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1
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.
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This dissertation explores the role of creative teaching methods in hospitality management education. It examines how hospitality lecturers and students perceive the role of creativity in a selection of higher education institutions in the Republic of Ireland. It also reports on the current level of creative leaching practices within the hospitality discipline in these institutions and how effective they are within the disciplinary and institutional contexts in which they occur. A mixed methods approach was used to gather the views of lecturers and students concerning creativity and its role in higher education within the hospitality discipline. The research adopted three traditional data collection methods: survey questionnaires, interviews and focus groups. The data from the student and lecturer surveys were combined with data from interviews and focus groups to provide an indication of the current levels of creativity in teaching methods. On the whole, the hospitality lecturers and students in the study supported the use of creative teaching methods to enhance hospitality education. This position is consistent with current literature in the field. A range of factors and conditions were identified by the research as enabling or inhibiting the adoption of creative teaching methods in hospitality management education. These included challenging working conditions and a lack of available resources. Additionally, this research was used to identify what the respondents perceived as missing from hospitality education and how teaching and learning could be improved. The results suggest that questions need to be asked about the structure of many hospitality management programmes. The consensus among lecturers and students was the need for a more practically orientated curriculum and increased opportunities for structured work placements. In summary the results of this study add to our understanding of how hospitality lecturers and students perceive the role of creativity in higher education. They also indicate the current level of creative teaching practices within the hospitality discipline and how effective they are within the disciplinary and institutional contexts in which they are practised.
2
Allen, Beryl M. "Teaching methodologies for the training of educators for the professions". Thesis, University of Surrey, 1985. http://epubs.surrey.ac.uk/2386/.
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Bertz, Michael. "Situated learning methodologies and assessment in civil engineering structures education". Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/21484.
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Tucky, 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.
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Byrne, 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.
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Mourente, Mariana. "Ensino/aprendizagem de literatura: o prazer do texto". Thesis, Universidade Federal do Rio de Janeiro, 2005. http://hdl.handle.net/10919/71597.
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This dissertation investigates what are the teaching methods that most stimulate learners’ autonomy and the pleasure to read. Questionnaires for undergraduate students and interviews with professors were used to gather data. Furthermore, a combination of different teaching methods was tested at an experimental workshop on Brazilian literature, in order to verify what initiatives can effectively help to stimulate learners’ autonomy and increase their motivation.
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Lynn, 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.
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Clements, 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.
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Rainford, Chantal. "AN EVALUATION OF TEACHING METHODOLOGIES AT INCREASING DERIVED RELATIONAL RESPONDING IN CHILDREN WITH DISABILITIES". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2428.
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The present study sought to examine the use of two teaching procedures as methods of increasing relational responding in children with developmental disabilities. We compared one procedure that presented test probes for combinatory entailment and transformation of function probes throughout the acquisition of directly trained A-B and B-C relations. In the second procedure test probes were withheld until the learner achieved mastery criteria for the directly trained A-B and B-C relations. Results show that all three participants achieved mastery criterion across both procedures and demonstrated the emergence of mutual entailment, combinatory entailment, and transformation of stimulus function. The presentation of entailed and transformation probes resulted in faster acquisition of directly trained and test relations. An account of current research and implications of these findings is provided.
10
Holik, 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.
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Studies 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.
11
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.
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Bibliography: pages 162-170.This 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.
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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.
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Current research and anecdotal evidence has suggested that students enrolled in the QSA (Queensland Studies Authority) subject for Year 11 and Year 12, Study of Religion, as outlined in the Senior Syllabus for Study of Religion, are experiencing difficulties in meaning-making. This may be due to particular methodologies being employed to teach the subject to secondary students (Barnes, 2001; Flood, 1999; Kay, 1997). The purpose of this research was to explore the connection between student difficulty in meaning making in Study of Religion and the employment of phenomenological methodologies as a pedagogical tool for teaching Study of Religion. It was anticipated that this study would illuminate the nature of the relationship between these two variables and provide a framework for the consideration of possible changes to current methodologies being employed in the Study of Religion classroom. The researcher adopted a case-study approach and further utilized the research methods of a survey questionnaire and a focus group to collect data. A cross-sectional survey at a Catholic co-educational College was completed. Forty-five students from a Study of Religion cohort totalling ninety were surveyed at this College. This was followed up by a focus group discussion involving five of the original forty-five students surveyed. The participants furnished a range of valuable insights in regard to the connection between student difficulty in meaning-making and the employment of largely phenomenological methodologies in teaching Study of Religion. Data analysis revealed that students enrolled in Study of Religion in Year 12 are struggling to construct meaning when phenomenological methodologies are predominantly employed. This is arguably a result of phenomenological methodologies having their provenance within a modernist paradigm. Consequently, methodologies that once assisted students to make meaning effectively in a modern context are unable to continue to do so in a post-modern context. This may be due to paradigmatic shifts in Education, Philosophy and Religious Studies.
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Pham, 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.
