Tesis sobre el tema "Cooperative inquiry"
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Puglielli, Leanne. "Experiential Cooperative Inquiry as a methodology for effective change /". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261485564.
Texto completoReimer, Andrew P. "A COOPERATIVE INQUIRY INVESTIGATION OF TRANSPORT NURSES’ DECISION MAKING AND EXPERTISE". Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1270242549.
Texto completoWhitney-Cooper, Christine. "Constructing a research strategy in a university nursing department : a cooperative inquiry". Thesis, Sheffield Hallam University, 2011. http://shura.shu.ac.uk/20679/.
Texto completoBailey, Annette. "Understanding dissociation and self-harm: A cooperative inquiry into the impact of DBT on recovery". Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487702.
Texto completoRybczynski, Stephen M. "Implementation and Assessment of Non-Traditional Instructional Practices in a College Biology Course". Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312558646.
Texto completoKelly, Ute. "Studying dialogue - some reflections". Journal of Dialogue Studies, 2013. http://hdl.handle.net/10454/17551.
Texto completoIn this paper, I would like to share some thoughts provoked by the idea of establishing ‘dialogue studies’ as a distinct academic field, as suggested in the inaugural call for contributions to the new journal. These are not meant to be exhaustive of all the relevant questions that could be considered under this heading. I do not, for example, consider the question of disciplinary contributions or boundaries. My emphasis, rather, is on questions to do with ethos and coherence. In particular, I am interested in exploring the possibility, and the challenges, of cultivating a dialogic approach to the study of dialogue itself. My reflections begin with a look at the tendency, within academia, to privilege debate as a form of communication and the question of whether we might conceive a Journal of Dialogue Studies as a forum for a different kind of exchange. I then reflect on some of the difficulties of studying dialogue itself, particularly where this involves outside observers. The final section raises some issues around ‘studying dialogue’ in relation to teaching, learning and assessment. My overall intention here is to share some current, tentative thoughts in the hope that this contributes to a dialogue on the idea, and perhaps the practice, of ‘dialogue studies’.
Kulatunga, Ushiri Kumarihamy. "Argumentation as a Lens to Examine Student Discourse in Peer-Led Guided Inquiry for College General Chemistry". Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4712.
Texto completoMoore, Marjorie. "Cracking the concrete ceiling : an inquiry into the aspirations, values, motives and actions of African American Female 1890 cooperative extension administrators /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1202759934.
Texto completoFERRI, NICOLETTA. "EMBODIED TEACHING: PROSPETTIVE DI RICERCA A SCUOLA ATTRAVERSO L'ANATOMIA ESPERIENZIALE". Doctoral thesis, Università degli Studi di Milano-Bicocca, 2018. http://hdl.handle.net/10281/241227.
Texto completoThis thesis is deeply connected with the will of investigating the reflective, heuristic and transformative potential of the embodied dimension in teaching and learning processes. For this purpose, I engaged a group of Primary School teachers in a participatory research focused on their personal way of embodying teaching practices (embodied teaching) starting from a specific body activation (Experiential Anatomy). My research question was twofold. At a methodological level I was interested in interrogating the embodied teaching (Bresler 2014) of school professionals, namely their own way of performing the teaching/learning processes. At a thematic level the question was: what does it happen when a researcher activate a reflective process on professional practices of a group of primary school teachers through body activations? My main theoretical frame is represented by Embodied Pedagogy (Gamelli, 2011) and my fundamental epistemological reference is the so-called “embodiment paradigm”. This paradigm is a generative common ground for studies and practices connected to heterogeneous fields as cognitive sciences (Varela, Thompson and Rosch, 1991), performative disciplines (Farnell, 1995; Sheets-Johnstone, 1999; Bresler, 2014) and education (Gamelli, 2011; Rossi, 2017). My research perspective lies exactly at the crossroads of these three main areas. The empirical part of my research took place in a Primary School of Milan. I addressed a group of teachers with a research proposal structured on six meetings of three hours each. The research setting was designed in a way that allowed a multi-layered experience of the body activations in order to let each participant explore her own embodied teaching, namely her own personal way of performing teaching. The “co-operative inquiry” theorized by Heron and Reason (1997) and Formenti’s “Spyral of knowledge” (2009) were the two main epistemological pivots in reflecting on the research objectives, as they both advance the idea of research as a co-construction of participatory knowledge. They were also fundamental in order to design the internal structure of each meeting consistently with my theoretical assumptions. Experiental Anatomy of Body-Mind Centering was the somatic practice that I used for the empirical part. Each meeting was audio-recorded and transcribed. After a first thematic analysis with Nvivo I decided to turn my research in a performative direction. This change of perspective required the creation of a detailed embodied research method. This is the most original part of my thesis that consisted in a performative analysis of a selection of collected data (originated in the six meetings with the participants) in the form of textual and audio excerpts. This performative analysis, documented by 160 video shootings, ended in the creation of a video-performance that was used as a starting point of the final meeting with research participants. The use of this aestethic and performative object in the research setting revealed itself as a powerful tool in order to trigger an high level of participation in the group. The final meeting, in fact, was a fundamental moment as the participants’ reflections transformed “my” performative composition in a shared knowledge connected with all the research process. The results were very interesting both in terms of new questions raised by the teachers and of future research possibilities in the direction of embodied teaching.
Law, Barry Alan y n/a. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education". Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20031117.090529.
Texto completoLaw, Barry Alan. "Experiential Education as a Best Practice Pedagogy for Environmental Education in Teacher Education". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365587.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Australian School of Environmental Studies
Faculty of Environmental Sciences
Full Text
Ouyang, Leyi. "Designing mobile and tangible interaction for music education with young children". Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/213018/1/Leyi_Ouyang_Thesis.pdf.
Texto completoGunderson, Gail J. "How leaders lead through organizational change and transition : postpositivist inquiry into the beliefs, actions and reflections of leaders in the cooperative extension system". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1241104205.
Texto completoKong, Sui Ting. "Participatory development of post-separation domestic violence services : a cooperative grounded inquiry with abused women and their teenage sons/daughters in Hong Kong". Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/8357/.
Texto completoMaddy, Deborah Jones. "Women who shattered the glass ceiling : postpositivist inquiry into the aspirations, values, motives and actions of women serving as CEOs of cooperative extension systems /". The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487780393267633.
Texto completoLewis, Scott Edwin. "An evaluation of a pedagogical reform designed for college chemistry teaching with large classes". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001472.
