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Malone, Joanne. "Creative teaching methodologies for hospitality management education". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602396.
Pełny tekst źródłaAllen, Beryl M. "Teaching methodologies for the training of educators for the professions". Thesis, University of Surrey, 1985. http://epubs.surrey.ac.uk/2386/.
Pełny tekst źródłaBertz, Michael. "Situated learning methodologies and assessment in civil engineering structures education". Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/21484.
Pełny tekst źródłaTucky, Kristina L. "A comparison of two teaching methodologies in a middle school algebra classroom". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/ktucky2007.pdf.
Pełny tekst źródłaByrne, Damian. "An evaluation of ESP teaching methodologies at Udmurt State University in Russia". Thesis, Northumbria University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341659.
Pełny tekst źródłaMourente, Mariana. "Ensino/aprendizagem de literatura: o prazer do texto". Thesis, Universidade Federal do Rio de Janeiro, 2005. http://hdl.handle.net/10919/71597.
Pełny tekst źródłaLynn, Carol E. "Teaching methodologies utilized by nurse educators to enhance critical thinking in nursing students". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/707.
Pełny tekst źródłaClements, Andrea D. "Variety Of Teaching Methodologies Used By Homeschoolers: Case Studies Of Three Homeschooling Families". Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7306.
Pełny tekst źródłaRainford, Chantal. "AN EVALUATION OF TEACHING METHODOLOGIES AT INCREASING DERIVED RELATIONAL RESPONDING IN CHILDREN WITH DISABILITIES". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2428.
Pełny tekst źródłaHolik, Michael T. "Comparing the Effectiveness of Flipped Classroom and Traditional Classroom Student Engagement and Teaching Methodologies". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131577.
Pełny tekst źródłaStudies exist on the effectiveness of learning in a flipped classroom learning setting; however, there is limited research available regarding the success or failure rates of flipped classroom learning in technical culinary arts programs. This study, using an action-based research approach, was designed to gather evidence from a technical education program to determine if students perform better in the flipped classroom or traditional classroom. Multiple instruments were designed to gather information about the culinary flipped classroom format. Instructor and student perceptions about the learning in each type of classroom were explored, levels of student engagement were recorded, and final course grades for the culinary classroom were gathered. Perceptions of the students and instructor indicated engagement in the flipped classroom were higher in the flipped classroom than the traditional classroom. The analysis of final course grades did not indicate a significant difference between the two teaching formats. While the focus of the study was on one culinary arts technical education program and cannot be generalized to other technical education programs, future research suggestions included conducting studies where the data are disaggregated to provide more specific answers. In addition, the suggestion was made to conduct further studies using more traditional research methods such as quantitative, qualitative, and mixed methods.
Monareng, Mpho Rakwena Reginald. "Reader-response methodologies in the teaching of english literature in a second language class". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/19644.
Pełny tekst źródłaThis thesis examines the methodologies and the approaches currently adopted in English Second Language Literature class. It begins by presenting .the ideal approaches to literature. Thereafter it examines the research data so as to identify the methodologies and approaches currently adopted in English Second Language Literature class. It seeks to present alternative methodologies and classroom activities that value; pupil-centred approach; autonomy of pupils as active participant in a literature class; the development of the self; education of feelings and imagination; and the reader-response theory. Based mostly on Greene and Abbs this study regards literature education as an exploration, an experience and a vast landscape where individual readers attach meaning differently.
Craig, Mark Gerard, i res cand@acu edu au. "An Examination of Student Meaning-Making in the Post-Compulsory Subject of Study of Religion". Australian Catholic University.School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp111.25102006.
Pełny tekst źródłaPham, Khai Hoan, i n/a. "Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College students". University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060725.121143.
Pełny tekst źródłaMartins, Maria MÃrcia Melo de Castro. "Pedagogical knowledge and the devlopment of methodologies of biology teaching: The PIBID as construction element". Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=9126.
