Дисертації з теми "Disciplinary learning"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 дисертацій для дослідження на тему "Disciplinary learning".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте дисертації для різних дисциплін та оформлюйте правильно вашу бібліографію.
Dubuc, Paul A. "Disciplinary differences in students' approaches to the learning task." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30162.
Повний текст джерелаDubuc, Paul A. "Disciplinary differences in students' approaches to the learning task." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/MQ64144.pdf.
Повний текст джерелаFredlund, Tobias. "Using a Social Semiotic Perspective to Inform the Teaching and Learning of Physics." Doctoral thesis, Uppsala universitet, Fysikundervisningens didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-247771.
Повний текст джерелаKeilty, Bonnie, Carol M. Trivette, and Jennifer Kenealy. "Families as Disciplinary Experts: Collaborating to Build on Family Strengths in Learning." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4427.
Повний текст джерелаKridler, Jamie Branam, Elizabeth F. Lowe, and Mary R. Langenbrunner. "University, Medical School, School System Partnership Creates Cross Disciplinary Service-Learning Opportunities." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5876.
Повний текст джерелаDahan-Tanauji, Samuel David. "Social and employment policy learning in the context of the Euro crisis : from coordinated to disciplinary learning." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648558.
Повний текст джерелаJohnson, Samantha Jayne. "Stimulus equivalence and exposure learning : a cross-disciplinary study of rapid vocabulary acquisition." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364583.
Повний текст джерелаRao, Mala R. "An experience in learning: design of a multi-disciplinary university at Timbuktu, Mali." Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53157.
Повний текст джерелаMaster of Architecture
Dahlbeck, Johan. "Other Classrooms: Beyond the Disciplinary Spaces of the Past." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34033.
Повний текст джерелаLin, Hsing-I. "Learning to write the candidacy examination: professors and students talking about academic genres and authorship." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061313464.
Повний текст джерелаvan, Keulen Hanno. "How to support generic and disciplinary aspects of teaching in higher education." Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-138100.
Повний текст джерелаMaurer, Patrick, Antonia Christine Raida, Ernst Lücker, and Sander Münster. "Visual media as a tool to acquire soft skills — cross-disciplinary teaching-learning project SUFUvet." TUDpress, 2016. https://tud.qucosa.de/id/qucosa%3A33985.
Повний текст джерелаPsimas, Lynnae L. "Perceptions of Collaborative Process in a Professional Learning Focused University-Community-School Collaboration." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/71.
Повний текст джерелаMitchell, Stuart Bruce Taylor. "An inter-disciplinary study of learning in the 32nd division on the Western Front, 1916-1918." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5283/.
Повний текст джерелаOtto, Philippa Jean. "An Analytical System for Determining Disciplinary Vocabulary for Data-Driven Learning: an Example from Civil Engineering." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3472.
Повний текст джерелаEndacott, Nicholas Mark. "Homogeneity and heterogeneity in disciplinary discourse : tracking the management of intertextuality in undergraduate academic lectures." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/16788.
Повний текст джерелаvan, Keulen Hanno. "How to support generic and disciplinary aspects of teaching in higher education." Hochschuldidaktisches Zentrum, 2012. https://ul.qucosa.de/id/qucosa%3A12359.
Повний текст джерелаWald, Matthew Oliver. "Improving and Predicting the Effectiveness of Dispersed, Multi-Disciplinary Design Teams." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6674.
Повний текст джерелаLawrence, Julie Alexandra. "Social work and learning disabilities : an exploration of the contribution of social work within a multi-disciplinary team." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/4109/.
Повний текст джерелаDunworth, Rodney Dean. "Student and Counselor Perceptions of a Disciplinary Alternative Education Program's Effectiveness." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157587/.
Повний текст джерелаOpitz, Sebastian [Verfasser]. "Students' progressing understanding of the energy concept : an analysis of learning in biological and cross-disciplinary contexts / Sebastian Opitz." Kiel : Universitätsbibliothek Kiel, 2016. http://d-nb.info/1107010799/34.