Texto completoNovaes, Marcos Bidart Carneiro de. "A discussão sobre sustentabilidade e o desenvolvimento de competências gerenciais nas organizações: investigando de forma cooperativa atores, estruturas, discursos e ações". Universidade Presbiteriana Mackenzie, 2012. http://tede.mackenzie.br/jspui/handle/tede/788.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Society and the individual are experiencing a moment of anxiety over risks linked to human action and climate change, from floods and famine to technology-based risks. It is in this context that concerns over economic, environmental and social sustainability emerge. Over a decade ago, a view known as the sustaincentric worldview arose. This is a dialectical synthesis which proposes to overcome the apparently irreconcilable points of view stemming from the "technocentric" and "ecocentric" worldviews. The former prescribes technological solutions for the abovementioned risks and the latter an immediate interruption of economic development as it is known today. This work s theme, the discussion about sustainability and the development of managerial competencies, is a reflection, on the organizational level, of these countless questions which clash with one another and complement one another. This is a work essentially about human and social management of organizations and the people who gather within them to work and cooperate. It is a work focused on managers reality, since they are being called to participate in a broad mentality shift, in which the interests of various stakeholders are taken into account, and not merely those of shareholders. On the theoretical level, this work is based on Giddens (1984, 2009) ideas about structure and action and Beck s (1992, 2007) concepts about risk society. It also draws on McKibben s (2007) and Söderbaum s (2000, 2008) ideas about new economic presuppositions, on Sandberg s (2000, 2007) interpretivist conceptions about competency development and on Engeström s (2001) expansive development. The objective of this research is to cooperatively investigate the development of managers competencies within an organization by introducing the sustainability discussion in this company environment. More specifically, it aims to analyze how the guiding idea of sustainability is understood and signified by corporate actors and how the discussion and practice of sustainability alters these meanings and sets competent actions in motion over time. The work also seeks to understand and problematize how the demands of various interest groups are negotiated during this process. Cooperative inquiry was used as the research methodology, following the works of Heron (1981, 1996), Reason (1994, 2003) and Moreno (1992, 1997). The research was conducted with a group of managers from the hospitality sector in Brazil. The results present a thick description of the paradoxes, limits and possibilities for advances in the reflections and actions of this group of managers, who committed themselves to a project for sustainability competency development within an interpretive and cooperative logic. In this process, face to face encounters, reflexive dialogues and exchange of best practices were the key point. The research trajectory allowed changes to occur in the way these organizational actors understood the meaning of their work and business, regarding sustainability, in the context allowed by the structure. On the level of reflexive and dialogic actions, however, implications for future changes and researches emerged, with this or other groups.
A sociedade e o indivíduo vivem um momento em que se temem riscos relacionados à ação do homem e às mudanças climáticas, desde inundações, grandes formes a riscos ligados a novas tecnologias. É neste contexto que emergem preocupações com a sustentabilidade econômica, ambiental e social. Há mais de uma década surge uma abordagem de sustentabilidade chamada de sustentocêntrica . Esta é uma síntese dialética que propõe a superação dos aparentemente irreconciliáveis pontos de vista fundamentados nas visões tecnocêntrica e ecocêntrica . A primeira pregando soluções tecnológicas para os riscos acima e a segunda uma imediata interrupção do desenvolvimento econômico como hoje é concebido. O tema deste trabalho, a discussão sobre a sustentabilidade e o desenvolvimento de competências gerenciais, é um reflexo no nível organizacional destas inúmeras questões que se chocam e complementam. Este é um trabalho em sua essência sobre a gestão humana e social das organizações e sobre as pessoas que nelas se reúnem para trabalhar e cooperar. É um trabalho focado na realidade de gestores, que são conclamados a participar de uma mudança de mentalidade ampla, na qual, não apenas interesses de acionistas são levados em consideração, mas de diferentes stakeholders. Este trabalho se embasa, no plano teórico, nas ideias sociológicas de Giddens (1984, 2009) sobre estrutura e ação, e de Beck (1992, 2007) sobre sociedade de risco. Recorre também às ideias de McKibben (2007) e Söderbaum (2000, 2008) sobre novos pressupostos econômicos, nas concepções interpretativistas sobre desenvolvimento de competências de Sandberg (2000, 2007) e do desenvolvimento expansivo de Engeström (2001). O objetivo da presente pesquisa é investigar de forma cooperativa o desenvolvimento de competências dos gestores em uma organização, ao se introduzir a discussão sobre sustentabilidade nesta mesma organização. Visa, mais especificamente, analisar como a ideia-força da sustentabilidade é compreendida e significada pelos atores corporativos e de que forma a discussão e prática em relação à sustentabilidade altera estes significados e desencadeia ações competentes, ao longo do tempo. O trabalho procura também compreender e problematizar como são negociadas as demandas dos diversos grupos de interesses durante este processo. Como metodologia de pesquisa recorreu-se à investigação-cooperativa, baseada nos trabalhos de Heron (1981, 1996), de Reason (1994, 2003) e de Moreno (1992, 1997). A pesquisa foi conduzida com um grupo de gestores do setor de Hotelaria no Brasil. Como resultados têm-se a descrição densa das contradições, paradoxos, limites e possibilidades de avanços nas reflexões e ações práticas deste grupo de gestores, que se comprometeram a participar de um processo de desenvolvimento de competências para a sustentabilidade numa lógica interpretativa e cooperativa. Neste processo, encontros vivenciais, diálogos reflexivos e trocas de melhores práticas foram pontos-chave. A trajetória da pesquisa permitiu mudanças significativas na forma como estes atores organizacionais passaram a compreender o significado do seu trabalho e dos negócios, em relação à sustentabilidade. O grupo obteve, sobretudo, avanços de ordem prática, envolvendo ações técnico-operacionais de curto e médio alcance, no contexto que a estrutura permitiu. No plano das ações reflexivas e dialógicas, no entanto, surgiram implicações para mudanças e pesquisas futuras, com este ou outros grupos.
Ryman, Anders. "How to get personas to conform : A case study of design method compatibility". Thesis, Linköping University, Department of Computer and Information Science, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1467.
Texto completoThis master’s thesis is built around a design case and aims to explore the possibility of combining three methods in the design process: contextual inquiry in the pre-study phase, the creation of personas to guide the design, and cooperative evaluation to test the prototype. The methods were used in a design project proposed by EssNet AB in Stockholm, an international company in the gaming business, for whom a prototype for their touchscreen interface was developed. The contextual inquiry consisted in visits to four different vendors, where the work situation and the current use of computer systems for game registration were studied. The results from the inquiry lay ground for the creation of two personas, one primary and one secondary. These personas then guided the design of both Lo-Fi and Hi-Fi prototypes. The design ideas of the Lo-Fi design phase were evaluated in several discussion sessions and the Hi-Fi prototype was finally tested by six participants, using the cooperative evaluation method. The conclusion drawn from the study is that although the three methods are indeed compatible, there is still a creative leap to make between the data gathered in the contextual inquiry and the creation of the personas. It is also of importance that the participants in the cooperative evaluation match the personas to some degree in order to confirm the personas’ validity.
de, Silva Moira Eilona Margaret. "Linguistically and culturally diverse students' experiences of small group projects at a university in Canada : the significance of relationships and identity building processes to the realisation of cooperative learning". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15828.
Texto completoPerraud, Caroline. "Une ingénierie coopérative : des travailleurs, des professionnels et un chercheur dans le secteur du travail protégé (ESAT). Une enquête collective pour une amélioration des pratiques". Thesis, Brest, 2018. http://www.theses.fr/2018BRES0072.