Pełny tekst źródłaTrata de um estudo sobre as relaÃÃes existentes entre as metodologias para o ensino de Biologia desenvolvidas por egressos do Curso de CiÃncias BiolÃgicas da Universidade Federal do Cearà que participaram do Programa Institucional de Bolsas de IniciaÃÃo à DocÃncia - PIBID nos anos de 2009 a 2011 e a sua formaÃÃo pedagÃgica. O objeto de estudo dessa investigaÃÃo sÃo os saberes pedagÃgicos construÃdos por ex-bolsistas desse Programa a partir das metodologias que desenvolveram e empregaram para o ensino de Biologia em duas escolas pÃblicas do municÃpio de Fortaleza. Tem por objetivos: analisar a relaÃÃo entre o desenvolvimento de metodologias para o ensino de Biologia por ex-bolsistas do PIBID e a construÃÃo de saberes pedagÃgicos para o exercÃcio da docÃncia no Ãmbito desse Programa; conhecer as metodologias e aÃÃes que desenvolveram para o ensino de Biologia, bem como os saberes e conhecimentos que mobilizaram para elaborÃ-las e executÃ-las; identificar as dificuldades que sentiram ao desenvolver essas metodologias na escola e as formas que encontram para superÃ-las; verificar como compreendem as metodologias de ensino em seu processo de formaÃÃo docente e como a experiÃncia vivenciada no Ãmbito desse Programa tem influenciado sua prÃtica pedagÃgica, agora, como profissionais da EducaÃÃo; produzir com os ex-bolsistas um material didÃtico impresso, a partir do apanhado das metodologias que desenvolveram nas escolas no Ãmbito do PIBID, com vistas a divulgar suas aÃÃes no intuito de contribuir para a melhoria do ensino de Biologia. Trata-se de uma pesquisa de abordagem qualitativa, do tipo exploratÃria, tendo como mÃtodo o Estudo de Caso (YIN, 2010). Os sujeitos sÃo sete ex-bolsistas do PIBID/Biologia/UFC, que exerceram/exercem profissionalmente a docÃncia no Ensino BÃsico. A coleta de dados realizou-se atravÃs de entrevista semi-estruturada e anÃlise documental. O tratamento das informaÃÃes se deu por meio de uma aproximaÃÃo da AnÃlise de ConteÃdo de Bardin (1977), a partir de Franco (2003) e Minayo (2011). A base teÃrica desse trabalho consiste nos estudos de Pimenta (2009), Tardif (2002), Carvalho e Gil-PÃrez (2001); Krasilchik (1987; 1996); NÃvoa (1995); Veiga (2004); Lopes (2004); Rays (2004); Franco (2012); Bordenave e Pereira (1999). A anÃlise do conteÃdo das falas dos sujeitos nos permitiu inferir mÃltiplos saberes pedagÃgicos construÃdos a partir da elaboraÃÃo e desenvolvimento de uma grande diversidade de metodologias de ensino de Biologia, destacando-se o saber planejar o ensino, dialogar com os alunos, organizar os conteÃdos acadÃmicos em conteÃdos escolares, situar o ensino de biologia e suas metodologias em contextos mais amplos (sociais, polÃticos, econÃmicos, histÃricos, culturais e Ãticos), tornar os conteÃdos menos abstratos e mais contextualizados, valorizar os conhecimentos prÃvios dos estudantes, saber adequar a linguagem para permitir a apropriaÃÃo dos conteÃdos pelos alunos, refletir sobre a prÃpria prÃtica e buscar transformÃ-la. O PIBID exerce influÃncia sobre a prÃtica docente dos ex-bolsistas, hoje, como professores da EducaÃÃo BÃsica, porÃm muito do que aprenderam referente Ãs metodologias de ensino nÃo podem desenvolver em sua prÃtica pedagÃgica, o que tem sido inviabilizado pelas condiÃÃes objetivas de trabalho do professor, apontando a necessidade de transformaÃÃes destes condicionantes e de valorizaÃÃo deste profissional.