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With the increasing contact between Vietnam
and English speaking countries and the growing demand
for foreign language professionals in the last decades,
the teaching of foreign languages, especially English,
has gained considerable prominence in Vietnamese
education. However, English has been taught in Vietnam
for a relatively short time, there are significant
deficiencies in this area. If these deficiencies are
to be addressed then methodology is a crucial variable
worthy of examination.
Many of the EFL teaching (Teaching English
as a Foreign Language) methods developed in the last
twenty years are unfamiliar to a great number of the
Vietnamese teachers, although they may be introduced
to Vietnam in the near future. In this study a historical
overview of language teaching development is provided.
Since language teaching methods are products of
Western experience, a scrutiny of their relevance
to the Vietnamese teaching situation is necessary. In
particular it is important to focus on the psychological
and cultural appropriateness of different methods to
the Vietnamese settings. A number of most crucial
psychological issues such as the learner's motivation,
aptitude, personality and learning style are discussed
together with some social and cultural influences
which may affect the learner's psychological attributes,
The study also provides a specific investigation of
the psychological attributes of Vietnamese students
and a number of cultural problems faced by this type
of learners in their English learning process. Finally
some practical, though tentative, suggestions are made
in the hops that more and more Vietnamese teachers of
English will respond to the problem of teaching
methodology and search for ways to bring about
effective learning.
14
Martins, 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.
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nÃo hÃTrata 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.
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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.
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Campbell, 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.
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National movements for greater quality in education have increased concerns about student learning and the effectiveness of teaching for the community college. Faculty are responsible for student learning, yet criticized for using ineffective teaching methods despite limited data on community college teaching practices. The purpose of this study was to gain a descriptive understanding of current teaching practices in three community colleges. This single-phase study used a concurrent mixed-method exploratory research design. A purposeful sample of 185 community college faculty across three colleges in the southwestern United States were surveyed about what methods they use, how they perceive their teaching effectiveness, what motivates them to change, and why they teach as they do. This study was grounded in the framework of Bandura's self-efficacy theory to enhance an understanding of the faculty's perspective of improving teaching and learning. Descriptive statistics and inductive analysis of mixed-method data led to key findings indicating that faculty were incorporating diverse and learner-centered strategies and using a variety of assessment methods. Despite feeling that good teaching is not rewarded by their colleges, faculty found participating in professional development and trying new methods beneficial to their teaching. The data indicated that better ways to evaluate teaching effectiveness are needed, along with better ways to evaluate student success at community colleges. This study benefits students, faculty, and community colleges nationally by providing research data to help inform and encourage administrative vision, support, and policies relating to faculty development and learner-centered programs to increase student engagement and success.
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Pennington, Dianne. "Strategies for Teaching Reading Comprehension to Children of Migrant Workers". ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7950.
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A high percentage of migrant students are not meeting state content standards in readability and legibility within a small independent school district located in California's Central Valley. Prior research indicates that if a student is not proficient in reading skills by the 5th grade, academic success will not be attained effecting the student, parents, educators, and economics of the community. The purpose of this exploratory qualitative case study was to explore the teaching strategies that were used to help migrant students increase their reading comprehension skills. This study has its theoretical basis in the learning theories of Dewey, Slavin, and Yousevand which hold that students need to be active participants in the learning process. This case study was guided by the following areas of inquiry: (a) identifying training and strategies used by teachers, (b) identifying the specific obstacles, (c) identifying methodologies, and (d) how these methodologies address the specific challenges of migrant children. A semi-structured interview schedule, observations of 5 Language Arts classes, and field notes were used as data collection tools. Interviews were conducted and included 5 English teachers, 1 principal, 1 guidance counselor, and 1 community liaison. The data were analyzed and coded with common themes. The key results confirmed (a) varied teacher perceptions of differentiated instruction, (b) language and cultural barriers, (c) lack of knowledge and vocabulary, (d) minimal parent involvement, and (e) financial issues and mobile lifestyle. This project study informed specific recommendations for a Saturday computer lab incorporating computer-assisted instruction. The outcomes of this study have implications for social change for migrant and ELL students by empowering them to more effectively participate and make positive contributions to the global community.
18
Holveck, 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.
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This mixed methods study was designed to compare the effect of using an inquiry teaching methodology and a more traditional teaching methodology on the learning gains of students who were taught a five-week conceptual change unit on density.
19
Pace, 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.
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Lewis, 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.
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The purpose of this study was to determine if an association exists between reading methodologies and reading achievement as measured by the Tennessee Comprehensive Assessment Program (TCAP) for sixth-grade students. The four reading methodology groups were: developmental reading, literature-based reading, Accelerated Reader program, and Accelerated Reader program with vocabulary study. The sample included 236 students in one middle school located in Northeast Tennessee during the 2004-2005 school year. Comparisons were made using TCAP criterion-referenced test reading/language arts scores, TCAP proficiency levels for content, meaning, and vocabulary categories for 2005, and pretest and posttest scores on the student assessment of reading. Data were analyzed using the Statistical Package for the Social Sciences (SPSS).
