Дисертації: "Pedagogy of error"

1

PETTERSSON, JENNY. "Elever måste få göra fel för att göra rätt : Hur korrigerar lärare uttalsvariationer i engelsk språkinlärning i årskurs 4 - 6?" Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104775.

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Syftet med denna litteraturstudie är att ta reda på vad den senaste forskningen säger om lärares korrigering av uttal hos elever i engelskundervisningen. Detta är viktigt då eleverna behöver ett funktionellt tal för att göra sig förstådda på målspråket och vissa uttalsfel kan försvåra begripligheten. Studien är baserad på sju artiklar som valts ut genom sökning i databaser. Artiklarna har systematiskt analyserats genom att ett kategoriseringsschema skapats med olika begrepp för att kunna identifiera mönster. Förr i tiden skulle alla fel alltid korrigeras eftersom målet var att uppnå ett modersmålsliknande uttal. På grund av alla olika modersmål och dialekter är detta i stort sett omöjligt och därför har man kommit fram till att det viktigaste är att eleverna förvärvar ett begripligt, funktionellt tal. Det ställs höga krav på lärare då de ofta ställs inför svåra dilemman. Lärare måste många gånger fatta snabba beslut angående vilken typ av feedback de ska ge sina elever vid uttalsfel i engelska. Det kan vara svårt att veta hur mycket och när lärare ska korrigera elevernas fel och vad är det egentligen som ska korrigeras. Resultatet påvisade många strategier för korrigering men att alla inte är så effektiva. Det bästa för eleverna är en trygg lärmiljö och att försöka framkalla självkorrigering genom att läraren ställer frågor och uppmanar eleverna till att tänka själva och komma fram till rätt svar. Detta kräver att eleverna har goda kunskaper om språkregler vilket även ställer krav på lärare att introducera dessa i de tidiga åldrarna. Lärare måste också analysera vilka fel eleverna gör för att kunna korrigera dem så effektivt som möjligt. Eleverna kan göra fel men också misstag. Fel ska hanteras direkt när de uppstår, det krävs även då en förklaring för att eleverna ska förstå språkreglerna. Misstag kan ignoreras då det oftast handlar om felsägningar. Det framkom även i studien att många lärare känner en osäkerhet om intonation och betoning men som är mycket viktigt för att ord ska få rätt betydelse. Att ge feedback och korrigera elevernas uttal är inte enkelt och kan vara väldigt känsligt. Därför är det viktigt att lärare är medvetna om hur effektiva deras korrigeringstekniker är och hur dessa tas emot av eleverna.

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2

Louw, Henk. "MarkWrite : standardised feedback on ESL student writing via a computerised marking interface / Henk Louw." Thesis, North-West University, 2011. http://hdl.handle.net/10394/6687.

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The research reported on in this thesis forms part of the foundation of a bigger research project in which an attempt is made to provide better, faster and more efficient feedback on student writing. The introduction presents the localised and international context of the study, and discusses some of the problems experienced with feedback practice in general. The introduction also gives a preview of the intended practical implementation of the research reported on in this thesis. From there on, the thesis is presented in article form with each article investigating and answering a part of two main guiding questions. These questions are: 1. Does feedback on student writing work? 2. How can feedback on student writing be implemented as effectively as possible? The abstracts for the five individual articles are as follows: Article 1 Article 1 presents a rubric for the evaluation of Computer-Assisted Language Learning (CALL) software based on international recommendations for effective CALL. The rubric is presented after a brief overview of the pedagogical and implementation fundamentals of CALL, and a discussion of what needs to be included in a needs analysis for CALL evaluation. It is then illustrated how the evaluation criteria in the rubric can be used in the design of a new CALL system. Article 2 Providing feedback on student writing is a much-debated topic. One group of researchers argues that it is ineffective and another group remains convinced that it is effective, while at ground level teachers and lecturers simply carry on “marking” texts. The author of this article contends that both arguments have valid contributions to make and uses the arguments both for and against feedback to create a checklist for effective feedback practice. Adhering to this checklist should counter most of the arguments against feedback while supporting and improving the positive arguments in favour of feedback. Article 3 This article reports on an experiment which tested how effectively standardised feedback could be used when marking L2 student writing. The experiment was conducted using a custom-programmed software tool and a set of standardised feedback comments. The results of the experiment prove that standardised feedback can be used consistently and effectively to a degree, even though some refinements are still needed. Using standardised feedback in a standard marking environment can assist markers in raising their awareness of errors and in more accurately identifying where students lack knowledge. With some refinements, it may also be possible to speed up the marking process. Article 4 This article describes an experiment in which Boolean feedback (a kind of checklist) was used to provide feedback on the paragraph structures of first-year students in an academic literacy course. The major problems with feedback on L2 writing are introduced and it is established why a focus on paragraph structures in particular is of importance. The experiment conducted was a two-draft assignment in which three different kinds of feedback (technique A: handwritten comments; technique B: consciousness raising through generalised Boolean feedback; and technique C: specific Boolean feedback) were presented to three different groups of students. The results indicate that specific Boolean feedback is more effective than the other two techniques, partly because a higher proportion of the instances of negative feedback on the first draft were corrected in the second draft (improvements), but more importantly because in the revision a much lower number of changes to the text resulted in negative feedback on the second draft (regressions). For non-specific feedback, almost as many regressions occurred as improvements. In combination with automatic analytical techniques made possible with software, the results from this study make a case for using such checklists to give feedback on student writing. Article 5 This article describes an experiment in which a series of statements, answerable simply with yes or no (labelled Boolean feedback), were used to provide feedback on the introductions, conclusions and paragraph structures of student texts. A write-rewrite assignment (the same structure as in article 4) was used and the quality of the student revisions was evaluated. The results indicate that the students who received Boolean feedback showed greater improvement and fewer regressions than students who received feedback using the traditional method. The conclusion provides a brief summary as well as a preview of the immense future research possibilities made possible by this project.
Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2011.

