Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-03-31Bitstream added on 2014-06-13T19:26:05Z : No. of bitstreams: 1 bozelli_fc_me_bauru.pdf: 2084552 bytes, checksum: 78300e8834ebe9e5ef2a97749ae92d16 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / As relações entre linguagem e ensino de ciências têm sido objeto constante de pesquisa nos últimos anos, tendo se constituído numa promissora linha de investigação na área de Educação em Ciências. Dentre essas pesquisas, destacam-se os estudos sobre a utilização das analogias e metáforas enquanto recurso didático mediador entre os procesos de ensino e de aprendizagem. No caso específico da pesquisa em Ensino de Física, muitos dos pesquisadores têm mostrado interesse no levantamento de fenômenos físicos que podem ser comparados através do uso dessas figuras de linguagem. Entretanto, as condições de produção das analogias e/ou metáforas pelo professor ou pelo aluno são ainda pouco estudadas, e a partir desta constatação é que esta pesquisa foi desenhada. Com o intuito de avançar nos estudos nessa linha, procura-se aqui responder a questões do tipo: como as analogias e metáforas são utilizadas nas aulas de física? / The relation between language and science teaching has been a constant object of research in the last years, becoming a promising research line in Science Education. Among these researches, come up studies on the use of analogies and metaphors as mediator didatic resource between teaching and learning processes. In the specific case of the research in physics teaching, many of the researchers has showed interest in raising physical phenomena that can be compared through the use of these language figues. However, the analogies and/or metaphors production conditions by teachers or students are still little studied and that verification was important for the design of this research. Aiming to improve the studies in that way, we tried here to answer questions like: hos are analogies and metaphors used in physics classes?

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-08T13:02:43Z No. of bitstreams: 1 Janaina Rodrigues da Silva.pdf: 1872104 bytes, checksum: 431b7b8583753aa995b3ae518e125d06 (MD5) / Made available in DSpace on 2016-11-08T13:02:43Z (GMT). No. of bitstreams: 1 Janaina Rodrigues da Silva.pdf: 1872104 bytes, checksum: 431b7b8583753aa995b3ae518e125d06 (MD5) Previous issue date: 2008-11-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The words analogies and metaphors etimologically mean the relationship of similarity between things and change of meaning from the proper to the figurative. They have been utilised on a day to day basis, in the evolution of Science and as teaching tools to facilitate communication. Given this pressuposition, the objective of this paper is to analyse the use of analogies and metaphors in the process of constructing knowledge regarding the scientific concept of chemical bonds. To this end three Chemistry teachers from the state public system had their classes monitored. They were also interviewed and had to answer a questionary. The results showed that among the teachers being monitored one made use of analogies while the other two used analogies and metaphors. The use of analogies and metaphors by the teachers being monitored was spontaneous and without definite planning. We also observed that the use of analogies and metaphors as teaching tools was less frequent. This fact may be due to the absence of planning as well as of discussions that may increase the use of analogies and metaphors as teaching tools in such a way that they can be a part of the process of teaching and learning. / Analogias e metáforas, que etimologicamente significam relações de semelhança entre coisas e transposição do sentido próprio ao figurado, têm sido utilizadas no cotidiano, na evolução da Ciência e como ferramentas didáticas, com o intuito de facilitar na comunicação. Diante do presente pressuposto, o objetivo deste trabalho foi analisar a utilização de analogias e metáforas na construção do conhecimento sobre o conceito científico de ligações químicas. Para tanto, foram considerados três professores de Química da rede pública estadual, que tiveram suas aulas observadas, responderam a um questionário e a uma entrevista. Os resultados mostraram que dos professores investigados, um fez uso das analogias, enquanto que dois aplicaram as mesmas e as metáforas. Dessa forma, os professores empregaram as analogias e metáforas de modo espontâneo sem que houvesse planejamento definido. Vimos ser ainda pouco freqüente o uso das mesmas como ferramentas didáticas, talvez pela ausência de planejamento e de discussões que possam permeá-las como recurso didático de modo a subsidiar no processo de ensino-aprendizagem.