The findings indicated significant differences in the reading methodology groups. The developmental group performed much lower than the other three groups. The literature-based group performed much higher than the other groups. Even when the analysis of the gain scores showed no statistical difference among groups, the literature-based group had the largest gain. The students in this study exceeded the state's annual goal of scoring 80% proficient or higher. The literature-based group and both Accelerated Reader groups exceeded the goal by achieving 90% on proficiency levels, whereas the developmental group failed to meet the state's goal in content and meaning but met the goal for vocabulary. Overall, the Accelerated Reader and Accelerated Reader with vocabulary groups were similar across all dependent variables.
21
Dlamini, 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.
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Climate change education is globally recognised as a key approach through which to enhance the knowledge and understanding of climate change among learners and teachers. This study thus sought to investigate the understanding and teaching of climate change in the Secondary Education Geography Curriculum in Swaziland. The major goal of this study was to establish the understanding and teaching of climate change in the secondary education Geography curriculum of the country. To investigate the understanding and teaching of climate, the study employed an exploratory design comprising methods like questionnaire, focus group interviews as well as document analysis in the form of secondary records. The data was collected from 16 principals, 32 Geography teachers from 16 high schools; four from each region of Swaziland, one Senior Environmental Education Officer, one senior inspector of Geography and one senior Geography curriculum designer. Numerous gaps and misconceptions were found to exist in learners and teachers understanding of climate change education. The findings reflected that the teachers were not comfortable with the integration of climate change education into all the secondary education Geography curriculum lessons. However, they claimed to be unknowingly practising its integration to a limited extent. Although the teachers generally supported the integration of climate change education into the geography curriculum, they cited challenges like lack of proper training on climate change education, a shortage of teaching resources on CCE and the already overcrowded geography curriculum which then made it impossible for CCE integration. The study recommends that the Ministry of Education and Training need to train teachers on CCE both at in-service and pre-service level and providing the resources required for CCE, for instance, the internet and good libraries for research, since CCE requires perpetual learning.Thesis (PhD)--University of Pretoria, 2016.
Humanities Education
PhD
Unrestricted
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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.
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Ahearn, 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.
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Jackson, 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.
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This thesis details my process of teaching Devising Theatre, a course of my own design, in Spring of 2005 and Fall of 2005. I address my curricular development from semester to semester (readings, assignments, assessments) as well as the students' responses to the material. Additionally, I discuss my reasons for teaching the course and the place that alternative theatre can and should have in theatre training programs and in the realization of feminist pedagogy.
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Pestana, 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.
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Dissertação de Mestrado em Psicologia Educacional, apresentada ao ISPA - Instituto UniversitárioUma 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.
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Lesko, Cherish Christina. "Relationship Between Active Learning Methodologies and Community College Students' STEM Course Grades". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4153.
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Active learning methodologies (ALM) are associated with student success, but little research on this topic has been pursued at the community college level. At a local community college, students in science, technology, engineering, and math (STEM) courses exhibited lower than average grades. The purpose of this study was to examine whether the use of ALM predicted STEM course grades while controlling for academic discipline, course level, and class size. The theoretical framework was Vygotsky's social constructivism. Descriptive statistics and multinomial logistic regression were performed on data collected through an anonymous survey of 74 instructors of 272 courses during the 2016 fall semester. Results indicated that students were more likely to achieve passing grades when instructors employed in-class, highly structured activities, and writing-based ALM, and were less likely to achieve passing grades when instructors employed project-based or online ALM. The odds ratios indicated strong positive effects (greater likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) for writing-based ALM (39.1-43.3%, 95% CI [10.7-80.3%]), highly structured activities (16.4-22.2%, 95% CI [1.8-33.7%]), and in-class ALM (5.0-9.0%, 95% CI [0.6-13.8%]). Project-based and online ALM showed negative effects (lower likelihoods of receiving As, Bs, or Cs in comparison to the grade of F) with odds ratios of 15.7-20.9%, 95% CI [9.7-30.6%] and 16.1-20.4%, 95% CI [5.9-25.2%] respectively. A white paper was developed with recommendations for faculty development, computer skills assessment and training, and active research on writing-based ALM. Improving student grades and STEM course completion rates could lead to higher graduation rates and lower college costs for at-risk students by reducing course repetition and time to degree completion.
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Orr, 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/.
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This comparative study considers the main causative factors for change in recent years in the teaching of modern languages in England and France and seeks to contribute, in a general sense, to the understanding of change in comparable institutions. In England by 1975 the teaching of modern languages in the comprehensive schools was seen to be inappropriate to the needs of children of the whole ability-range. A combination of the external factor of the Council of Europe initiative in devising a needs-based learning approach for adult learners, and the internal factor of teacher-based initiatives in developing a graded-objectives learning approach for the less-able, has reversed this situation to some extent. The study examines and evaluates this reversal, and, in addition, assesses teachers' attitudes towards, and understanding of, the changes involved. In France the imposition of `la reforme Haby' in 1977 and the creation of `le college unique' were the main external factors for change. The subsequent failure of the reform and the socialist government's support of decentralisation policies returning the initiative for renewal to schools are examined and evaluated, as are the internal factors for changes in language-teaching - `groupes de niveau' and the creation of `equipes pedagogiques'. In both countries changes in the function of examinations at 15/16 plus are examined. The final chapter compared the changes in both education systems.