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Souza, Regina Aparecida Marques de. "A mediação pedagógica da professora : o erro na sala de aula." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253389.

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Анотація:

Orientador: Sergio Antonio da Silva Leite
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-09-20T17:11:32Z (GMT). No. of bitstreams: 1 Souza_ReginaAparecidaMarquesde_D.pdf: 5167571 bytes, checksum: 68e16f1f3742db55ba298f899b50c273 (MD5) Previous issue date: 2006
Resumo: Esta pesquisa objetivou observar, analisar e descrever os elementos constitutivos das relações de mediação de uma professora, que se efetivaram no cotidiano de uma sala de aula da primeira série do ensino fundamental, visando à superação/compreensão do erro produzido por seus alunos. Centramos o campo teórico na abordagem histórico-cultural, enfatizando alguns conceitos, tais como: mediação, zona de desenvolvimento proximal, formação de conceitos e a noção de erro. Os procedimentos metodológicos foram baseados na pesquisa qualitativa, com enfoque no estudo de caso, tendo como instrumentos para a coleta dos dados a video-gravação, entrevistas e coleta de material (atividades) dos alunos. Os dados envolveram cinqüenta episódios de interação, organizados em matrizes que apresentavam dois quadros com três colunas cada: o primeiro, com a descrição da interação professor-aluno, destacando as condições antecedentes, o desempenho do aluno e as condições conseqüentes O segundo, com a descrição da relação pesquisadora-aluno, com as mesmas colunas. Os episódios foram divididos em: com sucesso e sem sucesso e analisados a partir de nove categorias e subcategorias, que oportunizaram a realização de testes estatísticos, permitindo identificar a significância dos fatores analisados pelas categorias. Três fatores foram considerados significantes para explicar as diferenças entre os episódios com e sem sucesso: a) Qualidade da Instrução - Clareza, b) Mediação da Professora Diante do Erro ¿ Abrangência e c) Finalização da Mediação. Além disso, a identificação dos alunos envolvidos nos episódios sem sucesso sugeriu que a história de vida escolar tem uma importância significativa no processo de superação do erro
Abstract: This research aims objectified to observe, analyze and describe the constituent elements of the relations of mediation of a teacher, that were accomplished in the daily life of a classroom of the first series of basic education, aiming ovecoming/comprehension of errors produced by pupils. We center the theoretical field in the description-cultural approach, emphasizing some concepts, such as: mediation, zone of proximal development, formation of concepts and the notion of error. The methodolia procedures had been based on the qualitative research, with approach in the case study, having as instruments for the collection of the data the video-writing, interviews and collection of material (activities) of the pupils. The data had involved fifty episodes of interaction, organized in matrices that presented two pictures with three columns each: first with the description of the interaction teacher-pupil, emphasizing the antecedent conditions, the consequent performance of the pupil. The second presented the relation researcher-pupil, described with the same columns. The episodes had been divided in: successfully and without success and all had been analyzed from nine categories and subcategorias, that provided the accomplishment of statistical tests, that allowed to identify the significance of the factors analyzed for the used categories. Three factors had been considered significant to explain the differences between the episodes with and without success: ) Quality of the Instruction - Clarity, b) Mediation of the Teacher Ahead of the Error - Reching and c) Finishing of the Mediation. Moreover, the identification of the involved pupils in the episodes without success suggests that the history of pertaining to school life has a significant importance in the process of overcoming of the error
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação

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4

Aghaeilindi, Somayé. "La pédagogie de l'erreur en production écrite dans l'apprentissage du français langue étrangère, chez les étudiants persanophones." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00973497.

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Pendant longtemps, l'erreur était considérée comme l'effet de l'ignorance. Etant donné l'omniprésence de l'erreur dans l'apprentissage, elle occupe une place importante au centre de la didactique moderne. Cette thèse vise à étudier le rôle de l'erreur en production écrite dans l'apprentissage du français chez les étudiants persanophones qui apprennent le français comme langue étrangère. Elle se matérialise autour de la conjugaison du verbe et l'emploi des formes temporelles. Il s'agit d'une expérimentation didactique dans laquelle des pédagogies différentes apparaissent traitant l'erreur chacune d'une manière différente. Le résultat obtenu montre que les erreurs sont moins persistantes dans une méthode basée sur le modèle socioconstructivisme où l'enseignant les prend en compte de façon spécifique, y accordant un statut qui ne dévalorise pas l'auteur, alors que les mêmes résultats dans les méthodes traditionnelles montrent que la réitération de l'enseignement des règles ne suffit pas à résoudre des difficultés qui relèvent davantage du maniement que du savoir. Nous nous sommes proposée de modifier de perspective et de partir des productions des étudiants et de leurs stratégies et faire participer l'étudiant dans une activité réflexive. Le résultat de cette expérimentation nous a permis de corroborer l'hypothèse de cette recherche, selon laquelle les étudiants soumis à une pédagogie de la découverte feront moins d'erreurs que ceux qui sont soumis à une pédagogie traditionnelle.

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Paillussiere, Lisa. "Pour une sémiotique de l'erreur : pédagogie de l'art et projets interdisciplinaires : parcours au sein du projet Augmented Artwork Analysis." Electronic Thesis or Diss., Lyon, École normale supérieure, 2024. http://www.theses.fr/2024ENSL0104.