Texto completoThe idea of a society for everyone is often questioned as soon as mentally disabled persons are implied.Our research seizes this matter and studies cooperative engineering in a medico social institution(ESAT: Etablissement Service d’Aide par le Travail: institution for help to disabled adults through work).Our theoretical frame is anchored in the Joint Action Theory in Didactics. Our methodology is qualitative, ethnographic and clinical. To make visible and understandable the progressive construction of thought collective, we draw on emblematic examples. We analyse them in an ascending and understanding movement.The studied device is relying on everyone's skills in two complementary and linked actions: a collective inquiry work and a didactical activity in the workshops. We understand knowledge as power of action.Throughout twelves meetings of the cooperative engineering, the collective (professionals and the researcher) elaborates work hypotheses, in response to questioning systems derived from work in the workshops. In the ESAT workshops, during the engineering activity, these hypotheses are tested by a specific small group, comprised of one workshop instructor, workers and the researcher. New problems then arise.Analysis of these actions tends to demonstrate that by working together, the collective establishes itself as a cooperative engineering, with its own thought style. In doing so, in the understanding/transforming movement, the perception and conceptualisation of everyone (workers, professionals, and researcher)find themselves transformed
Greenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research". Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.
Texto completoLefeuvre, Loïs. "Didactique de l'enquête pour une lecture interprétative d'une fable de Jean de la Fontaine, selon une épistémologie de l'élévation de l'abstrait au concret : étude de cas au sein d'une ingénierie coopérative". Thesis, Brest, 2018. http://www.theses.fr/2018BRES0054.
Texto completoAn interpretative reading of The Wolf and The Lamb by La Fontaine puts to the test the abstract-concrete relationship, through its moral and narrative. The interpretation of this fable can give its readers heuristic power, through an analogy between the fable and their knowledge of the world. We assume that the guided-reading inquiry leading to the interpretation of this literary work is taught in primary school. Following the Joint Action Theory in Didactics, we analyse the principles of this inquiry through the implementation of a teaching sequence in a fifth grade class. Since 2008, this sequence has been designed, analysed and altered by a group composed of primary school teachers, teacher educators and researchers working within the framework of a cooperative engineering.In this thesis, we show how the solving of reading problems leads the « thought collective » formed by the class to develop a thought style with its reasoned certainties. We show how concepts at stake in this resolution are established and altered, following an epistemology of the ascent from the abstract to the concrete. We highlight the way this establishment-alteration of concepts depends on a search for balance between the didactic milieu and contract. We develop the factors which impact this balancing : the teacher’s work to access a comprehensive understanding of the fable; the teacher's reticence-expression towards the knowledge at stake ; the graft of meanings linked to the institutionalization of pupils'comments; the rewriting of the fable by using a stricto sensu paraphrase ; the use of provoked analogies
Scott, Hannah Jeanne. "Breaking silences through collaborative actions : exploring ways to empower students with learning difficulties". Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/breaking-silences-through-collaborative-actions-exploring-ways-to-empower-students-with-learning-difficulties(8566a442-eec8-42f4-8381-114f0d735dad).html.
Texto completoLarson, Katie Titus. "Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory". Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718.
Texto completoManzey, Christine L. "Exploring the Role of a Coteaching Model of Student Teaching in Supporting Candidates Learning to Teach Inquiry Science". University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1288733237.
Texto completoSevero, Patrícia Schneider. "Sustentabilidade no setor rural a partir do uso do crédito e de técnicas cooperativas na região sul do Rio Grande do Sul". Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4281.
Texto completoMade available in DSpace on 2015-07-07T14:16:58Z (GMT). No. of bitstreams: 1 Patrícia Schneider Severo.pdf: 925577 bytes, checksum: 5af7288d5749e56de33c8aea370def35 (MD5) Previous issue date: 2014-01-16
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Este estudo tem como objetivo analisar a contribuição do crédito rural às entidades rurais de pequeno porte situadas na região sul do Rio Grande do Sul, a partir do uso de recursos e de técnicas cooperativas no contexto da sustentabilidade. Trata-se de uma pesquisa aplicada, qualitativa-quantitativa, exploratório-descritiva e documental. A amostra é formada por oito agricultores que produzem pêssego, soja, milho e arroz, associados de uma cooperativa de crédito e tomadores de recursos financeiros junto ao Programa Nacional de Fortalecimento da Agricultura Familiar - PRONAF Custeio Agrícola. Objetivando apresentar a situação econômica e financeira desses pequenos empreendimentos rurais, fez-se uso do método "Balanço Perguntado", bem como de entrevistas para averiguar acerca de questões sociais e ambientais com estes relacionadas. Os principais resultados evidenciam que após o custeio da safra, 62,50% dos produtores geram aumento no Patrimônio Líquido decorrente do lucro. Os custos (despesas) dos produtos vendidos equivalem, em média, a 73% da receita operacional bruta. A Distribuição do Valor Adicionado é concentrada nos lucros retidos, seguidos por pessoal e encargos. Existe relação de dependência entre os produtores e o crédito PRONAF, uma vez que não são promovidas ações para que o produtor consiga custear sua lavoura com recursos próprios, sendo que o financiamento de crédito custeio com taxas subsidiadas não é suficiente para o sucesso da propriedade rural. As necessidades de cuidados ambientais são de conhecimento dos produtores e o principal problema do homem do campo é a falta de mão de obra e a sucessão familiar. Também cabe destacar a premência de ações governamentais e das próprias instituições financeiras, em especial as Cooperativas de Crédito, em criar incentivos às unidades familiares para desenvolver a contabilização efetiva de suas contas e contribuir para sua independência financeira, bem como de desenvolver programas de educação ambiental e de orientação em relação à sucessão familiar, fatores que podem gerar maior qualidade de vida no campo, com a promoção efetiva da sustentabilidade no setor rural.
This study aims to analyze the contribution of rural credit to rural small entities located in the southern region of Rio Grande do Sul, from the use of resources and cooperative techniques in the context of sustainability. This is an applied quantitative-qualitative, exploratory, descriptive and documentary research. The sample consists of eight farmers producing peaches, soybeans, corn and rice, associated with a credit union and borrowers of funds from the National Program for Strengthening Family Agriculture - PRONAF Agricultural Costs. Aiming to present the economic and financial situation of small rural enterprises, made use of the "Balance Asked" method as well as interviews to ascertain about social and environmental issues related to these topics. The main results show that after the costs of harvest, 62,50% of producers generate an increase in equity arising from the profit. Costs (expenses) of sales amount on average, to 73% of gross revenue. The Value Added Distribution is concentrated in retained earnings, followed by personal and charges. There is dependency relationship between producers and credit PRONAF, since actions are not promoted to the producer can cover your crop with its own funds, and the financing cost of credit at subsidized rates is not sufficient for the success of rural property. The needs for environmental care are aware of the producers and the main problem of the peasant is the lack of manpower and family succession. It is worth mentioning the urgency of government action and the financial institutions, especially credit unions in creating incentives for households to develop effective accounting bills and contribute to their financial independence and to develop environmental education programs and guidance in relation to family succession, factors that can generate higher quality of life in the countryside, with the effective promotion of sustainability in the rural sector.
Russell, Heather A. "Music Student Teacher Reflections as Narratives of Identity". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/146212.
Texto completoPh.D.