Повний текст джерелаLocke, Elizabeth. "We can do it together : Learning to use a solution-focussed approach to multi-disciplinary school support team meetings." Thesis, University of Newcastle Upon Tyne, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506397.
Повний текст джерелаCrossland, Ann. "Domestic violence : perspectives from primary care and the tensions of theory and practice for learning in multi-disciplinary teams." Thesis, University of Newcastle Upon Tyne, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247932.
Повний текст джерелаSimmons, Michelle Holschuh. "The development of undergraduate students' facility with disciplinary discourses through collaboration between faculty members and librarians." Diss., University of Iowa, 2007. http://ir.uiowa.edu/etd/161.
Повний текст джерелаPatrusky, Lauren. "Central auditory processing: disorder a literature review on inter-disciplinary management, intervention, and implications for educators." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/897.
Повний текст джерелаB.S.
Bachelors
Education and Human Performance
Teaching, Learning and Leadership
Caldwell, Candice Anne. "Teaching disciplinary discourse and implementing language-across-the-curriculum at tertiary level problems and prospects." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1002622.
Повний текст джерелаTinsley, Maureen. "A Professional Learning Community Design: Using Close Reading Techniques to Improve the U.S. History Comprehension." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6369.
Повний текст джерелаEd.D.
Doctorate
Education and Human Performance
Education
Walsh-Moorman, Elizabeth A. "Multimodal Composing In Support of Disciplinary Literacy: A Search For Context In ELA and History Classrooms." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1515961727003752.
Повний текст джерелаAirey, John. "Science, Language, and Literacy : Case Studies of Learning in Swedish University Physics." Doctoral thesis, Uppsala : Uppsala universitet, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9547.
Повний текст джерелаConlan, Louise-Margaret. "Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology training." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10617.
Повний текст джерелаSchlobohm, Trisha Leigh. "Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2749.
Повний текст джерелаWang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.
Повний текст джерелаBerton, Bettina. "Le débat philosophique à l’école primaire : une identité en construction." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30026/document.
Повний текст джерелаDifferent practices of termed philosophical debates have been developing in French primary schools for about fifteen years, whose identity must be outlined, with a didactic analysis. The latter enables us to understand whether they build up as disciplinary type or if they avoid all disciplinary dimension. One stake is to determine if the social construction of these practices puts them in the school organization according to disciplines or whether, on the contrary, they contribute to its questioning. The sudy is led through clarifying their context of emergence, the sources they refer to, by examining their contents and boundaries, as well as the different areas where they take place, that is recommendations and classroom practices. The exploration of proposals made by their exponents, the discourses of the teachers who implement them and classroom situations as well as language interaction, show that these practices do not mainly entrench in a school discipline that is existing, renewed or to be constituted.They elicit speculation about the nature of the type and the learning targeted. They show a non-disciplinary and, in some aspects, out-of-school type and they do not seem to be able to identify the making of a "teaching object"
Gravel, Jenna W. "A disciplined application of Universal Design for Learning (UDL): Supporting teachers to apply UDL in ways that promote disciplinary thinking in English Language Arts (ELA) among diverse learners." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33051610.
Повний текст джерелаErdogan, Elif. "Constructing Computational Models Of Nature For Architecture: A Case On Transcoding The Intelligence Of Cactus." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614143/index.pdf.
Повний текст джерелаtranscoding&rdquo
and an interface, while nature will be regarded as a &ldquo
model&rdquo
and a source for learning. A case study will be conducted by analyzing cactus plants and their common generative logic in the framework of computation. Consequently, the produced computational model of cactus plants will be scrutinized for probable outcomes, questioning what such a re-interpretation of natural systems may imply for architecture.
Euler, Elias. "Perspectives on the role of digital tools in students' open-ended physics inquiry." Licentiate thesis, Uppsala universitet, Fysikundervisningens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-382750.
Повний текст джерелаBurke, Edward C. "Meaning Negotiated Through Independently-Written Summaries and Oral Academic Conversations: Enhancing Comprehension of Science Text by Ninth-Grade, English Learners." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3008.
