Nesta pesquisa de mestrado foi oferecido um espaço de reflexão sobre a ciência a um grupo de estudantes da Escola de Artes, Ciências e Humanidades da Universidade de São Paulo (EACH - USP) no decorrer da disciplina de Ciências da Natureza. O instrumento de pesquisa utilizado foi um questionário fechado, com escala do tipo Likert. Esse questionário foi aplicado no início da disciplina de Ciências da Natureza e no fim da mesma. Os objetivos da pesquisa foram identificar as concepções de ciência dos estudantes no início da disciplina e no fim da mesma, assim como inferir se a disciplina de Ciências da Natureza exercia alguma influencia nas concepções dos estudantes. Para analisar os dados foi realizada uma análise quantitativa dos questionários e uma análise qualitativa. Na análise quantitativa percebemos que os padrões de respostas dos estudantes no questionário aplicado no início da disciplina e no fim da mesma eram iguais em praticamente todas as sentenças (afirmativas) do questionário. Ao realizarmos a análise qualitativa desvendamos mais dados no trabalho, como inadequações na elaboração das sentenças, dentre as principais inadequações se encontra a falta de explicação de alguns termos polissêmicos, como evolução na ciência, leis e princípios científicos. Com essa análise também percebemos que a disciplina de Ciências da Natureza desenvolvida em apenas um semestre, não foi suficiente para modificar as concepções de ciência dos estudantes e consideramos necessária a criação de um espaço de constante reflexão sobre a ciência durante a formação inicial de estudantes. Além disso, o questionário mal elaborado não contribuiu para que identificássemos as concepções de ciência dos estudantes, mas nos permitiu elaborar algumas aproximações. Dessa forma, a maior parte das respostas dos estudantes revelaram concepções ingênuas sobre a ciência, marcadas pela existência de um método científico único, pela importância conferida aos experimentos e por uma ciência única e acabada. Por fim, propomos reflexões sobre as aproximações de concepções de ciência, assim como apresentamos ideias de possíveis melhorias para esta pesquisa e pesquisas semelhantes, como o necessário espaço de constante reflexão para os estudantes e professores e propostas para melhorias do instrumento de pesquisa. / In this research was offered a space for reflection about the science to students of the School of Arts, Sciences and Humanities, University of São Paulo (EACH-USP) during the course of Sciences of Nature. The survey instrument used was a closed questionnaire with likert scale. This questionnaire was applied at the beginning of the course of the Sciences of Nature and at the end of it. The research objectives were to infer the science conceptions of students at the beginning of the course and at the end of it, as well as infer whether the discipline of Sciences of Nature influenced the conceptions of students. To analyze the data we elaborated a quantitative and qualitative analysis of questionnaires. In the quantitative analysis we perceived that the patterns of student answers in the questionnaire at the beginning and at the end of the course were equal in practically every affirmative. When we realize a qualitative analysis we unveil more important data at work, as inadequacies in the preparation of affirmatives. Among the major inadequacies is the lack of explanation of polysemic terms, as developments in science, scientific laws and principles. With this analysis we also perceived that the discipline of Sciences of Nature, developed in just one semester, was not enough to change the science conceptions of students, thereby, we consider necessary a space of constant reflection. Moreover, poorly prepared questionnaire did not provide us to discover the real conceptions of science students, but provided us with approximations. Thus, the majority of students responses revealed naive conceptions of science, marked by single scientific method, the importance given to experiments and a single and finished science. Finally, we propose reflections on the approaches to science conceptions as well as we present ideas for possible improvements to this research and similar studies, as the necessary space for constant reflection for students and teachers and proposals for improvement of the research instrument.