The purpose of this research was to explore how music student teachers make sense of classroom events during the student teaching internship using a required Video Reflection Assignment. Three questions guided this study: 1) How did student teachers use aspects of three-dimensional narrative space (temporality, sociality, and space) to story classroom events? 2) What aspects of Reflective Practice did student teachers illustrate in their Video Reflection Assignments? 3) How did student teachers reveal their identities as musicians and teachers through their reflections? Data were Video Reflection Worksheets (VRW), video-recorded teaching episodes (videos), and participant questionnaires. Analysis combined narrative, case study, and grounded theory techniques. Participants' answers on VRWs revealed aspects of their musician and teacher identities, dilemmas of practice caused by classroom events and conflicting stories with cooperating teachers, and provided insight into the ways participants either rationalized or reflected on classroom events. Results of the study contribute to the profession's understanding of the interplay of musician and teacher identities, and point to the importance of attending to narratives of identity revealed in student teachers' reflections through language use, as well as the alignment of student teachers' and cooperating teachers' storied identities when assigning internship placements. Additionally, results raise important questions concerning student teachers' abilities to use reflective assignments like the one in this study to self-reflect, and point to the usefulness of three-dimensional narrative space and MacKinnon's clues to detecting reflective activity for reframing teacher-educator's evaluations of student teachers' reflections.
Temple University--Theses
Lundberg, Christoffer. "CoFramer : Ett diskussionsformat för djupa diskussioner på publika forum med låg Information Overload inspirerat av Philosophy for Children". Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76277.
Texto completoThe focus of this essay is to develop a design concept for online public discussions with deep discussions and low information overload. The method used is Concept Driven Interaction Design (CDID) which involves constructing a design concept by applying a variety of theories in tangible interaction design. A design concept has three basic parts: a name, high-level goals and outlines generic principles. CDID includes seven steps which is used in this work: 1. Concept Generation – Formatted into a table that compare forum discussion (with several hypothesis) compared to discussions with the method Philosophy for Children (P4C) and other theories. 2. Concept Exploration – Eight distinct design aspects are identified from the comparison table. 3. Internal Concept Critique – The design aspects are compared to three similar discussion formats. 4. Design of Artifacts – Design concept version 1 is created. 5. External Design Critique – Interviews are conducted to explore their general experience of online discussions, investigate the hypothesis from the comparison table and to seek direct feedback on the first draft of the design concept. 6. Concept Revisited – Changes are made to the design concept based on the interview material and the direct feedback. 7. Concept Contextualization – The design concept is related to the original literature. The result of the study is a design concept named CoFramer. CoFramer’s generic principles are summarized and contrasted against factors identified from the interview material in this table: Tabell 2: CoFramer’s generic principles and interviews about online discussions. CoFramer’s generic principles | From interview material on forum discussion Organized start and ending | Discussions without clear ending Limited number of participants | Large number of participants Minimum number of participants | Large number of inactive spectators Explicit participants | Low information about participants Common conditions | Vagueness in participants conditions Limited information density per post | Long posts and/or fast posts The red thread and parallel threads | Often parallel threads Active facilitator | Unresolved misunderstandings The study indicates that CoFramer would create more structured discussions with a lower amount of information overload and less grounding cost compared what normally arise in public online discussions.
Collinet-Ourthe, Mathilde. "Analyses et perspectives du pilotage de l’action sociale : recherches-interventions à l’échelle locale". Thesis, Pau, 2020. http://www.theses.fr/2020PAUU2086.
Texto completoPublic management of complex social problems is associated with social pluralism and takes place in a decentralized context disrupting their collective understanding and treatment. This doctoral research – through an exploratory approach along the way and based on three different French local Social Action Centers and one Departmental Council – investigates possible ways of improving the definition and management of local social action. Using an abductive methodology that brings theory and practice into constant dialogue, three research-interventions and one participant observation are gradually mobilized. First, the formalization of the Social Needs Analysis (Analyse des Besoins Sociaux) through a participatory project (collective problematization and knowledge creation) shows a paradox: the desire of stakeholders to see inter-organizational transversality penetrate daily professional practices versus managerial habits which are quite incompatible with these forms of democratic deliberation, ignoring the results of collective activity or illegitimating its construction process. Secondly, in the face of new practical opportunities revealed in action, and using the concept of community of inquiry, the doctoral research clarifies the conditions for the emergence and animation of sustainable collective action, in particular the dialogical activity mediated by the interest of the publics of social action; the existence of physical spaces dedicated to its practice; taking the time respecting professional alterities and the presence of a leader-mediator. The thesis enlightens that the search for this fragile form of cooperation, by its capacity to disrupt habits in action, represents a promising way of innovative management applied to social public policies
Chen, Yi-Chi y 陳怡祁. "The Effect of Cooperative Online Inquiry Learning on Metacognition". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/02286887807077563638.
Texto completo淡江大學
教育科技學系碩士在職專班
100
The present study aims to investigate the influences of two different teaching strategies adopted by teachers for the curriculum of computer and online inquiry on junior high school students’ utilization of metacognition strategies. The subjects were 69 ninth graders of a junior high school in New Taipei City. Two different teaching strategies – “online inquiry cooperative learning by group work” and “online inquiry learning by individual work,” were used on the experimental group and the control group respectively to proceed with a teaching research on six classes for six weeks. The quasi-experimental research was adopted for data processing and analysis in the study. The posttest scores from a “metacognition strategy scale” were used for one-way ANCOVA to see the differences between the influences of the two teaching strategies on metacognition strategies. Furthermore, teaching logs were collected to observe how students responded in class. Qualitative data such as worksheets and after-school interviews were compiled and archived in support of the research results. Based on the quantitative statistical analysis of research results, conclusions have been summarized as below: 1. The strategy of “online inquiry cooperative learning by group work” facilitated students’ utilization of metacognition strategies more than the strategy of “online inquiry learning by individual work” in terms of overall performance. 2. The two learning strategies showed no significant difference in students’ use of the “planning” skills among metacognition strategies. 3. The strategy of “online inquiry cooperative learning by group work” facilitated students’ strategy utilization of the four skills, i.e. “learning monitoring”, “comprehension monitoring”, “regulation” and “evaluation” in metacognition strategies more than the strategy of “online inquiry learning by individual work.” After qualitative data were compiled and organized, it was found that all students thought that group work could indeed enhance their utilization of thinking strategy. Group work and cooperation can improve students’ proactive learning attitude as well as degree of completion for exploration assignment. Students in the experimental group said that they liked to learn by group work; while students in the control group hope that they can learn by group work for coming similar courses.
Wu, Tsung-hsun y 吳宗勳. "The Development and Application of Ubiquitous Problem-based Cooperative Inquiry-learning System". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/6n2b7v.