Повний текст джерелаKuhn, Carin. "The internship year the experience of clinical psychology interns /." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01122004-101811.
Повний текст джерелаWilliams, Lynda Ann. "Students first : a trans-disciplinary team approach to the education of a student with Battens disease : a dissertation submitted in partial fulfilment of the requirements for the degree of Master of Teaching and Learning in the University of Canterbury /." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2647.
Повний текст джерелаSantos, Jucilene Santana. "Sequência de ensino-aprendizagem em torno das histórias em quadrinhos a luz das interações discursivas e do engajamento dos alunos." Pós-Graduação em Ensino de Ciências e Matemática, 2018. http://ri.ufs.br/jspui/handle/riufs/8301.
Повний текст джерелаA presente pesquisa busca analisar os tipos de interações discursivas, e o engajamento dos alunos ao longo de uma Sequência de Ensino-Aprendizagem (SEA) de química, planejada em torno de uma HQ interativa em conjunto com os três momentos pedagógicos. A SEA foi aplicada em uma turma da primeira série do Ensino Médio do Colégio Aplicação (CODAP) da Universidade Federal de Sergipe (UFS). Os dados escritos, bem como as aulas registradas em vídeo foram submetidos à análise por meio de categorias da ferramenta analítica proposta por Mortimer e Scott (2003), assim como a análise dos tipos de perguntas dos estudantes através das categorias de Candela (1999). Focalizamos, na análise, os padrões de interação, engajamento dos alunos nas atividades propostas, os tipos de perguntas dos alunos durante a aplicação da SEA em torno de uma HQ interativa, considerando-os como elementos fundamentais do processo de ensino-aprendizagem, de acordo com uma perspectiva sociocultural de educação. A pesquisa justifica-se considerando-se a importância de investimentos na compreensão do potencial de recursos didáticos no ensino de ciências que favoreçam as interações que se desenvolvem no plano social da sala de aula. Os resultados apontam que a SEA em torno de uma HQ interativa favoreceu as interações discursivas e o engajamento dos alunos diante da temática proposta pela professora em sala de aula.
São Cristóvão, SE
Sobral, Sónia Rolland. "B-Learning em disciplinas introdutórias de programação." Doctoral thesis, https://repositorium.sdum.uminho.pt/bitstream/1822/9054/1/CapitulosFinal030408vf.pdf, 2008. https://repositorium.sdum.uminho.pt/bitstream/1822/9054/1/CapitulosFinal030408vf.pdf.
Повний текст джерелаAs Tecnologias de Informação e Comunicação já são parte integrante da vida dos cidadãos e dos lares portugueses. A nova era da sociedade do conhecimento conjuga-se na escola com as mudanças do aluno e do seu perfil e o processo de Bolonha. O ensino a distância mediado pela Web e a sua generalização, em particular a aprendizagem mista, b-learning, pelas suas características intrínsecas como o auto-estudo a qualquer hora e em qualquer lugar, o seu carácter motivador, o crescente número de plataformas de suporte, como o MOODLE, e as expectativas de uma aprendizagem colaborativa construtivista, são uma realidade que as nstituições de Ensino Superior têm que tomar em conta. O ensino introdutório de programação nos primeiros anos das Licenciaturas da área da nformática tem uma elevada taxa de reprovações. É um insucesso muitas vezes causador de abandono escolar ou de desmotivação. Porém, pelo seu aspecto propedêutico é uma matéria curricular chave determinante na formação dos alunos e onde o seu desempenho influirá decisivamente no êxito do resto dos estudos da Licenciatura. O b-learning num ambiente construtivista “à Bolonha” aparece como uma possibilidade de solução para este grave problema de insucesso. A questão fundamental que se põe, particularmente com Bolonha é: esta possibilidade de solução resulta? Diminui o insucesso? Para responder a esta questão realizou-se esta nvestigação que usou a plataforma MOODLE, decorreu em dois anos lectivos sucessivos e teve como base a unidade curricular semestral de Algoritmia comum ao primeiro ano das Licenciaturas em Informática ministradas na Universidade Portucalense. No primeiro ano de nvestigação o uso do MOODLE estava acessível aos vinte e quatro alunos de uma das turmas práticas, sendo de noventa e dois o total de alunos inscritos. No segundo ano permitiu-se a nscrição na e-unidade curricular a todos os noventa e três alunos inscritos, tendo sido usada por setenta e cinco deles, e já se realizou