Orientador: Silvana Venancio / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-07-25T17:02:26Z (GMT). No. of bitstreams: 1 Medeiros_FranciscoEmiliode_M.pdf: 3509751 bytes, checksum: b73db62b034676624ecdf668f8d8ebe8 (MD5) Previous issue date: 1999 / Resumo: Este estudo situa-se na linha de pesquisa Pedagogia do Movimento, pertencente a área de concentração Educação Motora, desenvolvido no Mestrado em Educação Física da Universidade Estadual de Campinas. Caracteriza-se como uma investigação exploratória que adquiriu a forma de pesquisa bibliográfica,tendo por objetivo verificar que concepções de corpo perpassam na literatura recente da Educação Física - publicada entre os anos 80 e 90 no Brasil. Para tal, por meio de uma amostragem do tipo não probabilística por acessibilidade, foram selecionados dez livros escritos por autores brasileiros no período delimitado.O passo anterior à leitura desses livros foi a construção de contornos teóricos para o estudo, no qual procurou-se focalizar os debates ocorridos na área nas duas últimas décadas, principalmente os concementes às questões em tomo do processo de crise e redimensionamento e, igualmente, os seus desdobramentos na Educação Física escolar e na produção teórico-acadêmica referente à temática corpo. Ulterior à leitura dos livros construiu-se ideografias das obras, culminando com um quadro síntese, revelador do discurso do corpo na literatura estudada e demonstrativo do estágio atual de desenvolvimento dessa temática na Educação Física brasileira / Abstract: This study draws a research on the Movement Pedagogy, which belongs to tee concentration area of Motor Education, developed in Physical Education Master at State University of Campinas. It is characterized by na exploratory investigation that acquired the shape of a biographical research, aiming to verifY that body conceptions are in the recent Physical Education - published between the 80's and 90's in Brazil. It was made through a sample of a non-probabilistic type by accessebility, where it was selected ten books written by Brazilians authors at the time delim ited. The previous reading of those books was a theoretical construction for the study in which was tried to focus the debates that happened in the area at the past two decades, mainly concerning to issues around the crisis and re-dimension processes and, equally, their unfolding at school Physical Education and theoretical-academi.cproduction referred to the thematic body. Before reading the books it was built ideographs of the works, related to syntheses chart, which shows the body speech in the studied literature and the present statement leveI of this thematic in Brazilian Physical Education / Mestrado / Mestre em Educação Física

Whereas conceptions of giftedness, assessment tools, and models espoused in contemporary psychology are all grounded in the West, there are different ways to look at giftedness. This study investigated Shona culture of Zimbabwe’s conceptions of giftedness with a view to generate theoretical ideas that inform gifted programming from an African cultural perspective. The study was conducted at two levels using different research designs: a) a cultural level seeking to highlight Shona culture’s implicit theories of giftedness and b) an individual level seeking to understand Shona artists’ talent attributions. At the first level, Shona culture’s implicit theories of giftedness were explored by a questionnaire completed by 16 Zimbabwean academics of Shona cultural background. Data were analyzed in thematic frames, using frequency tables to gauge a consensus of responses among the respondents. The second study adopted a grounded theory study approach to generate a mid-range theory of Shona stone sculptors’ talent attributions focusing on how they propel a field of art. Participants in the study were 20 top talented Shona stone sculptors (icons of creative works in Zimbabwe). The Shona model of giftedness that emerged is spiritual, participatory and community focused. The grounded theory generated in the study suggested a dynamic interactive process model (DIPM) which explains how artists’ talent attributions help to propel a field of art. The DIPM posits that creativity emerges from dynamic and interactive processes activated or reactivated (by some trigger stimulus) in interactions evoking one’s unique experiences, cultural consciousness and domain specific consciousness and realized through practice and experience. In the DIPM model, creative vision and inspiration in art evolve from the interplay of six major factors which are not necessarily discrete: a) inherent/inborn potential, b) cultural consciousness, c) individual’s unique experiences, d) activation/reactivation stimulus, e) domain specific consciousness, and f) practice and experience. The DIPM model is based on beliefs systems as the magic carpets by which the artists ascend into the unknown to unleash their creativity. The study suggests that belief systems could become an interesting focus for future studies to understand creativity. The study makes a case for diversity sensitivity in gifted programming. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Le recours aux modèles et à la modélisation est mentionné dans la documentation scientifique comme un moyen de favoriser la mise en oeuvre de pratiques d'enseignement-apprentissage constructivistes pour pallier les difficultés d'apprentissage en sciences. L'étude préalable du rapport des enseignantes et des enseignants aux modèles et à la modélisation est alors pertinente pour comprendre leurs pratiques d'enseignement et identifier des éléments dont la prise en compte dans les formations initiale et disciplinaire peut contribuer au développement d'un enseignement constructiviste des sciences. Plusieurs recherches ont porté sur ces conceptions sans faire de distinction selon les matières enseignées, telles la physique, la chimie ou la biologie, alors que les modèles ne sont pas forcément utilisés ou compris de la même manière dans ces différentes disciplines. Notre recherche s'est intéressée aux conceptions d'enseignantes et d'enseignants de biologie au secondaire au sujet des modèles scientifiques, de quelques formes de représentations de ces modèles ainsi que de leurs modes d'utilisation en classe. Les résultats, que nous avons obtenus au moyen d'une série d'entrevues semi-dirigées, indiquent que globalement leurs conceptions au sujet des modèles sont compatibles avec celle scientifiquement admise, mais varient quant aux formes de représentations des modèles. L'examen de ces conceptions témoigne d'une connaissance limitée des modèles et variable selon la matière enseignée. Le niveau d'études, la formation préalable, l'expérience en enseignement et un possible cloisonnement des matières pourraient expliquer les différentes conceptions identifiées. En outre, des difficultés temporelles, conceptuelles et techniques peuvent friner leurs tentatives de modélisation avec les élèves. Toutefois, nos résultats accréditent l'hypothèse que les conceptions des enseignantes et des enseignants eux-mêmes au sujet des modèles, de leurs formes de représentation et de leur approche constructiviste en enseignement représentent les plus grands obstacles à la construction des modèles en classe.

