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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
21

Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches

Tao, Congwu 27 October 2015 (has links)
This study explored the feasibility and practicability of designing and developing a Knowledge Assessment System (KAS) for assessing different types of knowledge as defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The KAS created as a result of this study is based on concept maps and employs two differential weighting approaches. It is a developmental study, which includes the design phase, development phase and evaluation phase. The general software system design model (Sommerville, 2009) was adopted to guide the design of the Knowledge Assessment System based on its procedures, including system requirements analysis, architecture design, component design, interface design, and database design. The assessment criteria in this system are designed to be proposition-based and consist of either a non-weighting approach or a weighting approach, which can help provide instructors with flexible assessing methods as well as help them obtain a whole picture of what kinds of knowledge their students have grasped and to what extent the students have mastered that knowledge, based on the student-created concept maps. The two differential weighting approaches initially compare student-created concept maps with expert maps stored in the system. Because some correct propositions in student concept maps may be not included in the initial expert concept maps, the system is designed to continually refine the assessment criterion by inspecting and evaluating the correctness of the propositions in the student-created concept maps and adding the results to the system's database. The current system is able to assess three types of knowledge: factual, conceptual, and procedural, all of which are defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The assessment process begins with the assignment of different types of concept map tasks entered and stored in the Knowledge Assessment System. Following by student completion of the tasks and submission of a concept map, the submitted concept map is compared to the criteria stored in the system and a performance report is generated. The research results show that the Knowledge Assessment System based on concept maps and two differential weighting approaches can act as a useful tool for assessing students' factual, conceptual and procedural knowledge based on their concept maps. / Ph. D.
22

Desenvolvimento e validação de um questionário para avaliar o nível de proficiência de alunos em mapeamento conceitual / Development and validation of a questionnaire to assess the level of student\'s understanding about concept maps

Aguiar, Joana Guilares de 20 June 2012 (has links)
Mapa conceitual (MC) é uma técnica de organização e representação do conhecimento através de uma rede proposicional. Ainda que utilizado no âmbito da educação formal poucos trabalhos mencionam a importância e necessidade da capacitação na técnica para que se possa desfrutar de seus benefícios. Este estudo desenvolveu um instrumento para avaliar o nível de conhecimento de mapeadores após o processo de capacitação em MCs. A tabela de clareza proposicional, o MC semiestruturado e a aprendizagem colaborativa expandida foram três estratégias instrucionais desenvolvidas a fim de permitir que os alunos compreendessem os quatro conceitos centrais do mapeamento conceitual: proposição, questão focal, recursividade e hierarquia. Um questionário (escala Likert 5-níveis) contendo cinco afirmações foi desenvolvido, validado (? de Cronbach 0,902) e aplicado para medir a compreensão dos alunos sobre os MCs. Os questionários (n = 232) foram coletados na última aula da disciplina Ciências da Natureza, oferecida aos alunos ingressantes da Escola de Artes, Ciências e Humanidades (EACH/USP Leste) em 2009 e 2010. Quatro turmas receberam treinamento sistemático em MCs (grupo experimental) enquanto uma turma não recebeu o mesmo treinamento (grupo controle). A análise dos dados envolveu o tratamento estatístico de comparação entre médias por teste-t de Student e a estatística multivariada exploratória com métodos de reconhecimento de padrões através das análises hierárquica de agrupamentos (HCA) e de componentes principais (PCA). O resultado do teste-t confirmou que o questionário foi capaz de diferenciar alunos do grupo experimental em relação ao grupo controle. A HCA agrupou os alunos de acordo com seu nível de entendimento em mapeamento conceitual e a PCA, além de corroborar com os resultados da HCA, indicou que o entendimento da clareza semântica de proposições e da importância da pergunta focal são críticos para se tornar proficiente na técnica. / Concept Map (Cmap) is a technique to organize and represent knowledge through a propositional net. Although the fact that concept maps are used in formal education context few papers has mentioned the importance and necessity of a straight-forward training session on the technique, which allow to enjoy its benefits. This study develops an instrument to assess the level of knowledge of mappers after the straight-forward training session. The propositional clarity table, the half structured Cmap and the expanded collaborative learning were the three strategies responsible to guarantee the understanding of four central concepts in conceptual mapping: proposition, focal question, recursivity revision and hierarchy. Five statements\' questionnaire (five-level Likert\'s scale) was developed, validated (Cronbach\'s alpha 0.902) and tested to assess the students\' understanding about Cmaps. Those questionnaires (n = 232) was collected on the last class of Natural Science course offered to first year\'s students of the Escola de Artes, Ciências e Humanidades (School of Arts, Science and Humanities - University of São Paulo) in 2009 and 2010. Four classes was systematic trained (experimental group) and one class does not received the same training (control group). The data analysis involved the statistical treatment to comparison between the means by Student\'s t-test and non-supervised exploratory multivariate analysis for pattern recognition by Hierarchical Cluster Analysis (HCA) and Principal Component Analysis (PCA). The results of t-test confirmed the questionnaire capability to distinguish the students of experimental from control group. HCA clustered the students according to their knowlodge level in concept mapping. PCA not only agree with the HCA results but also demonstrated that the understanding of propositional clarity semantic and the importance of focal question are critical to students that desire to be proficiencies in Cmaps.
23