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Afin de répondre à une double sollicitation – d’une part, l’intégration du projet de recherche Augmented Artwork Analysis (budget ANR, 2021-2025) et d’autre part l’inscription idéale dans la suite du projet pédagogique et gouvernemental « Vers une société apprenante » (Rapport Taddei & al., 5 avril 2017) – notre thèse se propose d’étudier la fécondité d’une sémiotique de l’erreur pour (i) la recherche interdisciplinaire, de (ii) la pédagogie et de (iii) l’art en tant qu’outil d’apprentissage, et ce en vue d’une histoire de l’art augmentée comprenant la prise en charge du processus artistique et de ses impasses et hésitations constitutives. L’approche méthodologique de la thèse se voudra originale par au moins deux aspects : la mise en dialogue de littératures sur l’interdisciplinarité avec des documents de la recherche (Compte-rendu de réunions) collectés et construits pendant le projet AAA et la revalorisation d’apports périphériques mis en lien avec des sources primaires, attestées et partagées par la communauté sémiotique. La thèse s’interrogera sur le statut sémiotique de l’erreur et fera l’examen de séquences pratiques variées (débats entre experts et non-experts, séquence-type d’enseignement sur la matérialité, étude de cas d’une élève en cours de musique). L’erreur comme évènement ou perturbation, sera ainsi soutenue en vue d’une logique d’accompagnement du « passage dans le parcours ». On aboutira à une cartographie de régimes (correction, indirection, redirection) correspondant en fait à un continuum d’admissibilité du « passage dans le parcours » depuis la plus ferme interdiction (régime de correction) vers des projets de réénonciations de l’erreur qui admettent l’existence du passage et ne cherchent plus à l’éviter (régimes de l’indirection et de la redirection)
In order to respond to a dual request – on the one hand, the integration of the Augmented Artwork Analysis research project (ANR budget, 2021-2025) and on the other hand the ideal registration in the continuation of the educational and governmental project “Towards a learning society” (Taddei & al. Report, April 5, 2017) – our thesis proposes to study the fertility of a semiotics of error for (i) interdisciplinary research, (ii) pedagogy and (iii) art as a learning tool, and this with a view to an augmented history of art including the management of the artistic process and its constitutive impasses and hesitations. The methodological approach of the thesis will be original in at least two aspects: the dialogue between literature on interdisciplinarity and research documents (minutes of meetings) collected and constructed during the AAA project and the revaluation of peripheral contributions linked to primary sources, attested and shared by the semiotic community. The thesis will question the semiotic status of error and will examine various practical sequences (debates between experts and non-experts, standard teaching sequence on materiality, case study of a student in music class). The error as an event or disturbance will thus be supported with a view to a logic of supporting the "passage in the course". We will arrive at a mapping of regimes (correction, indirection, redirection) corresponding in fact to a continuum of admissibility of the “passage in the course” from the firmest prohibition (correction regime) towards projects of re-enunciations of the error which admit the existence of the passage and no longer seek to avoid it (regimes of indirection and redirection)

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Carrola, Manuela Mendes. "Prevalência dos erros na escrita: contributos para a sua pedagogia." Master's thesis, Universidade da Beira Interior, 2011. http://hdl.handle.net/10400.6/1997.

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Entrar no Ciclo da Escrita pode ser mais complexo do que se imagina, sendo um dos assuntos que mais preocupa os pais das crianças que ingressam para o 1º Ciclo do Ensino Básico. Finalmente, a criança vai poder aprender a decifrar todas as palavras que vê diariamente, o que pode ser para algumas crianças motivo de ansiedade. Com este trabalho, pretendeu-se analisar e reflectir sobre os mecanismos que envolvem a apreensão e compreensão da escrita, primeiro no que respeita à identificação dos grafemas que compõe o nosso alfabeto e segundo, nos aspectos ortográficos e gramaticais. Verificámos que à medida que o aluno progride na sua aprendizagem, o erro ortográfico vai surgindo e este deve ser visto não como motivo de sanção, mas como indicador da evolução da capacidade de elaboração escrita do aluno. Compete ao professor analisar e perceber quais são as causas que levam os alunos a cometê-los e a adoptar estratégias diferenciadas na sala de aula para a sua superação. Num trabalho desenvolvido na sala de aula, pretendemos validar se existe progressão ou não ao nível do erro ortográfico. Para o efeito, seleccionámos uma amostra, composta por alunos do 2º, 3º e 4ºanos de escolaridade. Após interpretação dos dados, concluímos que os alunos, consoante o ano de escolaridade em que se encontram, têm maiores probabilidades de corrigir o erro à medida que vão progredindo de ano.
Rentrer dans le cycle de l´écriture peut être plus difficile qu´on imagine et c´est un des aspects qui préoccupe le plus les parents des enfants qui commencent l´école primaire. L´enfant va pouvoir finalement apprendre à déchiffrer tous les mots qu´il voit tous les jours et, pour certains, ceci peut être vécue avec une certaine inquiétude. Avec ce travail, nous avons cherché à analyser et à réfléchir sur les mécanismes qui impliquent la saisie et la compréhension de l'écriture, premièrement en ce qui concerne l´identification des graphèmes, qui composent notre alphabet, et deuxièmement les aspects orthographiques e grammaticaux. Nous avons constaté qu’au fur et à mesure que l´élève progresse dans son apprentissage, la faute d’orthographe surgit et celle-ci doit être vu non comme un motif de sanction, mais comme un indicateur de l´évolution de la capacité de l´élaboration écrite de l´élève. L'enseignant a comme fonction d’analyser et de comprendre quelles sont les causes qui conduisent les élèves à les faire et adopter des stratégies différentes dans la classe pour les surmonter. À partir d´un travail effectué en salle de classe, nous avons prétendu valider, si oui ou non, il y a une progression au niveau des fautes d'orthographes. Pour cela, nous avons sélectionné un échantillon d´élèves composé par ceux qui fréquentent les trois dernières années de l’école primaire. Après l´interprétations des données, nous avons conclu que ceuxci, selon leurs nivaux scolaires, ont de meilleures chances de corriger leurs erreurs au fur et à mesure qu´ils progressent dans leur scolarité.

