Дисертації з теми "Spatial ways of thinking"
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Storsten, Emelie. "Traditional ways of strategic thinking – the only truth?" Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-155619.
Повний текст джерелаClarke, H. H. P. "Ways of thinking : an essay on referential coordination." Thesis, University College London (University of London), 2016. http://discovery.ucl.ac.uk/1521086/.
Повний текст джерелаLeung, Hai-ka Elaine, and 梁凱嘉. "Critical thinking and knowledge in liberal studies: ways of seeing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B48364915.
Повний текст джерелаpublished_or_final_version
Education
Master
Master of Education
Abad, Carla. "The Development of Early Spatial Thinking." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3574.
Повний текст джерелаTurakhia, Dishita Girish. "Thirteen ways of looking : a theoretical inquiry in computational creative thinking." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113918.
Повний текст джерелаThesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 97-99).
The vision of this research is to propose a novel computational framework to study Creative Thinking. If we are to embed machines with creative thinking abilities, then we first need to study the evanescent nature of human creative thinking. Creative thinking is neither entirely random nor strictly logical, making it difficult to t its computation into structured logical models of thinking. Given this conundrum, how can we computationally study the process of thinking creatively? In this research, I first present the current scientific definitions of creative thinking. Through literary survey of cognitive, computational and design thinking frameworks, I identify the missing links between human creativity and AI models of creative thinking. I assert that creative thinking is result of two features of human intelligence, cognitive diversity and social interaction. Cognitive diversity or the ability to parse knowledge in dierent ways is a crucial aspect of creative thinking. Furthermore, social interaction between cognitively diverse individuals results in restructuring of thoughts leading to creativity and epiphanies (the aha moments). I posit that Shape Grammar, with its ability to fluidly restructure computation, can be used to study and demonstrate cognitive diversity and interaction. If we conceive thoughts as shapes and ideas as configurations of those shapes, then cognitive diversity can be described as rule-based computation on shapes to generate those configurations; and interaction as the exchange of rules between cognitive diverse entities (humans or machines). The contributions of this research are threefold. First, I present a literature review of current frameworks, and identify the two gaps between machine and human creativity. Secondly, I demonstrate how shape grammar can ll those gaps of cognitive diversity and interaction. Thirdly, I propose thought-shape framework that adapts principles of shape grammar for computational creative thinking.
by Dishita Girish Turakhia.
S.M.
Macdonald, Murdo James Stewart. "Birth order, art and science : a study of ways of thinking." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19069.
Повний текст джерелаSerig, Daniel. "Visual metaphor and the contemporary artist ways of thinking and making." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/989351890/04.
Повний текст джерелаLiu, Jie. "Exploring Ways of Identifying Outliers in Spatial Point Patterns." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2528.
Повний текст джерелаSybert, Darlene. "Two ways of knowing and the romantic poets /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052219.
Повний текст джерелаMcFadzean, Elspeth. "New ways of thinking : an evaluation of K-groupware and creative problem-solving." Thesis, Henley Business School, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295195.
Повний текст джерелаJo, Injeong. "Aspects of spatial thinking in geography textbook questions." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1516.
Повний текст джерелаBaxter, Natalie Sue. "The Progymnasmata: New/Old Ways to Teach Reading, Writing, and Thinking in Secondary Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2576.pdf.
Повний текст джерелаKim, Min Young. "Theorizing Languaging Thinking as Ways of Reading: A Microethnographic Study in an English Language Arts Classroom." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531489010543586.
Повний текст джерелаEkmekci, Onur. "Neoliberal Urbanization in the case of Istanbul : Spatial Manifestations and Ways of Contesting It." Thesis, KTH, Stadsbyggnad, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-104831.
Повний текст джерелаFusté, Lleixà Anna. "Hypercubes : learning computational thinking through embodied spatial programming in augmented reality." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120690.
Повний текст джерелаCataloged from PDF version of thesis.
Includes bibliographical references (pages 116-120).