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-11-23T14:58:35Z No. of bitstreams: 1 Robson Oliveira Queiroz.pdf: 1091558 bytes, checksum: b90982c61fbca2c45d859e0b6369dc89 (MD5) / Made available in DSpace on 2016-11-23T14:58:35Z (GMT). No. of bitstreams: 1 Robson Oliveira Queiroz.pdf: 1091558 bytes, checksum: b90982c61fbca2c45d859e0b6369dc89 (MD5) Previous issue date: 2015-05-28 / This research was carried out in order to examine how a group of three chemistry teachers of a federal educational institution experienced in the classroom at work a rather abstract content called the stereoisomerism or isomerism (3D), a term used in the research, aiming to contribute to the formation of this teachers class. This content involves geometrical isomerism and optical isomerism. This analysis involved the determination of educational models through the use of analogies used by teachers and the determination of knowledge mobilized by them during their classes or at least the knowledge that should be mobilized. Theteachers have given two lessons each on the isomerism (3D). These lessons were observed and shooted by a third agent and then the speeches of teachers were transcribed, and some observations were made about their ways of doing things in the classroom and the way theyexplained the contents. Preliminary analysis of the transcribed speech was carried out by an association between the steps taken by teachers in their classes using analogies and a rational use of methodology of analogies, the TWA (Teaching With Analogies). After an initial analysis of the teachers’ speeches a supplementary questionnaire was drawn up so that the teachers could answer itbased on these lines in the classroom and aiming to bring relations between the knowledge mobilized by teachers and analog models used in classes on the isomerism (3D). The results showed, in general, that teachers have used three types of analog models for their explanation of the isomerism (3D), concrete, operational and the model with multiple analogies. The teachers have used such models without rigor spontaneously and they have used analogies without worrying about the students' prior knowledge, for example, if they know the difference between the analogy used and the subject of the lesson. It was determined also that knowledge of the content, according to Shulman, presented by teachers is very significant; however, the curriculum knowledge and teaching are at lower levels than one would expect for such teachers who are experienced. Finally, we found some shortcomings regarding the training of these teachers, through the fault pointing the pedagogical reasoning that should have developed over the years, according to Shulman, as some steps you should follow and which relate to assessment during the process of reflection and teaching to resume the process, present in the pedagogical reasoning. / Esta pesquisa foi realizada com o objetivo de analisar o modo como um grupo de três professores de Química de uma instituição federal de ensino vivencia em sala de aula, em ação, portanto, um conteúdo de caráter bastante abstrato, denominado de estereoisomeria ou isomeria (3D), termo utilizado na pesquisa, objetivando-se contribuir para a formação dessa classe de professores. Esse conteúdo envolve a isomeria geométrica e a isomeria ótica. A análise envolveu a determinação dos modelos de ensino através da utilização de analogias, usada pelos professores, e a determinação dos saberes mobilizados por esses durante suas aulas ou, pelo menos, os saberes que deveriam ser mobilizados. Os professores ministraram duas aulas, cada um, sobre a isomeria (3D). Essas aulas foram observadas através da filmagem por um agente terceiro e depois foram transcritas as falas dos professores. Além disso, foram realizadas algumas observações sobre o modo de atuação dos professores em sala, bem como de suas explicações sobre o conteúdo. A análise preliminar das falas transcritas foi realizada fazendo uma associação entre os passos dados pelos professores em suas aulas, utilizando as analogias, e uma metodologia de uso racional das analogias, a TWA (Teaching With Analogies). Após uma primeira análise das falas dos professores, elaborou-se um questionário complementar para que os professores respondessem, baseando-se nessas falas em sala de aula e objetivando trazer as relações entre os saberes mobilizados pelos professores e os modelos analógicos utilizados nas aulas sobre a isomeria (3D). Os resultados indicaram, em linhas gerais, que os professores fazem uso de três tipos de modelos analógicos para suas explicações sobre a isomeria (3D): o concreto, o operacional e o modelo com múltiplas analogias. Os dados também mostram que os professores utilizam tais modelos desprovidos de rigor, de uma forma espontânea e que fazem uso das analogias sem se preocupar com o conhecimento prévio dos alunos, ou seja, se os estudantes sabem diferenciar a analogia que foi feita pelo professor do assunto alvo. Determinou-se também que o saber do conteúdo, segundo Shulman, apresentado pelos professores é bastante expressivo, todavia, os saberes do currículo e pedagógico estão aquém do que se esperaria para tais professores, que são experientes. Por fim, foram encontradas algumas deficiências com relação à formação desses professores, através do registro de problemas no raciocínio pedagógico. Esse procedimento pedagógico deveria ter sido desenvolvido ao longo dos anos, conforme Shulman, com alguns passos que deveriam ser seguidos. Esses passos estão relacionados à avaliação durante o processo de ensino e também à reflexão para retomar o processo, presentes no raciocínio pedagógico.

