Tesis sobre el tema "Teaching and learning processes"
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Haji, Morni Hajah Asmah. "The quality of teaching and learning processes in Brunei preschools". Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341190.
Texto completoMcShea, John Francis. "Telematics and the processes of teaching and learning in teacher education". Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286498.
Texto completoPareja, José I. "Prospective faculty developing understanding of teaching and learning processes in science". Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2007. http://etd.umsl.edu/r2561.
Texto completoBouchard, Josée. "Physics students' approaches to learning and cognitive processes in solving physics problems". Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100325.
Texto completoFindings include evidence that students in general engage in metacognitive processes in the organization of their personal study time. However, this potential, including the development of other cognitive processes, might not be stimulated as much as it could in the traditional lecture instructional context. The PBL approach was deemed as more empowering for the students. An unexpected finding came from the realisation that a simple exposure to a structured exercise of problem-solving (pre-test) was sufficient to produce superior planning and solving strategies on a second exposure (post-test) even for the students who had not been exposed to any special treatment. Maturation was ruled out as a potential threat to the validity of this finding. Another promising finding appears to be that the problem-based learning (PBL) intervention tends to foster the development of cognitive competencies, particularly physical intuition, even if it was only implemented for a short period of time. Other findings relate to the nature of the cognitive actions and activities that the students engage in when learning to solve electromagnetism problems in a PBL environment for the first time and the tutoring actions that guide students in this context.
Benn, Patricia J. A. "The adoption of a virtual learning environment in a teacher education institution : the processes and tensions". Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/33633/.
Texto completoPalmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/2634.
Texto completoPalmer, William Pitt. "A study of teaching and learning about the paradoxical concept of physical and chemical change". Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14080.
Texto completoRollins, Julia Helzer. "Examining Implementation Processes of Positive Behavior Support". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2895.
Texto completoMaluleka, Bondo Kenneth. "Improving grade 9 learners' Mathematical processes of solving word problems". Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/965.
Texto completoThis study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The learners’ responses were analyzed through checking the mathematical processes they used without my intervention. Learners also submitted their post-intervention responses for analysis of progress after interventions. The scripts were reviewed based on four problem- solving stages adopted from George Polya (1945). Those stages are, namely understanding the problem, devising the plan, carrying out the plan and looking back. It became evident from the findings that learners attempt solving word problems with no understanding. Communication, reasoning and recording processes appear to be key factors in assisting learners to make sense of word problems and, finally, proceeding towards an adequate solution.
Poldma, Tiiu Vaikla. "An investigation of learning and teaching processes in an interior design class : an interpretive and contextual inquiry". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19491.
Texto completoJames, Alison. "An investigation into what influences action competence-oriented teaching and learning processes in a school environmental club". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003501.
Texto completoWiklund-Hörnqvist, Carola. "Brain-based teaching : behavioral and neuro-cognitive evidence for the power of test-enhanced learning". Doctoral thesis, Umeå universitet, Institutionen för psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-96395.
Texto completoMukute, Mutizwa. "Exploring and expanding learning processes in sustainable agriculture workplace contexts". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003421.
Texto completoBarton, Roberta Swithers. "A study of the relationship of social planning processes to the social competence of learning-disabled adolescents". W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618373.
Texto completoWynhoff, Olsen Allison S. "A Longitudinal Examination of Interactional, Social, and Relational Processes within the Teaching and Learning of Argumentation and Argumentative Writing". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373883265.
Texto completoNyame-Asiamah, Frank. "The deferred model of reality for designing and evaluating organisational learning processes : a critical ethnographic case study of Komfo Anokye teaching hospital, Ghana". Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7582.
Texto completoDalton, Rebecca Marie, University of Western Sydney, of Science Technology and Environment College y of Science Food and Horticulture School. "The development of students' mental models of chemical substances and processes at the molecular level". THESIS_CSTE_SFH_Dalton_R.xml, 2003. http://handle.uws.edu.au:8081/1959.7/816.
Texto completoDoctor of Philosophy (PhD)
Bednall, Timothy Colin Psychology Faculty of Science UNSW. "Effects of self-regulatory aids on autonomous study". Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.
Texto completoSabai, Daniel. "Mobilising processes of abstraction, experiential learning and representation of traditional ecological knowledge in participatory monitoring of mangroves and fisheries : an approach towards enhancing social learning processes on the eastern coast of Tanzania". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013060.
Texto completoMkhabela, Antonia T. "An Investigation of the usage of teaching methods and assessment practices in environmental learning processes and emergent curriculum and sustainability competencies". Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7812.
Texto completoKieran, Carolyn. "An analysis of the processes used in solving algebraic equations and determining their equivalence in the early stages of learning /". Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=76749.
Texto completoThe study uncovered two distinct paths followed in the learning of equation solving: one by those already predisposed toward inversing; the other by those with a predisposition toward using surface operations. The latter group was more receptive to the procedure taught during the teaching experiment. A relationship was found to exist between subjects' view of the literal term in equations and their preferred equation-solving method. Novices with an inversing preference applied learned principles to equivalence tasks, but not to equation solving. More-expert subjects relied on inversing for both.
Theoretical implications of these findings concern: the processes used in the early stages of learning a new domain, the modeling of the procedures used to determine equivalence, the relationship between errors and structural knowledge, and the representation of word problems by equations. Finally, the characterization of an arithmetic approach and an algebraic approach to the learning of equation solving is used to suggest a basis for a theory of algebra learning.