Perform a study on relations between the methodologies for teaching Biology developed by graduates of Biological Sciences Course, Federal University of Cearà who participated in the Institutional Scholarship Program for New Teachers - PIBID the years 2009 to 2011 and their pedagogical training. The study object of this investigation are the pedagogical knowledge built by former scholars of this program from the methodologies developed and employed for the teaching of biology in two public schools in Fortaleza. It aims to analyze the relationship between the development of methodologies for teaching Biology by former scholars PIBID and the construction of pedagogical knowledge to teach in the context of this program; Knowing the methods and actions developed by former scholars for the teaching of biology, as well as the wisdom and knowledge that mobilized to elaborate them and run them; identify the difficulties they experienced in developing these methodologies in school and they find ways to overcome them; see how the former scholars understand the teaching methodologies in the process of teacher education and how the lived experience under this program has influenced their practice, now, as education professionals; Produce with former scholars didactic material printed from the overview of the methodologies developed in schools under the PIBID, in order to publicize their actions and contribute to improving the teaching of biology. This is a qualitative study, the exploratory type, with the case study method (YIN, 2010). The subjects are seven former scholars of PIBID - Biology UFC, who exercised / play professionally teaching in primary education. Data collection was conducted through structured interviews, audio recorded and later transcribed. For the processing of information was done by approximating the content analysis of Bardin (1977), from Franco (2003) e Minayo (2011). The theoretical basis of this work consists of studies Pimenta (2009), Tardif (2002), Carvalho e Gil-PÃrez (2001); Krasilchik (1987; 1996); NÃvoa (1995); Veiga (2004); Lopes (2004); Rays (2004), Franco (2012); Bordenave and Pereira (1999). From the content analysis of the statements of the subjects we were able to infer multiple pedagogical knowledge built from the design and development of a wide range of teaching methodologies Biology highlighting the know plan instruction, talk with students, organize academic content in school contents, place the teaching of biology and its methodologies in broader contexts (social, political, economic, historical, cultural and ethical), making content less abstract and more contextual, value students' prior knowledge, namely tailor the language to allow ownership of content by students reflect on their own practice and seek to transform it. The PIBID influences the teaching practice of former scholars today as teachers of basic education, but much of what they learned regarding teaching methodologies cannot develop their pedagogical practice, this has been made impossible by the objective conditions of work of the teacher, pointing to the need for these changes and constraints of this valuation professional.
Walker, Cindy Michelle. "Applying English-as-a-second-language methodologies to the teaching of reading to deaf students". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1934.
Pełny tekst źródłaCampbell, Susan J. "A survey of community college faculty, their teaching methodologies, and congruence with student learning needs". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/670.
Pełny tekst źródłaPennington, Dianne. "Strategies for Teaching Reading Comprehension to Children of Migrant Workers". ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7950.
Pełny tekst źródłaHolveck, Susan, i Susan Holveck. "Teaching for Conceptual Change in a Density Unit Taught to 7th Graders: Comparing Two Teaching Methodologies - Scientific Inquiry and a Traditional Approach". Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12414.
Pełny tekst źródłaPace, Jack David. "Pedagogical methodologies in teaching critical thinking skills to basic police recruits at Madison Area Technical College". Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000pacej.pdf.
Pełny tekst źródłaLewis, Susan Carol Salyer. "Evaluating Alternative Methodologies to Teaching Reading to Sixth-Grade Students and the Association with Student Achievement". Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1074.
Pełny tekst źródłaDlamini, Mandlenkhosi Nhlanhla. "Understanding and teaching climate change in the Secondary Education Geography Curriculum in Swaziland". Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60993.
Pełny tekst źródłaThesis (PhD)--University of Pretoria, 2016.
Humanities Education
PhD
Unrestricted
Antenos-Conforti, Enza. "The teaching of elementary Italian as a second language in Canadian universities, methodologies, curricula, and future considerations". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ59002.pdf.
Pełny tekst źródłaAhearn, Mary Catherine, Kathleen Ryan Been i Paula Reynolds. "Integrating the new California State Science Standards with successful middle school curriculum methodologies". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1942.
Pełny tekst źródłaJackson, Lisa Kathleen. "The Theatre That Will Be: 'Devised Theatre' Methodologies and Aesthetics in Training and Practice". VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1461.
Pełny tekst źródłaPestana, Carlota Naughton Simão. "O papel dos trabalhos de casa no processo ensino-aprendizagem: Análise da motivação para a realização das tarefas extraescolares em dois contextos de ensino diferenciados". Master's thesis, ISPA - Instituto Universitário, 2013. http://hdl.handle.net/10400.12/2560.