Computational thinking has been described as a basic skill that should be included in the educational curriculum. Several online screen-based platforms for learning computational thinking have been developed during the past decades. In this thesis we propose the concept of Embodied Spatial Programming as a new and potentially improved programming paradigm for learning computational thinking in space. We have developed HyperCubes, an example Augmented Reality authoring platform that makes use of this paradigm. With a set of qualitative user studies we have assessed the engagement levels and the potential learning outcomes of the application. Through space, the physical environment, creativity and play the user is able to tinker with basic programming concepts that can lead to a better adoption of computational thinking skills.
by Anna Fusté Lleixà.
S.M.
Kim, Jin Eui. "The ways in which surface marks and tone may manipulate perception of three-dimensional ceramic artworks." Thesis, Cardiff Metropolitan University, 2012. http://hdl.handle.net/10369/6501.
Повний текст джерелаWebster, Megan L. "GIS in AP Human Geography: a Means of Developing Students’ Spatial Thinking?" Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801894/.
Повний текст джерелаMoorhouse, Sara. "The ways in which arrangements of colour interact and manipulate spatial perception of three-dimensional ceramic forms." Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/6502.
Повний текст джерелаMahoney, Jill D. "The effect of instruction of visual/spatial thinking skills on learning physics concepts." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/mahoney/MahoneyJ0812.pdf.
Повний текст джерелаOwens, Kay Dianne, and mikewood@deakin edu au. "Spatial thinking processes employed by primary school students engaged in mathematical problem solving." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.100440.
Повний текст джерелаHudson, David. "Re-thinking 'global' financial markets : towards a socio-spatial account of financial value." Thesis, University of Birmingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409066.
Повний текст джерелаHarold, Jordan. "Thinking with data visualisations : cognitive processing and spatial inferences when communicating climate change." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/67669/.
Повний текст джерелаKristiansson, Torbjörn. "Det rumsliga tänkandet : Gymnasieelevers geospatiala förmåga i relation till geografiämnets styrdokument." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-298124.
Повний текст джерелаBarrett, G. "Learning in the schooling process : Ways of thinking, learning and knowing in classroom interactions of pupils from 4 to 16." Thesis, University of East Anglia, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372213.
Повний текст джерелаStephenson, Valerie. "Equal to the challenge : reconstructing ways of thinking, knowing and doing, Re: the schooling of young black women in Metro - Montreal." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0004/MQ43598.pdf.
Повний текст джерелаGarcia, Diana Bertuol. "The science-practice interface in Ecology and Conservation: a conceptual framework and shared ways of thinking among scientists and decision-makers." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/41/41134/tde-17102017-165730/.
Повний текст джерелаA interface ciência-prática em Ecologia e Conservação: um esquema conceitual e modos de pensaDiversos debates atuais em Ecologia e Ciência da Conservação estão centrados em como navegar na interface entre ciência e prática com o objetivo de usar a ciência para apoiar soluções efetivas e viáveis para os problemas ambientais. Esta dissertação tem como objetivo geral contribuir com caminhos para navegar na interface ciência-prática ao identificar, através de uma abordagem interdisciplinar, (1) como o debate acadêmico sobre este assunto tem sido feito e (2) como a relação entre ciência e prática é percebida por cientistas e tomadores de decisão. No capítulo 1, apresento uma revisão da literatura, conduzida a partir de 1563 frases sobre as causas da lacuna ciência-prática extraídas de 122 artigos publicados em periódicos de Ecologia e Conservação da Biodiversidade. Uso técnicas de análise de texto para organizar essas causas em um esquema conceitual que descreve três perspectivas sobre os processos, conhecimentos e atores importantes na interface ciência-prática. A seguir, averiguo a predominância dessas perspectivas ao longo do tempo e em diferentes periódicos, para depois avaliar as perspectivas à luz de disciplinas que estudam o papel da ciência na tomada de decisão, como a Ciência Política. A predominância ao longo do tempo da perspectiva centrada em um fluxo unidirecional de conhecimento da ciência para a prática sugere que o debate em Ecologia e Conservação não seguiu a tendência observada em outras disciplinas na direção de perspectivas enfatizando um fluxo bidirecional e integrativo de conhecimentos entre a ciência e a prática. Em Ecologia e Conservação, a perspectiva integrativa parece estar restrita a tradições de pesquisa historicamente isoladas da Biologia da Conservação, que, por sua vez, é dominada por abordagens de \"conservação baseada em evidência\". Todas as perspectivas constatadas representam visões superficiais da tomada de decisão ao desconsiderarem limites à racionalidade humana, a complexidade da tomada de decisão, fronteiras difusas entre ciência e prática, a ambiguidade trazida pela ciência e diferentes tipos de uso de conhecimento. Por outro lado, a perspectiva integrativa que enfatiza o trabalho colaborativo entre cientistas e tomadores de decisão permite potencialmente processos de tomada de decisão mais democráticos e discussões explícitas de valores. No capítulo 2, eu me volto para cientistas e tomadores de decisão do Brasil, um país tropical em desenvolvimento com uma ciência crescente e uma rica biodiversidade, mas cujas políticas ambientais vem sofrendo diversas ameaças. A partir das três perspectivas do esquema conceitual do capítulo 1, elaborei uma lista de 48 frases descrevendo como a interface entre ciência e prática deveria ser. Usando a metodologia Q advinda da Psicologia, pedi para 22 ecólogos e analistas ambientais do IBAMA ranquearem suas concordâncias com essas frases. Uma análise de componentes principais revelou três grupos de participantes com ranqueamentos similares, apresentando, portanto, modos de pensar compartilhados sobre a interface ciência-prática. Todas as formas de pensar conferiram grande importância para atores e conhecimentos da ciência e da prática, mas houve divergência nos papéis atribuídos à ciência, aos cientistas e aos tomadores de decisão, indicando a necessidade de debater abertamente os papéis que se espera que cada ator assuma nas parcerias entre ciência e prática. Além disso, a falta de estímulo organizacional parece ser um entrave maior para essas parcerias do que diferenças culturais entre cientistas e tomadores de decisão. Na última sessão da dissertação, eu integro as conclusões dos dois capítulos, ressaltando as implicações mais importantes para uma melhor compreensão da interface ciência-prática e para o fomento de parcerias produtivas entre ciência e prática em Ecologia e Conservaçãor compartilhados entre cientistas e tomadores de decisão
Spencer, Peta. "Teaching and Learning Spatial Thinking with Young Students: the Use and Influence of External Representations." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/feacc37d2defb575a4b4c0987ac27bca82948c0121962fd4f79d431c25914a7d/42812090/SPENCER_Peta_2017_Teaching_and_learning_spatial_thinking_with_young_students.pdf.
Повний текст джерелаSuhie, Michele M. "Time to retire old ways of thinking a validation of the transtheoretical model in a new application to psycho-social retirement planning /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1147267423.
Повний текст джерелаGuyot, Amelie M. L. "Spaces for enchantment and the unknown : fairy tales, complexity thinking and a search for new ways of dreaming : children-centred sustainable development." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2523.
Повний текст джерелаThis research explores spaces for enchantment and the unknown, exploring our relationship to fairy-tales and alternative ways of dreaming that break from a modern worldview, using complexity thinking as lens. I conducted extra-mural group work with two groups of adolescents from disadvantaged backgrounds. I considered the world young people receive at a metaphysical level; the world they dream of, connect to and enact. My thesis is based on the premise that we must act towards a ‘sustainable unknown development’ that goes beyond modern deadly homogenisation. The research objectives were as follows: Firstly, to explore the relationship between dreams (about the future) and a sustainable future. Secondly, to reflect, based on the group’s holding-space, on our relationship to dreams. Thirdly, to reflect on possible alternative ways of approaching the unknown and enacting enchantment to create change. Fourthly, to explore the importance of imagination and creativity with regards to the above. I review literature pertaining to the affects of the modern paradigm, specifically in its fairy tale blueprinting form, on our world. I argue that this paradigm is currently dangerous to the earth as a living system; causing the oppression and abandonment of nature, the feminine, children and our imagination. Alternative ways such as states of ‘interbeing’, polycentric thinking, and the experience of thresholds and heterotopian spaces where differences meet, are considered. The importance of personal experience and imagination in building resilience and meaning in the unknown are emphasised. My research uses a practical design of ‘enchantment methodology’. Methodologically it tries to tackle some ontological questions, considering different approaches in which negotiation is possible at a metaphysical level. My findings were that although alternative approaches do exist they cannot be generalised in a modern thinking way. Beyond the modern numbness and the tantrums of breaking away from its devastating divides, is the potential of inner wisdom found in our own hearts. Recommendations are that more holding spaces are created to promote an alternative relationship to the unknown to nurture a sense of enchantment.