Scott-Wilson, Rina. "An analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs". Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96130.
Texto completoENGLISH ABSTRACT: The special needs community is in the midst of a philosophical and physical shift from a segregated system to an integrated system, not only in placement, but more importantly, in terms of learning and affording learners with special needs access to mainstream curricular materials. Mathematical modelling, or challenging mathematics problems solved in small groups, is part of the Australian mainstream curriculum. The purpose of the study was to investigate the way special needs learners learn mathematics from a modelling learning environment. To do this, it was necessary to identify the critical characteristics of the best practice in teaching and learning for learners with special needs, and the critical features of modelling. One theory of learning that has the capacity to promote special needs learners' interaction with mathematical modelling is Feuerstein’s theory of Structural Cognitive Modifiability. A hypothetical learning trajectory was designed for special needs learners at middle school according to general design principles from theory, which was adapted to the learning characteristics of the class. The learning environment comprised of three challenging modelling tasks, together with recommended implementation and support conditions in the classroom. Specifically, the research sought to investigate the ways in which special needs educators can support the higher reasoning processes of special needs students during modelling through design in general, and through mediation specific to each learner. The research took the form of a qualitative study, combining the phases of design-based research with a multiple case study approach. Three cases were analysed in depth. Empirical data were collected through a range of qualitative methods, which included data from student files, field observations, video and audio recordings, focus group interviews with students, and the input of various collaborators across the different phases of planning, design, implementation, and revision. Data were coded and analysed inductively according to emerging patterns and themes. Findings suggest that the use of modelling was successful when implemented with certain characteristics defined in the literature, and that it enabled learners to learn mathematics and also to develop additional outcomes such as social skills and language. During this study, learners' higher-order reasoning was supported through dynamic assessment and subsequent mediation.
AFRIKAANSE OPSOMMING: Die onderwysgemeenskap vir leerders met spesiale behoeftes bevind hulle in die middel van filosofiese en fisiese verskuiwings van 'n geskeide sisteem na 'n geïntegreerde sisteem. Dit omvat die plasing van leerders, maar meer belangrik ook die bemoontliking van toegang van hierdie leerders tot hoofstroom kurrikulêre materiale. Wiskundige modellering, en uitdagende wiskundeprobleme wat deur leerders in klein groepies opgelos word, is deel van die Australiese hoofstroomkurrikulum. Die doel van die studie was om die wyse te ondersoek waarvolgens leerders met spesiale behoeftes wiskunde in 'n modelleringsomgewing leer. Dit is gedoen deur die belangrike kenmerke van beste praktyk vir onderrig en leer in spesiale onderwys, asook die kritiese kenmerke van modellering, te vind. Een leerteorie wat die interaksie van leerders met spesiale behoeftes met wiskunde bevorder, is Feuerstein se teorie van Strukturele Kognitiewe Modifieerbaarheid. 'n Hipotetiese leertrajek was ontwerp vir leerders met spesiale behoeftes op middelskoolvlak. Empiriese data is deur 'n reeks kwalitatiewe aksies: data van studentelêers, veldwaar-nemings, video en klankopnames, fokusgroeponderhoude met studente, asook die insette van verskeie medewerkers oor die verskillende fases van beplanning, ontwerp, implementering en hersiening gegenereer. Die spesifieke leerkenmerke van hierdie leerders volgens algemeen-teoretiese en lokaalgekontekstualiseerde ontwerpbeginsels is nagekom. Die leertrajek het bestaan uit drie uitdagende modelleringsprobleme met aanbevole implementering en ondersteuningsriglyne in die klaskamer. Die navorsing het spesifiek gesoek na wyses waarop hierdie leerders se hoër beredeneringsvaardighede deur hul onderwysers, volgens elkeen se eie behoefte gedurende modellering, deur ontwerp in die algemeen en mediasie in die besonder, ondersteun kan word. Die navorsing, 'n kwalitatiewe studie, was gekombineer met fases van ontwikkelingsgebaseerde ontwerp wat uitgespeel het in 'n veelvuldige gevallestudiebenadering. Drie gevalle is in diepte ondersoek. Data was induktief gekodeer en geanaliseer volgens ontluikende patrone en temas. Bevindinge wys uit dat die gebruik van modellering suksesvol was wanneer die implementering volgens spesifieke kenmerke in die literatuur was. Dit het leerders instaat gestel om wiskunde te leer asook om addisionele uitkomste soos sosiale vaardighede en taal te ontwikkel. In hierdie studie is hoër-orde denke ondersteun deur dinamiese assessering en voortspruitende mediasie.
Paula, Sabrina Ribeiro de. "Ensino e aprendizagem dos processos de divisão celular no Ensino Fundamental". Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/41/41131/tde-29012008-152152/.
Texto completoThe recent knowledge explosion on the areas of genetics, molecular biology and biotechnology introduced many new concepts hard for common people to grasp in their decision-making processes. During the last 30 years or so the educational literature produced concepts and theories to cope with these difficulties but the vast majority of our elementary and highschool teachers remain unaware of them possibly because the available literature is written in foreign languages (mainly in English). The action-research here presented intends to fill this gap and was based on tests performed with 283 students aged 12 to 15. We describe their conceptions on the location and transmission of genetic information before and after the application of a didactic sequence specifically elaborated to develop metacognitive learning strategies. The students\' ideas were gathered by means of questionnaires and through essays describing how they imagine the interior of cells and germ-cells. We verified that children on basic educational level have conceptions very similar to those of students of middle-level education. The paired comparison of before and after essays suggests the existence of a common, syncretic learning standard. In plain language, the results indicate that previous informal knowledge of children tends to distort the formal information transmitted by their teachers. It is clear that the description and documentation of planned didactic sequences, available from the specialized literature, provide the understanding of the didactic transposition process and its relation with the students´ learning process.