Texto completo國立臺南大學
教育經營與管理研究所博士班
100
Through integrating advantages of inquiry-learning and information technology, ubiquitous cooperative inquiry-learning offers opportunities for applications of guided and self-directed inquiry in elementary science education. Based on cooperative learning, systematic scaffolding was designed to assist students in actively proposing and refining their questions. In this study, a Ubiquitous Problem-based Cooperative Inquiry-learning System (UPCIS) was developed to support students to transform intuitive problems to workable problems, and to refine those as scientific ones in the end. In order to measure the progress of students'' scientific-questioning ability, a Scientific-Questioning Performance Assessment (SQPA) was developed to classified the students’ online dialogues as four levels of “positive question posing,” “assistance in question posing,” “positive question correcting” and “assistance in question correcting”, and so as to monitor and stimulate their interaction. The website OTELOS2011 was used as the ubiquitous leaning environment in this study. Learning activities including one-group experimental design and quasi-experimental design were sequentially conducted during two years. In the first year, 59 elementary school students, including 6 experienced learners and 53 novice learners (26 average students and 27 talented students), were engaged in ubiquitous problem-based cooperative inquiry-learning activities across three schools. Three computerized scientific inquiry literacy assessments and a scientific-questioning performance assessment were also applied. The purpose of this stage was to develop the model of UPCIS and evaluate the inquiry ability growth of students as well. A quasi-experimental design was further used in the second year to rigorously examine the intervention effect on inquiry ability in UPCIS. Seventy-eight students from elementary schools were included. There were 43 students assigned to the experimental groups (25 experienced learners and 18 novice learners) and 35 students in the control groups. The experimental groups were engaged in cross-school activities on UPCIS, while the control groups were working with regular activities in the traditional classroom. All of them took three computerized scientific inquiry literacy assessments and a scientific-questioning performance assessment. The results suggested that the students’ learning progress was relevant to the model of UPCIS proposed in this study. In total of thirty groups of novice learners (59.1%) and ten groups of experimental learners (100%) achieved the scientific-problem inquiry level, which indicated the applicability of UPCIS. It was also found that the systematic scaffolding effectively enhanced students’ scientific inquiry skill after the intervention. The students of the experimental groups from one-group experimental design significantly surpassed the normal samples in computerized scientific inquiry literacy assessment. The results indicated that the on-line scientific inquiry abilities of the experimental groups on the post-test were significant better than the control groups (9% variances accounted by group variable). Furthermore, the growth slopes of the experimental groups for on-line science inquiry literacy were higher than those of the control groups (21% variances accounted by group variable). With regard to learning experience, the growth slopes of the experienced learners were better than the novice learners (15% variances accounted by learning experience variable). The gifted students showed higher learning abilities than the average students (18% variances accounted by leaner ability variable). The scientific-questioning abilities of students in the experimental groups were evaluated according to their on-line discussion records. The correlation coefficient between students'' scientific-questioning abilities and scientific inquiry literacy was around .68, and ranged from .55 and .65 for school grades. Thus, the discriminant and convergent validity of SQPA were supported by the result. The students of the experimental groups demonstrated a significant progress in their scientific-questioning abilities. In terms of the experience groups, the scientific-questioning abilities of the experienced learners were better than those of the novice learners. The leaning experience of students explained 9% growth slope variance of question-posing ability. In terms of learners'' ability, the growth of the gifted students on question-posing ability was question-posing ability was accounted by the learner’s ability. Three conclusions can be drawn from the results. 1) Through the provision of progressive guidance and systematic scaffold, UPCIS is relevant to help students transform intuitive questions into workable questions, and further evolves into scientific questions. 2) By integrating inquiry learning, cooperative learning and information and communication technologies into such a unified learning system, UPCIS is applicable and helpful to improve students'' scientific inquiry literacy. 3) The SQPA can efficiently detect the progress of students on scientific inquiry ability. Meanwhile the scoring rubrics of SQPA are reliable and valid, thus the SQPA can provide more informative feedbacks for teachers to fulfill the practices of ubiquitous cooperative learning.
何俊彥. "The influence of laboratory environment by doing the cooperative-learning-inquiry-experiment". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/45389939654659920561.
Texto completo國立高雄師範大學
化學系
91
The purpose of this study is to explore the influence of laboratory environment by doing the cooperative-learning-inquiry-experiment, and to understand students’ perceptions after doing the inquiry experiment. Thirty-eight third-years junior high school students participated in this study. The instrument, SLEI, was administered to measure the influences of laboratory environment before doing the cooperative-learning-inquiry-experiment, and also after doing two and four times inquiry experiment. In addition, a survey was used to assess students’ perceptions. It was found that the cohesiveness, open-endedness and integration of laboratory environment make a great progress by doing the inquiry experiment Besides, students perceived advantages of science learning, evoking their curiosity of learning, exciting their thinking, solving the problems, and applying it to the daily life by doing the inquiry experiment. Therefore, it is recommended in this study that teachers should give more chances to students to do the cooperative-learning-inquiry-experiment. For, it helps to make laboratory environment better and learn science. Besides, we can popularize the cooperative-learning-inquiry-experiment instruction by any advanced studies for science teachers, and then it will be a good teaching strategy for the science teacher in the future courses.
Lawson, Jennifer Elizabeth. "An examination of cooperative inquiry as a professional learning strategy for inner-city principals". 2008. http://hdl.handle.net/1993/3074.
Texto completoOctober 2008
Johnson, Martin A. "An inquiry into the import demand for fresh American fruit in Hong Kong". Thesis, 1985. http://hdl.handle.net/1957/26747.
Texto completoGraduation date: 1986
張媛婷. "The Inquiry of Affection of Adapting Cooperative Learning Method in Junior High School Students' Career Development". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/20120707323332388232.
Texto completo國立高雄師範大學
教育學系
103
The study aimed to explore the influence and effectiveness of the conception of career development in third-graders of a junior high school in Kaohsiung City after the “career development” courses using cooperative learning strategy. The study adopted quasi-experimental research method and the experiment subjects were two classes of third-graders at a junior high school in Kaohsiung city; one class was assigned as experimental group and the other as control group; the experimental group received ten weeks of “career development” courses using cooperative learning strategy. The control group received ten weeks of “career development” courses using traditional lecture All the students were tested before and after the courses by “Adolescent Career Development Inventory” to collect quantitative data analyzed and estimated by spss21.0 software. The study used quantitative research and qualitative research. Based on the purpose of the study, the tools used here include “Adolescent Career Development Inventory”, self-edited “Career Development Curriculum Teaching Plan”, “Course Feedback Sheets and Learning Sheets.” Qualitative research is in accordance with the experimental group of respondents to learners’ feedback and interviewing. The results are summarized as follows: 1. After cooperative learning into the ninth grade career development courses, the experimental group’s post-test scores on "career feeling", "career planning", and "career action" in career development, subscale test scores significantly higher than the control group. 2. After cooperative learning into the ninth grade career development courses, the post-test scores of career development total scale in the experimental group scores significantly higher than the pre-test measurement. 3. After cooperative learning into the ninth grade career development courses, career development total scale in the experimental group and control group of the first tracking test scores results no significant differences. 4. After cooperative learning into the ninth grade career development courses, the first tracking test scores of career development total scale in the experimental group scores significantly higher than the pre-test measurement. 5. After cooperative learning into the ninth grade career development courses, career development total scale in the experimental group and control group of the second tracking test scores results no significant differences. 6. After cooperative learning into the ninth grade career development courses, the second tracking test scores of career development total scale in the experimental group scores significantly higher than the pre-test measurement. The results for the proposed for teachers of counseling activities and who are interested in cooperation for career development of researchers as well as recommendations for future research are as follows: 1. Recommendations for counseling activities teachers (1) Teachers should be fully prepared before the implementation of cooperative learning method. (2) Designed for different types of cooperative learning of teaching career development unit. (3) To strengthen teacher advancing studies, knowledge and ability to enhance career counseling. 2. Recommendations for career development of cooperative learning (1) Integrated into different types of cooperative learning. (2) Using different strategies of cooperative learning. (3) To understand the students’ different ability of 'career development', reward and recognition points. (4) Implementation of groups process and reflections feedback. 3. Suggestions for future research (1) Expand the research object. (2) Depth study and implementation of the effectiveness of curricular activities.