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Strömbeck, Wendel. "Error i cisblicken : en normkritisk studie om cisnormen." Thesis, Konstfack, Institutionen för Bildpedagogik (BI), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7690.

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The cis norm could be described as the norm that forces everyone to be either female or male and that genitals, gender identity and juridical sex should be constant throughout a person’s lifetime. “Cis” means “on the same side” in Latin, and in this study Wendel Strömbeck, student at the Pedagogy Institution of Konstfack, University College of Arts, Crafts and Design, has coined the notion “the cis gaze”. “The cis gaze” refer to a performative act of sorting bodies into a female or male category. Wendel study how people with trans* experiences could experience gazes and pictures in relation to the cis norm. The study is based on the queer community that Wendel is a part of, and includes interviews and self-reflections. “Trans” means “to move over” in Latin and “trans*” refers to the whole spectra of possible ways of transgressing the cis norm. The study is devided into two parallel works, an essay and an artistic figuration, a comic book. The comic book includes rendering of the interviews that Wendel has carried out and an irreverent study of cis gendered persons. The essay also includes rendering of the same interviews and an analysis of a poster for the Hollywood movie Glen or Glenda from 1953

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CONCHIERI, MICHELE. "ERRORE E REDIMIBILITA': CATEGORIE DELLA RIFLESSIONE PEDAGOGICA E DELL'INTERVENTO EDUCATIVO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/323.

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La tesi si articola in tre capitoli, allo scopo di esaminare il tema dell'errore secondo tre differenti prospettive: antropologica, epistemologica e pedagogica. L'azione educativa, in questo caso centrata l'impiego dell'errore come strumento di crescita, non può esimersi dal porsi le domande riguardanti l'identità della persona (antropologia) e la validità dell'azione educativa messa in atto (epistemologia). La riflessione su tali questioni chiarifica, in primo luogo, quali sono i limiti dell'azione educativa, cioè cosa può essere fatto e cosa no sulla base di una ben precisa scelta valoriale; in secondo luogo, il modo migliore per attuare un determinato intervento. Dalle riflessioni sviluppate risulta chiara la nostra adesione all'antropologia personalisticamente orientata e all'approccio sistemico. Tali opzioni ci appaiono come le più adatte per l'avvaloramento dell'errore come occasione educativa. La riflessione pedagogica, per reinterpretare l'errore in chiave comunicativa, è chiamata a separare la valutazione della persona da quella di un suo atto concreto. L'intervento educativo ha da mirare a sviluppare nell'educando la voglia di sperimentarsi in prima persona, senza temere che la realizzazione di un errore venga considerato come compromettente il proprio percorso di crescita. Nel contempo, spetta all'educatore interrogarsi sulle proprie modalità comunicative, considerando che anch'esse come soggette all'errore e che, come tali, possono influire in modo negativo sulla persona a lui affidata.
The thesis is composed by three chapters, with the purpose of examining the theme of error from three different perspectives: anthropological, epistemological and pedagogical. Educational action, focused on the use of error as instrument of growth, has got to answer questions concerning the identity of human being (anthropology) and the effectiveness of the concrete educational intervention (epistemology). The reflection about these arguments explains, first of all, the boundaries of educational action, that means what can be done and what does not have to be done on the reason of a particular choice of values; then, the best way to act an educational intervention. By the reflections, it is evident our assent to the personalistic anthropology and to the systemic approach in epistemology. These choices seem to be the most suitable to interpret the error like an opportunity for education. Pedagogical reflection, to analyse the error in a communicational perspective, has got to separate the judgement of a person from the judgment of a concrete act. Educational intervention should develop the desire of young people to walk by themselves, without fearing that an error could compromise their own journey of growth. At the same time, the educator has got to reflect about his own communicative styles, considering that they are subject to error and that, in this way, they have a negative influence on young people.

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CONCHIERI, MICHELE. "ERRORE E REDIMIBILITA': CATEGORIE DELLA RIFLESSIONE PEDAGOGICA E DELL'INTERVENTO EDUCATIVO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/323.

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Анотація:

La tesi si articola in tre capitoli, allo scopo di esaminare il tema dell'errore secondo tre differenti prospettive: antropologica, epistemologica e pedagogica. L'azione educativa, in questo caso centrata l'impiego dell'errore come strumento di crescita, non può esimersi dal porsi le domande riguardanti l'identità della persona (antropologia) e la validità dell'azione educativa messa in atto (epistemologia). La riflessione su tali questioni chiarifica, in primo luogo, quali sono i limiti dell'azione educativa, cioè cosa può essere fatto e cosa no sulla base di una ben precisa scelta valoriale; in secondo luogo, il modo migliore per attuare un determinato intervento. Dalle riflessioni sviluppate risulta chiara la nostra adesione all'antropologia personalisticamente orientata e all'approccio sistemico. Tali opzioni ci appaiono come le più adatte per l'avvaloramento dell'errore come occasione educativa. La riflessione pedagogica, per reinterpretare l'errore in chiave comunicativa, è chiamata a separare la valutazione della persona da quella di un suo atto concreto. L'intervento educativo ha da mirare a sviluppare nell'educando la voglia di sperimentarsi in prima persona, senza temere che la realizzazione di un errore venga considerato come compromettente il proprio percorso di crescita. Nel contempo, spetta all'educatore interrogarsi sulle proprie modalità comunicative, considerando che anch'esse come soggette all'errore e che, come tali, possono influire in modo negativo sulla persona a lui affidata.
The thesis is composed by three chapters, with the purpose of examining the theme of error from three different perspectives: anthropological, epistemological and pedagogical. Educational action, focused on the use of error as instrument of growth, has got to answer questions concerning the identity of human being (anthropology) and the effectiveness of the concrete educational intervention (epistemology). The reflection about these arguments explains, first of all, the boundaries of educational action, that means what can be done and what does not have to be done on the reason of a particular choice of values; then, the best way to act an educational intervention. By the reflections, it is evident our assent to the personalistic anthropology and to the systemic approach in epistemology. These choices seem to be the most suitable to interpret the error like an opportunity for education. Pedagogical reflection, to analyse the error in a communicational perspective, has got to separate the judgement of a person from the judgment of a concrete act. Educational intervention should develop the desire of young people to walk by themselves, without fearing that an error could compromise their own journey of growth. At the same time, the educator has got to reflect about his own communicative styles, considering that they are subject to error and that, in this way, they have a negative influence on young people.