Schiever, Shirley W. "THE EFFECT OF TWO TEACHING/LEARNING MODELS ON THE HIGHER COGNITIVE PROCESSES OF STUDENTS IN CLASSES FOR THE GIFTED (PARNES CPS, TABA)". Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/282090.
Texto completoJoubert, L., G. Ludick y Z. Hattingh. "STUDENT EVALUATION OF DIFFERENT TEACHING METHODS AND THE EFFECTIVENESS THEREOF". Interim : Interdisciplinary Journal, Vol 13, Issue 2: Central University of Technology Free State Bloemfontein, 2014. http://hdl.handle.net/11462/287.
Texto completoA significant amount of time and effort has to go into teaching students. It is no art when lecturers simply read from a text book. The objective of this study was to determine the teaching methods that students at the Hotel School, Central University of Technology, Free State, consider as most effective to support learning. All first-year students (N=73) enrolled for the National Diploma: Hospitality Management were targeted to participate in the survey. A mixedmethod study design was followed, and a questionnaire consisting of closedand open-ended questions was developed for data collection. Closed-ended questions were rated on a five-point Likert scale, while answers to open-ended questions were analysed to determine trends. Results showed that lecturers used a variety of teaching methods. The lecture teaching method was rated best by 49% of students followed by the group discussion method which was rated as second best (19%). Case studies and brainstorming were the least-preferred methods (4% and 0% respectively). Lecturers should ensure that maximum information is transferred through the teaching methods that most appeal to students. The focus should be on enabling students to practically apply the lessons taught in everyday life.
Malm, Erik. "Scenankomst : Finns det en plats för slam i skolsammanhang?" Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55739.
Texto completoМедведєва, С. О. y О. В. Зубенко. "Blended Learning as a Way to Diversify the Traditional System of Learning". Thesis, Вінницький державний педагогічний університет ім. М. Коцюбинського, 2017. http://ir.lib.vntu.edu.ua//handle/123456789/24401.
Texto completoШвидкий розвиток ІТ-технологій не може не мати істотного впливу на процес навчання і викладання. Інформаційні технології створюють необмежену кількість можливостей, які активізують процес викладання / навчання і роблять його більш різноманітним. Новітні розробки у сфері освіти пов`язані зі змішаним навчанням, яке можна розглядати як додатковий елемент діяльності в аудиторії, а також підтримувати наявні педагогічні практики.
Schudel, Ingrid Joan. "Examining emergent active learning processes as transformative praxis : the case of the schools and sustainability professional development programme". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006079.
Texto completoLindley, David Stewart. "Can expansive (social) learning processes strengthen organisational learning for improved wetland management in a plantation forestry company, and if so how? : a case study of Mondi". Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1015661.
Texto completoMarkevičiūtė, Vaida. "Mokymosi organizavimo įtaka IV klasės mokinių matematikos mokymosi pasiekimų rezultatams". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140722_134405-35522.
Texto completoIt is emphasized that mathematics is important world culture and the efficient cognition part in modern education. It is complicated to adapt to the constantly changing reality, if the problem solving skills are not developed well enough, there is a lack of knowledge and desire to learn and improve, distrust to your own forces. Therefore the modern learning organization process is inconceivable without the successful relationship between the teacher and the student which influences students’ learning achievements. However it is not analyzed enough how IV form students’ learning achievements depend on the math lesson organizational methods.
Effeney, Gerard. "A case study investigating changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning". Thesis, Australian Catholic University, 1994. https://acuresearchbank.acu.edu.au/download/6d64d83151bea85db890d23c64cf0cb43a9ac7d318709726568675bd8e466abb/6376502/Effeney_1994_A_case_study_investigating_changes_in.pdf.
Texto completoWen, I.-chun. "THE EFFECTIVENESS OF LEARNING THROUGH DRAMA IN TEACHING CHINESE AS A SECOND LANGUAGE". Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1435882138.
Texto completoBromberg, Kirstin. "Harmonisierung von Lehren und Lernen mit der ‚doc.post‘ (document of commitment)". Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2011/5318/.
Texto completoResearch in Higher Education has shown that teaching and learning is actually not the same. Although we always have well-designed plans in teaching courses, students often do not acquire the needed and desired learning outcomes. Teaching does not automatically lead to a desired learning outcome. Searching for a solution of the described gap between teaching and learning I worked out a method called ‘doc.post,’ that serves both teaching and learning. It impacts teaching observation and evaluation and reveals students’ learning processes and insights at once. This paper is the first result of my ruminations on how to harmonize teaching and learning and consists of six parts. Before introducing the currently developed method ‘doc.post’, I have given a more general comment on academic teaching and the creation of ‘doc.post’ as a result of my own teaching and learning processes at universities. This is followed by few a words on the theoretical and analytical frame that ‘doc.post’ has been built on. I then explore how to use and when to apply the ‘doc.post’ in academic teaching and learning. Finally I summarize the extent of resources ‘doc.post’ requires and in which case it is worth using. If readers are interested in further details, there is additional information on practicing ‘doc.post’ aligned to empirical data at the very end of this paper.
