nÃo hà / A anÃlise e soluÃÃo de problemas fÃsicos associados a equaÃÃes diferenciais parciais de um assunto no qual os alunos tradicionalmente encontram muitas dificuldades. As- sim, para auxiliar no processo de aprendizagem de mÃtodos analÃticos e numÃricos para resoluÃÃo dessas equaÃÃes, desenvolveu-se um ambiente computacional de aprendizagem adotando-se uma abordagem interdisciplinar, envolvendo computaÃÃo simbÃlica, funda- mentos da educaÃÃo e tÃpicos avanÃados de cÃlculo numÃrico. Utilizaram-se Myers (1971) como base do conteÃdo didÃtico e a teoria da aprendizagem significativa de Ausubel para organizar a estruturaÃÃo deste conteÃdo. Enfatizando-se os aspectos da descriÃÃo teÃrica e detalhamento matemÃtico, apresentam-se no ambiente de aprendizagem trÃs mÃtodos de soluÃÃo para equaÃÃes diferencias parciais: o mÃtodo analÃtico de separaÃÃo de variÃveis e os mÃtodos numÃricos de diferenÃas finitas nas variantes de Ãuler e de Crank-Nicolson. O ambiente foi implementado em um sistema de computaÃÃo simbÃlica e, portanto, conta com recursos de manipulaÃÃo simbÃlica e visualizaÃÃo grÃfica. Isto torna possÃvel ao aluno desenvolver e utilizar a soluÃÃo analÃtica, obtida pelo mÃtodo de separaÃÃo de varÃaveis, para interpretar e analisar, atravÃs de grÃficos e animaÃÃes, o fenÃmeno fÃsico em questÃo. O ambiente tambÃm proporciona ao aluno meios de se calcular a soluÃÃo numÃrica interativamente, atravÃs dos mÃtodos de diferenÃas finitas de Euler e Crank- Nicolson, visualizando-se passo-a-passo os valores da funÃÃo na malha e comparando-os com os resultados numÃricos calculados a partir da soluÃÃo analÃtica. O ambiente de aprendizagem tambÃm oferece recursos para que aluno gere tabelas e grÃficos para analisar e comparar os resultados numÃricos obtidos pelos trÃs mÃtodos, adotando-se como benchmark a soluÃÃo obtida pelo mÃtodo de separaÃÃo de varÃaveis. Dessa forma, o aprendiz poderà acessar a informaÃÃo em carÃter interativo e dinÃmico, propiciando o aprendizado autÃnomo. Como exemplo de aplicaÃÃo e visando-se ilustrar o estudo de problemas fÃsico-matemÃticos, adota-se o problema de transferÃncia de calor por conduÃÃo, que à utilizado para se estudar o processo do resfriamento de circuitos eletrÃnicos. Assim, assume-se a difusÃo de calor em uma barra de epoxy, inicialmente a uma temperatura conhecida e resfriada subitamente em suas extremidades. Os grÃficos e tabelas disponibilizados pelo ambiente tambÃm permitem que o aprendiz observe de forma crÃtica o processo de resfriamento da barra, quer atravÃs da visualizaÃÃo da evoluÃÃo dos perfis de temperatura, ou pela curva de resfriamento de um ponto do domÃnio espacial.