A mediação num museu de ciências: a perspectiva do mediador / Mediation in a science museum: the perspective of the mediator.

Gomes, Alisson Leite 02 April 2015 (has links)
Esta pesquisa tem o intuito de estudar as concepções dos mediadores do museu de ciências - Catavento Cultural e Educacional - acerca do que é a mediação. Nosso interesse se resume em conhecer essas concepções e analisar seus fundamentos. Com isso esperamos apontar possíveis rumos para o processo de formação dos mediadores e de divulgação da ciência com subsídios trazidos por esta pesquisa empírica. Esta investigação foi desenvolvida sob a luz da teoria da Biologia do Conhecer de Humberto Maturana e Francisco Varela a qual considera a explicação como um fenômeno humano e biológico e que só existe quando é aceito pelo observador. Os dados que serviram para análise neste trabalho foram obtidos durante a realização de entrevistas semiestruturadas com os mediadores do museu investigado. Após a coleta dos dados transcrevemos as entrevistas e elaboramos quatro mapas conceituais correspondentes a cada uma delas. Em seguida pedimos para que os entrevistados reconhecessem seu mapa e elaborassem de forma colaborativa um mapa conceitual com a mesma questão focal dos mapas individuais: o que é a mediação no museu de ciências? A partir disso, com ajuda do nosso referencial teórico e dos mapas conceituais, construímos nossas categorias e analisamos as concepções dos mediadores. Os resultados dessa análise revelaram que suas explicações sobre a mediação no museu de ciências possuem uma predominância de concepções embasadas na experiência do viver dentro do espaço museal. Suas distinções sobre o assunto não se valeram de reflexões teóricas, principalmente, daquelas que tratam da comunicação e do ensino nesses espaços, pois a formação acadêmica e a oferecida no museu foram insuficientes. / This research aims to study the conceptions of mediators of the Science museum - Catavento Cultural e Educacional - about what is mediation. Our interest boils down to knowing these views and analyze its foundations. With this we hope to identify possible directions for the process of training of mediators and the dissemination of science with subsidies brought by this empirical research. This research was developed in the light of the theory of Biology of Cognition Humberto Maturana and Francisco Varela which considers the explanation as a human and biological phenomenon that exists only when it is accepted by the observer. The data used for analysis in this study were obtained during the performance of semi-structured interviews with the mediators of the museum investigated. After collecting the data, transcribed the interviews and prepare four concept maps corresponding to each of them. Then we ask that respondents recognize your map and draw up collaboratively a single concept map with the same focal issue of individual maps: what is mediation in the science museum? From this, with the help of our theoretical framework and conceptual maps, build our categories and analyzes the concepts of mediators. The results of this analysis revealed that his explanations of mediation in the science museum have a predominance of informed views on the experience of living within the museum space. His distinctions about it not relied on theoretical reflections, mainly those dealing with communication and education in these areas, because the academic and the one offered in the museum were insufficient.
24

MAnanA: A Generalized Heuristic Scoring Approach for Concept Map Analysis as Applied to Cybersecurity Education