Fridborg, Esther. "Estetiska lärprocesser genom lärares ögon : Lärares uppfattning av estetiska lärprocesser i ämnet svenska". Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47048.
Texto completoThe curriculum states that students should have the opportunity to learn through aesthetic expressions (Skolverket, 2018, s.10). The aim of this study is to contribute with knowledge about primary teachers’ pedagogical perceptions of the aesthetic learning processes related to the subject of Swedish language. This study attends to two research questions: What do teachers perceive that aesthetic learning processes are in the teaching of Swedish language? How do teachers perceive that they use aesthetic learning processes when teaching the Swedish language? The collection of data was accomplished through semi-structured interviews with four primary teachers. The study has been inspired by the phenomenography. The result of the study is divided into four categories: aesthetic learning processes as participation support, aesthetic learning processes as learning support, aesthetic learning processes as a complementary part in teaching and aesthetic learning processes as difficult to implement. The results show that aesthetic learning processes may help pupils attain the intended learning outcomes of the subject Swedish. At the same time, the results show that the teachers need competence development in order to be able to plan and support aesthetic learning processes when teaching Swedish. The conclusion is that this study has contributed with an idea of what teachers perceive that aesthetic learning processes are and how they, against this background, choose to practice it in their own teaching in the Swedish subject.
Rosa, Ana Carolina Pereira da Silva. ""Se meu pai viesse aqui hoje nessa escola, ele não ia aprender": Cibercultura e processos de ensino-aprendizagem". Universidade do Estado do Rio de Janeiro, 2011. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=4550.
Texto completoThe society in which we live is undergoing major transformations that influence the ways of constructing knowledge and relay information, the forms of relating with other people, the way of perceiving the world and himself in the world. These changes are marked by interactivity, connectivity, speed, multilinearity, complexity and fragmentation so prevalent in digital culture. The contemporary young people who had been born in the middle of these changes, live these brands in their daily cultural practices, constructing a new logic that guides their way of perceiving and acting in society. However, while young people guide their actions from that logic that I call in this work of cybercultural, they live a linear logic inside the school, which produce a gap between youth culture and school culture. Searching to contribute to construct pedagogical practices concerning the needs of contemporary youth, this study aimed to investigate the digital technologies as their role as mediators in the teaching-learning process. The study was developed in a high school integrated in the northern zone of Rio de Janeiro, where the students have access, full time, on the subjects in the curriculum of MEC integrated to the disciplines of technical training related to digital technologies. This project is the result of a partnership between the Education Department of the State of Rio de Janeiro with a private institute, whose the objective is construct a space of research and innovations in education. The research was configured as a case study, although some reflections can contribute to wider debates in education. The study was supported theoretical and methodological by the Latin American Cultural Studies (Martín-Barbero and Canclini), which contributes to reflect on the role of mediation and the processes of reception the communication media. It is based also on studies of youth (Dayrell and Carrano) who helped to construct a way to look to the young people respondents from the place and active protagonist of their practices inside and outside of school. Complementing these theoretical contributions, the work is based also on studies of the relation of subjects with virtual or cybercultural environments (Lévy, Lemos and Santaella). The interviews with young people and school teachers and the classroom observations were exercises to construct a responsive look, inspired in Mikhail Bakhtin. This work was woven in a dialogic perspective, trying to bring to the printed text the experiences in the field and the debates initiated from these experiences and propose some ways to contribute to a school more meaningful to the contemporary times.
Šliažas, Artūras. "Pažintinių procesų koregavimas taikant interaktyviojo mokymosi strategijas aštuntų – devintų klasių matematikos ir muzikos pamokose". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060820_164119-63780.
Texto completoCandondolo, Canhinguiquine Perfeito. "O processo de transição do ensino para a monodocência nas 5º e 6º classes no município de Saurimo: o caso das escolas primárias nº 14 do Candembe I, missão Masculina nº 2 e nº 8, 28 de Agosto de Txucumina". Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21961.
Texto completoVallabh, Priya. "How policy discourses and contextual realities influence environmental teaching and learning processes in early childhood development: a case study of the Raglan Road child care centre". Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003441.
Texto completoPiguave, Pérez Vicenta Rocío. "Importance of creativity development for Commercial Engineering career students from the teaching-learning process". Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/116853.
Texto completoEl objetivo del trabajo es situar la importancia del desarrollo de la creatividad paralos alumnos en contextos universitarios, por lo que se presenta un diagnóstico del tema en los estudiantes que aspiran alcanzar niveles superiores de desarrollo personal y de bienestar emocional en entornos sociales cada vez más complejos y competitivos, ante las exigencias del sector empresarial a los profesionales para solucionar de una manera original e independiente los procesos de toma de decisiones, generación de productos y servicios innovadores que les permitan resolver los problemas del medio, como una forma de elevar su calidad de vida. Este estudio se realizó con estudiantes de la Universidad Laica Eloy Alfaro de Manabí en la carrera de Ingeniería Comercial a través de una encuesta, y adicionalmente se realizó entrevistas a docentes para complementar la información recogida por la encuesta. Se presenta la síntesis de los resultados así como recomendaciones para encaminar tareas docentes, situándolo como el principal promotor de la creatividad desde el proceso de enseñanza aprendizaje.