O conhecimento experimentado nas últimas décadas é tão expressivo que nem o professor e tampouco o aluno são capazes de adquiri-lo ou gerenciá-lo nos moldes tradicionais. No ensino superior, um dos problemas a ser resolvido reside na atitude passiva com que os alunos recebem o conhecimento de seus professores. Na sala de aula, a interface professor-aluno é mantida por um planejamento de ensino que privilegia a simples transmissão de conhecimentos. A utilização de algumas tecnologias, onde se destaca o computador, vem permitindo que o processo de ensino-aprendizagem sofra sensíveis transformações. O computador, deixando o estigma de calculadora sofisticada, começa a ser empregado na construção do conhecimento. Procurando discutir essa questão, este trabalho analisa, em termos de recursos, exigências e limitações, como o computador pode contribuir para melhorar o processo de ensino-aprendizagem na educação em engenharia. Conhecimentos resultantes dessa análise foram reunidos na criação de um ambiente de aprendizagem na Web, desenvolvido através do software WebCT e tendo como domínio de aplicação a disciplina SEM-387 "Planejamento e Controle da Produção I", do curso de Engenharia de Produção da EESC-USP. Melhorar o processo de ensino-aprendizagem não é um atributo inerente ao computador, mas uma conseqüência que está vinculada ao modo como ele é utilizado. / The knowledge experienced in the last decades is so expressive that neither the teacher nor the student is capable of acquiring it or managing it in the traditional way. Concerning college education, one of the problems to be solved is the passive attitude the students show when receiving the knowledge from their teachers. In the classroom, the interface teacher-student is maintained by a teaching planning that privileges the simple transmission of knowledge. The use of some technologies, among which the computer stands out, allows that the teaching-learning process suffers noticeable transformations. The computer, getting off the stigma of sophisticated calculator, begins to be used in the construction of the knowledge. Trying to discuss this subject, this work analyzes, in terms of resources, demands and limitations, how computers can contribute to improve the teaching-learning process in engineering education. The resulting knowledge of this analysis was gathered in the creation of a learning environment in the Web, developed through the software WebCT and having as application domain the discipline SEM-387 "Planning and Control of the Production I", which is a discipline of the course of Production Engineering of EESC-USP. Improving the teaching-learning process is not an inherent attribute of the computer, but a consequence that is linked to the way it is used.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-01-24T18:11:27Z No. of bitstreams: 1 2015 - Lucila Maria Teixeira Nunes.pdf: 1371705 bytes, checksum: b078a1113815b153ad5cb2ba77867103 (MD5) / Made available in DSpace on 2018-01-24T18:11:27Z (GMT). No. of bitstreams: 1 2015 - Lucila Maria Teixeira Nunes.pdf: 1371705 bytes, checksum: b078a1113815b153ad5cb2ba77867103 (MD5) Previous issue date: 2015-03-30 / The continuous teacher training looking to qualify for the improvement of their knowledge and pedagogical practice. In areas such as education, it is very common for graduate students already have training and experience teaching before entering the master's or doctorate in. But little is known about the graduate impact on their teaching practices and career. In this sense, the study of graduates becomes an indispensable mechanism to review the process of education as they are obtained concrete information about the course. The opinions and perceptions of these and the impact of the results of the activities are yet to be revealed are known. This research aimed to characterize the egress of the Graduate Program in Agricultural Education (PPGEA) teachers of the Federal Institutes in Brazil, from 2005 to 2013, and analyze the representation of the area of the egress of technical knowledge regarding the inference of training in Agricultural Education in their teaching and their commitment to the construction of the student's knowledge. The research presented Qualitative and quantitative approach in which exploratory activities of survey, systematization of data and dissertations of the graduates were imposed. The techniques of documentary research were employed from PPGEA information, literature from the query in books, journals and dissertations of graduates. Virtual form of use has been made to send the graduates belonging to the area of Knowledge Technical and ending with the analysis and interpretation of the content of the dissertations of graduates. The results revealed that, between 2005 and 2013, 413 teachers were titrated in Agricultural Education, with 64.4% represented by the education