no paradigma de Bolonha com a consequente mudança traduzida na nova aproximação ao ensino centrado no aluno e no desenvolvimento das suas competências. Retiraram-se várias lições para alunos, docentes e instituições e concluiu-se que a utilização da aprendizagem mista foi muito eficaz quer objectivamente em relação ao nsucesso quer subjectivamente em relação ao nível de satisfação por parte dos alunos envolvidos.Information and Communication Technologies (ICT) are part of everyday life. Computers and Internet connections have already one place at the Portuguese homes. A new knowledge society era combines with the changes in the school of the student and his profile in the Bologna process. The teaching at distance mediated by the Web, in particular b-learning, by its inherent characteristics such as self-study, use of information technology, anytime, anywhere, its induced motivation, a strong interaction with the teacher and the expectations of a collaborative learning, is by now a reality that institutions of higher education have to consider to choose the best way to improve and enhance the teaching-learning process. The disciplines of “introduction to programming” from the first years in Computer Science degrees have a traditional high rate of failure. This is often a future cause of abandonment and lack of motivation. Its appearance in the beginning makes them key curriculum units, which are crucial in the student’s formation. The student performance decisively influences the success of the reminder of their studies of graduation. B-learning in a constructive environment "for Bologna" emerges as a possible solution to this problem. The key question, particularly with Bologna is: this window of opportunity arises? Reduces the failure? To answer that question this research uses the platform MOODLE and is based on the semester discipline or curriculum unit, in the first year, Algoritmia, common to the courses in Computer Science taught at Universidade Portucalense. In the first year of research MOODLE was available to twenty four students in one class out of ninety two students enrolled in the discipline. In the second year studied, all ninety three students enrolled were allowed to use MOODLE and seventy five students did it. This discipline was already included in the Bologna paradigm, with the new approach to education centered on the student and the development of his skills. With many lessons for students, faculty and institutions and it is concluded that the use of an e-discipline has been very successful, either objectively measured by the rates of approval obtained or subjectively by the level of satisfaction of the students involved.
Orientação: Prof.º Doutor Pedro Cravo Pimenta
Brock, Melanie. "Re-conceptualizing Secondary Literacy: Impacts of 21st-Century Literacy Interventions on STEM High School Student Achievement." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619628937875231.
Повний текст джерелаSantos, Rosineide Silva dos. "O modelo da quinta disciplina: um estudo com os gestores do IFRN - Campus São Paulo do Potengi." Universidade Federal da Paraíba, 2014. http://tede.biblioteca.ufpb.br:8080/handle/tede/5940.
Повний текст джерелаCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This work had as theorethical contribution the model of Fifth Discipline, developed by the author Peter Senge. This research searched to analyse how management activities are developed at the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte Campus São Paulo do Potengi (IFRN SPP) and how they approach the model proposed by Senge. For this purpose, the research acquired a quantitative and qualitative approach with descriptive focus based on case study. Interviews were conducted and administered questionnaire with 17 managers and responsibles for units. Some variables were chosen with the purpose to characterize the institute as a Learning Organization. The results indicated the practices of managers of IFRN-SPP are not in complete agreement with the proposed model, since it was identifield an unbalance among the five disciplines, especially the Fifth Discipline which exposed the worst performance being followed by the Shared Vision. However, since were two disciplines with High Degree of agreement and with a Medium Level of agreement if the theme is well worked in the institution, the performance of subjects who had unfavourable outcomes could be improved and the IFRN-SPP will have chances to be a Learner Institution.