Cette thèse se penche sur la conception des rôles journalistiques en milieu francophone minoritaire. Nous étudions ces thèmes par l’entremise d’une étude de cas portant sur les Jeux de la Francophonie, événement qui devait avoir lieu en 2021 à Moncton et à Dieppe au Nouveau-Brunswick, mais qui a été annulé par le gouvernement provincial. La littérature mobilisée pour étudier nos questions de recherche concerne surtout les médias en milieu minoritaire et les attentes des publics. Notre recherche est composée d’entrevues avec les journalistes des médias de Radio-Canada Acadie, CBC New-Brunswick, L’Acadie Nouvelle et Times & Transcript et des organisateurs de l’événement. Nous souhaitons, au terme de cette thèse, contribuer à l’actualisation des données concernant les médias en milieu minoritaire. Il s’avère que peu de recherches ont été effectuées dans ce champ d’études au cours de la dernière décennie et nous souhatons combler ce vide. Nos résultats montrent que les journalistes de Moncton et les sources interviewées valorisent plus que jamais le contenu informatif. Or, des facteurs sociopolitiques, technologiques et économiques rendent difficile l’atteinte de cet idéal.

In 2012, the Chinese 18th Party Congress identified individual well-being and well-being of the nation as 2 of the most important goals for China. Well-being, the maintenance of a happy and meaningful life, is one of the major psychological health benchmarks in an individual's life. Empirical research on lay conceptions and experiences of well-being has been almost exclusively conducted in Western cultures. Understanding Chinese lay people's conceptions of well-being and the relationship of those conceptions to experienced well-being is important for optimizing individual and social well-being, and for providing a basis for positive social change in China. The primary objective of this correlational study was to investigate the potential relationship among 4 dimensions of well-being and 5 indicators of experienced well-being. A secondary objective was to explore whether the relationship between eudaimonic (meaning in life) aspects of well-being was statistically stronger than the hedonic (happiness) conceptions of well-being. Data were collected from a sample of 548 participants from a medium-sized university in China using a paper-and-pencil survey. The analysis included descriptive statistics and multiple linear regression. The overall results indicated that eudaimonic and hedonic aspects of well-being are highly associated with experience of well-being, but the relationship between eudaimonic aspects of well-being was not statistically stronger than the hedonic aspects. Policymakers can use the findings of this study to help focus policy development and improvement at the organizational level for Chinese society.