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Muirhead, 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.
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Global maritime education and training (MET) is currently subject to great change brought about by new international legislation, a dynamic shipping environment, the growing impact of technology, and the challenges maritime institutions face to survive in an uncertain market place.The aim of the research is to determine to what extent global MET institutions can enhance and enrich traditional practices through access to new technology and the use of innovative teaching and assessment methods' within a sustainable and achievable framework.The first Chapters of the study investigate the impact of change on the global MET scene by examining how international maritime legislation influences activities of maritime institutions. Ninety institutions from fifty-three countries responded to a survey that examines their intentions regarding the use of satellite communications, Information Technology, computing, multimedia, simulation and distance learning delivery methods. Shipboard operations that impact upon future training needs are also put under the spotlight.The study analyses the potential use of the Internet, e-mail, simulation and distance education services to determine how these elements can be used to advantage for the education and training of seafarers. An evaluation is made of the use of computers and marine simulators as assessment tools, in the light of international concerns about standards of competence.The study concludes that maritime institutions can benefit from the use of new technology, but only through rational planning and sustainable staged growth. A series of continua of technical development are provided to assist institutions, from to the largest, to plan for technical development and growth in a rational way.
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Enkin, 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.
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The maze task is a psycholinguistic tool that is used in experimentally measuring online sentence processing time (Forster et al., 2009). It asks subjects to "weave" their way through sentences, choosing the correct grammatical alternative from two choices. This task can also offer insight into the processing strategies of L2 learners. Thus, whether or not this task can be used as an effective training program for beginning L2 learners is the topic of this current investigation. The maze task is therefore transformed into the "story maze", which contextualizes sentences for learners. Because the task provides immediate feedback regarding the precise location of an error, learners can efficiently tune their L2 processing strategies, which echoes VanPatten (2004) and his objective with processing instruction. In effect, connections made in the classroom through explicit instruction can be reinforced and strengthened through implicit maze task training. Using L2 Spanish learners, the efficacy of training types is tested in order to investigate whether the maze task can assist learners in altering their processing strategies of complex, L2 structures that are not found in the L1. Furthermore, the task's generalizing capability with respect to building the implicit and explicit knowledge bases is examined. Lastly, because the task speaks to students' identity as learners in a technologically advanced world, the likability of this task is evaluated through qualitative data, and pedagogical implications are discussed.
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Hermansson, 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.
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This study aims to outline, describe, and analyse, using interviews, phenomenology and Marxism, the manner in which EFL teachers in Sweden have experienced the methodological impacts and the ideological implications of the 2011 syllabus reforms. By means of phenomenological reduction, this study aims to accurately represent the life-world of the Swedish EFL professional. Doing so yields insight into the connections between ideology, syllabi, teaching methodologies, and the manner in which these are experienced. The study is based on a text analysis of the 2011 syllabus grounded in Marxist philosophy and four interviews with teachers active in southern Sweden. The design of the interviews was drawn from the phenomenological approach, meaning that the teachers were asked to describe and conceptualise freely. In this manner the phenomena will occur as they are, enabling the researcher to describe without intruding, and extrapolate without interrupting. The interviews revealed the syllabus to be a document with which EFL professionals have little quarrel. Its communicative approach was well-received by the teachers, but by no means overwhelmingly revolutionary. Its openness and interpretative aspects were positive and negative, as it created both freedoms and risks in terms of content and assessment. In ideological terms, the syllabus represented a skill-value relation, where skills and knowledge are subject to criteria of usefulness and marketability within the learners’ future work life.
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Ma, 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.