Baca, Joaquín Javier. "Integrating spatial thinking into the curriculum through geographic information systems and the Santa Ana River watershed." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3203.
Повний текст джерелаKline, Keith Alan. "The effects of visualizations and spatial ability on learning from static multimedia instructions." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/44702.
Повний текст джерелаSundler, Sofie Inger. "Ecosystem Services in Spatial Planning : Towards Sustainable Development in the Swedish Physical Planning Process." Thesis, Mittuniversitetet, Avdelningen för ekoteknik och hållbart byggande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-19823.
Повний текст джерелаBrittell, Megen. "Neuro-imaging Support for the Use of Audio to Represent Geospatial Location in Cartographic Design." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24538.
Повний текст джерелаAllen, Dianne. "Contributing to learning to change developing an action learning peer support group of professionals to investigate ways of improving their own professional practice /." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050901.105532/index.html.
Повний текст джерелаFinkel, Kelsey Jo. "Exploring the writer's toolbox : a study of how writers and their use of writing implements and surfaces relate to their ways of thinking for writing." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:daaae0e7-10f0-4c9f-bbe3-8157c2fa47df.
Повний текст джерелаValeri, Alishia Adele. "Educating About/for Food Security Through Environmental Education: A Qualitative Study of Teacher Education Programs in Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40719.
Повний текст джерелаBektasli, Behzat. "The relationships between spatial ability, logical thinking, mathematics performance and kinematics graph interpretation skills of 12th grade physics students." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1149269242.
Повний текст джерелаBorsoi, Caroline. "GeoGebra 3D no Ensino Médio : uma possibilidade para a aprendizagem da geometria espacial." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/148179.
Повний текст джерелаIn teaching the Spatial Geometry is remarkable the students difficulty in activities that require spatial skills and the understand of the two-dimensional representation of three-dimensional objects. This study presents a didactic sequence that explores concepts of Spatial Geometry using the software GeoGebra. The aim is to provoke the development of spatial geometric thinking, taking advantage of dynamic representations available in the software, especially the one concerning the interaction between the representations of three-dimensional object and intersecting planes. Ten activities in increasing level of difficulty and involving different concepts of spatial geometry were applied in the experiment. The analysis of the students’ production is based on Van Hiele, Duval and Gutiérrez theories and the research methodology takes as reference the Didactic Engineering. From confrontation between the priori and posteriori analysis, it was possible to observe the progress of students and especially the development of skills related to spatial visualization.
Connelly, Heather. "Speaking through the voice of another : how can art practice be used to provoke new ways of thinking about the transformations and transitions that happen in linguistic translation?" Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/17999.
Повний текст джерелаGravel, 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 джерелаKayhan, Emine Banu. "Investigation Of High School Students'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605771/index.pdf.