Pełny tekst źródłaUma das estratégias de apoio ao ensino mais comumente utilizadas é o recurso à realização de tarefas por parte dos alunos em horário extraescolar, ou seja, trabalhos de casa. Sendo um tema que gera alguma controvérsia entre os estudiosos da área, o seu papel no processo ensino-aprendizagem tem sido alvo de vários estudos, não se tendo concluído objetivamente quanto à sua relevância para os alunos. Um conceito que surge, necessariamente, associado aos trabalhos de casa e sua realização é a motivação para a tarefa. De igual modo, os estudos sobre este tema têm vindo a revelar que existe uma relação preponderante entre a perceção de utilidade das atividades propostas e a motivação inerente à sua concretização. Como tal, o objetivo do presente estudo foi analisar as motivações subjacentes à realização dos trabalhos de casa e os mecanismos de regulação inerente a esse processo em alunos provenientes de culturas pedagógicas distintas. A amostra foi constituída por um total de 149 alunos, com idades compreendidas entre os 8 e os 11 anos (M=8.71, DP=.76), dos quais 79 (53%) são do sexo feminino e 70 (47%) do sexo masculino. No que concerne à metodologia de ensino que usufruem, 78 (52.3%) frequentam uma escola que usa metodologias de ensino tradicionais e 71 (47.7%), uma escola que recorre a metodologias participativas. Os resultados apontam no sentido de uma forte relação entre a motivação e a realização dos trabalhos de casa, sendo este tipo de tarefa percecionado como fundamental para a aprendizagem, do ponto de vista dos alunos. Em termos comparativos, os alunos provenientes de uma cultura pedagógica participativa demonstram maior motivação para a tarefa e perceção da sua utilidade que os alunos de ensino tradicional.
ABSTRACT: One of the strategies most commonly used as a teaching support is the assignment of tasks meant to be carried out by the students outside of school hours; homework, in other words. Being a topic that triggers some controversy amongst scholars in the education field, homework’s role in the teaching-learning process has been the subject of several studies, but/however an objective conclusion concerning its relevance to students has not been determined as yet A concept that necessarily occurs associated to homework and its completion is motivation Similarly, studies on this topic have revealed that there is a ruling connection between the perception of usefulness of the proposed activities, and the inherent motivation to their execution. This study aims to analyze the motivations underlying the execution of tasks to be carried out home, and the regulatory mechanisms inherent to this process in students coming from diverse educational cultures. The sample was based on a total of 149 students, aged between 8 and 11 years (M=8.71, SD=7.6), of which 79 (53%) were female and 70 (47%) male. Regarding teaching methodologies 78 (52.3%) attend a school that uses traditional teaching methods and 71 (47.7%) a school that uses participatory methods. The results point towards a strong connection between motivation and the execution of homework and from the students’ point of view the latter is perceived as capital to the learning process. In comparative terms, students from a participatory educational culture show both superior motivation for the tasks and perception of its usefulness than those coming from a traditional teaching environment.
Lesko, Cherish Christina. "Relationship Between Active Learning Methodologies and Community College Students' STEM Course Grades". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4153.
Pełny tekst źródłaOrr, V. C. "Developments in assessment and teaching methodologies in modern languages in England and France in response to educational reform (1975-1985)". Thesis, Aston University, 1987. http://publications.aston.ac.uk/10289/.
Pełny tekst źródłaMuirhead, Peter Maxwell Pilley. "A study of the impact of new technology and teaching methodologies on global maritime education and training into the 21st century". Curtin University of Technology, Science and Mathematics Education Centre, 2002. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14341.
Pełny tekst źródłaEnkin, Elizabeth Bella. "The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning". Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/238674.
Pełny tekst źródłaHermansson, Glen. "The phenomenal ideology : Phenomenological investigations of EFL teacher methodologies, experiences, and the 2011 syllabus". Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65254.
Pełny tekst źródłaMa, Yiming. "Design of serious games for teaching industrial engineering methodologies : A design process based on V-model and an application in innovation engineering". Thesis, université Paris-Saclay, 2021. http://www.theses.fr/2021UPAST038.
Pełny tekst źródłaSerious games (SGs) seem to be a much appropriate educational format for being initiated to industrial engineering (IE) methodologies as the latter consist for people to follow a common process under some conditions to achieve some collective performances. However, the existing SGs design studies have several limitations, especially for designers like IE teachers without game design expertise. This work aims at proposing a design process adapted to SGs on IE methodologies. We make five contributions. First, we propose a design language for representing the structure of an SG hierarchically. Second, we propose a generic design framework for an SG following a standard V-model and participatory approach to define, verify, and validate the SG structure progressively. Third, we propose a template to decompose an IE methodology into seven categories of descriptive elements to be able to specify them as learning objectives. Seven experts were asked to use it to describe twelve IE methodologies they are familiar with. Fourth, we put forward an adapted V-model for IE games, explaining how given methodology’s descriptive elements can inspire each design object of the SG. Our fifth and last contribution is the sufficient elaboration of an SG in innovation engineering, specifically to teach Radical Innovation Design (RID) methodology. Twelve design sessions were needed to follow the V-model design process. Its gameplay is about expressing and eradicating value buckets on urban mobility. The game comprises six episodes, a game board inspired by the RID process, seven card desks, sophisticated game mechanics, and a simple two-dimensional scoring for fighting at the same time for developing usefulness for mobility users and business opportunity for its own mobility company. We organized two validation experiments with four experienced subjects and three novices in innovation. The validations showed that the game offers a playful learning experience, validating the RID game itself and, in turn, partially validating the adapted V-model. This research provides designers with a structured process that relates SG design elements and IE methodology objects. The complete design of an SG in an innovation engineering methodology should be replicable in other IE domains
Oosthuizen, Marita. "Integrating methodologies to develop a blended learning computer literacy programme for South African students". Thesis, [Welkom?] : Central University of Technology, Free State, 2004. http://hdl.handle.net/11462/55.
