, but mainly as a survey, they should evaluate the student, the teacher, the process, the enunciative practices, the mediation, the school and even the family. However, although this approach on the evaluation is compatible to the socio-historical and cognitive conception of the language, which is in line with the guidelines of the NCP of Portuguese Language, it still seems showing far from the adopted methods by teachers. The overall target of this dissertation is to understand the theoretical approaches that underlie the evaluation methods of elementary school teachers in relation to the textual production. As specific objectives we sought (i) map the textual correction models used by those teachers, in order to provide an overview about the reality of teaching and learning of writing, and (ii) organize a theoretical material that could be able to base the assessment practice not only as a component of the pedagogical act, but also as a symbolic component of the image building that the students have about themselves and their ability to write. This is a qualitative research established by two corpora, organized from the following instruments: semi-structured interviews with seven teachers who teach on the third and fourth cycles of the elementary education in public and/or private schools; and texts written by students and corrected by the same informant teachers; constituting a total of 35 documents, five of each teacher and 3h48min of transcribed recordings. For analysis of the corpora we opted for the interpretative paradigm, allied to evidentiary paradigm, which seeks to look beyond the recurrences, incidental data, unique, data that can help raise hypotheses about an unobservable reality by direct input. Regarding the mapping practices, we observed that, besides those presented in papers that discourse on the subject (Ruiz, 2001; SOARES, 2009) there are others that permeate the school environment, as oral review and compared reading. Regarding to the theoretical approaches, we can see three manifestations: (i) those that are focused on the system, observable when the teacher favors formal aspects and when their markings, even if they seek the discursive aspect, are not enough to make reflections about the language usage, (ii) those that floating between the structuralism and the social interactionism, when the teacher, although he/she uses more interactional practices, he/she still leaves extensive space for formal corrections, (iii) those that are eminently sociointeractionists, on those evaluative brands we can observe respect for the authoring, the text assessment, significant interference and the invitation to reflection. From these practices emerge two dichotomous social roles assumed by the teacher: the reviewer, who has a deep relationship with evaluation practices of measuring, and the reader-reviewer, as we can perceive, beyond methods linked to sociointeractionism and to the formative assessment practices, another unique aspect: the affectivity. To discuss each of these proposed aspects, we built up a bibliographic review that sought incorporating to the theoretical and methodological discussion, questions of a subjective order, that guide to think about the writing not only on its socio-historical and cognitive aspects, but also affective
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Marengão, Luiz Angelo. "O ENSINO DE FÍSICA NO ENSINO MÉDIO: DESCREVENDO UM EXPERIMENTO DIDÁTICO NA PERSPECTIVA HISTÓRICOCULTURAL." Pontifícia Universidade Católica de Goiás, 2011. http://localhost:8080/tede/handle/tede/1043.
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Previous issue date: 2011-09-13This study describes a methodological experience in Physics teaching with the objective of trying, through a didactical-formative experiment, a differentiated methodology focused on the formation of theoretical-scientific thought and that aims to evaluate the didactical actions of a teacher, derived from a teaching plan, in relation to the formation of mental actions of his/her students. The interest towards the research theme arose from the observation of an existing lack of motivation from students to study Physics and the challenges faced by the tutor while teaching that subject. The historical-cultural theory by Vygotsky was adopted as a theoretical-methodological reference and, within it, the developmental teaching theory by Davídov, due to its great potential to contribute to the improvement of Physics teaching. These theories aid the teacher in planning and developing his/her work as they propose the organization of teaching focused on the formation of concepts, the connection between content analysis and student's motives, and also the organization of interaction situations and mutual collaboration to nurture the development of mental actions. A qualitative research was made while applying the didactical-formative experiment, which is a procedure that allows monitoring the process of mental action formation throughout the execution of a teaching plan. The experiment consisted of planning, by researcher and teacher together, content and learning strategies for a teaching trimester to the sophomore year of the Mechanical Physics class. That class is part of the Integrated Construction course of the Instituto Federal de Educação Tecnológica do Estado de Goiás, former CEFET-GO. Data obtained from observations suggest an improvement on the interest and learning levels from students, showing the relevance of a differentiated Physics teaching methodology, which emphasizes the formation of and acting with concepts. They also point to the relevance of theoretical and methodological formation of the teacher, and the necessity that he/she considers, in teaching practice, the impact of his/her own epistemological conception towards the teaching and learning process.
Este estudo descreve uma experiência metodológica para o ensino de Física cujo objetivo foi o de por em prática, em um experimento didático-formativo, uma metodologia diferenciada voltada para a formação do pensamento teórico-científico, buscando avaliar as ações didáticas de uma professora, a partir de um plano de ensino, em relação à formação de ações mentais dos alunos. O interesse pelo tema surgiu a partir da constatação da falta de motivação dos alunos para o estudo da Física e das dificuldades encontradas pelo professor no ensino dessa disciplina. Como referência teórico-metodológica, foi adotada a teoria histórico-cultural de Vygotsky e, dentro dela, da teoria do ensino desenvolvimental de Davídov, em razão do seu grande potencial em contribuir para a melhoria do ensino de Física. Essas teorias auxiliam o professor no planejamento e desenvolvimento do seu trabalho na medida em que propõem a organização do ensino voltado para a formação de conceitos, a ligação entre a análise de conteúdo e os motivos dos alunos, assim como a organização de situações de interação e colaboração mútua em função do desenvolvimento de ações mentais. Foi realizada pesquisa qualitativa por meio do experimento didático-formativo, procedimento que permite o acompanhamento do processo de formação de ações mentais ao logo da execução de um plano de ensino. O experimento consistiu do planejamento conjunto entre o pesquisador e a professora da classe, de conteúdos e estratégias de aprendizagem, para um trimestre letivo, das aulas da disciplina Física−Mecânica do 1º ano do Curso Integrado de Edificações, do Instituto Federal de Educação Tecnológica do Estado de Goiás, antigo (CEFET-GO). Os dados obtidos das observações sugerem melhoria no interesse e na aprendizagem dos alunos, mostrando a relevância de uma metodologia de ensino de Física diferenciada, que valorize a formação de e a atuação com conceitos. Mas apontam, também, para a relevância da formação teórica e metodológica do professor e para a necessidade de ele considerar na sua prática de ensino o impacto de sua própria concepção epistemológica em relação ao processo de ensino e aprendizagem.