The continued use of weaponized drones in the War on Terror has stirred up a heated debate, both in the scholarly and academic world, and there is still no conclusive empirical evidence to suggest that they are effective. As such, there ought to be factors other than efficacy that impact the decision-making process. One factor that may play a significant part in how policy makers deliberate over high stakes decisions is what cognitive theorists refer to as analogical reasoning - relating the present to the past and using this comparison as a guideline in the decision-making process. This study analyzes historical analogies used in public speeches and remarks by U.S. President Barack Obama to ascertain if there is evidence to suggest that analogical reasoning has been part of the decision-making progress when it comes to drones, or if analogies mostly serve as a strategic tool to convey messages to the intended recipients. The findings suggest that in this instance, the analogies in relation to drones were used primarily in a strategic manner, but that cognitive analogical reasoning likely has been part of previous decisions in the War on Terror.

<p>Spenser's design for the second book of The Faerie Queene involves hidden parallel and synnnetrical patterns, previously undetected, that have serious hermeneutic significance for the study of that poem and other literature of the Renaissance. My study is of form. The first chapter considers the structural approach to literature of the Renaissance and discusses my methodology. Chapter II reveals the simultaneous existence of a parallel and a symmetrical pattern of the stanzas of Book II as a whole. Chapters III and IV explore the simultaneous operation of five patterns--three parallel and two synnnetrical--for numerous pairs of cantos. Chapter V demonstrates the simultaneous existence of parallel and symmetrical patterns within each canto of Book II.</p> <p>What is presented is a demonstration of intricate construction along consistently predictable parallel and symmetrical lines. Such patterned composition has been detected previously in shorter Spenser poems, Epithalamion and "Aprill," in particular. My discoveries result from applying a method which, from shorter Spenser poems, one has an expectation will work. The method involves counting stanzas and dividing by two to determine the midpoint or arithmetical centre, then considering the stanzas in parallel and synnnetrical arrangements.</p> <p>Spenser creates, through the parallel and symmetrical placement of the episodes, characters, images, and themes of Book II, a microcosm of hidden analogies. The patterns are intricate and readily iii predictable. Spenser must have composed his poem according to such principles. While the ordinary reader may have experienced only the superficial sense of romance rambling that Spenser obviously intends to give, his more curious readers may have been aware of patterned composition along inevitable parallel and symmetrical lines and may have used presumption of patterning as a means of interpretation. They could have predicted a pattern and used the information of comparison, contrast, and reciprocal connnent to illuminate an image, character, or episode which they did not understand. For example, a reader who discovered the pairing of Belphoebe, a known type of Elizabeth, with Medina or Alma would get the hint that the latter are types of Elizabeth, though otherwise such a conclusion might seem only guesswork. The patterns provide a useful tool for criticism, suggesting and confirming interpretation.</p> <p>The patterns I have detected may not be the only ones awaiting discovery in The Faerie Queene. There may be some underlying principle involved that we don't see at the moment. Perhaps there is a set of mathematical ratios--some sort of mathematical formula for composition--involved in making the goodly framework of the poem. Pythagorean ratios and other symbolic proportions are now known to have been used in Renaissance architecture. Spenser speaks of Book II as a building and fills it with houses and temples as major symbols. He makes his book according to a "goodly frame." The mystique of arcane construction no doubt has Pythagorean, nee-Platonic, hermetic, and numerological significance.</p> / Doctor of Philosophy (PhD)