Schäfer, Stefanie [Verfasser], Christina [Akademischer Betreuer] Seidel y Manfred [Akademischer Betreuer] Prenzel. "Pre-service teachers' cognitive learning processes with regard to specific teaching and learning components in the context of professional vision : A mixed-methods exploration / Stefanie Schäfer. Gutachter: Christina Seidel ; Manfred Prenzel. Betreuer: Christina Seidel". München : Universitätsbibliothek der TU München, 2014. http://d-nb.info/1054419914/34.
Texto completoLima, Silene Jucelino de. "Aprendizagem cooperativa: um experimento no ensino de contabilidade". Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-14022013-131422/.
Texto completoDue to the large discrepancy between the current learning methods and how is the performance of the professional accountant, stands out the need to study methods that encourage social interaction and facilitate cooperation among students. In this scenario, the present research is devoted to the study of cooperative learning, a topic already consolidated in teaching numerous courses at the secondary level. However, this is recent in higher education accounting and the results are still controversial. The main objective is to evaluate whether the use of cooperative learning provides improvement in student learning in accounting science. For this, we chose two levels of higher intellectual skills of Bloom\'s taxonomy: application and analysis. The theoretical framework is based on the literature on cooperative learning, Bloom\'s taxonomy, learning styles and the problem of conflict management in groups known as \"Abilene Paradox\". The experiment was conducted in a 1st semester of the night course of accounting from FEA-USP. The initial sample was composed of 43 students and end by 36. Students were divided into two groups: experimental (cooperative learning) and control (individual learning), using stratified random sampling. The stratification criteria were: 1) partial score in Introductory Accounting, 2) gender, 3) learning style and, 4) age and experience. Both groups answered the same questions, but the control group answered individually and the experimental group in heterogeneous groups of four to five individuals. The collected data were analyzed using analysis of covariance (ANCOVA) for category application and analysis of variance (ANOVA) for category analysis. Contrary to expectations, no significant differences were cleared in the student performance of cooperative learning in relation to individual learning in both categories. At the end of the study, it was discussed the perceptions of students about the experience, limitations are and suggestions for the future research on the topic.
Alsaeed, Maha Saad. "Teacher Knowledge That Supports Student Processes in Learning Mathematics: A Study at All-Female Middle Schools in Saudi Arabia". Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1336411716.
Texto completoLopes, Sergio Francisco Sargo Ferreira. "O uso das tecnologias da informação e comunicação no Ensino Superior: os impactos nos processos de ensino-aprendizagem". Master's thesis, [s.n.], 2015. http://hdl.handle.net/10284/4922.
Texto completoAs Tecnologias da Informação e Comunicação (TIC) estão profundamente relacionadas com a maioria das atividades humanas, seja no meio profissional ou acadêmico, as TIC trazem como ferramenta, enormes vantagens, e otimizam as atividades diárias de maneira muito eficiente se empregadas adequadamente. É tal a importância das TIC na sociedade atual e no meio acadêmico, que essas vêm sendo amplamente estudadas e analisadas por pesquisadores universitários de diversas áreas acadêmicas, em função das transformações que as TIC causam nas atividades profissionais no interior das indústrias, e principalmente na Educação. No contexto da Educação, principalmente no ensino superior, a utilização das TIC está profundamente disseminada, sejam nos recursos tecnológicos utilizados no ensino presencial, como nos utilizados na Educação a Distância (EaD), tendo este último crescido exponencialmente nos últimos anos, principalmente na oferta de cursos de graduação e pós-graduação das Instituições de Ensino Superior (IES) do Brasil. Na atualidade observamos uma enorme variedade de recursos disponibilizados pelas TIC, oferecidos aos professores e alunos, o que vem notadamente exigindo uma rápida adaptabilidade por parte de ambos, obrigando-os de certa forma, a se ajustar em suas atividades pedagógicas, principalmente nos processos de ensino-aprendizagem. O mundo tecnológico atual exige muito dos professores, exigindo um constante aperfeiçoamento profissional frente às novas tecnologias, destacadamente as computacionais, conhecimentos esses que vão muito além de suas áreas de formação, colocando os professores numa situação de aprender e reaprender constantes. Dentro desse contexto, o presente trabalho tem por finalidade realizar um estudo de caso no Centro de Educação Técnica e Tecnológica Álvares de Azevedo (CETTAA), mantenedora de diversas faculdades do estado de São Paulo, Brasil, junto aos professores das diversas áreas de conhecimento, investigando como esses estão se adaptando com a constante evolução das TIC, e quais os impactos positivos e/ou negativos que as TIC vem causando nos processos e metodologias de ensino-aprendizagem utilizados no ensino presencial e no ensino-à-distância (EaD). The Information and Comunication Technology (ICT) is deeply related to most human activities. Either at the professional or at the academic world, ICT, as a tool, provides huge advantages, and, if properly used, those tools optimize our daily activities in a very special way. The importance of ICT is so high nowadays both in society and in the academic environment that it has been studied and analysed by university researchers from various academic areas, and that happens due to the transformations ICT brings to the professional activities inside the taken industries, and mainly in the Educational sector. Considering the Educational sector, mainly at the highest levels, ICT’s use is highly disseminated both when needed for developping the technological resources used during the classes taken and during the distance learning. This last way of teaching has become extremely more frequent lately mainly considering the offer of graduation and post graduation courses at the Institutions of Superior Courses (IES) in Brazil. We notice, nowadays, that a great variety of resources has been offered by ICT to teachers and students and that this has demanded a quick adaptability of both groups. Due to this fact, they are somehow obliged to adjust their pedagogical activities, mainly on teaching-learning processes. At this moment in history, the technological world demands a lot from teachers and a constant knowledge increasing regarding the new acquisitions in the different áreas of studies, leads teachers to a situation of constant learning and perfecting knowledge on different areas. This goes, then, beyond their specific áreas of studies. Considering this context, this piece of work has the purpose of making a subject study at the Centro de Educação Técnica e Tecnológica Álvares Penteado (CETTAA), which maintains several colleges in the State of São Paulo, Brazil, with teachers in different areas of knowledge. It will investigate how they are adapting to the constant evolution of TIC and the positive and/or negative impact the ICT’s have been causing on the processes and the methodologies of teaching-learning used on the premises and distance learning.