Blake Gatto, Sharon Elizabeth 06 August 2018 (has links)
Concept Maps (CMs) are considered a well-known pedagogy technique in creating curriculum, educating, teaching, and learning. Determining comprehension of concepts result from comparisons of candidate CMs against a master CM, and evaluate "goodness". Past techniques for comparing CMs have revolved around the creation of a subjective rubric. We propose a novel CM scoring scheme called MAnanA based on a Fuzzy Similarity Scaling (FSS) score to vastly remove the subjectivity of the rubrics in the process of grading a CM. We evaluate our framework against a predefined rubric and test it with CM data collected from the Introduction to Computer Security course at the University of New Orleans (UNO), and found that the scores obtained via MAnanA captured the trend that we observed from the rubric via peak matching. Based on our evaluation, we believe that our framework can be used to objectify CM analysis.
25

Análise do conteúdo de geometria espacial em livros didáticos do ensino médio: uma atividade no âmbito da formação inicial de professores / Content analysis of spatial geometry in high school textbooks: an activity within the scope of the initial training of teachers

Militz, Mari Lucia 07 December 2016 (has links)
This paper presents a survey within the framework of teacher education from a textbook analysis activity offered by the National Textbook Program. With this, the aim is to investigate how the process of assigning meaning around the content of Spatial Geometry by academics of course degree in mathematics at the Universidade Federal de Santa Maria. For this, we used the preparation of conceptual maps (Novak, 1984) as a method for the evaluation of existing concepts in cognitive structure of participants and a screenplay by analysis, which contained the steps of analysis and, finally, a questionnaire with subjective questions about the activity carried out. This work was conducted in the contributions of the theory of meaningful learning (Ausubel, 2003), which defines the meaningful learning as the relationship between the concepts present in the cognitive structure (subsumer) and which will be learned. Besides, sets a potentially significant material as being that able to relate to the prior knowledge of the learner. That way, you want to show to future teachers a educational material cannot be chosen anyway as instructional material, it is necessary to know if your student will be able to learn the desired content through the way it is exposed in the book. With the activity performed, one can show the importance of this conscious choice, since, when research participants drew up a second concept map in order to detect learning met cases where failed to learn from the material which were told to analyze. / Este trabalho apresenta uma pesquisa no âmbito da formação de professores a partir de uma atividade de análise de livros didáticos oferecidos pelo Programa Nacional do Livro Didático. Com isso, busca-se investigar como se dá o processo de atribuição de significado em torno do conteúdo de Geometria Espacial pelos acadêmicos do curso de Licenciatura em Matemática da Universidade Federal de Santa Maria. Para isso, utilizou-se a elaboração de Mapas Conceituais (Novak, 1984) como método de avaliação dos conceitos existentes na estrutura cognitiva dos participantes e um roteiro de análise, que continha os passos da análise e, por fim, um questionário com perguntas subjetivas sobre a atividade realizada. Este trabalho foi realizado nos aportes da teoria da Aprendizagem Significativa (Ausubel, 2003), que define a aprendizagem significativa como sendo a relação entre conceitos, os presentes na estrutura cognitiva (subsunçores) e os que serão aprendidos. Além do mais, define um material potencialmente significativo como sendo aquele capaz de se relacionar com o conhecimento prévio do aprendiz. Dessa forma, deseja-se mostrar aos futuros professores que um material didático não pode ser escolhido de qualquer maneira como material instrucional, é necessário saber se seu aluno terá condições de aprender o conteúdo desejado através da maneira como está exposto no livro. Com a atividade realizada, pode-se mostrar a importância dessa escolha consciente, visto que, quando os participantes da pesquisa elaboraram um segundo mapa conceitual no intuito de detectar a aprendizagem, encontrou-se casos onde não conseguiram aprender com o material ao qual foram orientados a analisar.
26

A mediação num museu de ciências: a perspectiva do mediador / Mediation in a science museum: the perspective of the mediator.