Syftet med studien är att lyfta variationen i sätt fenomenet kemi, uppfattas och erfars av barn i förskolan vid olika undervisningstillfällen samt hur dessa uppfattningar kan bidra till hur kemi som lärandeobjekt kan utvecklas. Studien som genomförts tar inspiration i från fenomenografin samt variationsteorin där bland annat begreppen lärandeobjekt och urskiljning valdes ut för att skapa en djupare förståelse för barns beskrivningar. Den metod som valdes till studien var en semistrukturerad intervju och i studien deltog sammanlagt fem barn i blandade åldrar som fick delta i experimentet under introduktionstillfällen och uppföljningstillfälle. Under experimentets gång fanns vi studenter med och aktivt ställde frågor för att uppnå resultat på våra frågeställningar. Studiens resultat visar att de yngre barnen använder analogier för att beskriva experimentet medan de äldre barnen i större utsträckning använder direkta beskrivningar. Vidare visar studiens resultat att inga större förändringar har skett i barnens beskrivningar mellan introduktionstillfällena och uppföljningstillfället, dock kunde vi, studenter, se att barnen uppmärksammade begrepp som vi, studenter, lyfte under introduktionstillfällena som de sedan i sin tur själva lyfte under uppföljningstillfället. Slutligen kan vi, studenter, inte dra en generell slutsats om barns beskrivningar om kemiska reaktioner på grund av litet urval, dock kan studien visa mönster att de äldre barnen som medverkade i studien i större utsträckning använde sig av direkta beskrivningar medan de yngre barnen mestadels använde sig av analogier. Dock visade studiens resultat att både de yngre och äldre barnen urskilde egenskaper i experimentet kopplat till tidigare erfarenheter. / The purpose of the study is to highlight the variation in ways the phenomenon of chemistry is perceived and experienced by children in preschool at different teaching times and how these perceptions can contribute to how chemistry as a learning object can be developed. The study that has been carried out takes inspiration from phenomenography and variation theory where the concepts of learning objects and discernment were chosen to create a deeper understanding of children's descriptions. The method chosen for the study was a semi-structured interview and a total of five children of mixed ages participated in the study, in both introduction session and follow-up session. During the experiment, we, students, were involved and actively asked questions to achieve results on our questions. The result of the study shows that the younger children use analogies to describe the experiment, while the older children to a greater extent use direct descriptions. Furthermore, the result of the study shows that no major changes has taken place in the children's descriptions between the introduction sessions and the follow-up session, however, we, students, observed that the children paid attention to concepts that we, students, raised during the introduction sessions, which they used themselves during the follow-up session. At last, we, students, cannot draw a general conclusion about children's descriptions of chemical reactions due to a small selection, however, the study can show patterns that the older children who participated in the study to a greater extent used direct descriptions while the younger children mostly used analogies. However, the results of the study showed that both the younger and older children distinguished characteristics in the experiment linked to previous experiences.

Dans ce mémoire, nous examinons certaines propriétés des représentations distribuées de mots et nous proposons une technique pour élargir le vocabulaire des systèmes de traduction automatique neurale. En premier lieu, nous considérons un problème de résolution d'analogies bien connu et examinons l'effet de poids adaptés à la position, le choix de la fonction de combinaison et l'impact de l'apprentissage supervisé. Nous enchaînons en montrant que des représentations distribuées simples basées sur la traduction peuvent atteindre ou dépasser l'état de l'art sur le test de détection de synonymes TOEFL et sur le récent étalon-or SimLex-999. Finalament, motivé par d'impressionnants résultats obtenus avec des représentations distribuées issues de systèmes de traduction neurale à petit vocabulaire (30 000 mots), nous présentons une approche compatible à l'utilisation de cartes graphiques pour augmenter la taille du vocabulaire par plus d'un ordre de magnitude. Bien qu'originalement développée seulement pour obtenir les représentations distribuées, nous montrons que cette technique fonctionne plutôt bien sur des tâches de traduction, en particulier de l'anglais vers le français (WMT'14). / In this thesis, we examine some properties of word embeddings and propose a technique to handle large vocabularies in neural machine translation. We first look at a well-known analogy task and examine the effect of position-dependent weights, the choice of combination function and the impact of supervised learning. We then show that simple embeddings learnt with translational contexts can match or surpass the state of the art on the TOEFL synonym detection task and on the recently introduced SimLex-999 word similarity gold standard. Finally, motivated by impressive results obtained by small-vocabulary (30,000 words) neural machine translation embeddings on some word similarity tasks, we present a GPU-friendly approach to increase the vocabulary size by more than an order of magnitude. Despite originally being developed for obtaining the embeddings only, we show that this technique actually works quite well on actual translation tasks, especially for English to French (WMT'14).