Pełny tekst źródłaFor some years, proponents of distance and online learning have touted the efficacy of their methods, while traditionalists have argued the superiority of face-to-face learning environments. Each side in this debate has pointed to strengths in their own methodologies, while criticising the lack of comparable features in the methodologies of their opponents. Blended learning, as the name implies, allows practitioners to combine traditional education with a variety of instructional technologies – solving the argument by joining forces, and creating a better overall product as a result. With this study the researcher aims to explain the concepts of blended learning and discuss the factors that make each form of educational delivery successful. The thesis addresses the necessary components of a computer literacy programme and Outcomes-Based Education, as well as elaborate on good teaching principles. These strands of research are then combined into the foundations for a unique programme, to deliver a computer literacy course using blended learning techniques to South African students. The programme was developed, implemented and tested through three cycles of action research.
Holdich, Kate E. "Story composition and process analysis using a computer tool based system". Thesis, Loughborough University, 2004. https://dspace.lboro.ac.uk/2134/14403.
Pełny tekst źródłaSantos, Celina Martins. "Relatório no âmbito da unidade curricular prática de ensino supervisionada". Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/16410.
Pełny tekst źródłaGarcia, Anneke. "Analyzing the Instructional Methodologies and Ideologies Underlying English as a Foreign Language Textbooks in China and Evaluating Their Alignment with Assessments and National Standards". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4364.
Pełny tekst źródłaAnna, Karla Simões de Sant. "Diversidade metodológica como estratégia para a apredizagem significativa de conceitos de biologia". Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-29032017-095253/.
Pełny tekst źródłaIn eight years of experience teaching classes to high school, it was revealed the continued shortfalls in relation to biology concepts, especially with regard to the structure of DNA and how protein synthesis is performed. There is great difficulty students understand these concepts, and it occurs most likely because it is a matter of great abstraction, and that requires a certain amount of imagination and creativity, as these structures are only displayed through pictures in books, making it difficult so assimilation and understanding of the subject The objective of this study was to investigate whether the use of different methodologies (seminars, preparation games and video production) contributes to the process of teaching and learning, promoting a meaningful and effective learning about the concepts of cytology, DNA and protein synthesis. The survey was conducted with two groups of 25 students of the 2nd year of high school, being applied to methodological diversity in the class 1 and class 2 in the traditional method (control). Questionnaires were administered before and after the use of methodological strategies described above. The collected data show that the use of diferente methodologies contributes to the learning process of student.
Ortega, Carmelo, Guillermo Parilla, Balogh Katinka De, Mauro De Rosa, Olga Gimeno, Leopoldo Estol, Dora Dobosh i in. "New Approaches for Education and Training in Veterinary Public Health: The SAPUVET Projects". Bachelor's thesis, J Vet Med Educ, 2007. http://hdl.handle.net/10174/13982.
Pełny tekst źródłaAbendschein, Alex. "Faculty perceptions of the CORETXTPLUS® paradigm". Kansas State University, 2012. http://hdl.handle.net/2097/13675.
Pełny tekst źródłaDepartment of Special Education, Counseling, and Student Affairs
Christy Craft
This master’s report is a study of current textbook trends within higher education. The report looks at multiple methods of textbook delivery for faculty members within the higher education community. The report further investigates a new textbook paradigm created by faculty members at the University of Wisconsin Oshkosh. The author of this report has spent several years researching textbook trends and has presented on this topic on several occasions. By analyzing some qualitative data collected at the University of Wisconsin Oshkosh, the author will provide a partial evaluation of the CoreTxtPlus® paradigm and offer suggestions to future faculty members looking for an innovative way to provide course content to their students.