Este trabalho teve como aporte teórico o modelo da Quinta Disciplina, desenvolvido pelo autor Peter Senge. Essa pesquisa buscou analisar como as atividades gerenciais são desenvolvidas no Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Norte Campus São Paulo do Potengi (IFRN SPP) e como elas se aproximam do modelo proposto por Senge. Para tanto, a pesquisa assumiu uma abordagem quantitativa e qualitativa, com enfoque descritivo, baseado em estudo de caso. Foram realizadas entrevistas e aplicado questionário com 17 gestores e responsáveis por unidades. Algumas variáveis foram escolhidas visando caracterizar o instituto como uma Organização que Aprende. Os resultados indicaram que as práticas dos gestores do IFRN SPP não estão plenamente de acordo com o modelo proposto, pois se identificou que existe um desequilíbrio entre as cinco disciplinas, sobretudo, a Quinta Disciplina apresentou o pior desempenho, seguida da disciplina da Visão Compartilhada. Entretanto, como existiram duas disciplinas com Alto Grau de concordância e uma com Médio Grau de concordância, caso o tema seja bem trabalhado na instituição, o desempenho das disciplinas que apresentaram resultados desfavoráveis poderá ser aperfeiçoado e o IFRN SPP terá chances de ser uma Instituição Aprendente.
Pavanelo, Elisangela. "Contribuições para a preparação do professor frente às disciplinas semipresenciais." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-13102014-151602/.
Повний текст джерелаThis work presents primarily the main characteristics of distance learning and summarizes the methods which support its theoretical basis. Afterwards is presented the concept of learning context for DLC as a structure which the elements within it have significance only when considered within a holistic approach. This demands of teachers to have special skills and expertise towards the field chosen to teach, besides the ability to deal with new communication and education technologies and clearness of the process of teaching and learning, besides an understanding of the profile of the learners, how and why they have chosen this kind of education as well as the interaction between each of the actors related to DLC. With the adoption of this model of education increasing, making it becomes more present in college education, arises the need of a careful grooming of the teacher in order to allow him a suitable development of these courses. In the face of this challenge, this work aimed to identify, through interviews and research questions applied to several teachers, how they get prepared to teach at DLC or semipresential modality courses. The analysis collected data indicates inappropriate preparation of the teachers to work with this sort of educational system and the lack of support from the educational institution which frequently disregards the adequate approach. The teacher is driven to look for his or her preparation by oneself in innumerous activities. As a conclusion it is drawn that DLC is understood as a learning context demanding of the teacher to be a multitask professional, more and more integrated within the educational institution. In doing so, the preparation of the teacher cannot be thought isolatedly, but developed under a partnership system between the practice itself and the education in DLC.
Gomes, Antonia Adriana Soares. "Utilização da metodologia Blended Learning na disciplina introdução em engenharia elétrica." reponame:Repositório Institucional da UnB, 2013. http://repositorio.unb.br/handle/10482/15772.