area in Education and Management and 35.6% of professionals from technical areas. Teachers of the Federal Institutes predominate in this amount, with 79%. The Southeast region was the one with the largest number of registered teachers, with 39.5% frequency. The population of Knowledge Technical Area graduates understood the total of 117, being distributed in areas of Education in Agribusiness, Environment, Animal Production and Plant Production. The responses to the questionnaire revealed that the predominant academic training of graduates took from degree courses, so they already had in their historical pedagogical disciplines. The teaching experience exceeded 15 years showing that the classification is relevant at any time professional career. About 63% of respondents graduates continued with continuity in training, with the entry into PhD programs and specializations. The graduates had to be satisfied (47.2%) their professional activities with regard to training by PPGEA promoting increased technical knowledge, remuneration and confidence to teach. The evaluation and improvement of the teaching-learning process occurred by applying the pedagogy of projects in which the students, community, local producers were involved promoting better interaction between theory and practice. Therefore, we can see the Graduate Diploma in Agricultural Education Program has provided teachers Area of Knowledge Technical changes and improvements in its performance, in relation to their teaching, whether from the practice of interdisciplinarity and contextualization for reflection and construction of knowledge. / A forma??o continuada para docentes busca a qualifica??o para o aperfei?oamento dos seus conhecimentos e pr?tica pedag?gica. Em ?reas como a de Educa??o, ? muito comum que os p?s-graduandos j? tenham forma??o e experi?ncia docentes antes do ingresso no mestrado ou no doutorado. Mas pouco se sabe sobre as repercuss?es da p?s-gradua??o nas suas pr?ticas pedag?gicas e na carreira. Nesse sentido, o estudo de egressos torna-se um mecanismo indispens?vel ao processo de avalia??o do ensino visto que s?o obtidas informa??es concretas sobre o curso. S?o conhecidas as opini?es e percep??es destes e ainda s?o revelados os impactos dos resultados das atividades desenvolvidas. Esta pesquisa visou caracterizar o egresso do Programa de P?s-Gradua??o em Educa??o Agr?cola (PPGEA) no territ?rio brasileiro, no per?odo de 2005 a 2013, e analisar a representa??o do egresso da ?rea dos saberes t?cnicos em rela??o ? infer?ncia da forma??o em Educa??o Agr?cola na sua pr?tica pedag?gica. A pesquisa apresentou abordagem Quali-quantitativa na qual atividades explorat?rias de levantamento, sistematiza??es dos dados e das disserta??es dos egressos foram impostas. Foram empregadas as t?cnicas de pesquisa documental a partir das informa??es do PPGEA, pesquisa bibliogr?fica a partir da consulta em livros, peri?dicos e das disserta??es dos egressos. Fez-se uso de formul?rio virtual para envio aos titulados e finalizando com a an?lise e interpreta??o de conte?do das disserta??es dos egressos. Os resultados revelaram que, entre 2005 e 2013, foram titulados 413 mestres em Educa??o Agr?cola, sendo 64,4% representados pela ?rea de Ensino em Educa??o e Gest?o e 35,6% por profissionais de ?reas t?cnicas. Os docentes dos Institutos Federais predominam neste montante, com 79%. A regi?o Sudeste foi a que apresentou o maior n?mero de docentes matriculados, com 39,5% de frequ?ncia. A popula??o de egressos da ?rea dos Saberes T?cnicos compreendeu o total de 117, sendo distribu?dos em ?reas de Ensino em Agroind?stria, Meio Ambiente, Produ??o Animal e Produ??o Vegetal. As respostas dos question?rios revelaram que a forma??o acad?mica predominante dos egressos se deu a partir de cursos de licenciatura, logo estes j? apresentavam em seu hist?rico as disciplinas pedag?gicas. O tempo de doc?ncia ultrapassou os 15 anos, mostrando que a qualifica??o ? relevante a qualquer momento da carreira profissional. Cerca de 63% dos egressos respondentes prosseguiram com a continuidade na forma??o, com o ingresso em Programas de Doutorado e especializa??es. Os egressos apresentaram-se satisfeitos (47,2%) sua atua??o profissional em rela??o ? forma??o pelo PPGEA promovendo aumento do conhecimento t?cnico, da remunera??o e confian?a ao lecionar. A avalia??o e melhoria do processo de ensino-aprendizagem ocorreram atrav?s da aplica??o da pedagogia de projetos na qual os discentes, comunidade, produtores locais foram envolvidos promovendo melhor intera??o entre teoria e pr?tica. Logo, percebe-se o Programa de P?s-Gradua??o em Educa??o Agr?cola proporcionou aos docentes da ?rea dos Saberes T?cnicos mudan?as e melhorias em sua atua??o, seja em rela??o a sua pr?tica pedag?gica, seja a partir da pr?tica da interdisciplinaridade e da contextualiza??o para a reflex?o e constru??o do conhecimento.