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Kawanishi, Kei. "Constructing a genre-based instructional model for English academic writing: A focus on learners’ discourse-level errors." Kyoto University, 2019. http://hdl.handle.net/2433/236632.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第21471号
人博第872号
新制||人||209(附属図書館)
2018||人博||872(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授高橋幸, 教授桂山康司, 准教授 DALSKY,David Jerome, 教授田地野彰
学位規則第4条第1項該当

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Frade, Patrícia dos Santos. "A diferenciação pedagógica e a ortografia: um trabalho no 2º ano do 1º CEB." Master's thesis, Universidade de Aveiro, 2015. http://hdl.handle.net/10773/16781.

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Mestrado em Ensino do 1º e 2º Ciclo do Ensino Básico
Com uma importância cada vez maior, a diferenciação pedagógica pode ser um grande aliado dos professores para trabalhar as mais variadas temáticas. Com as turmas cada vez mais heterogéneas, torna-se crucial a procura de formas diferenciadas de trabalhar com alunos, atendendo à individualidade de cada um. Neste estudo, aliada à Diferenciação Pedagógica, surge a preocupação com a ortografia, temática selecionada pela perceção de que alunos das mais diversas faixas etárias apresentam dificuldades neste campo. Tendo isto em conta, a nossa investigação aliou a questão da Ortografia a uma abordagem baseada na Diferenciação Pedagógica, tendo sido delineados os seguintes objetivos principais: numa primeira fase, diagnosticar as maiores dificuldades dos discentes no que concerne à ortografia para, depois, compreender como trabalhar de forma diferenciada com os alunos no âmbito do desenvolvimento de competências de escrita, mais especificamente, a ortografia. O trabalho desenvolveu-se numa turma do 2.º ano de escolaridade do Agrupamento de Escolas da Gafanha da Nazaré. Enquadrou-se numa metodologia de Investigação-Ação, tendo sido feito apenas um ciclo de investigação, devido a constragimentos que se relacionam sobretudo com o tempo de implementação do projeto. Foram realizadas várias sessões e ao longo das mesmas os dados foram recolhidos sobretudo através de fichas de trabalho e notas de campo, sendo que foram feitos, também, alguns registos fotográficos. Através da análise dos resultados obtidos foi possível concluir que houve uma grande melhoria na grande parte dos alunos no que diz respeito à correção ortográfica, contudo há ainda muito trabalho a fazer no domínio da investigação e da intervenção quanto às possibilidades de desenvolvimento no campo da DP. Desta forma, poder-se-ão desevolver outras investigações futuramente, utilizando estas e/ou outras técnicas de trabalho diferenciado que permitam o desenvolvimento das capacidades dos alunos neste campo.
With an ever greater importance, the Pedagogical Differentiation can be a great ally of the teachers for working the most varied themes. With the increasingly diverse classes, becomes crucial demand differentiated forms of working with students, given the individuality of each one. In this study, allied to the Pedagogical Differentiation, arises the concern with the Spelling, thematic selected by perceiving that students from different age groups present difficulties in this field. With this in mind, our research allied the question of Spelling to an approach based on Pedagogical Differentiation, having been outlined the following main objectives: a first stage, diagnose the greatest difficulties of the learners in what concerns the Spelling to, then understand how to work in a differentiated way with the students in the framework of the development of skills of writing, more specifically, the Spelling. The work was developed in a class of 2 year of schooling of the Grouping of Schools of Gafanha da Nazaré. In a methodology of action-research, having been done just a cycle of research, due to constraits that relate mainly to the time of implementation of the project. It’s been done several sessions and along of their were collected mainly through worksheets and field notes, being that were made, also, some photographic records. Through the analysis of the results it was possible to conclude that there has been a great improvement in a great part of the students as regards the spell check, however there’s still so much work to do in the field of the research and intervention as to the possibilities of development in the camp of PD. In this way, can be developed, in the future, other investigations using these and/or other techniques of differentiated work that permit the development of the capacities of the students in this field.

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Machado, Júlio César da Rosa. "O erro na construção do conhecimento sob a perspectiva do construtivismo sistêmico autopoiético." Pontifícia Universidade Católica do Rio Grande do Sul, 2007. http://hdl.handle.net/10923/2810.

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The research report “Errors and knowledge building under Autopoietic Systemic Constructivism perspective”, presented as a parcial condition for doctorate degree in Education at Pontifícia Universidade Católica do Rio Grande do Sul, develops the thesis that pedagogy inspired in Constructivism founded by Jean Piaget’s genetic epistemology, gradually loses strength in pedagogical practice, because learning, considering nowadays socio-cultural factors is becoming more and more fractal, which makes it necessary for teachers to understand it in a autopoietic systemic way, in order for them to perform productive didactic intervention at student’s learning process. Through a micrographic analysis, the collected and studied data made possible the elaboration of two theorical constructs: comprehension paradigm and Autopoietic Systemic Constructivism.
O relatório da pesquisa “O erro na construção do conhecimento sob a perspectiva do Construtivismo Sistêmico Autopoiético” apresentado como condição parcial para a obtenção do grau de Doutor em Educação no Programa de Pós-graduação da Faculdade de Educação da Pontifícia Universidade Católica do Rio Grande do Sul, desenvolve a tese que a pedagogia inspirada no Construtivismo fundado na Epistemologia Genética de Piaget, perde, gradativamente força na prática pedagógica, porque as aprendizagens, considerando fatores sócio-culturais da atualidade, tornam-se cada vez mais fractais, necessitando uma compreensão sistêmica autopoiética delas, por parte do professor, para que ele possa fazer uma intervenção didática produtiva no processo de aprendizagem do estudante. Por meio de uma análise de caráter micrográfica, o material coletado e estudado, possibilitou a elaboração de dois construtos teóricos: o paradigma da compreensão e do Construtivismo Sistêmico Autopoiético.