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Les jeux sérieux (JS) semblent être un format éducatif tout à fait approprié pour s'initier aux méthodologies du génie industriel (GI), car ces dernières consistent à ce que des personnes suivent un processus sous certaines conditions pour aboutir à des performances collectives. Mais les études de conception de JS ont plusieurs limites à ce jour ; l'une d'elles est que les concepteurs comme les enseignants de GI sont sans expertise particulière en conception de jeux. Cette thèse vise à proposer un processus de conception adapté aux JS sur les méthodologies de GI. Nous apportons cinq contributions. Premièrement, nous proposons un langage de conception pour représenter la structure d'un JS de manière hiérarchique. Ensuite, nous proposons un cadre de conception générique pour un JS suivant un modèle en V standard et une approche participative qui permet de définir, vérifier et valider progressivement la structure du JS. Troisièmement, nous proposons un modèle permettant de décomposer une méthodologie de GI en sept catégories d'éléments descriptifs, afin de pouvoir les spécifier en tant qu'objectifs d'apprentissage. Il a été demandé à sept experts de l'utiliser pour décrire douze méthodologies de GI qu'ils connaissent bien. Quatrièmement, nous proposons un modèle en V adapté pour les jeux de GI, qui permet d’expliquer comment les éléments descriptifs d'une méthodologie donnée peuvent inspirer chaque objet de conception du JS. Notre cinquième et dernière contribution est l'élaboration effective d'un JS en ingénierie de l'innovation, spécifiquement pour enseigner la méthodologie Radical Innovation Design (RID). Douze sessions de conception ont été nécessaires pour suivre le processus de conception du modèle en V. Son scénario de jeu consiste à exprimer et à diminuer les poches de valeur dans le contexte de la mobilité urbaine. Le jeu comprend six épisodes, un plateau de jeu inspiré du processus RID, sept jeux de cartes, des mécanismes de jeu sophistiqués et une notation simple en deux dimensions pour à la fois maximiser l'utilité pour les usagers de la mobilité et les opportunités commerciales pour sa propre entreprise de mobilité. Nous avons organisé deux expériences de validation avec quatre sujets expérimentés et trois novices en matière d'innovation. Les validations ont montré que le jeu offre une expérience d'apprentissage ludique, validant le jeu RID lui-même et, à son tour, validant partiellement le modèle en V adapté. Cette recherche fournit aux concepteurs un processus structuré qui met en relation les éléments de conception du JS et les objets de la méthodologie de GI. La conception complète d'un JS dans le cadre d'une méthodologie d'ingénierie de l'innovation devrait pouvoir être reproduite dans d'autres domaines de GISerious 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
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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.
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Thesis (D. Tech.) - Central University of Technology, Free State, 2004For 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.
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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.
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The performance of children in writing is a cause for concern: national testing at age 11 indicates that too many pupils underachieve in writing. The purpose of the project outlined in this thesis was to design a computer tool which would assist children aged between 7 and 11 years achieve a higher standard in narrative writing. The project involved four phases of research. First, a review of the research literature and government documents relating to literacy was undertaken, to establish differences between good and poor narrative writing, differences in the approach of mature and beginner writers, the natural course of children's writing development, effective methods of teaching, ways of assessing writing quality and approaches adopted by other computer applications. Secondly, a computer tool which scaffolds the narrative writing process was designed. HARRY delivers conversational prompts, stored in Microsoft Access databases, in a conference like-sitaation. The tool acts as a bridge between the writing approach adopted by beginner writers and the mature approach whilst demonstrating features of successful narrative writing. Thirdly, a method for automating the assessment of children's written grammar was devised. CHECK TEXT, a computer utility program, provides quantitative analyses of specific grammar features, facilitating comparisons between examples of stories written at Key Stage 2. Both applications use ASP and HTML files, for implementation on a web server. Finally, two small scale studies were conducted in a primary school - the first to investigate the effects of HARRY's assistance upon children's writing performance and behaviour, and the second to investigate the effects of using the system upon children's subsequent writing performance. The first study showed that when supported by HARRY, the children adopted a more reflective writing approach and they produced more successful narratives, provided they followed the advice. The second study showed that HARRY can accelerate children's writing development - most of the children wrote subsequently better stories and they all felt that they had improved. All the children liked using the tool and thought that HARRY made writing stories easier. HARRY's limitations are indicated, and potential developments and further investigations are proposed.
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Santos, 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.
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No presente relatório, por um lado, reflete-se a preparação que subjaz à profissão de
professor, no que diz respeito à sapiência científica e destrezas pedagógica e didática.
Adotando uma linha de pensamento crítico, reúnem-se perspetivas educativas, metodologias e
abordagens pedagógicas assentes na construção do perfil do aluno e, consequentemente,
também do professor. Por outro lado, oferece-se uma caracterização da planificação, da
condução das aulas e da avaliação das aprendizagens dos alunos. Com carácter introspetivo,
descrevem-se as atividades realizadas ao longo do ano letivo 2012/13 e revela-se,
analiticamente, tanto a prática de ensino como todo o percurso de aprendizagem. Por fim,
relata-se a participação ativa no Colégio Rainha D. Leonor e na sociedade em prol de um
projeto educativo comum, desvendando a aposta do Professor na recuperação e na atualização
do desenvolvimento profissional, uma vez que almeja a melhoria do seu desempenho ao
longo da Profissão, ao longo da Vida; REPORT UNDER THE CURRICULAR UNIT SUPERVISED TEACHING PRACTICE
Abstract:
This report, on the one hand, reflects the preparation underlying the teaching profession,
regarding the scientific wisdom and pedagogical and didactic skills. Adopting a line of critical
thinking, unites educational perspectives, methodologies and pedagogical approaches based
on the construction of a student profile and also the teacher’s. On the other hand, it offers a
description of the syllabus, lesson implementation and student learning assessment. Taking an
introspective look, this describes the activities carried out during the school year 2012/13 and
analytically reveals itself both in teaching practice and the whole learning process. Finally, it
states the active participation in Colégio Rainha D. Leonor and in its local society in favor of
a common educational project unraveling the teacher’s wager in the recovery and upgrading
of professional development, since it aims to improve the teacher’s performance along his/her
Career, along Life.