Objetivamos levantar a opinião de alunos e professores sobre o significado de ser bom e mau professor; as estratégias de ensino e os critérios de avaliação utilizados nas aulas. Trabalhamos um estudo qualitativo usando a metodologia participativa mediada pela Pesquisa-Ação. Investigamos 47 sujeitos (12 professores e 35 alunos) da educação profissional de nível técnico em enfermagem, de uma instituição mineira. Os dados foram obtidos por meio de questionário e da observação participante. Após categorização efetuou-se a análise dos dados. A maioria dos educadores entrevistados referiu que bom professor é aquele que é aberto, responsável, facilitador, entre outros. E o mau professor, assume postura autoritária e adialógica. Já os alunos evidenciaram ser bom professor aquele que domina e sabe passar conteúdo e para o mau professor, o inverso. Professores e alunos destacaram a aula expositiva como a técnica mais utilizada em sala de aula e os alunos evidenciaram uso excessivo de retroprojetor para esse tipo de aula. Quanto ao processo de avaliação os professores demonstraram preocupação em contemplar várias modalidades avaliativas, e os alunos destacaram provas, trabalhos individuais e em grupo como as técnicas mais utilizadas. Sobre as dificuldades enfrentadas na sala de aula, os professores mencionaram o desinteresse, e os alunos enfatizaram a desmotivação nas aulas. A respeito do ensino à distância, professores e alunos revelaram conhecimento sobre essa modalidade de ensino. Os alunos revelaram necessidade de maior motivação na vida dos professores e no processo ensinoaprendizagem. Os resultados finais foram compartilhados com alunos e professores, explicitando que isso representaria o lançamento de uma semente, necessitando maior investimento na área, sobremaneira às complexas questões que se atrelam o processo ensinoaprendizagem e a relação professor-aluno. / The goal of this research is to get students and professors’ opinions about waht means beeing a good or a bad teacher; learning strategies and evaluation criterias used on the classes. We used a qualitative research methods and a participative methodology in Action Research. We investigate 47 people (12 professores and 35 students) from a professional level education in nursing at an institution in Minas Gerais. The data were achieved by questionaries and participative observation. After categorizing the data we did the analysis. Most os the interviewed educators said that the caracteristics of a good professor are: openess, responsability, and among others that he has to be a facilitator of the learning process. And a bad professor is authoritarian and not able to stabilish a good dialog. On the other hand, the students said that a good professor is the one who dominates the class and knows how to explain the subject and the bad one doesn’t do any of those. Professors and students detached the expositive class as the most used technique in the classroom and the students emphasized the excessive use of the overheadprojector on this kind of classes. About the evaluation process, the professors showed that they were worried about adding new evaluation modalities, and the students said that tests, individual and group work were the most used evaluation techniques. About the difficulties inside the classroom, the professors mentioned that one of them is the students’seflessness and the students agreed that desmotivation is a problem in the classes. Professors and students said that they both have some knowledge about distance learning education. Students said that professors needed more motivation on their own lives and also on the teaching and learning process. The final results were shared with the students and professors, showing that this attitude would represent the beginning of a process which needs more attention, mainly those complex problems concerning teaching and learning process and the relation between professor and students.