Повний текст джерелаto investigate the effect of type of high school on spatial ability, to investigate the relationships between students&rsquo
mathematics achievements, logical thinking abilities and their spatial abilities and to investigate the effect of technical drawing course on the development of students&rsquo
spatial abilities. The study was conducted in Ankara with 251 9th-grade students who enrolled to general, Anatolian, foreign language, commercial vocational and industrial vocational high schools. Two measuring instruments were utilized: Spatial Ability Tests and Group Test of Logical Thinking. Spatial Ability Tests, which were developed by Ekstrom, consist of card rotation, cube comparison tests measuring the spatial orientation ability and paper folding and surface development tests measuring the spatial visualization ability. The tests were translated in to Turkish by Delialioglu, (1996). Group Test of Logical Thinking was developed by Roadrangka, Yeany, and Padilla and a Turkish version of GALT was developed by Aksu, Beberoglu and Paykoç
(1990). In order to analyze the obtained data, one way ANOVA, correlation analysis and t-test were used. The results of the study indicated that
there is no significant effect of type of high school on students&rsquo
spatial abilities
there is a significant positive relationship between spatial ability and mathematics achievement
there is a significant positive relationship between spatial ability and logical thinking ability
there is a significant positive relationship between spatial ability and technical drawing achievement
and there is a significant development in the students&rsquo
spatial abilities of the students in the technical drawing course.
Backhaus, Vincent Stuart. "Situating the countried existence of critical indigenous pedagogies & Aborginal and Torres Strait Islander student's ways of learning." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/288428.
Повний текст джерелаBaek, Juyeon. "A Piece of Space : Exploring photographic space as a visualized form of spatial experience and thinking about how a designer can position it in reality." Thesis, Konstfack, Inredningsarkitektur & Möbeldesign, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7274.
Повний текст джерелаSome images have been removed for copyright reason.
Marshall, Smith Shannon. "A comparison of computer-based and robotic programming instruction: Impact of Scratch versus Cozmoon middle school students' computational thinking, spatial skills, competency beliefs, and engagement." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563504114667862.
Повний текст джерелаJuliasz, Paula Cristiane Strina. "O pensamento espacial na educação infantil: uma relação entre geografia e cartografia." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-14072017-162631/.
Повний текст джерелаSpatial thinking, comprised of concepts, representations and spatial abilities, is a cognitive activity developed in everyday living, and can be systematized through different school disciplines, mainly Geography. The comprehension of this concept and the investigation of how it can be developed and systematized in schools are critical points, involving different languages that represent the space. Considering this, we noticed the absence of references in geography-focused school activities for the development of spatial thinking. Our main objective is to propose theoretical and methodological references for the spatial knowledge of children aged between 4 and 6 years old. The research is based on the following question: Which spatial abilities and concepts can be addressed in activities aimed at developing spatial thinking in children aged 4 to 6 years old? To answer this question and achieve the main objective, the specific objectives were: a) to investigate and analyze the pertinence, possibilities and approaches regarding the spatial notions in childrens education; b) develop teaching situations based on guiding theories about spatial thinking, childrens drawing and the concept construction under a historical and cultural perspective; c) understand the patterns in childrens graphic representations; and d) analyze the childrens dialogues. Three series of activities with distinct objectives were proposed and analyzed as investigation instruments, based on the spatial thinking representation, concept, and abilities. All the activities addressed the central concept of Location. The first activity series deals specifically with the space nearby, the existence space, while the two other series are related to the geographic knowledge regarding distant aspects. In order to analyze spatial thinking expression, we narrated the main outcomes of the activities, transcribed the video recordings, and mapped the resulting data according to our interests; i.e., verify the spatial concepts and abilities. Drawing consists in a language that concretizes and reflects spatial reasoning, involving important principles of Cartography and Geography. The present research adopted the conception of childhood as a social category, and the child is the subject of the right to acquire knowledge, in this case, spatial knowledge. In this research, children are considered capable of learning, reflecting, creating, exchanging experiences, dialoguing, and teaching about the space. The analysis of the research data allowed us to conclude that drawing is part of the cartographic initiation, and words are fundamental elements that concretize the way of thinking, in this case, spatial thinking ability. In this thesis, we reaffirm the direct relationship between Geography and the development of spatial thinking, considering the very nature of this Science, and Cartography as the language used to materialize this way of thinking. The present thesis defends the development of spatial thinking in childrens education as a way to broaden the spatial knowledge and the construction of spatial concepts by the children.
Graham, Charlotte. "The relationship between inhibitory control and System 1 and System 2 processes in deductive and spatial reasoning." Thesis, University of Canterbury. Psychology, 2007. http://hdl.handle.net/10092/1370.