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Garcia, 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.
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The current study is a collection of three publishable articles addressing a similar theme. Each article is an examination into the role textbooks play in Chinese English as a Foreign Language (EFL) classrooms and, specifically, a look at textbooks as an element in the classroom environment, their relationship to pressures from high-stakes exams, and an exploration into any paradigms about the nature of EFL learning they may be explicitly or implicitly promoting through their content and methodologies. The first article, a grounded theory look at underlying methodologies and ideologies in common Chinese textbooks, reveals that there may be competing paradigms promoted by different texts that could be sending conflicting messages about the nature of EFL study. The second article, a critical discourse analysis of textbooks as items of cultural discourse, finds that subtle wording and structure in common textbooks could be reinforcing ideologies of the dominant paradigm about English study. The third and final article again uses grounded theory to compare the content of a common textbook series to passages from the national college entrance exam and to goals of the national syllabus to suggest that while in several aspects, the textbook series is in harmony with stated educational standards, there are certain ways in which the textbook and the exam seem to be misaligned in their goals and structure.
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Anna, 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/.
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Em oito anos de experiência ministrando aulas para o Ensino Médio, foi possível perceber as constantes deficiências com relação aos conceitos de biologia, principalmente no que diz respeito à estrutura do DNA e como a síntese de proteínas é realizada. Há uma grande dificuldade dos alunos compreenderem tais conceitos, e isso se dá muito provavelmente por se tratar de um assunto de grande abstração e que requer certa dose de imaginação e criatividade, visto que essas estruturas só são visualizadas por meio de imagens em livros, dificultando assim a assimilação e o entendimento do assunto. O objetivo deste trabalho foi investigar se a utilização de metodologias diversificadas (seminários, elaboração de jogos e produção de vídeos) contribui para o processo de ensino aprendizagem, promovendo um aprendizado significativo e efetivo sobre os conceitos de citologia, DNA e síntese de proteínas. A pesquisa foi realizada com dois grupos de 25 alunos da 2ª série do Ensino Médio, sendo aplicada a diversidade metodológica na turma 1 e metodologia tradicional na turma 2 (controle). Foram aplicados questionários antes e após a utilização das estratégias metodológicas descritas acima. Os dados coletados demonstram que a utilização de metodologias diversificadas contribui para o processo de aprendizagem dos alunos.In 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.
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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.
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Continued contact between humans and animals, in combination with the ever-increasing movement of human and animal
populations that is one effect of globalization, contributes to the spread of diseases, often with detrimental effects on public
health. This has led professionals involved in both animal health and public health to recognize veterinary public health (VPH)
as a key area for their activities to address the human–animal interface. Veterinarians, a profession with major involvement in
this field, are in need of specific knowledge and skills to prevent and control public-health problems. As a result, VPH must be
directly integrated into veterinary educational programs. At present, only few veterinary schools have specific VPH programs;
in most institutions, VPH does not feature as a specific subject in either undergraduate or post-graduate curricula. SAPUVET
and SAPUVETNET II are network projects supported by the ALFA program of the European Union (EU). Their main objectives
are to reach a common understanding between European and Latin American universities in the definition of the areas in
which VPH is important in their respective countries, and to design a harmonized training program for veterinarians in VPH, by
making use of new technological applications and innovative teaching methodologies. The elaboration of educational
material in combination with case studies presenting real-life problems provides a basis to apply the knowledge acquired on
VPH. It is envisaged that the material and modules developed during the two projects will be integrated into the veterinary
curricula of the participating universities, as well as in other partner organizations.
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Abendschein, Alex. "Faculty perceptions of the CORETXTPLUS® paradigm". Kansas State University, 2012. http://hdl.handle.net/2097/13675.
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Master of ScienceDepartment 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.
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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.
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Shanks, 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.
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This project begins by examining living history, defining its scope, uses, and relationship to other fields. It further defines and articulates a second-person methodology for construction of living history educational projects, grounding it in historical, educational, and dramatic theory.
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Kamal, 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/.
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Berkley, 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.
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Lucas, 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.
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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.
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Ao longo dos anos, o mundo contemporâneo caracterizou-se pelo desenvolvimento da tecnologia, da produção de bens industriais e do consumo. No entanto, a geração de resíduos e descartes do sistema industrial acompanhou esse progresso, causando a maioria dos problemas socioambientais. Atualmente, a sociedade vive sob a preocupação com a questão ambiental, o discurso da sustentabilidade e a busca por consumidores mais críticos. Sob essa perspectiva, observa-se a atividade do design como uma das grandes responsáveis pela manutenção do desenvolvimento industrial, ambiental e social, para o contínuo crescimento econômico. Contudo, isso só pode ser alcançado com a formação de uma cultura de designers conscientes dessa problemática, preparados para projetar frente aos princípios da sustentabilidade. Para tanto, este trabalho tem por objetivo aliar os conceitos do Design para a Sustentabilidade às metodologias de projeto, utilizadas no ensino de Design, a partir da integração de princípios, diretrizes e ferramentas para projetos com ênfase em sustentabilidade. Metodologicamente, este trabalho faz uso da pesquisa exploratória, revisão bibliográfica e pesquisa-ação. Sua aplicação ocorreu na disciplina de Metodologia de Projeto do curso de graduação em Design da Universidade Federal do Rio Grande do Sul, por meio de aulas teórico-práticas, aliadas ao desenvolvimento de projetos conceituais com potencial para a sustentabilidade. Os resultados esperados vão ao encontro da efetividade da aplicação dos procedimentos do design para a sustentabilidade nos métodos de projeto selecionados, bem como da aplicação deste processo no ensino de Metodologia de Design.Over 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.