Повний текст джерелаSubmitted by Jaqueline Ferreira de Souza (jaquefs.braz@gmail.com) on 2014-05-27T10:44:08Z No. of bitstreams: 1 2013_AntoniaAdrianaSoaresGomes_Parcial.pdf: 1460607 bytes, checksum: 541f0f811a47b4286d749f820498a218 (MD5)
Approved for entry into archive by Patrícia Nunes da Silva(patricia@bce.unb.br) on 2014-06-05T14:31:45Z (GMT) No. of bitstreams: 1 2013_AntoniaAdrianaSoaresGomes_Parcial.pdf: 1460607 bytes, checksum: 541f0f811a47b4286d749f820498a218 (MD5)
Made available in DSpace on 2014-06-05T14:31:45Z (GMT). No. of bitstreams: 1 2013_AntoniaAdrianaSoaresGomes_Parcial.pdf: 1460607 bytes, checksum: 541f0f811a47b4286d749f820498a218 (MD5)
Este trabalho descreve uma experiência utilizando a metodologia Blended Learning no curso de graduação de engenharia elétrica da Universidade de Brasília (UnB). Esta abordagem foi aplicada na disciplina “Introdução à Engenharia Elétrica”, ministrada para alunos do 1.º semestre. O método de ensino proposto mistura elementos de duas modalidades de ensino, tradicional e e-learning mediados pelas Novas Tecnologias de Informação e Comunicação (NTIC). No decorrer do trabalho são apresentados um histórico do ensino em engenharia no Brasil e as mudanças ocorridas ao longo dos anos dentro do processo ensino-aprendizagem. Tais mudanças de paradigmas afetaram o processo de formação dos engenheiros e a partir desta reflexão, é identificada a necessidade de reformas estruturais nos currículos tradicionais de engenharia a fim de formar profissionais capacitados para atuar no mercado. A pesquisa bibliográfica sobre a abordagem em questão e, finalmente, a análise dos resultados obtidos através do questionário de avaliação da metodologia. _________________________________________________________________________________________________ ABSTRACT
This paper describes an experiment using a Blended Learning methodology in undergraduate electrical engineering from the University of Brasilia (UNB). This approach was applied in the course "Introduction to Electrical Engineering", taught to students 1o Semester. The teaching method proposed mixing elements of two methods of teaching, traditional and e-learning mediated by the New Technologies of Information and Communication (NTIC). Throughout the paper we present a history of engineering education in Brazil and the changes over the years in the teaching-learning process. Such paradigm shifts have affected the process of training of engineers and from this reflection, it identified the need for structural reforms in traditional engineering curricula to train professionals able to operate in the market. The literature on the approach in question, and finally analyzing the results obtained from the evaluation questionnaire methodology.
Piteira, Filipe João Coutinho. "Construção de uma solução e-Learning interactiva para a disciplina de programação." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/12172.
Повний текст джерелаPouget, Mireille. "The VAE, or the need for ordering : an impossible quest? : an analysis of representation and translation processes in the Validation des Acquis de l'Expérience in a French University." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/3586.
Повний текст джерелаReis, Fábio Augusto Gomes Vieira [UNESP]. "Aplicação da metodologia da problematização em disciplinas de engenharia ambiental." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/102887.
Повний текст джерелаCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A metodologia da problematização é um método de ensino que torna a realidade profissional mais próxima dos alunos, enquadrando-se adequadamente em cursos de graduação que possuem forte caráter aplicado, como a Engenharia Ambiental. Em contrapartida, o ensino tradicional conduz a uma sistemática na qual o aluno é um agente passivo, e não o fator central no processo ensino-aprendizagem, acarretando baixa aprendizagem. Nesse contexto, a presente pesquisa foi proposta para verificar a seguinte hipótese: a metodologia da problematização promove a melhoria do processo ensino-aprendizagem de disciplinas de cursos de graduação em Engenharia Ambiental. Foi estabelecido como objetivo principal, avaliar o uso da metodologia da problematização em disciplinas de cursos de graduação em Engenharia Ambiental, por meio da resposta dos alunos em questionários ex-ante e ex-post fact e pela percepção do docente/pesquisador. Foram escolhidas três disciplinas, em dois cursos de Engenharia Ambiental, para aplicação da metodologia e avaliação de sua eficiência. Os resultados obtidos, pelas respostas dos alunos e pela análise do professor/pesquisador, demonstraram que a problematização promove melhoria do processo de ensino-aprendizagem, favorecendo a participação ativa dos alunos, por meio do estímulo do estudo e do raciocínio sistematizado, sendo um caminho para melhoria no ensino de Engenharia Ambiental.