Alisson Leite Gomes 02 April 2015 (has links)
Esta pesquisa tem o intuito de estudar as concepções dos mediadores do museu de ciências - Catavento Cultural e Educacional - acerca do que é a mediação. Nosso interesse se resume em conhecer essas concepções e analisar seus fundamentos. Com isso esperamos apontar possíveis rumos para o processo de formação dos mediadores e de divulgação da ciência com subsídios trazidos por esta pesquisa empírica. Esta investigação foi desenvolvida sob a luz da teoria da Biologia do Conhecer de Humberto Maturana e Francisco Varela a qual considera a explicação como um fenômeno humano e biológico e que só existe quando é aceito pelo observador. Os dados que serviram para análise neste trabalho foram obtidos durante a realização de entrevistas semiestruturadas com os mediadores do museu investigado. Após a coleta dos dados transcrevemos as entrevistas e elaboramos quatro mapas conceituais correspondentes a cada uma delas. Em seguida pedimos para que os entrevistados reconhecessem seu mapa e elaborassem de forma colaborativa um mapa conceitual com a mesma questão focal dos mapas individuais: o que é a mediação no museu de ciências? A partir disso, com ajuda do nosso referencial teórico e dos mapas conceituais, construímos nossas categorias e analisamos as concepções dos mediadores. Os resultados dessa análise revelaram que suas explicações sobre a mediação no museu de ciências possuem uma predominância de concepções embasadas na experiência do viver dentro do espaço museal. Suas distinções sobre o assunto não se valeram de reflexões teóricas, principalmente, daquelas que tratam da comunicação e do ensino nesses espaços, pois a formação acadêmica e a oferecida no museu foram insuficientes. / This research aims to study the conceptions of mediators of the Science museum - Catavento Cultural e Educacional - about what is mediation. Our interest boils down to knowing these views and analyze its foundations. With this we hope to identify possible directions for the process of training of mediators and the dissemination of science with subsidies brought by this empirical research. This research was developed in the light of the theory of Biology of Cognition Humberto Maturana and Francisco Varela which considers the explanation as a human and biological phenomenon that exists only when it is accepted by the observer. The data used for analysis in this study were obtained during the performance of semi-structured interviews with the mediators of the museum investigated. After collecting the data, transcribed the interviews and prepare four concept maps corresponding to each of them. Then we ask that respondents recognize your map and draw up collaboratively a single concept map with the same focal issue of individual maps: what is mediation in the science museum? From this, with the help of our theoretical framework and conceptual maps, build our categories and analyzes the concepts of mediators. The results of this analysis revealed that his explanations of mediation in the science museum have a predominance of informed views on the experience of living within the museum space. His distinctions about it not relied on theoretical reflections, mainly those dealing with communication and education in these areas, because the academic and the one offered in the museum were insufficient.
27

Desenvolvimento e validação de um questionário para avaliar o nível de proficiência de alunos em mapeamento conceitual / Development and validation of a questionnaire to assess the level of student\'s understanding about concept maps

Joana Guilares de Aguiar 20 June 2012 (has links)
Mapa conceitual (MC) é uma técnica de organização e representação do conhecimento através de uma rede proposicional. Ainda que utilizado no âmbito da educação formal poucos trabalhos mencionam a importância e necessidade da capacitação na técnica para que se possa desfrutar de seus benefícios. Este estudo desenvolveu um instrumento para avaliar o nível de conhecimento de mapeadores após o processo de capacitação em MCs. A tabela de clareza proposicional, o MC semiestruturado e a aprendizagem colaborativa expandida foram três estratégias instrucionais desenvolvidas a fim de permitir que os alunos compreendessem os quatro conceitos centrais do mapeamento conceitual: proposição, questão focal, recursividade e hierarquia. Um questionário (escala Likert 5-níveis) contendo cinco afirmações foi desenvolvido, validado (? de Cronbach 0,902) e aplicado para medir a compreensão dos alunos sobre os MCs. Os questionários (n = 232) foram coletados na última aula da disciplina Ciências da Natureza, oferecida aos alunos ingressantes da Escola de Artes, Ciências e Humanidades (EACH/USP Leste) em 2009 e 2010. Quatro turmas receberam treinamento sistemático em MCs (grupo experimental) enquanto uma turma não recebeu o mesmo treinamento (grupo controle). A análise dos dados envolveu o tratamento estatístico de comparação entre médias por teste-t de Student e a estatística multivariada exploratória com métodos de reconhecimento de padrões através das análises hierárquica de agrupamentos (HCA) e de componentes principais (PCA). O resultado do teste-t confirmou que o questionário foi capaz de diferenciar alunos do grupo experimental em relação ao grupo controle. A HCA agrupou os alunos de acordo com seu nível de entendimento em mapeamento conceitual e a PCA, além de corroborar com os resultados da HCA, indicou que o entendimento da clareza semântica de proposições e da importância da pergunta focal são críticos para se tornar proficiente na técnica. / Concept Map (Cmap) is a technique to organize and represent knowledge through a propositional net. Although the fact that concept maps are used in formal education context few papers has mentioned the importance and necessity of a straight-forward training session on the technique, which allow to enjoy its benefits. This study develops an instrument to assess the level of knowledge of mappers after the straight-forward training session. The propositional clarity table, the half structured Cmap and the expanded collaborative learning were the three strategies responsible to guarantee the understanding of four central concepts in conceptual mapping: proposition, focal question, recursivity revision and hierarchy. Five statements\' questionnaire (five-level Likert\'s scale) was developed, validated (Cronbach\'s alpha 0.902) and tested to assess the students\' understanding about Cmaps. Those questionnaires (n = 232) was collected on the last class of Natural Science course offered to first year\'s students of the Escola de Artes, Ciências e Humanidades (School of Arts, Science and Humanities - University of São Paulo) in 2009 and 2010. Four classes was systematic trained (experimental group) and one class does not received the same training (control group). The data analysis involved the statistical treatment to comparison between the means by Student\'s t-test and non-supervised exploratory multivariate analysis for pattern recognition by Hierarchical Cluster Analysis (HCA) and Principal Component Analysis (PCA). The results of t-test confirmed the questionnaire capability to distinguish the students of experimental from control group. HCA clustered the students according to their knowlodge level in concept mapping. PCA not only agree with the HCA results but also demonstrated that the understanding of propositional clarity semantic and the importance of focal question are critical to students that desire to be proficiencies in Cmaps.
28