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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.
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This study was designed to obtain an increased understanding of faculty members’ perceptions of faculty-development activities offered by the Teaching and Learning Center (TLC) at one location of a multicampus, regionally accredited, private, nonprofit university. This study was necessary to help with administrative and academic decisions regarding faculty development. The first of the four research questions addressed participants’ perceptions of the TLC’s professional development through workshops to prepare and assist faculty with teaching. The second research question addressed participants’ perceptions of their mentoring experience to support faculty members during their initial teaching assignments. The third and fourth research questions addressed the influence of experience and demographic factors on participants’ overall perceptions of activities offered by the TLC.
Survey methodology was utilized to obtain quantitative data. Because the researcher designed the instrument, the questionnaire utilized was validated by a formative and a summative committee and pilot tested. The instrument included questions that were formatted and ordered to address each of the research questions. The first sequence of questions addressed the first research question and offered an opportunity for comments on the overall TLC experience. The second sequence of questions addressed the second research question and allowed an opportunity for comments on mentoring. The third sequence of questions addressed the third and fourth research questions.
Data were analyzed using descriptive and inferential statistics. The analysis revealed that respondents’ perceptions of the TLC were positive; it adequately prepared them for initial teaching assignments at the university. However, respondents’ comments indicated the need for a variety of topics they would like to have presented at workshops. Participants’ perceptions of mentoring experiences were mixed; however, there was a general indication that there were problems with mentoring experiences and relationships that needed to be addressed. Analysis also indicated that demographic and experience factors had very little impact on respondents’ perceptions of the TLC workshops and mentoring.
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Leite, José Edmar. "Metodologias da educação matemática: reflexões sobre a prática". Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/4943.
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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.
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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.
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The interest of this paper is based on presenting the importance of educational instruction today, in general and in particular the accounting career. This, it should be noted, is part of the development trends of cognitive skills, instrumental skills and values that a person must acquire during the education period at a higher educational institution, which will allow the graduate to be competent to begin the professional practice.The complexity that is involved in the public accountant career in both their education based on international standards like the attributes to be displayed in the quality of performance, has forced higher education experts to guide newways of undertaking the education strategy. This is accomplished through the adoption of models consistent with the demands of society and the employment market. Of these, competencies education is one of the models that best contribute to the learning process, allowing at the potential accounting professional to develop skills, abilities and attitudes needed to join into the labor market successfully. In this sense, the college, university, or an academic unit faculty, school, program) - they decided to adopt, provide and ensure competencies education, mustdo according to the guidelines proposed for teaching methodologies, social responsibility and the business world. Similarly, should be based on participatory action committed by students and teachers, and the respect for human values. Within this scheme, it must prioritize the humanistic education of the person in their professional projection.El 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.
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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.
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O presente Relatório, designado de Relatório da Prática de Ensino Supervisionada no ano lectivo de 2009/2010 na Escola Básica Integrada de Reguengos de Monsaraz, foi construído a partir de diversas reflexões acerca da Prática Lectiva levada a cabo na Escola Básica Integrada de Reguengos de Monsaraz no ano lectivo de 2009/2010. Neste sentido, procuramos apresentar aqui reflexões e apontamentos teórico-práticos metodológicos utilizados no ensino-aprendizagem do espanhol, no decorrer do ano. São, aqui, exploradas as quatro grandes dimensões de intervenção profissional presentes no Decreto-Lei nº 241/2001, de 30 de Agosto acerca do “Perfil Geral de Desempenho Profissional do Educador de Infância e dos professores dos Ensinos Básico e Secundário”, a saber, a Dimensão profissional, social e ética; a Dimensão de desenvolvimento do ensino e da aprendizagem; a Dimensão de participação na escola e de relação com a comunidade e a Dimensão de desenvolvimento profissional ao longo da vida.