Hoffmann, Patricia Anne. "Reviewing the use of environmental audits for environmental learning in school contexts: a case study of environmental auditing processes within a professional development course". Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003630.
Texto completoCruz, Jaqueline Zdebski da Silva. "O ensino da matemática nas escolas do campo de Cascavel: articulação entre conhecimento cientifico e contexto matemático do cotidiano discente". Universidade Estadual do Oeste do Paraná, 2013. http://tede.unioeste.br/handle/tede/3625.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This essay describes a research envolving the Mathematics teachers working on nine State Country Schools on Cascavel Municipality, aiming to analise the articulation between the mathematical school knowledge and everyday mathematical knowledge. It takes as reference the Country Education Directive, document which presents the curricular procedures to Paraná State, and defends the necessity of specific pedagogic practices to this educational modality. This work aims to understand if it occurs, as it occurs and which the teachers intend when they do this articulation between different knowledge. It intends also identify if the initiative of articulating those distinctive knowledge are related to elements as: how long teachers are teaching in Country Schools, knowledge of pupil reality, knowledge of the school identity expressed on its Pedagogic Political Project and knowledge of Country Education Directives. The necessity of to answering those questions gave a methodological direction to the process of data collected, which occurred by semistructured interviews during the first semester of 2012, envolving all the 19 State School Country Math teachers in Cascavel Municipality. Data were analyzed by Content Analysis proposed by Bardin, and it was concluded that only the school extra knowledge about the pupil’s reality was relevant to articulate math and everyday context, as all teachers who know this reality do this articulation by any way and all teachers that do not do this articulation do not know such reality. Besides, data showed this articulation in 69% of the situations, but envolving different contextualization concepts.
Esta dissertação buscou uma aproximação dos docentes de matemática das nove Escolas Estaduais do Campo do Município de Cascavel - Pr com o objetivo de compreender como acontece no ensino da Matemática a articulação entre o conhecimento matemático escolar e o conhecimento matemático do cotidiano do aluno. Toma como referência as Diretrizes da Educação do Campo, documento orientador do currículo para a Educação do Campo em todo o Paraná e que defende a necessidade de práticas pedagógicas específicas para esta modalidade educacional. Este trabalho objetivou compreender se ocorre, como se desenvolve e quais os objetivos dos docentes ao realizarem essa articulação entre conhecimentos matemáticos distintos. Buscou ainda identificar se a iniciativa de articular esses diferentes conhecimentos possui alguma relação com os seguintes elementos: tempo de magistério em escolas do campo, conhecimento da realidade discente, conhecimento da identidade da escola expressa no seu Projeto Político Pedagógico e conhecimento das Diretrizes da Educação do Campo. A necessidade de responder a estas questões direcionou metodologicamente a coleta dos dados para a realização de entrevistas individuais semiestruturadas que ocorreram no primeiro semestre de 2012, envolvendo todos os dezenove professores de Matemática das Escolas Estaduais do Campo do município de Cascavel. Os dados foram analisados utilizando a Análise de Conteúdo proposta por Bardin e concluiu-se que apenas o conhecimento da realidade extraescolar discente exerce influência na prática docente de articular matemática e o contexto do cotidiano, uma vez que todos que o conhecem articulam-no de alguma forma ao ensino da matemática enquanto que todos os que não articulam o desconhecem. Identificou-se, ainda, que a articulação ocorre em cerca de 69% dos casos, porém funda-se em diferentes concepções de contextualização.
Iijima, Danieli Winck. "Rotinas nos processos de ensino e de aprendizagem nos anos iniciais do ensino fundamental". Universidade Estadual do Oeste do Parana, 2014. http://tede.unioeste.br:8080/tede/handle/tede/882.
Texto completoConsidering school as an institution responsible for ensuring new generations to acquisition of knowledge historically constructed by mankind was sought, with this research to understand the routines in the teaching and learning processes in the early years of elementary school. We understand routine as those daily, repetitive and regular activities that occur in a particular quotidian, seeking organize it. Was held, in addition to a literature search, which sought to embrace the main authors who discuss this subject: Barbosa (2000), Cavasin (2008), Rodrigues (2009) and Lima (2010), an ethnographic study spanning two municipal schools in the region of Cascavel city. The fieldwork, whose data were collected through observation, using the cursive register technique, aimed to describe the pedagogical activities in the early years of elementary school, focusing on routines. In Phase I, it was observed for three days, the first and second year of elementary of two schools, totaling 48 hours. So it was decided, in phase II, concentrating the 48 hours of observation in a single class. Found a predominance of routines totaling between 52 and 72 percent of other educational activities in school life. Based on observations, the routines were classified as related to the organization of time, space, compliance with school rules and structuring of content. Considering the high frequency of the routines in the pedagogical process, emphasizes the importance of giving them the same treatment given to other activities developed by the teacher, planning them intentionally. Dialogues in the sense that, by targeting the formative aspect in education, routines can be constituted both an educational category that contributes to students learn the scientific knowledge, which process, school is responsible; as unlike can characterize an activity that hinders the learning process, making it uninteresting and boring, if not planned and diversified.