Повний текст джерелаDuarte, Ronaldo Goulart. "Educação geográfica, cartografia escolar e pensamento espacial no segundo segmento do Ensino Fundamental." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-10112016-135000/.
Повний текст джерелаThe author of this thesis believes that Geography Education and School Cartography have both great importance for the development of spatial thinking among students in K-12. This dimension of intelligence is crucial for citizenship and for the practice of many professional and daily activities. Considering such a framework, the main goal of this research is to assess the contribution of Geography Education and School Cartography in Brazilian middle school to enhance students capacity to think spatially in situations that encompass spatial representations, specially cartographic ones, in geographical contexts. To answer this question we decided to betake the field research known as spatial thinking, developed mostly in the U.S. during the last two decades. As a consequence we adopted the definition of spatial thinking that was presented in the report of the National Research Council (2006), which has become the main reference in the field: Spatial thinkingone form of thinking is based on a constructive amalgam of three elements: concepts of space, tools of representation, and processes of reasoning (NRC, 2006, ix). Our methodology was based on two interconnected paths. We analyzed the three most adopted Geography textbooks collections for the four years of Brazilian middle school (6th to 9th grades) with the purpose of assessing in which extent the exercises in those books are capable of fostering students spatial thinking. In order to stablish a comparison with Brazilian textbooks we also assessed a French textbook collection destined to the same grade levels. To perform such an assessment, we used the Taxonomy of Spatial Thinking (Jo and Bednarz, 2009) designed for this particular purpose and replied by Scholz et al. (2014). The study identified not only the ratio of questions demanding spatial thinking but also the processes of reasoning involved. The second methodological path was based on the use of the Spatial Thinking Ability Test (STAT), designed by Lee and Bednarz (2012). We have administered the STAT to 268 students of six different Brazilian schools, all of them in the end of the 9th grade. After organizing all the data, we compared the Brazilian results with those of two international studies where the same test was administered: one school in the United States (LEE and BEDNARZ, 2012) and three schools in Ruanda (TOMASZEWSKI et al., 2014). Our analysis included both the global results of students overall performance in the test and their accomplishments regarding the eight modes of thinking spatially defined by the authors of the STAT. Our final conclusions were the results of the comparison between the outcomes obtained from our two methodological paths.
Santos, Leovan Alves dos. "Ensinar geografia pela pesquisa: possibilidades de construção do pensamento espacial pelos alunos." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/4752.
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Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG
This research analyzes, through a teaching experience, teaching Geography in the survey with the aim of building a spatial thinking by students. For this, it has been an object of research a Didactic sequence (SD) in Geography teaching for elementary school, planned, implemented and evaluated by two teachers, in order to understand how the teaching of Geography from the research can collaborate for the student to meet their everyday spatial practices, and their place of experience as a reference to analyze the geographic space. To make feasible what was proposed, methodologically, this research was based on action research assumptions, with elements of ethnographic research. Many questions permeate the intention and the development of this research, such as research can make a methodological approach to the teaching of school geography? How the teaching of Geography from research can contribute to the development of spatial concepts by students? To what extent the local student can contribute to be an analysis of the scale of the research Geography teaching? Thus, we sought to initially conduct a literature review of the theoretical basis for teaching Geography from pesqusia the papers presented at the National Meeting of Geography Teaching Practice (Enpeg) and Core forums Teaching and Research in Geographical Education (Nepeg) . Were analyzed, then theses and dissertations of the last decade that address the theme of research in school geographical education. Later, it was made a semi-structured interview with the teacher and I were observed their practices. Was also examined the expression of perceptions of teacher II from the questions asked Professor I. At the end, we proceeded to the analysis of some documents, such as the National Curriculum Parameters (PCN), the National Curricular Guidelines (DCN) the pedagogical projects of the main courses that form Geography teachers in Goiás and the Pedagogical Political Project (PPP) of schooling field of research. Teaching Sequence started from a dialectical conception of education, focusing on the questioning, organization and synthesis of knowledge. The activities were aimed at students, while researching his subjects, could question the content from its initial social practice and could count on the teacher in mediating the geographic content and the orientation of their research. Finally, the activities sought to promote a return to the initial social practice of these students, in which the initial notion of them were already processed and forwarded to the formation of a spatial thinking and a geographic look. There was the intention on the part of teachers I and II, that students could build their spatial concepts according to the specific contents of Geography, when making a significant offer to students and act in their classrooms to develop and create potential, not just limited to expect the capabilities necessary for the understanding of a particular concept ever to develop.