A Concept Mapping Needs Assessment of Young Families with Parental Cancer

Durant, Richard P. 06 July 2011 (has links)
No description available.
29

Expérimentation de la cartographie conceptuelle comme dispositif de collecte de données en vue de l’évaluation des apprentissages

Morin, Maxim 08 1900 (has links)
No description available.
30

Utilisation de cartes conceptuelles par des formatrices en nutrition à la petite enfance

Grand, Philippe 04 1900 (has links)
Introduction : Extenso, le centre de référence en nutrition de l’Université de Montréal, a développé les formations Croqu’Plaisir destinées aux intervenants en services de garde à la petite enfance et des nutritionnistes furent sélectionnées afin de les déployer au Québec. Étant donné le volume imposant de nouvelles connaissances à intégrer pour les diététistes-nutritionnistes, l’utilisation d’un outil pédagogique visant à structurer la pensée semblait pertinente. Cette étude avait pour objectif de décrire l’utilisation de cartes conceptuelles par des nutritionnistes formatrices à la petite enfance au Québec. Méthode : Les nutritionnistes formatrices ont assisté à une formation sur les cartes conceptuelles qui leur a permis de développer une carte conceptuelle à l’aide du logiciel CmapTools sur un sujet de leur choix. Puis, leurs perceptions furent recensées lors d'entrevues dirigées et individuelles. Résultats : 8 diététistes-nutritionnistes possédant de 2 à 15 ans d’expérience et ayant animé de 0 à 32 formations Croqu’Plaisir ont participé à l’étude. Les participantes de l’étude ont affirmé être assez autonomes pour utiliser les fonctions de base du logiciel, mais ont vécu des difficultés lors de la conception de leur carte. Conclusion : Plusieurs commentaires des participantes révèlent des barrières à leur utilisation, soit le temps, la résistance au changement et les barrières organisationnelles. Pour que la place des cartes conceptuelles en nutrition se développe et que leur utilisation soit valorisée, un contexte propice à leur utilisation doit être crée, tant d’un point de vue personnel qu’organisationnel, tant en milieu académique que professionnel. / Introduction : Extenso, the nutrition reference center of the Université de Montréal, created the Croqu’Plaisir trainings for the childcare workforce of the province of Quebec. Those training were administered by selected registered-dietitians. Considering the volume of knowledge that had to be assimilated by the dietitians, the use of a thought organising tool became relevant. This study’s main objective was to describe the use of concept maps by Quebec dietitian trainers in early childhood. Method : The dietitians received a training on the use of concept maps that enabled them to create one on a subject of their choosing with the software program CmapTools. Afterwards, their perceptions were collected during an individual and structured interview. Results : 8 dietitians with 2 to 15 years of experience and having given 0 to 32 Croqu’Plaisir trainings participated to the study. The participants were independent enough to basically use CmapTools, but they had some difficulties while creating their concept map. Conclusion : Participant’s comments revealed barriers, such as time, change resistance and organisational barriers. For the place of concept maps to develop in nutrition, it needs a proper context to encourage its use, as much on a personal or organisational level than in an academic or professional environment.

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