Ao considerar a escola como instituição responsável por garantir às novas gerações a apropriação dos conhecimentos historicamente construídos pela humanidade, buscou-se, com esta pesquisa compreender as rotinas presentes nos processos de ensino e de aprendizagem nos anos iniciais do Ensino Fundamental. Entendem-se como rotinas aquelas atividades diárias, repetitivas e regulares que ocorrem em um determinado cotidiano, buscando organizá-lo. Realizou-se, além de uma pesquisa bibliográfica, que buscou abarcar os principais autores que discutem essa temática: Barbosa (2000), Cavasin (2008), Rodrigues (2009) e Lima (2010), uma pesquisa etnográfica abrangendo duas escolas municipais da região de Cascavel. A pesquisa de campo, cujos dados foram coletados por meio da observação, utilizando a técnica do Registro Cursivo, objetivou descrever as atividades pedagógicas desenvolvidas nos anos iniciais do Ensino Fundamental, com foco nas rotinas. Na fase I, observou-se durante três dias, o primeiro e o segundo ano do Ensino Fundamental de duas escolas, totalizando 48 horas. Optou-se, então, na fase II, por concentrar às 48 horas de observação em uma única turma. Constatou-se o predomínio das rotinas totalizando entre 52 e 72 por cento das demais atividades pedagógicas desenvolvidas no cotidiano escolar. Com base nas observações realizadas, as rotinas foram classificadas como referentes à organização do tempo, do espaço, ao cumprimento das normas escolares e à estruturação dos conteúdos. Considerando-se a alta frequência das rotinas no processo pedagógico, ressalta-se a importância de se dar a elas o mesmo tratamento atribuído às demais atividades desenvolvidas pelo professor, planejando-as intencionalmente. Dialoga-se no sentido de que, ao visar o aspecto formativo na educação, as rotinas podem constituir-se tanto em uma categoria educativa que contribua para que os alunos apropriem-se dos conhecimentos científicos por cujo processo a escola é responsável, quanto ao contrário, podem caracterizar uma atividade que dificulta o processo de aprendizagem, tornando-o desinteressante e enfadonho, caso não sejam planejadas e diversificadas.
Callegari, Jean Hugo. "Robótica educativa com crianças/jovens : processos sociocognitivos". reponame:Repositório Institucional da UCS, 2015. https://repositorio.ucs.br/handle/11338/1091.
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This research had as its main goal understand how the sociocognitive processes take place when the subjects are engaged in some activities in workshops of Educational Robotics, linked to theoretical precepts according to Hacker Ethics, Constructivism and Constructionism. In order to achieve that goal, workshops held using LEGO®, Scratch and Arduino motors and assembling resources were analyzed in an exploratory case study, where the author acted as a advising professor, provoker, and researcher. Subjects in the workshops were 11 to 13 years old, participating in the Brazilian educational project known as “Mais Educação” at a school in the northeast region of the state of Rio Grande do Sul during their off-school period. Piaget’s Clinical Method was the intervention method during the workshops, as well as the data analysis method, making it possible for the researcher’s self-analysis to emerge. Even though data are interweaved by movements of coercion and conformism, data analysis signalizes the establishment of intellectual and moral cooperation processes, in moments when subjects had their interests and knowledge respected. The voluntary construction of the story “M’s Dream” and the signs of empowerment observed in a few subjects indicate that using Educational Robotics, in an environment favoring teamwork, by selfgovernment, can be a factor promoting the construction of new knowledge and that can contribute for the preparation of the subject for life in society, respecting the other. The activities, attractive because they are shaped as entertainment, can help in the education of subjects that are active in the construction of new knowledge, both of intellectual and moral nature. In the conclusion, some principles for the development of activities with Educational Robotics, which are consonant with the precepts supporting this study, are presented.
Silva, Vânia Regina de Vasconcelos Reis e. "Os processos de ensino e de aprendizagem no curso de Direito". Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-10102013-160100/.