Alalawneh, Fatmeh Waleed Ali. "Strategies Used to Teach Arabic as a Foreign Language". University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525269422061136.
Pełny tekst źródłaShanks, Mark L. "Bringing the schoolhouse to life: Methodologies of living history education demonstrated in a living history program for San Timoteo Schoolhouse, Riverside County, California". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/975.
Pełny tekst źródłaKamal, Amina A. A. "An experimental study comparing the effect of multiple teaching methodologies and traditional methods on student achievement and attitudes in history classes in girls' secondary schools in Qatar". Thesis, Durham University, 1990. http://etheses.dur.ac.uk/1420/.
Pełny tekst źródłaBerkley, Rebecca. "Cognitive processes in teaching and learning GCSE composition : can composing be taught at GCSE? : an examination of methodologies and ideologies of teaching composing at GCSE, and analysis of the ways a teacher can influence and model the student's learn". Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273717.
Pełny tekst źródłaLucas, Giseli de Souza. "Vivências tecnológicas da rede SESI-SP : uma estratégia organizacional para auxiliar o processo de ensino e aprendizagem". Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/7071.
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The aim of this work is to discuss whether the lessons of Technological Experience, taught students of elementary school, the network of Industry Social Service SESI São Paulo / SP, is a pedagogical strategy that helps students in school literacy and digital autonomy . It is noticeable trend of increasingly frequent use of computers and other technology in school education, therefore, Technological Experience has been deployed in the network to enhance the teaching and methodological aspects of teaching and learning. Therefore, this research aims to analyze the dynamics of this moment of "Technology Experience," which received the grant from the constructivist theory, and whether the classes in the Computer Lab and assemblies and programs in Science and Technology Laboratory, with the blocks assembly, contributing to the achievement of teaching methodologies related to the development of thinking, reasoning, problem solving, the reading and writing practices. We will use mainly as a theoretical framework, related to Information and Communication Technologies (ICT), the authors: Belloni (2009), Kenski (0000), Levy (1993), Papert (2008), Valente (1998) that address the interaction technology with society. To the field of literacy and literacy, we will use the Blacksmith's research (2001), Kleiman (1995), Miller (2010) and Smith (2007). We opted for the research methodology, Case Study for the development of objectives, which adopted the semi-structured interviews, participant observation and document analysis (LUDKE; ANDRÉ, 2012), involving two teachers from SESI network / SP, a the first year of elementary school and one of the room "Technological Vivencia" it is formed of educational computing area, working as an IT support analyst. The research sought to understand the relationship between the two professionals, identifying the link between the educational material, computer classes and regular classes in the classroom the first year. This work enabled the deepening of characteristics, evaluating the quality of the relationship and socialization between these two spheres training for the student's first year of elementary school, identifying the methodological procedures and also investigate the professionalization of educational agents and their training.
O objetivo desta dissertação é discutir se as aulas de Vivência Tecnológica, ministradas aos alunos do Ensino Fundamental I, da rede do Serviço Social da Indústria de São Paulo SESI/SP, é uma estratégia pedagógica que auxilia os docentes no processo de ensino e aprendizagem e os alunos na autonomia digital. É notória a tendência do uso cada vez mais frequente de computadores e outras tecnologias na educação escolar, por este motivo, a Vivência Tecnológica foi implantada na rede para potencializar os aspectos didáticos e metodológicos para o ensino e aprendizagem. Por essa razão, esta pesquisa objetiva analisar a dinâmica deste momento de “Vivência Tecnológica”, que recebe o subsídio da teoria construtivista e contribuições de duas profissionais, verificar se as aulas no Laboratório de Informática e as montagens e programações no Laboratório de Ciências e Tecnologias, com os recursos de blocos de montagem, contribuem para uma abordagem metodológica de ensino relacionada ao desenvolvimento do pensar, do raciocinar, da resolução de problemas, das práticas de leitura e escrita, e se pode ser referenciada como estratégia pedagógica. Utilizaremos, principalmente, como referencial teórico, relacionado à Tecnologias de Informação e Comunicação (TIC), os autores: Belloni (2009), Kenski (2000), Lévy (1993), Papert (2008), Valente (1998) que abordam a interação tecnologia com a sociedade. Para o campo da alfabetização e do letramento, recorreremos à pesquisa de Ferreiro (2001), Kleiman (1995), Monteiro (2010) e Soares (2007). Optou-se pela metodologia de pesquisa, “Estudo de Caso”, para o desenvolvimento dos objetivos, que adotou a entrevista semi-estruturada, observação participante e análise de documentos (LUDKE; ANDRÉ, 2012), envolvendo duas professoras da rede SESI/SP, uma do primeiro ano do Ensino Fundamental e outra da sala “Vivência Tecnológica”, cuja formação é da área de informática educativa, atuando como analista de suporte em informática. A pesquisa buscou o entendimento das relações entre as duas colaboradoras, identificando a articulação entre o material de ensino, as aulas de informática e as aulas regulares na sala de aula do primeiro ano. Este trabalho possibilitou o aprofundamento das características utilizadas, avaliando a qualidade da relação e socialização entre estas duas esferas formativas para o aluno do primeiro ano do ensino fundamental, identificando os procedimentos metodológicos e ainda, investigar a profissionalização dos agentes educacionais assim como sua formação.