梁家豪. "Development of teaching materials using inquiry-based cooperative learning strategies:"Light reflection and mirror" as an example". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/30140794305373169032.
Texto completo國立彰化師範大學
物理學系
99
By using quasi-experiment design, the main purpose of this study is to investigate the influence of learning achievement on the unit of light reflection and mirror and scientific learning motivation which are under the condition of cooperative learning strategies in TEAM scientific classroom for students. The study sample selected two classes of eighth-grade class as the object of study, one class assigned to the experimental group under the cooperative learning strategies in TEAM scientific classroom. And the other assigned to the control group under the general classroom teaching.Experimental group and control group were subjected to light reflection and mirror unit achievement test and science learning motivation questionnaire (SMTSL) measured before and after.Single-factor ANCOVA and paired samples T-test to compare the two groups of students light reflection and mirror unit achievement test and science learning motivation the differences. After teaching in the experimental group, we analyzed the result by using the questionnaire of the model of TEAM scientific classroom..Based on the analysis of the questionnaires,we are trying to use qualitative method to explain how this learning strategy is working for students.The results of this research are listed as below, First of all, the target of experimental group by cooperative learning strategies in TEAM scientific classroom shows significantly better performance in the achievement test than the controlled group in the general classroom with teaching the unit of light reflection and mirror.(F=91.426,P=.000) Secondly, the significance was found between the experimental group and the controlled group on self-efficacy(SE),active learning strategies (ALS),achievement goal(AG),learning environment stimulation(LES) and total of SMTSL on the part of learning motivation. However, there were no significant differences on the item of science learning value(SLV) and non-performance goal(NPG) The last data illustrated that the experimental group generally agreed that the mode of teaching in the natural science learning has a positive benefit after using the strategy of cooperative learning in TEAM scientific classroom.
廖紋章. "An Action Research about How the Infusing Information Technology into Cooperative Learning Enhanced the Scientific Inquiry Capability". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/74863894234683296613.
Texto completo國立臺中教育大學
科學應用與推廣學系科學教育碩士班
100
Based on the researcher’s several years of teaching experience, the researcher discovered: Group discussion provides a platform for students to gain and share knowledge during the process of scientific inquiry. However, students often lack related background knowledge, and thus the discussion can not be carried out successfully. In terms of the data collected during the process of inquiry, students often do not have appropriate tools, and this makes it difficult for them to summarize the results. The above problems can be solved if information technology was incorporated into cooperative learning. This study aims to conduct an action research to explore the incorporation of information technology into cooperative learning for the improvement of elementary school students’process and results of scientific inquiry. This action research was conducted in a country-town elementary school in central Taiwan, and three classes of sixth graders participated in this study for one month. During the class time, every group of students was able to use computers and internet to collect information, use mind maps, and publish information online. Data was collected from classroom observation, forum, mind maps, interviews, teachers’ journals, and inquiry ability evaluation chart. Data was analyzed following qualitative research approach and using triangulation to improve its reliability and validity. According to the results, the researcher discovered: In the beginning of this study, students were constrained by their lack of background knowledge. Their abilities in question forming, experiment design, graph interpretation, and result analysis were generally poorer, and the most difficult parts for them are especially question forming and experiment design. After technology was incorporated into teaching, the researcher found that students have improved in the above categories, especially significant among those who have better academic achievement. However, a further discussion is needed to explain the less significant improvement among students who have poorer academic achievement. In this study, the researcher discovered: The difficulties teachers encountered during the implementation of the inquiry are:(1)It was difficult to design the handouts. (2)Students are habitually asking teachers for solutions. (3)Students are often off the topics while doing discussion. (4)The habit of searching for a single correct answer. (5)Students have low motivation to do presentations. (6)Students lack abilities to do experiment design. (7)The pressure of school’s scheduled progress. To overcome the above difficulties, the use of internet search for information collection, the use of thinking maps for core knowledge, and the use of online forum for presentation can increase students’ motivations to participate in discussions. The increase of interactions between teachers and students can also help to solve students’problems while making inquiries. This study demonstrated a decent control of the instructional design, the problems and solutions of technology involvement in cooperative learning that leads to the improvement of students’ abilities for scientific inquiry. The outcomes of this teaching application receive positive feedback, and can also provide concrete suggestions for educators and for further research in the future.
Jung-Zen, Yu y 余榮仁. "A Study of the School-Based Teacher Appraisal System--A Reflectively Cooperative Action Inquiry for Appraiser and Appraisees". Thesis, 2000. http://ndltd.ncl.edu.tw/handle/65102337518499261503.
Texto completo臺南師範學院
國民教育研究所
88
Abstract The main purposes of this study were:(1) to construct a school-based teacher appraisal system to make the teachers qualification review committee methodical when examining the qualifications for teachers’ appointment;(2) to establish a school-based research group to facilitate teachers’ professional attainments in order to make teachers be able to solve problems in school, so that teachers’ professional status can be promoted;(3) to construct a democratic decision model to urge the school authority, teachers association and the parents committee to establish a good interaction model. In order to achieve the purposes, this study had taken the following measures: action research, literature review, participant observation, questionnaire survey, and personal interview. The ways of collecting data were site notes, sound and image recording, research diaries, etc. The analytic method of the data was quality-inductive analysis. This study had obtained the following findings: 1. The process of action research was full of uncertain factors, so the result of the research depend on whether researchers can have an insight to the uncertain factors and take the chance in dialogue context. 2.Action researchers must full-heartedly respect research ethics. 3.The personal conception of the principal and the way he took charge of the conference had important influence to the result of research. 4.Time consumption and personal perseverance of researchers had crucial influence to the results of research. 5.Nowadays, the elementary school remain conservative and resisting innovation. 6.A school-based teacher appraisal system should conduct meta-appraisal for future’ improvement. 7.The conception of the research group members had transformed through intensive debates. 8.It’s pretty difficult for the appraisers and appraisees to come to an agreement when the teachers qualification review system is carried out, because the school colleagues don’t always have the same conceptions. However, it is still practicable for the colleagues’ conceptions sometimes overlap as well. Based on the findings above, this study has come up with the following conclusions: 1.Ethical and value issues are involved during the process of action research. It’s challenging and uncertain, but it offers a lot of chances on the contrary. For the action researchers, how to foreseen and take the chances will influence his professional growth. 2.A school-based teacher appraisal system is often limited to some special background. Therefore, it’s necessary to do a meta-appraisal analysis for future improvement. 3.The following factors have crucial influences over the results of the research: (1) time consumption, personal perseverance and daily load of the action researchers ; (2) the culture of school ; (3) the personal conception of the principal and the way he took charge of the conference. 4.The members of the teacher appraisal group transform their conceptions through intensive debates over the issues. It proves that it’s valuable to communicate with school administration by action research, and it’s possible to solve school problems by constructing a school-based teacher research group. 5.It’s pretty difficult for the appraisers and appraisees to come to an agreement when the teachers qualification review system is carried outs, because the school colleagues don’t always have the same conceptions, However, it is still practicable for the colleagues’ conceptions sometimes overlap as well. So, the school-based teacher appraisal system could be successfully carried out, when(1) the current conservative school culture is changed; (2) the number of teachers in a school is increased, to reduce teachers’ daily work and to improve teachers’ interactions and professional attainments, and (3) the system is fully supported by the administrator. Based on the conclusions above, this study offered some suggestions to the educational administration authority, the elementary school teachers, the principals of elementary schools, and the future researchers.