<p> In our search for an understanding of Old English cosmological conceptions we discover that the creation myth is central to the mysteries of the Christian faith, and that the Greek and Latin authors' interpretations of creation, known as "Hexaemera", provide much that is vital and influential to Old English poetic cosmology. My purpose in this dissertation is two-fold. The first is to provide for the Old English biblically-based poems an informing context of Greek and Latin hexaemeral writings drawn mainly from the Fathers of the Church. The second is to examine three Old English texts on creation and paradise as set against the background of the Mediterranean hexaemeral tradition. That a definite and complex accumulation of hexaemeral writings existed from the early patristic era through the Old English period (ca. A.D. 100-750) is confirmed by the wide variety of treatises, tractates, sermons, poems and hymns, assertive and didactic literary genres all revealing one major purpose -- the demonstration of intelligible order in the universe which is to be perceived through a vision of God's wisdom in creation.</p> <p> From this immense body of traditions about creation and paradise emerges a pattern which suggests to us the hypothesis that the Old English Christian poets, whose access to a broad range of such writings has been established, pondered and incorporated the hexaemeral features and conventions while adding their own variations to the creation theme. An important corollary to this hypothesis is that the Old English accounts of creation and paradise were influenced by an elaborate, lettered, and learned tradition which deserves special critical emphasis. Recent scholars have stressed the need for a comprehensive study of the potentialities of allusion in Old English poems to traditional Christian allegorical and tropological interpretations, as well as a study of the scholarly habits of perception which distinguished the monastic and ecclesiastical writings of the Middle Ages. This thesis is intended to fill a small aspect of this need in its exploration of the lettered traditions of creation which preceded and existed alongside Anglo-Saxon civilization.</p> <p> In order to develop this thesis I have categorized its two parts, respectively, as the patristic and poetic traditions. Part One offers an inquiry into the exegetical treatment of creation and paradise revealed in the Fathers, the Christian Latin poets, and related sources. The exploration is not intended to be comprehensive but representative in a critical mode directed towards illuminating our understanding of certain seminal concepts from which radiated further interpretations of creation in the Old English poetic canon. The figural levels of meaning perceived by patristic authors in such archetypal symbols as the primordial ocean, the green plain and golden groves of Eden, the luminaries of day and night, the fire and hail, snow and vapour of creation, contribute to our understanding of the Old English moulding of creation myths.</p> <p> In Part Two, the critical scope of the study focusses in three separate chapters on the creation :features of the Junius Genesis A and Christ and Satan, and the paradisal elements in the Exeter Phoenix. Equipped with a knowledge of the main features of the Mediterranean hexaemeral tradition, we are enabled to perceive the divergent treatment of creation themes in the relevant Old English texts. The intricacies of Christian exegesis can amplify our appreciation of the more concise Old English poetic hexaemeral in which the major emphasis is on tradition drawn from late classical antiquity, pagan Germanic concepts, and· biblical and patristic imagery. This assertion is not to imply that the Old English poetic texts merely present successive interpretations of creation and paradise without adding any new dimension. The hexaemeral tradition in the imaginations of the Old English poets loses the rigid character of dogma and develops into a vision of the world as cosmopoesy.</p> <p> The boundaries of investigation in this thesis are necessarily limited. I have selected a scope of study within the main documentable collection of traditions which aided in shaping Old English cosmogonic mythology. Throughout the study I argue for the significance of, and the indispensable need for, knowledge of Christian traditions in the area of Old English hexaemeral writings which constitute mythopoeic or imaginative literature in contrast to the homiletic character of influential patristic doctrine.</p> / Thesis / Doctor of Philosophy (PhD)

Mathematics students and teachers are familiar with the difficulty of learning and teaching concepts of continuity and limits. Research has expanded our knowledge of how students think about these concepts, including different conceptions and metaphors students use to reason about continuity and limits at a point. From the literature I have identified four potentially problematic conceptions (PPCs) students may use when reasoning about limit and continuity at a point. Questionnaires were administered to 861 BYU students in various mathematics courses to determine how prevalent and persistent the PPCs are among the students in each course. Interviews were conducted with nine first semester calculus to get an idea of how students reason about continuity and limit at a point and how that influences whether they use the PPCs. Students showed evidence of holding the four PPCs with a decrease in these conceptions typically after they took a course in analysis. Participants also did not understand the Formal definition of a Limit until they took a course in Analysis. Students were able to reason appropriately using many different conceptions of continuity. Considering limit conceptions, students using a Dynamic conception of Limit tended to be better able to reason about continuity and limit at a point. Students who did not use a Dynamic conception of limit tended to use the PPCs in general and incorrectly more often.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

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