presente investigação analisa, por meio de uma experiência pedagógica, o ensino de Geografia pela pesquisa com o objetivo de construção de um pensamento espacial pelos alunos. Para isso, tem-se como objeto de investigação uma Sequência Didática (SD) em ensino de Geografia para o ensino fundamental, planejada, aplicada e avaliada por dois professores, com a finalidade de compreender de que forma o ensino de Geografia pela pesquisa pode colaborar para que o aluno possa conhecer suas práticas espaciais cotidianas, tendo seu local de vivência como referência para analisar o espaço geográfico. Para tornar viável o que fora proposto, metodologicamente, esta pesquisa foi baseada nos pressupostos da pesquisa-ação, com elementos da pesquisa etnográfica. Muitos questionamentos perpassam a intenção e o desenvolvimento desta investigação, como: a pesquisa pode compor uma abordagem metodológica para o ensino da Geografia escolar? De que forma o ensino de Geografia pela pesquisa pode contribuir para o desenvolvimento de noções espaciais pelos alunos? Em que medida o local do aluno pode contribuir para ser uma escala de análise do ensino de Geografia pela pesquisa? Assim, buscou-se inicialmente realizar um levantamento bibliográfico das bases teóricas para o ensino de Geografia pela pesqusia nos trabalhos apresentados nos Encontros Nacionais de Práticas de Ensino de Geografia (Enpeg) e nos fóruns do Núcleo de Ensino e Pesquisa em Educação Geográfica (Nepeg). Analisaram-se, em seguida, teses e dissertações da última década que tratam a temática da pesquisa na educação geográfica escolar. Posteriormente, foi feita uma entrevista semiestruturada com o professor I e observaram-se suas práticas. Examinou-se também a expressão das percepções do professor II a partir das perguntas feitas ao professor I, tais percepções foram registradas logo após a entrevista com este professor. Ao final, procedeu-se à análise de alguns documentos, tais como os Parâmetros Curriculares Nacionais (PCN), as Diretrizes Curriculares Nacionais (DCN), os projetos pedagógicos dos principais cursos que formam professores de Geografia em Goiás e o Projeto Político Pedagógico (PPP) da escola-campo da pesquisa. A Sequência Didática partiu de uma concepção dialética de ensino, tendo como foco a problematização, sistematização e síntese do conhecimento. As atividades estiveram voltadas para que os alunos, ao pesquisarem seus temas, pudessem problematizar o conteúdo a partir de sua prática social inicial e pudessem contar com o professor na mediação dos conteúdos geográficos e também na orientação de suas pesquisas. Por fim, as atividades desenvolvidas buscaram promover um retorno à prática social inicial desses estudantes, em que a noção inicial deles estivesse transformada e já encaminhada para a formação de um pensamento espacial e de um olhar geográfico. Houve a intencionalidade, por parte dos professores I e II, de que os alunos pudessem construir suas noções espaciais de acordo com os conteúdos específicos da Geografia, ao apresentarem uma proposta significativa aos discentes e atuarem em suas respectivas salas de aula no sentido de desenvolver e criar potencialidades, e não somente se limitar a esperar que as capacidades necessárias à compreensão de um determinado conceito algum dia se desenvolvessem.
Kuznetcova, Irina. "Video Games as Deweyan Worlds: A Desktop/Mobile VR Game-based Intervention to Improve Visuospatial Self-efficacy in Middle School Students." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1588244345618764.
Повний текст джерелаEckerdal, Anna. "Novice Programming Students' Learning of Concepts and Practise." Doctoral thesis, Uppsala universitet, Avdelningen för teknisk databehandling, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9551.
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