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Bernstein, Leon. "The development and application of a pedagogic grammar for the teaching of French as a foreign language and its role in the reduction of learner error." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020360/.

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Lajonquière, Leandro de 1960. "De Piaget a Freud : notas para repensar o erro na aprendizagem : a (psico)pedagogia entre o conhecimento e o saber." [s.n.], 1992. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253140.

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Orientador : Angel Pino Sirgado
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Doutorado
Psicologia Educacional
Doutor em Educação

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Herrán, Stålenbring Jessika. "Corrección de errores en la clase de ELE : Un estudio de la actitud de los alumnos y los profesores hacia la corrección de los errores cometidos en la producción oral en el bachillerato sueco." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-99198.

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The present study is an investigation of the correction of the errors made by the pupils when speaking Spanish as a foreign language (ELE) in Swedish High School, in order to make clear how the teacher works with the oral communicative approach, without forgetting the importance of correction. We study the attitudes of teachers and pupils towards correction. We also examinate what are the mistakes that teachers correct and why do they correct these errors while not others. Another question that we seek the answer to is when the teacher corrects the mistakes made by the students during the learning process of ELE. We also study in what situation the teacher corrects the grammatical errors made by the students when speaking. Our hypothesis is that the mistakes that the teacher corrects are the most common ones and those that make it impossible for the communication to progress. We believe that the attitude of the teachers toward the mistakes made by the students is positive, since they know that with the help of the mistakes made, they can discover where the students are in the development of their learning. On the other hand, we think that the attitude of the students is not positive, because they believe it’s embarrassing to make a mistake. Teachers correct mistakes carefully, because they place emphasis on communication, and the importance of expressing oneself correctly is in second place, and the teacher wants to prevent the pupils from being afraid to speak. In order to answer our questions reliably, we use two sources: questionnaires and interviews. 142 pupils and six teachers from three schools are surveyed in the region of Kronoberg and the region of Jönköping. We also interview five of these same teachers and thirteen pupils of the groups already mentioned. The result of the study shows that the teachers and the pupils have a positive attitude towards the correction of the errors made while speaking Spanish. It also shows that the teachers correct only the errors that make it impossible to understand what the pupil wants to say. Also, the research gets the result that the teachers don’t use the CEFR when they are about to correct the errors made by the pupils while they speak Spanish. The teachers don’t correct all the errors made, but often react immediately and make corrections in front of the group.

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Naser, Eddine Abeer. "La préposition dans l'interlangue : étude des productions en L2 anglais d'apprenants francophones." Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-01057881.

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Le principal objectif de cette thèse est d'étudier l'incidence des erreurs prépositionnelles sur l'intelligibilité de productions en L2 anglais par des apprenants francophones. Après un résumé des caractéristiques sémantiques et morpho-syntaxiques des prépositions en anglais et en français, nous abordons les questions liées à l'acquisition d'une langue seconde en général et à l'acquisition des prépositions en particulier, afin d' identifier les facteurs qui peuvent rendre leur acquisition problématique en L2. Nous proposons également des solutions pédagogiques pour améliorer l'apprentissage des prépositions en anglais. Afin de mesurer l'intelligibilité, nous analysons un corpus de productions orales et écrites contenant des emplois erronés, répartis entre erreurs lexciales et erreurs lexico- grammaticales (additions, omissions ou substitutions). Les résultats de cette analyse permettent de voir dans quelle mesure les erreurs prépositionnelles affectent l'intelligibilité du message.

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Naderi, Shamim. "An analysis of native Dari speakers' errors in university-level Dari and English writing." Thesis, Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/2930.

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Machado, J?lio C?sar da Rosa. "O erro na constru??o do conhecimento sob a perspectiva do construtivismo sist?mico autopoi?tico." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2007. http://tede2.pucrs.br/tede2/handle/tede/3588.

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O relat?rio da pesquisa O erro na constru??o do conhecimento sob a perspectiva do Construtivismo Sist?mico Autopoi?tico apresentado como condi??o parcial para a obten??o do grau de Doutor em Educa??o no Programa de P?s-gradua??o da Faculdade de Educa??o da Pontif?cia Universidade Cat?lica do Rio Grande do Sul, desenvolve a tese que a pedagogia inspirada no Construtivismo fundado na Epistemologia Gen?tica de Piaget, perde, gradativamente for?a na pr?tica pedag?gica, porque as aprendizagens, considerando fatores s?cio-culturais da atualidade, tornam-se cada vez mais fractais, necessitando uma compreens?o sist?mica autopoi?tica delas, por parte do professor, para que ele possa fazer uma interven??o did?tica produtiva no processo de aprendizagem do estudante. Por meio de uma an?lise de car?ter microgr?fica, o material coletado e estudado, possibilitou a elabora??o de dois construtos te?ricos: o paradigma da compreens?o e do Construtivismo Sist?mico Autopoi?tico.

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Saldanha, Vanessa Catarina Santos. "A pedagogia do erro no ensino-aprendizagem das línguas estrangeiras." Master's thesis, 2014. http://hdl.handle.net/10362/14975.