Problem-based learning is a teaching method that brings professional reality closer to the students and is appropriate for use in undergraduate programs that have a strong applied aspect, such as environmental engineering. Traditional teaching leads to a process in which the student is a passive agent and is not the central factor in the teaching-learning process, thus compromising meaningful learning. In this context, the present study was designed to verify the following hypothesis: problem-based learning promotes improvement in the teaching-learning process in undergraduate Environmental Engineering courses. The main objective was to evaluate of the use of problem-based learning in undergraduate Environmental Engineering courses using students' responses to questionnaires administered before and after using the method, and the perception of the professor/researcher. Three courses in the Environmental Engineering program were chosen to apply the method and evaluate its effectiveness. The results obtained from the students' responses and the analysis of the professor/researcher showed that problem-based learning does promote improvements in the teaching-learning process, favoring the active participation of students through the stimulation of study and systematized reasoning, thus offering a possible path to improved teaching in Environmental Engineering.
Reis, Fábio Augusto Gomes Vieira. "Aplicação da metodologia da problematização em disciplinas de engenharia ambiental /." Rio Claro : [s.n.], 2005. http://hdl.handle.net/11449/102887.
Повний текст джерелаBanca: Rosângela Doin de Almeida
Banca: Mauro Silva Ruiz
Banca: Ângelo José Consoni
Banca: José Eduardo Zaine
Resumo: A metodologia da problematização é um método de ensino que torna a realidade profissional mais próxima dos alunos, enquadrando-se adequadamente em cursos de graduação que possuem forte caráter aplicado, como a Engenharia Ambiental. Em contrapartida, o ensino tradicional conduz a uma sistemática na qual o aluno é um agente passivo, e não o fator central no processo ensino-aprendizagem, acarretando baixa aprendizagem. Nesse contexto, a presente pesquisa foi proposta para verificar a seguinte hipótese: a metodologia da problematização promove a melhoria do processo ensino-aprendizagem de disciplinas de cursos de graduação em Engenharia Ambiental. Foi estabelecido como objetivo principal, avaliar o uso da metodologia da problematização em disciplinas de cursos de graduação em Engenharia Ambiental, por meio da resposta dos alunos em questionários ex-ante e ex-post fact e pela percepção do docente/pesquisador. Foram escolhidas três disciplinas, em dois cursos de Engenharia Ambiental, para aplicação da metodologia e avaliação de sua eficiência. Os resultados obtidos, pelas respostas dos alunos e pela análise do professor/pesquisador, demonstraram que a problematização promove melhoria do processo de ensino-aprendizagem, favorecendo a participação ativa dos alunos, por meio do estímulo do estudo e do raciocínio sistematizado, sendo um caminho para melhoria no ensino de Engenharia Ambiental.
Abstract: Problem-based learning is a teaching method that brings professional reality closer to the students and is appropriate for use in undergraduate programs that have a strong applied aspect, such as environmental engineering. Traditional teaching leads to a process in which the student is a passive agent and is not the central factor in the teaching-learning process, thus compromising meaningful learning. In this context, the present study was designed to verify the following hypothesis: problem-based learning promotes improvement in the teaching-learning process in undergraduate Environmental Engineering courses. The main objective was to evaluate of the use of problem-based learning in undergraduate Environmental Engineering courses using students' responses to questionnaires administered before and after using the method, and the perception of the professor/researcher. Three courses in the Environmental Engineering program were chosen to apply the method and evaluate its effectiveness. The results obtained from the students' responses and the analysis of the professor/researcher showed that problem-based learning does promote improvements in the teaching-learning process, favoring the active participation of students through the stimulation of study and systematized reasoning, thus offering a possible path to improved teaching in Environmental Engineering.
Doutor
Ribeiro, Sandra Patrícia Marques. "Concepção e implementação de um modelo de eLearning no ensino superior : estudo exploratório numa disciplina de inglês." Master's thesis, Universidade de Aveiro, 2007. http://hdl.handle.net/10773/4765.