Texto completoThe problem with learning, today, is being elaborated from the crossing of tendencies determined by marketing impositions, on one side, and scientific-pedagogic needs on the other. In this context, the traditional ideas regarding this subject have been questioned by points of view sometimes radically deviant, as it is the case of the studies developed by Grupo de Estudos e Pesquisas Subjetividade e Educação (GEPSEd), from which comes the present work. The emphasis of the research was put in the ongoing micro-politics in activities in the classroom, opposed to the macro-politics structured by governmental directives imposed on the Law higher education scenery. Thus, it\'s in the direct contact with the daily routine of academic life that we intend to feel its micro-relations and the movement of its badly delimited territories. It is there where desires run, and we are able to notice moments, situations and encounters that favor the learning, seen here not as the acquisition and storage of already crystalized knowledge, but as the creator activity in which the professor participates as an intermediate: the one who lays the catalyst signs of the emerging of the learning as a creator activity, and not a recognizing one. The work has as a general objective, to investigate the conceptions of the students about the teaching and learning conditions in their Course of Law and observation of the conditions that favor the learning in the classroom. The research was carried out in a private Law School on the northeast region of the state of São Paulo. We opted for a qualitative research, of the ethnographic kind, which included participative observation, formal and informal interviews and document analysis. The results obtained were clustered in big category groups: institutional aspects, classroom, extracurricular activities, leisure, evaluation and data obtained through questionnaires. Thus, we found that the situations that favor learning are those that increase the active power of students, promoting cheerful affections and moments of relaxation, such as dynamic performances and drama in the classroom. The research showed also that most situations are inhibiting, promoting affections that diminish the active power of students and inhibit the occurrence of learning, such as classes taught in the same way, monotone tone and excessive legal codes reading, favoring passivity of students. On the other hand, research also showed that even in situations little empowering of learning, where sad affections are present for almost all the time, the students find lines of flight for learning, either with a few teachers, or with themselves in mutual aid.
Santos, Lúcia Helena Pereira dos. ""Estratégias e avaliação no processo ensino-aprendizagem e a postura do professor na educação profissional em enfermagem"". Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/22/22131/tde-16122005-111433/.
Texto completoThe goal of this research is to get students and professors opinions about waht means beeing a good or a bad teacher; learning strategies and evaluation criterias used on the classes. We used a qualitative research methods and a participative methodology in Action Research. We investigate 47 people (12 professores and 35 students) from a professional level education in nursing at an institution in Minas Gerais. The data were achieved by questionaries and participative observation. After categorizing the data we did the analysis. Most os the interviewed educators said that the caracteristics of a good professor are: openess, responsability, and among others that he has to be a facilitator of the learning process. And a bad professor is authoritarian and not able to stabilish a good dialog. On the other hand, the students said that a good professor is the one who dominates the class and knows how to explain the subject and the bad one doesnt do any of those. Professors and students detached the expositive class as the most used technique in the classroom and the students emphasized the excessive use of the overheadprojector on this kind of classes. About the evaluation process, the professors showed that they were worried about adding new evaluation modalities, and the students said that tests, individual and group work were the most used evaluation techniques. About the difficulties inside the classroom, the professors mentioned that one of them is the studentsseflessness and the students agreed that desmotivation is a problem in the classes. Professors and students said that they both have some knowledge about distance learning education. Students said that professors needed more motivation on their own lives and also on the teaching and learning process. The final results were shared with the students and professors, showing that this attitude would represent the beginning of a process which needs more attention, mainly those complex problems concerning teaching and learning process and the relation between professor and students.
Costa, Tarcimara K?tia. "O programa PAAE e seus resultados: repercuss?es no trabalho docente em escolas da rede estadual de ensino de Diamantina/MG". UFVJM, 2016. http://acervo.ufvjm.edu.br/jspui/handle/1/1332.
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Esta pesquisa buscou apreender a percep??o de gestores escolares, supervisores e professores de l?ngua portuguesa de escolas estaduais sobre as avalia??es que integram o Programa de Avalia??o da Aprendizagem Escolar (Paae). Como objetivo geral pretendeu-se conhecer como s?o utilizados os resultados gerados pelo Paae e quais s?o as implica??es desses resultados no cotidiano escolar e no trabalho docente, para tanto, foram selecionadas aleatoriamente duas escolas estaduais do munic?pio de Diamantina, Minas Gerais. Como objetivos espec?ficos verificou-se a percep??o da equipe gestora e professores sobre o Paae, como ? feita a divulga??o e an?lise dos dados para identificar e discutir as a??es implementadas nas unidades escolares pesquisadas, a partir dos resultados do Paae, refletindo sobre suas implica??es no processo ensino e aprendizagem. A metodologia escolhida para esse trabalho foi a pesquisa qualitativa, na qual os dados foram coletados por meio de entrevistas semiestruturadas especialmente elaboradas para esta pesquisa e analisadas pela t?cnica da An?lise de Conte?do. Esta pesquisa concluiu que as escolas pesquisadas n?o assumiram o Paae com propriedade e que a proposta do programa n?o tem sido seguida de acordo com as orienta??es divulgadas pelo Instituto Avaliar. Nesse sentido, essas avalia??es acabam por se tornar provas como qualquer outra, dentro da realidade de exames que vivem as escolas.
Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2016.
This research sought to understand the perception of school administrators, supervisors and teachers of Portuguese language of state schools on the evaluations that integrate the Program of Assessment of School Learning (Paae). As a general objective, it was intended to know how the results generated by Paae are used and what are the implications of these results in school daily life and in the teaching work. Two state schools of the municipality of Diamantina, Minas Gerais, were randomly selected. The objectives were to verify the perception of the management team and teachers about the Paae, how the data are disseminated and analyzed, and identify and discuss the actions implemented in the studied school units, based on the Paae results, reflecting on their implications in the teaching and learning process . The methodology chosen for this work was qualitative research, in which the data were collected through semi-structured interviews specially elaborated for this research and analyzed by the Content Analysis technique. This research concluded that the schools surveyed did not take Paae properly and that the program proposal has not been followed according to the guidelines published by the Instituto Avaliar. In this sense, these evaluations turn out to be evidence like any other, within the reality of examinations that live the schools.