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O erro pode ser um sintoma da evolução do aluno, no entanto, a sua correção, quando mal gerida, pode provocar o efeito contrário, levando o erro a fossilizar-se. Nem todos os alunos apreciam a correção: enquanto alguns esperam ser corrigidos, outros evitam o erro ao não participar de forma ativa nas atividades e contexto de sala de aula. Assim sendo, nem todas as estratégias de correção e de remediação são bem recebidas por todos os alunos. Propomos, por essa razão, o recurso às novas tecnologias e aos jogos didáticos, de forma a motivar os alunos para a auto e heterocorreção, encarando o erro como parte do processo de aprendizagem.

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Hawkes, Laura. "Recasts revisited: The role of recasts in error detection and correction by adult ESL students." Thesis, 2007. http://hdl.handle.net/1828/268.

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The research presented in this thesis examined whether incidental recasts provided by a teacher in a small-group outside a classroom were beneficial to adult ESL learners. The 26 ESL learners who participated in the study were divided into seven small groups (3-5 students per group) and each group participated in an oral activity with a teacher. During the activity, which was videotaped, the teacher provided incidental and extensive recasts to half of each student’s errors; the other half of the errors received no feedback. One day after the small-group activity, students were tested on their ability to detect and correct errors in their own speech. From the videotape, three types of episodes were identified for testing: episodes that involved an error by the student and a recast (error+recast) (n = 111), episodes that involved an error but no recast (error-recast) (n = 111), and episodes that involved no error in the student’s speech (correct) (n = 111). Students’ ability to detect and correct their errors in the three types of episodes was assessed using two types of tests: a stimulated correction test (a video-based computer test) and a written test. Students’ reaction time on the error detection portion of the stimulated correction task was also measured. The results of the study showed that the students benefited from the recasts. It was found that students were able to detect more errors in error+recast episodes than in error-recast episodes (though this difference did not reach statistical significance). They were also able to successfully and partially successfully correct more errors from error+recast episodes than from error-recast episodes, and this difference was statistically significant on the written test. The reaction time results also point towards a benefit from recasts, as students were able to complete the task (slightly) more quickly for error+recast episodes than for error-recast episodes. It was concluded from the results that recasts, even when provided extensively and in a non-dyadic context, can be of benefit to ESL students.

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Havelaar, Margaret Enid. "Improving second language oral production : teaching implications from recent research." Thesis, 2012. http://hdl.handle.net/2152/ETD-UT-2012-05-5161.

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This work explores various methods teachers can use to promote high quality second language oral production. It consists of a review of empirical research and pedagogical implications related to the following factors: 1) Pre-task planning, 2) within-task planning, 3) task repetition, 4) task design, 5) formulaic sequences, 6) learner strategies, 7) form instruction, and 8) error correction. The work concludes with a consideration of issues within the literature and a brief summary of pedagogical implications.
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Quinn, Paul. "Delayed Versus Immediate Corrective Feedback on Orally Produced Passive Errors in English." Thesis, 2014. http://hdl.handle.net/1807/65728.

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Research demonstrating the beneficial effects of corrective feedback (CF) for second language (L2) learning (e,g., Li, 2010) has almost invariably resulted from studies in which CF was provided immediately. Yet teachers are often encouraged to delay CF to avoid interrupting learners (Harmer, 2001). This study investigates how differences in the timing of CF on oral production affect L2 learning and learners’ reactions to CF. Theoretically, Immediate CF may facilitate L2 development by allowing learners to immediately compare their errors to accurate models (i.e., recasting, e.g., Doughty, 2001). The effectiveness of Immediate CF has also been linked to skill acquisition theory because some CF (i.e., prompting) is hypothesized to help learners proceduralize their L2 knowledge (Ranta & Lyster, 2007). This thesis introduces additional theoretical explanations to explain the effectiveness of both Immediate and Delayed CF. For example, reactivation and reconsolidation theory (Nader & Einarsson, 2010) holds that long-term mental representations are susceptible to change when they are recalled. Thus, both Immediate and Delayed CF may help learners alter their incorrect mental representations of language features if that CF reminds learners of those incorrect representations and provides them with accurate models. In a laboratory-based study, 90 intermediate-level adult ESL learners were randomly assigned to Immediate, Delayed, and No CF conditions. Learners took three pre-tests to measure their knowledge of the English passive construction: an aural grammaticality judgment test (AGJT), an oral production test (OPT), and a written error correction test (ECT). Next, they received some brief instruction on the passive. Learners then completed three communicative tasks in which the CF conditions were provided. These tasks were followed by immediate and delayed post-tests. Learners’ reactions to CF were elicited with a questionnaire. Mixed-design one-way ANOVAs revealed statistically significant improvement for all conditions over time on all measures, but no statistically significant differences between conditions. The questionnaires revealed that learners prefer Immediate CF, but that Immediate CF may constrain CF noticeability and learners’ independence, while Delayed CF may cause anxiety or embarrassment. In summary, altering the timing of CF did not differentially affect L2 development, but it did elicit different reactions from learners.

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Hebekerl, Maria Leonor Lino Vieira da Cruz. "Autonomia e tratamento produtivo do erro : desafios na aprendizagem da língua materna e da língua estrangeira (Alemão)." Master's thesis, 2015. http://hdl.handle.net/10362/15830.

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Partimos da convicção de que a autonomia do aprendente e o tratamento produtivo do erro são fatores decisivos no sucesso da aprendizagem. Vimos esta opinião confirmada através da leitura de reconhecidos estudos científicos. Propusemo-nos, em seguida, verificar o sucesso / insucesso da sua aplicação na lecionação das disciplinas de Português e Alemão. O presente relatório descreve esta implementação e reflete sobre o desafio que constituiu a sua aplicação didática no âmbito da Prática de Ensino Supervisionada no ano letivo de 2013/14.