Moraes, Laíse Miolo de. "Sistematização de procedimentos do design para a sustentabilidade ambiental para aplicação no ensino de metodologia de projeto". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/49056.
Pełny tekst źródłaOver the years, the contemporary world characterized by the development of technology, production of industrial goods and consumption. However, waste generation and disposal of the industrial system accompanied this progress, causing most of the socioenvironmental problems. Currently, the society lives under the concern with environmental issues, the discourse of sustainability and the search for more critical consumers. From this perspective, there is the activity of design as a major responsible for the maintenance of industrial development, environmental and social, for continued economic growth. However, this can only be achieved with the formation of a culture of designers aware of this issue, prepared to project forward the principles of sustainability. To this end, this paper aims to combine the concepts of Design for Sustainability at project methodologies, used in undergraduate courses in Design, from the integration of principles, guidelines and tools for more sustainable projects. Methodologically, this paper makes use of exploratory research, literature review and action research. Its application occurred in the discipline of design methodology undergraduate degree in Design from the Federal University of Rio Grande do Sul, through theoretical and practical lessons, combined with the development of conceptual designs with the potential for sustainability. The expected results are in line with the effectiveness of the procedures of design for sustainability in design methods selected, and the implementation of this process in the teaching of Design Methodology.
Mitchell, Neisha N. "Faculty Perceptions of the Teaching and Learning Center on Faculty Development: A Descriptive Study". Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/12.
Pełny tekst źródłaLeite, José Edmar. "Metodologias da educação matemática: reflexões sobre a prática". Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4943.
Pełny tekst źródłaCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This thesis conducted an exploratory study at a state school for elementary and high school in the city of Sao Jose de Piranhas Collection. His goal was to investigate the teaching methodologies used by teachers who teach in the discipline of mathematics in the 1st year of high school, setting the related processes do school. The specific aims were: a brief history of mathematics education in Brazil; place the mathematics tier and map the teaching of mathematics in the classroom. We conducted a field study and used as data collection, classroom observations and interviews with teachers who teach the discipline of mathematics, through semi-structured. The study investigated the fact that mathematics, although it is present in every moment of life of the student, has been over the years, one of the disciplines most feared by the Brazilian school students, high rates of school failure and school contrast between the mathematics that is taught in school and mathematics that students practice in their day to day. The results show that there are several factors that contribute to learning difficulties in mathematics, among them reveals the deskilling of teachers, lack of infrastructure and poor basic school curriculum of high school students, with regard to their level basic knowledge, which reveals low compared to the mathematical content. The initiatives in adopting new paradigms, like a restudy of the school's philosophy, the evolution of conceptions about learning from the renewal of curricula and the way of teaching are in construction stage, expected to be effective change, even the medium term.