Tsai, Wen-Pin y 蔡文斌. "An Cooperative Action Inquiry about Integrating Shin-Kang''s Community Resources into the Learning Activities of "Homeland Studies"". Thesis, 1999. http://ndltd.ncl.edu.tw/handle/08307019900930786202.
Texto completo國立嘉義師範學院
國民教育研究所
87
The major purpose of this study is to investigate the implementing idea of "Homeland Studies" through integrating Shin-Kang''s community resources. The researcher and the cooperative teacher drafted program plans of the Homeland Studies. Using a spiraling cycles research approach, each of the program plans was examined-i.e. implemented, reflected, and evaluated. Also, the researcher and the cooperative teacher discussed the resolutions of these problems emerged in the process of implementation. According to this study, the results are as follows: 1. The manpower resource and the material resource are the most convenient community resources for teachers to apply while implementing the Homeland Studies. 2. Besides integrating with the community resources, the influential factors regarding the design of activities include the teaching themes, the ideas of the cooperative team, and the learning abilities of the students. 3. In the manpower resources, the professional instructors who have teaching experience in elementary schools are helpful in guiding children''s learning. 4. The material resources, which have perfect organizations, are easy for proceeding the learning activities of the Homeland Studies. 5. In order to promote students'' learning outcomes, we used diverse teaching methods and offered more performing opportunities to students. 6. It has significant learning effects, whenever using " learning sheets" in the outdoor learning activities. 7. The researcher and the cooperative teacher can obtain the mutual growth of professional knowledge through the cooperative action inquiry. Finally, basing on the above results, the suggestions regarding the implementation and the future research of integrating with community resources in the Homeland Studies are raised.
Liu, Cheng-Nan y 劉正男. "An Inquiry on the "New Concept of Security" of China --- A View from the Strategic Thought of Cooperative Security". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/03043516329010602474.
Texto completo國立臺灣師範大學
政治學研究所在職進修碩士班
96
This paper discusses four fundamental points: a) the development of the cooperation security theory, b) the background and strategic meaning behind China’s new security concept, c) the interrelation between the cooperation security and China’s new security concept and d) the realization of the cooperation security theory in China’s new security concept. After the cold war, dramatic changes have been made to security policies and strategies across countries all over the world. Issues concerning national security have been emerging. Therefore, researches on national and international security have grasped full attention. From the theory of international politics, an important generalization can be deducted from China’s new security concept: the cooperation security theory. As the author believed, ever since the former president of China, Jiang Zemin, proposed this innovative notion, the new security concept has become the supreme guidelines of China’s national strategies. On one hand, this concept has maintained the reforming style of Deng Xiaoping’s peace and development slogan; on the other hand, the set of guidelines have covered wide phases on international affairs. In the light of changes on international politics, peace in the Asian Pacific region and the bi-lateral development of cross-strait relations, more attention needs to be given to the new security concept. Meanwhile, a full grasp of the new security concept is the key to comprehend the cooperation security policy. . In terms of national economy, the increase on a nation’s wealth directly mounts up her power and capability. With the dismantling of the former Soviet Union and the end of the cold war, China has thus held controlling power over Asia. Every single move of China tends to shake the existing power structure in this region. This kind of situation inevitably results in the rearrangement of this region’s safety mechanism. With leading economic growth rate, China’s new security concept on international strategies definitely plays an important an important role on the world map. Therefore, more extensive researches are strongly recommended of China’s new security concept.
Wang, Chun-chi y 王俊祺. "The effect on student motivation in the learning of mathematics when using the cooperative inquiry teaching method for the junior high school students". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/09560565802852728192.
Texto completo靜宜大學
應用數學研究所
98
In this thesis, we present a method of coupling the cooperative teaching with the inquiry teaching method. Here, we combine the 5E inquiry ring theory with the traditional cooperative teaching method. We design, carry out the plan of teaching, observe and record the teaching processes and results. The object of study is 33 students from some junior high school in Taichung county, Taiwan. The experiment period is from Jan 2009 to May 2010. The data collected from the experiment contain both quality information and quantization materials. Quality information is shown by the plan of teaching, learning notes, student and teacher daily records. Quantization materials are investigated by the questionnaire of the learning motivation scale. We find that through coupling various cooperative learning models with the inquiry teaching method indeed enhance students’learning motivation and interests. Therefore, teachers can use our teaching tactics to motivate students and enhance learning.
Dlamini, Amos Paspas. "Teaching of scientific investigations by life and natural science educators in Bushbuckridge". Diss., 2008. http://hdl.handle.net/10500/646.
Texto completoScience and Technology Education
M.Ed.
Chimbo, Bester. "Cooperative design of a cross-age tutoring system based on a social networking platform". Thesis, 2016. http://hdl.handle.net/10500/22754.
Texto completoComputing
Ph. D. (Information Systems)
吳吉晃. "An action research of learning achievement and reception of scientific learning environment to junior high school by 5E inquiry instruction of integration into a cooperative atmosphere-an example of the pressure unit". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/36117050070492362112.
Texto completo國立彰化師範大學
物理學系
97
An Action Research of Learing Achievement and Reception of Scientific Learning Environment to Junior High School Students by 5E Inquiry Instruction of Integrating into a Cooperative Atmosphere—An Example of the Pressure Unit Abstract This study took the method of action research. The paper probed into the difficuilties and solutions which have encountered in the process of the teaching materials in pressure unit with 5E inquiry instruction of integrating into a cooperative atmosphere.Afterward the research also reviewed the influence of learing achievement and reception of scientific learning environment. The research subjects are the students from one regular class in a junion high school in central Taiwan.The data collection included worksheets, interviews, classroom observations,the teachers, reflection notes, What Is Happening In This Class, an achievement test. The datd analysis primarily adopted the qualitative analysis, and was further supported by quantitative analysis. The findings showed that the process of working with teachers, team on the teaching materials of pressure unit could be divided into 6 phases:(1)building teaching units,(2)establishing firmly concepts of the teaching units,(3)implement module pilot trial,(4)verifying instruction methodology,(5)designing teaching theme and activities,(6)building appraising method.The difficulties during the first teaching included:on engagement stage, studentswere used to explain phenomenon from surface properties. On exploration stage,students described the relationship in solid pressure, the measure of area and force or liquid preaaure, depth and liquid density with. qualitative analysis. On explanation stage,finding to think over the concepts of the pressure units before exploration activity,students could apply observation results naturally on explanation stage. On evaluation stage,several students still had misconceptions in which the objects,weight would chang duing the difference of putting down,the objects, liquid preaaure was equal in every places,the liquid was more heavier,the liquid pressure, values was more large. After practicing the second teaching module, from Cognition skill:students, correlation percentage at the learning achievements is 80%.In emotive skill:students have good reception inIN、IV、TO、CO of What Is Happening In This Class.
邱悅熒. "A study of the effect of 5E inquiry learning cycle by integrating into a cooperative atmosphere on the learning achievement and reception of scientific learning environment in pressure unit for the eighth graders". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/65621637395278311387.