Повний текст джерелаO propósito deste trabalho é reflectir sobre todo o processo de migração de uma disciplina leccionada no regime presencial-tradicional para blendedlearning, focando aspectos desde a fase de concepção à fase de implementação de um modelo de eLearning. Neste sentido foi concebido e implementado um modelo para a disciplina de Inglês Aplicado ao Marketing, no Instituto Superior de Contabilidade e Administração do Porto. Os objectivos primordiais consistiram em analisar o impacto de um modelo de eLearning numa disciplina de Língua Inglesa; analisar dados ao nível da participação e satisfação dos alunos; e ainda apresentar conclusões e apontar alguns caminhos de investigação futura. Desta forma, o estudo considera inúmeras questões que se prendem com modelos de eLearning, receptividade dos intervenientes, entre outras. Uma vez que a disciplina de Inglês para Fins Específicos é considerada instrumental, questionamo-nos sobre a motivação dos alunos. Surgem novas metodologias de ensino e há a necessidade de reestruturar conteúdos já existentes. Estarão os professores preparados para assumir as novas responsabilidades e enfrentar os novos desafios científicos, pedagógicos e tecnológicos? Para cumprir os objectivos propostos, a investigação baseia-se num estudo qualitativo, descritivo, assente numa metodologia de investigação-acção, uma vez que o intuito é verificar e anotar todo o desenrolar de uma disciplina ao longo de um semestre, leccionada seguindo um novo modelo de ensino. Implementar um modelo de eLearning envolve a adaptação de estratégias. As mudanças a nível de metodologias fazem com que professores e alunos repensem os seus papéis e atitudes. Neste caso concreto, os alunos participaram mas não se verificou interacção uma vez que se limitaram a responder à questão inicial sem opinar. Transparece um certo grau de desmotivação pessoal, indiferença perante algo mais polémico que possa induzir um debate. Apesar dos esforços para implementar novas estratégias e distribuir tarefas mais colaborativas, os alunos mostraram estar ainda dependentes do professor, revelando pouco interesse em serem autónomos e responsáveis pela própria aprendizagem. Migrar uma disciplina mostrou ser complicado e moroso, pois não implica uma transposição de conteúdos. A integração das tecnologias compromete não só a mudança de meios, mas também a mudança de metodologias, estratégias e competências. Significa trabalhar, reestruturar e avaliar. Uma implementação de sucesso requer uma mudança de atitudes e ideias, muitas vezes difícil. Envolve mais dedicação e tempo por parte do professor, muitas vezes não reconhecido pelos restantes. Num sistema onde os resultados são primordiais, a mudança é encarada com algum cepticismo.
The present dissertation seeks to describe the migration process of a traditionally taught English Language course to blended-learning, considering various aspects that range from the design to the implementation phase of an eLearning model. Thus, an eLearning model was conceived and implemented in English for Marketing, in ISCAP. The objectives of the project were two. They consisted in the analysis of the impact of an eLearning model in a language course and the analysis of the level of participation and student satisfaction data in this model. Furthermore it was our intention to indicate possible future research lines. Hence, this dissertation addresses global questions related to eLearning models, and questions related to the participants, such as students’ receptivity. As English for Specific Purposes is considered instrumental, students’ motivation is also questioned. This learning model questions teacher involvement. As new methodologies appear, there is the need to reorganize existing contents. Will teachers be prepared to assume the new responsibilities and face the new scientific, pedagogical and technological challenges? The project is based on a case study of a descriptive, qualitative nature, grounded on an action-research paradigm, as the objective was to verify and describe the unfolding of a blended-learning course throughout a semester. Placing a course on line implies adapting strategies. The shift in methods makes both teachers and students rethink their roles and their attitudes. In this case, students participated but there was no interaction; students simply answered a question, very often ignoring their personal opinion. There seems to be no self-motivation, no interest in raising questions or addressing new interests in their debates. Despite the efforts to implement new strategies, group oriented tasks, students still depended on the teacher to tell them what to do and how to do it. They showed little interest in being responsible for their own learning, in being autonomous. Migrating a course is not a simple task because it is not a mere transposition of contents. Integrating technology is not about changing the media of our “sevenyear old class notes”; it is about changing methods, strategies and competences. It is about working, restructuring, comparing and evaluating. Successfully implementing change requires a shift in attitudes and rooted ideals and that is not easy. It also implies time and dedication from the teacher that very often is not acknowledged by peers. In a system where the final results are essential, change is looked upon with some scepticism.