Made available in DSpace on 2014-12-17T15:42:09Z (GMT). No. of bitstreams: 1 OlimpioJSJ_DISSERT.pdf: 3250692 bytes, checksum: e135d66bdc46879fce0bf4c54a705b97 (MD5) Previous issue date: 2013-07-29 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / The use of analogies in high school is often useful for chemistry teaching, either on textbooks or by teachers in the classroom.This use is justified by the large number of abstract concepts that rules this course. Analogies are conceptualized by several authors, which converge on the idea that these are tools that seek a way to elucidate an unknown concept by comparing it to a familiar one, relating their similar and dissimilar features. An analysis on a survey of analogies found in high school chemistry textbooks and chemical equilibrium studies is performed in order to verify whether they are leading to misconceptions for their use by students and/or for their use by teachers in the classroom, or whether they promote a learning facilitation / O uso de analogiasno Ensino M?dio ? frequentemente utilizado ao ensinar qu?mica, seja abordada em livros did?ticos ou em sala de aula pela utiliza??o dos professores, isso ? devido ao grande n?mero de conceitos abstratos regentesdesta disciplina. As analogias s?o conceituadas por diversos autores, no qual estes convergem para a ideia de que estas s?o ferramentas que buscam uma maneira de elucidarum conceito desconhecido comparandooa um conceito familiar,relacionando seus atributos similares e n?o similares. A partir de um levantamento das analogias encontradas nos livros did?ticos de qu?mica do Ensino M?dio que abordam o conte?do equil?brio qu?mico e de estudos j? produzidos na ?rea apontando os principais erros conceituais apresentados pelos estudantes neste conte?do? realizada uma an?lise das analogias encontradas, para com isso realizar a verifica??o do seu direcionamento a erros conceituaispelo uso dos estudantes e/ou pela utiliza??o de professores em sala de aula ou se promovem a facilita??o da aprendizagem

The aim of this study is to investigate the effectiveness of conceptual change text oriented instruction accompanied with analogies over traditionally designed chemistry instruction on overcoming 10th grade students&rsquo / misconceptions, their understanding of rate of reaction concepts and their attitude towards chemistry as a school subject. 42 tenth grade students from two classes of a chemistry course taught by the same teacher at a public high school in &Ccedil / anakkale involved in the study. The study was carried out in Spring Semester of 2005-2006 Education Year. Two groups of students participated in the study. One group was called Experimental Group and instructed with conceptual change texts oriented instruction accompanied with analogies and the other group was called Control Group and was instructed with traditionally designed chemistry instruction over a period of four weeks. To investigate the effectiveness of the treatment, Rate of Reaction Concepts Test and Attitude Scale Towards Chemistry as a school subject were administered to both groups of students at the beginning and at the end of the treatment period. To evaluate students&rsquo / science process skills, Science Process Skills Test was administered to both groups of students before the treatment. MANCOVA was used to test the hypothesis of the study. The results of the study indicated that students instructed with conceptual change texts oriented instruction accompanied with analogies gained higher average scores in Rate of Reaction Concepts Test than the students instructed with traditionally designed chemistry instruction. Results and strategies that were developed for the present study may be used by science teachers to reduce and eliminate students&rsquo / misconceptions about rate of reaction concepts.

The first purpose was to develop a diagnostic test to investigate new anchoring and bridging analogies. Second one was to compare the effects of bridging analogies based instruction (BABI) versus traditional teaching method (TTM) on sophomore students&rsquo / misconceptions in Newton&rsquo / s Third Law (NTL). An Anchoring Analogy Diagnostic Test (AADT), Newton&rsquo / s Third Law Misconception Test (NTLMT), and Attitude Scale toward Newton&rsquo / s Third Law (ASNTL) were used as measuring tools. Unlike single analogies in each step as used in literature, the researcher introduced the group concept and developed the new style of concept diagrams after the first part. The second part was conducted with 308 students in the same department of the same public universities of previous year sample in 2006-2007. In the study, the instructors administered the NTLMT and ASNTL as a pretest. One instructor had randomly assigned one control and one experimental group, while the other instructor (researcher) had randomly assigned two groups. Experimental groups were instructed by the BABI while control groups were instructed by the TTM. After three-week treatment period, the same tests were given as posttests to both groups. The first part analyzed by using both Excel and SPSS indicated that the AADT was effective in diagnosing anchoring analogies, bridging analogies, and target cases. It was also easy to develop the new style of concept diagrams. The second part were analyzed by using multivariate analysis of covariance (MANCOVA). According to the results, the BABI significantly remediate students&rsquo / misconceptions in the NTL with respect to the TTM. However, the BABI showed no significant effect on students&rsquo / attitudes toward the NTL with respect to the TTM.