Texto completo國立彰化師範大學
物理學系
97
A Study of the effect of 5E Inquiry Learning Cycle by Integrating into a Cooperative Atmosphere On the Learing Achievement and Reception of Scientific Learning Environment in Pressure Unit for the Eighth Graders Abstract By using quasi-experiment design, the purpose of the research is to investigate the influence of learing achievement and reception of scientific learning environment in pressure unit for the students. Every two regular classes were chosen from an eighth graders of two junior high schools in the center part of Taiwan. The one classe was assigned to experimental group and the other was being control group. The two experimental groups were taught by the researcher and the collaborating teachers with the 5E Inquiry Learning Cycle by Integrating into a Cooperative Atmosphere. The control group was still taught by their present physical-science teachers with early constructivist teaching. Each group was given the group assessment of "pressure unit, prerequisite knowledge in front of teaching,after the " pressure unit"the teaching finishes ,the class making "WIHIC" front to measure,after the experimental class and the control class making WIHIC " to measure, processing altogether variable analysis too compare the two groups about learing achievement and reception of scientific learning environment in pressure unit. Collecting and analysing the qualitative data which includes classroom observing, vedio and sound recording, interviewing and student’s worksheets help. The results were found as follows: 一 、Subject of experimental group by 5E inquiry learning cycle integrating into a cooperative atmosphere has significantly better performance than the control class by early constructivist teaching in the pressure unit achievement test. (F=9.942,P=.002**) 二、Subject of experimental group by 5E inquiry learning cycle integrating into a cooperative atmosphere has significantly better performance than the control class by early constructivist teaching in the total scores of WIHIC,and the separated scores of IN,IV,TO,CO. (IN:F=150.838,P=.000***、IV:F=9.273,P=.003**、TO:F=9.845,P=.002**、CO:F=8.267,P=.005**、total:F=15.968,P=.000***)。 三、The high achievement students, per- test and post-test, reception of experimental group has significantly differences inIN(t=8.854,p=.000***)、IV(t=2.210,p=.039*)、the total of WIHIC.( t=4.935,p=.000***) The low achievement students, per- test and post-test, reception of experimental group has significantly differences inIN(t=6.304,p=.000***)、IV(t=5.832, p=.000***)、TO(t=2.350,p=.028*)、CO(t=3.260,p=.004**)、the total of WIHIC.(t=5.523, p=.000***)
Dias, Ana Filipa Lopes. "O ensino por investigação e a aprendizagem cooperativa no 1º ciclo do ensino básico". Master's thesis, 2015. http://hdl.handle.net/10400.26/8266.
Texto completoSchool must provide, in addition to the specific scientific content learning, the integral students formation, to develop skills and attitudes that allow their intervention and transformation in society. Accordingly, this project seeks to understand how cooperative learning, as a working methodology, contributes to the learning process of all students through Inquiry-Based Science Education. The present study has a qualitative methodology, inspired in a research-action approach and aims to describe, interpret and analyze the work of the various class groups, discussing the potential of cooperative learning within inquiry-based tasks, as well as to describe and analyze students’ ideas and understanding throughout this process. This study had the participation of 26 students of a 2nd year class, in the context of stage III, of the Masters in Preschool Education and Teaching 1st Cycle of Basic Education, and the cooperating teacher. The inquiry-based tasks were implemented according to Bybee’ 5E model (2006). This model describes a teaching sequence that plays a significant role in the curriculum development process and promotes Inquiry-Based Science Education. The results analysis allows us to face with optimism the use and the contribution of cooperative work in the context inquiry-based tasks for student learning. They seem to contribute to the improvement of learning in terms of students’ inclusion in the class, of scientific expertise, the development of thought, as well as for the development of transversal skills proposed by the curriculum.
Escola Superior de Educação, Instituto Politécnico de Setúbal
Nussey, Reville Jess. "The challenges and limitations of developing a "reconciliatory pedagogy" using oral history with South African pre-service and in-service history teachers". Thesis, 2013. http://hdl.handle.net/10539/13165.
Texto completoMasilo, Motshidisi Marleen. "Implementing inquiry-based learning to enhance Grade 11 students' problem-solving skills in Euclidean Geometry". Thesis, 2018. http://hdl.handle.net/10500/24966.
Texto completoMathematics Education
Ph. D. (Mathematics, Science and Technology Education)
Avila, Sakar Andrea. "Experiencing Allyhood: the complicated and conflicted journey of a spiritual-Mestiza-Ally to the land of colonization/decolonization". Thesis, 2012. http://hdl.handle.net/1828/4376.
Texto completoGraduate
Hui-Mei, Hsu y 許蕙美. "An Inquiry on the Experience of Cross-city Cooperation in Performing Arts". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/ks998c.
Texto completo國立臺北藝術大學
藝術行政與管理研究所碩士班
98
The public sector’s programs to subsidize the international interflow usually focus on the projects of domestic groups exhibiting/performing abroad and international groups coming to perform in Taiwan; only a small proportion of these programs revolve around the cooperative creation through cross-city interflow. The existing documents on the cross-city interflow of performing arts are mostly critical works and discourses about the artists’ creative concepts, but the profound inquires on the artists and art administrators’ experience about cross-city interflow and the influence they receive are hardly seen. Why does cross-city interflow of cooperative creation only account for a small proportion of the subsidy programs? What impact does cross-city cooperative creation have on the artists? How do art administrators facilitate the workings of such interflow? How do the cross-city interflow of cooperative creation and the one of non-cooperative creation differ in their effects? Based on the many queries about the cross-city cooperative creation of performing arts, this research studies the artists and art administrators who have experience in the cross-city cooperative creation of performing arts, conducts interviews with totally eighteen participants of such cooperation and analyzes their experience. In this way, we hope to understand the effects and influence the participants receive through cross-city cooperative creation, examine the phenomena that occur during the process of the cooperative creation, analyze the required conditions and mechanisms as well as explore the role of the art administrators in cross-city cooperative creation. After analyzing the data, this research first explicates what external effects and internal impact does the cross-city cooperative creation of performing arts generate on the artists. Second, by presenting the phenomena that often happen to three of the aspects of cross-city cooperative creation--the production, the artists themselves and the cooperative members--this research further analyzes the necessary conditions and required mechanisms regarding these three aspects. Then, about the art administrators, we would show how they grow during their participation in the process, analyze the necessary personal conditions and qualities as well as explore the role they should play during their participation in the process of cross-city cooperative creation. Finally, the writer would interpret the influence of both the macro-environment and the micro-factors on the development and continuance of cross-city cooperative creation. Based on the aforementioned findings, this research puts forward three conclusions. First, cross-city cooperative creation is a form of interflow from which the artists can receive more profound effects and influence. Second, well-rounded conditions and mechanisms can diminish the negative phenomena of the interflow and contribute to positive results. Third, the art administrators play the important role of improving the conditions and mechanisms in the projects of cross-city cooperative creation. Through cross-city cooperative creation, the artists acquire artistic learning, personal growth and conceptual changes, which is both the value of cross-city cooperative creation and the consequence of the artists’ devotion to genuine interflow and mutual learning. The cross-city cooperative creation of performing arts is a form of international cultural interflow through which the communication of artists’ creativity and culture can be substantially achieved