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(9829490), Kerry Reid-Searl. "The experiences of final year nursing students in administering medications: Shifting levels of supervision." Thesis, 2008. https://figshare.com/articles/thesis/The_experiences_of_final_year_nursing_students_in_administering_medications_Shifting_levels_of_supervision/13417301.

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Background - Unintended medication errors made by health care professionals continue to be a major concern in hospitals, medical centres and aged care facilities throughout Australia. Nurses play a vital role in preventing errors so consequently undergraduate nursing students are taught that to administer medications safely they must adhere to specific protocols and be personally supervised by a registered nurse. While safety measures may be reinforced to students, previous studies have not explained what occurs when students actually administer medications to patients in the clinical setting. Aim - This thesis reports on a study aimed at identifying the experiences of final year undergraduate nursing students in administering medications. Research Design - A grounded theory approach using constant comparative analysis was undertaken to develop a substantive theory to explain this process. A sample of 28 final year nursing students from an Australian university provided the data to permit the development of the theory. Findings - This study identified that supervision was central to the medication administrationexperiences of students. Students were confronted with registered nurses who presented or provided them with shifting levels of supervision when administering medications to patients. Shifting levels included the registered nurse; being near, being over or being absent. The shifting levels failed to meet the supportive supervision required of students and created internal conflict for them. Students responded to the conflict through a process of Contingent Reasoning. Contingent Reasoning involved students making a decision and then actioning behaviour which could be categorized into one of three levels. At level one the student would do whatever was asked of them, at level two they would negotiate so as to come to some agreement with the registered nurse and at level three they would refuse to administer medications unless personal supervision was available. The reasoning was driven by a desire of the student to get through meaning, to pass the clinical placement. However, in an effort to get through students were willing to accept levels of supervision from registered nurses that were less than ideal. In turn this influenced medication errors as reported by students. Conclusion - In unveiling the substantive theory it became apparent that the central issue of shifting levels of supervision and students responses to this has significant implications for safe medication administration practices of undergraduate nursing students when undertaking clinical placements in health care facilities throughout Australia. Ultimately patient safety is at risk because inappropriately supervised undergraduate nursing students can make medication errors.

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"De Piaget a Freud : notas para repensar o erro na aprendizagem : a (psico)pedagogia entre o conhecimento e o saber." Tese, Biblioteca Digital da Unicamp, 1992. http://libdigi.unicamp.br/document/?code=vtls000049053.

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Silva, Maria Helena Lopes Damião da. "O erro no ensino : conceptualização e estudo empírico." Doctoral thesis, 2001. http://hdl.handle.net/10316/945.

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Chissengue, Isabel Ernesto Uache. "A dificuldade de aprendizagem do português e o seu impacto na produção textual." Master's thesis, 2016. http://hdl.handle.net/10773/26250.

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A produção de textos é um dos aspetos fundamentais na aula de português sem o qual não se pode melhorar a escrita. Sendo a escrita, o meio pelo qual se transmite os pensamentos, as ideias e os propósitos ao mundo ajudando a enriquecer o sistema linguístico do falante foi fundamental que se procurasse a resposta para as principais causas que estão na origem das dificuldades de aprendizagem do português na sala de aulas e o seu impacto na produção textual e pretendemos buscar respostas para esta questão e apresentar possíveis soluções. Feito o estudo, constatámos que uma das principais causas da dificuldade de produção de textos nos alunos nas aulas de português é a défice formação pedagógico-didático do professor visto que, só 1 professor é que tinha formação superior e os restantes tinham o nível médio, 12.ª classe e sem formação pedagógica. Para a concretização deste trabalho escolhemos de forma aleatória 40 alunos da 12.ª classe que constituem a amostra, dos quais 17 do sexo masculina e 23 do sexo feminino com idades compreendidas entre 15-22 anos e 5 professores dos quais 1 do sexo masculino e 4 do sexo feminino. Deste estudo constatámos que os principais erros cometidos pelos alunos são do nível fónico que consiste na alteração da estrutura fónico e silábica da palavra; dificuldade no uso de marcadores de nasalização em que omite, troca ou usa de modo incorreto a nasalização; marcação gráfica do acento que tem a ver com a supressão do acento gráfico; omissão ou adição de letras ou sílabas nas palavras relacionados com a adição de letras maiúsculas no meio da palavra. Falamos ainda dos erros cometidos a nível lexical, léxico-sintaxe, sintaxe, morfossintaxe, coerência e coesão textual.
The production of texts is a fundamental aspect in the Portuguese class without which you cannot improve writing. Being writing the means by which the thinking/ thoughts, ideas and purposes are conveyed to the world in order to help to enrich the speaker's linguistic system, it has been fundamental to seek for the answer for the main causes at the root of the Portuguese Learning difficulties in the classroom and its impact on textual production and we hereby intend to seek for answers to this question and present possible solutions. As we have made the research, we have found that one of the major causes of the difficulty in producing texts in students during the Portuguese classes relies on the deficit in the pedagogical and didactic teacher training as we noticed that only one of the teachers has a higher education and the others had the 12th grade with no pedagogical training. In order to carry out this work, we have chosen, at random, 40 students of the grade 12 as a sample, of which 17 males and 23 females aged 15-22 years and 5 teachers including 1 male and 4 females. From this study we have found that the main mistakes made by students are at the phonic level that consist of altering the phonic and syllabic structure of the word, difficulty in using nasalization markers, omitting, or altering or even incorrect nasalization use, graphic marking accent that has to do with the deletion of graphic emphasis, omission or addition of letters or syllables in the words related to the addition of capital letters in the middle of the word. Still, we spoke about mistakes at lexical level, lexicon-syntax, syntax, morph syntax, coherence and textual cohesion.
Mestrado em Línguas, Literaturas e Culturas

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Дисертації з теми "Pedagogy of error"

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