O objectivo último é o de dar a conhecer toda a preparação efectuada pelo professor para o desempenho da sua profissão, bem como, estratégias e métodos de ensino utilizadas no processo complexo que é o do ensino-aprendizagem, planificação e execução de aulas, avaliação dos alunos, bem como a própria análise da prática de ensino e desenvolvimento profissional; ABSTRACT:The actual report, designated Report of Supervised Teaching Practice in year of 2009/2010 at Elementary School Integrated of Reguengos de Monsaraz, was written having as support several reflections about practice teaching which has been carried out in Elementary School Integrated of Reguengos de Monsaraz during the school year of 2009/2010. Therefore, we try to present here theoretical and practical methodological reflexions and notes used in the teaching-learning of Spanish Language, during the referring year. Here the four great dimensions of professional intervention are explored which are presented in Decreto-Lei nº 241/2001, 30th August, about the “General Profile of Professional Performance of Kindergarten Teacher and Preparatory and Secondary Teachers”. These four dimensions are: Professional, Social and Ethic Dimension; the Dimension of teaching and learning development; the Dimension of school participation and relationship with the community and the Dimension of professional development throughout life.
The last goal is to give knowledge of all the preparation work, made by the teacher, to the performance of his/her profession, as well as, the strategies and methods of teaching used in the complex process of teaching/learning and planning classes, student’s evaluation, and also the practical analysis of professional and teaching development.
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Nachef, 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.
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L’objectif recherché par cette étude est de définir l'état des lieux de l'aménagement (normativisation) de la langue amazighe et de son enseignement au Maroc, de manière à montrer si les méthodes adoptées et les réalisations concrétisées contribuent à la revitalisation de cette langue, très longtemps minorée et cantonnée dans l’oralité, mais qui connaît depuis peu un "important" regain d'intérêt tant de la société que de l'Etat. Ce qui lui confère un nouveau statut, renforcé par la toute récente officialisation que lui a accordée la nouvelle constitution du pays (juillet 2011).Notre problématique a été formulée ainsi : "Normativisation et enseignement de la langue amazighe au Maroc : état des lieux, méthodes et réalisations". Le corpus que nous avons soumis à l'analyse est constitué de documents divers conçus jusqu’à présent par différentes instances éducatives en faveur de l’enseignement/apprentissage de l'amazighe récemment intégré au système éducatif marocain. Nous avons analysé des références institutionnelles, des outils pédagogiques et didactiques (orientations pédagogiques officielles, curricula, ouvrages de références en linguistique et en didactique, manuels scolaires, modules de formation, rapports d'inspection, fiches pédagogiques, …).Nous avons, par ailleurs, mené une enquête de terrain visant à (i) consulter les principaux acteurs éducatifs, (ii) effectuer des observations de classes amazighes dans les différents niveaux où la langue est enseignée pour étudier l’impact des méthodes adoptées.En somme, l'étude a révélé des acquis non négligeables, mais encore perfectibles, pour ce qui concerne l'aménagement et l'enseignement de la langue amazighe au Maroc. Toutefois, son implantation dans les différents domaines de la vie publique demeure problématique pour des raisons notamment sociopolitiquesThe 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
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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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This thesis examines the views of A.C.T. primary school teachers about their work to
build a picture of the culture of primary school teacher work of primary schools in the
Australian Capital Territory. I define teaching culture to mean the behaviour, work
practices, beliefs and possible habits teachers display in their efforts to perform the task
of teaching. This description of teaching is possibly similar to what some authors
describe as the 'sociology' of teaching (e.g. Barton and Walker, 1981). It is also a
reflection of Deal's suggestion that culture describes 'the way things are done around
here1 (Deal, 1985:605). In this case the study builds a picture of primary school teacher
perceptions of the way things are, the culture of primary school teacher work, in the
A.C.T. primary teaching system.
The study has been designed to identify key workplace issues which preoccupy A.C.T.
primary school teachers now and what they perceive to be the significant issues of the
future, that is by the year 2005. The Delphi methodology was chosen to be the means to
gather and refine information and perceptions from teachers its ability to clarify and
refine issues and because the Delphi has amongst its advantages anonymity for
participants and the use of experts in the data gathering.
The study found that a high proportion of teachers feel stressed about attending
meetings, yet wanting at the same time a say in the running of their school. Other
results were that teachers considered they are poorly supported by the wider community
and that a significant reward of the job was the interaction with the children. Teachers
also believe that instructional methods will be radically different by 2005.
The study aims to provide current information about the culture of primary school
teacher work to teachers themselves and to present to interested authorities and
institutions, such as the Department of Education and Training and The University of
Canberra or the Australian Catholic University, recommendations for further research
and practice to assist in policy design regarding the work teachers do.
Some recommendations to the Department of Education and Training include:
· the culture of primary school teacher work should be actively promoted to inform
the community of the complexity of teacher work and to attract quality applicants to
the profession;
· that classroom teachers are resourced, at comparable levels to Public Servants or
Departmental officers, with equipment such as computers and furniture;
· that consideration be given to providing more inservice opportunities for teachers
to pursue during stand-down (school holiday) time.
Recommendations made to teacher-training institutions include:
· regular research and reviews of teacher-training programs, with particular emphasis
placed on beginning teacher needs and competencies and to highlighting areas newly
recruited and experienced teachers consider require more training;
· the design of comprehensive upgrading programs catering for the needs of newly
appointed and experienced teachers.