Esta dissertação realizou um estudo exploratório numa escola estadual de ensino fundamental e médio na cidade de São José de Piranhas, Paraíba. Seu objetivo foi investigar as metodologias de ensino utilizadas pelos professores que lecionam na disciplina de matemática nas 1as séries do ensino médio, configurando os processos relacionados ao fazer escolar. Os objetivos específicos da pesquisa foram: fazer um breve histórico do ensino da matemática no Brasil; situar a matemática em nível metodológico e mapear o ensino de matemática no cotidiano escolar. Foi realizado um estudo de campo e empregou, como de coleta de dados, observações em sala de aulas e entrevistas com os professores que ensinam a disciplina de matemática, através de roteiros semi-estruturados. A pesquisa investigou o fato de que, a matemática, embora esteja presente em todos os momentos da vida do educando, tem sido no decorrer dos anos, uma das disciplinas mais temida pelos alunos da escola brasileira; os altos índices de reprovação e evasão escolar e a contraposição existente entre a matemática que se ensina na escola e a matemática que o aluno pratica no seu dia a dia. Os resultados mostram que são vários os fatores que contribuem para a dificuldade de aprendizagem em matemática, entre eles, revela a desqualificação profissional dos professores, a falta de estrutura escolar e a deficiente base curricular dos alunos do ensino médio, no que diz respeito ao seu nível de conhecimento básico, que se revela baixo em relação aos conteúdos matemáticos. As iniciativas em se adotar novos paradigmas, a exemplo de um reestudo da filosofia da escola, pela evolução das concepções sobre o aprender a partir da renovação dos currículos e da maneira de se ensinar se encontram em estágio de construção, com previsão de mudanças efetivas, ainda que a médio prazo.
Dextre, Flores José Carlos. "Los retos de la formación por competencias del contador público". Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/114823.
Pełny tekst źródłaEl interés de presentar esta ponencia radica en la importancia que tiene en la actualidad la formación educativa en general y la carrera de contabilidad en particular. Ello, cabe anotar, se enmarca en las tendencias de desarrollo de competencias cognitivas, habilidades instrumentales y valores que debe adquirir una persona durante el proceso de formación profesional en una entidad educativa superior, que le permita al egresar ser competente para iniciar el ejercicio profesional. La complejidad en que se ve envuelta la carrera de contador público —tanto en su formación basada en estándares internacionales como en los atributos que debe mostrar en la calidad del desempeño— ha obligado a los especialistas en educación superior a orientar nuevas formas de acometer la estrategia educativa. Ello se lleva a cabo mediante la adopción de modelos acordes con las exigencias de la sociedad y el mercado laboral. De todos ellos, la formación por competencias se erige como uno de los modelos que mejor contribuye con el proceso de aprendizaje, pues permite al potencial profesional contable desarrollar las capacidades, habilidades y actitudes necesarias para incursionar en el mercado laboral con éxito. Por su parte, la entidad educativa —una universidad, o una unidad académica (facultad, escuela, programa)— que decide adoptar, ofrecer y asegurar una formación por competencias, debe hacerlo sobre los lineamientos que proponen las metodologías pedagógicas, la responsabilidad social y el mundo empresarial. Del mismo modo, debe basarse en la acción participativa comprometida de estudiantes y docentes, y el respeto de los valores humanos. Dentro de ese esquema, debe privilegiar la formación humanística de la persona en su proyección profesional.
Catronga, Maria Felicidade Delgado. "Relatório da prática de ensino supervisionada no ano lectivo de 2009/2010 na Escola Básica Integrada de Reguengos de Monsaraz". Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/14580.
Pełny tekst źródłaNachef, Lahcen. "Normativisation et enseignement de la langue amazighe au Maroc : état des lieux, méthodes et réalisations". Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE3041/document.
Pełny tekst źródłaThe present study aims at defining the inventory of the amazighe language planning (standardization) and its teaching in Morocco, with a view to showing if the adopted methods and the attained achievements contribute to the revitalization of this language which has long been undervalued and confined to orality, but which has recently enjoyed “significant" renewed interest both from the society and the State. This newly conferred status has been reinforced by its very recent officialization granted by the new constitution of the country (July 2011).The research issue has been framed as follows: " Standardization and teaching of the Amazighe language in Morocco: methods, inventory and achievements".The corpus we have submitted for analysis consists of various documents designed so far by various educational authorities in favour of teaching/training of the amazighe language which has recently been integrated into the Moroccan education system. We analyzed institutional references, educational and didactic tools (official teaching guidelines, teaching methodologies, curricula, reference books in linguistics, school handbooks, training modules, surveys, pedagogical material, teaching cards …).In addition, we carried out a field survey aiming at consulting the main educational actors, and conducting classroom observations at the various levels where amazighe is taught to study the impact of the adopted methods.All in all, the study has revealed significant, yet still perfectible achievements, concerning the standardization and the teaching of amazighe in Morocco. However, its establishment in the various fields of the public life still remains problematic notably for socio-political reasons
Maiden, William, i n/a. "Primary school teacher perceptions of the present and future teaching culture : applying the Delphi and Nominal group methodologies as an aid for defining primary school teacher work culture in the Australian Capital Territory". University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20060829.132637.
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