Cette thèse a pour objet l’étude de l'apport de l’introduction des technologies de l'information et de la communication pour l'enseignement (TICE) dans le processus enseignement-apprentissage de l'algorithmique chez les apprenants débutants, en particulier une application de simulation d'algorithmes (AlgoBox). L'utilisation de cet artefact computationnel a pour objectif de proposer une contribution afin de juguler le problème du fort taux d'échec constaté par les responsables administratifs et pédagogiques depuis plusieurs années dans l'enseignement de l'algorithmique et de la programmation à l'Ecole Normale Supérieure de l’Enseignement Technique (ENSET) de Libreville. Ainsi, la mise en place d'un dispositif expérimental conformément aux hypothèses émises et faisant suite à une première expérimentation d'identification et d'analyse de certains indicateurs, a permis de faire l'étude de l'apport du logiciel de simulation d'algorithme. Au terme de cette recherche, il est établi une légère augmentation des performances des apprenants vraisemblablement due non seulement à l’apport de l’artefact, mais aussi à la réactivation des connaissances liées aux savoirs implicites portées par la tâche prescrite. Il convient donc de préconiser d’accompagner l’usage de cette application par la mise en œuvre d’une nouvelle approche afin de permettre la construction d’une pédagogie adaptée (Ginestié, 2008). / This thesis has for object to study of the contribution of the introduction of the TICE's in the teaching-learning process of the algorithmics to the novice learners, in particular an application of simulation of algorithmics (AlgoBox). The use of this computational artifact aims at proposing a contribution in order to solvat the problem of the high rate of failure noticed by the administratives and pedagogicals responsibles for several years in the teaching of the algorithmics and programmations at Ecole Normale Supérieure de l'Enseignement Technique (ENSET) of Libreville.Thereby the implementation of an experimental device according to the emitted hypotheses and following upon a first experiment of identification and analysis of certain indicators, has allowed making the study of the contribution of the simulation software of algorithm. At the end of this research, it is therefore note a slight increase in the performances of the learners most probably due not only to the contribution of the artifact, but also to the reactivation of implicit knowledge carried out by the prescribed task. It is thus advisable to foresee to accompany the use of this application by the implementation a new approach so as to allow the construction of an adapted pedagogy (Ginestie, 2008).

Resumo: O mercado de trabalho tem aumentado a procura por profissionais dinâmicos e que possuem visão sistêmica empresarial, por outro lado, as instituições de ensino superior vêm se preocupado cada vez mais com a qualidade oferecida no seu processo ensino-aprendizagem, no intuito de suprir esta demanda. Os jogos de empresa têm sido uma ferramenta fundamental nesse processo, pois ele desenvolve no aluno habilidades necessárias a um gestor. O objetivo dessa investigação foi analisar o jogo de empresa Mercado Virtual como uma ferramenta que antecipa a necessidade do saber dos alunos. O estudo envolveu alunos de duas instituições de ensino superior da região de Bauru, através de uma pesquisa descritiva e exploratória. Ao final, foi possível identificar o jogo Mercado Virtual características que o transforma numa ferramenta proativa no processo de ensino-aprendizagem / Abstract: The labor market has increased the demand for dynamic professionals who have a systemic view of business, on the other hand, institutions of higher education have increasingly been concerned with the quality offered in their teaching-learning process in order to meet this demand. The games business has been a key tool in this process as it develops in students the skills a manager. The goal of this research was to analyze the business game Mercado Virtual as a tool that anticipates the need to know the students. The study involved students from two institutions of higher education in the region of Bauru, through a descriptive and exploratory. In the end, it was possible to identify in business game Mercado Virtual becomes a proactive tool in the teaching-learning process / Orientador: José de Souza Rodrigues / Coorientador: Manoel Henrique Salgado / Banca: Antonio Fernando Crepaldi / Banca: José Dinis de Araújo Carvalho / Mestre

This thesis describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to investigate the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of five professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students. Because Project CRISS (CReating Independence through Student-owned Strategies), the foundation of SMILE, had already proven to be successful nationwide for secondary students, this study focused on elementary (K-5) school students and their teachers. My evaluation of this unique program, that integrates children's literature and mathematics, focused on student attitudes and the nature of the classroom learning environment. My research represents one of the relatively few studies that have employed learning environment dimensions with students in the elementary school mathematics classroom as criteria of effectiveness in the evaluation of educational innovations. The My Class Inventory (MCI) and an adaptation of the 1988 NAEP (National Assessment of Educational Progress) Attitude Survey were administered to a sample of 120 Grade 5 students as measures of students' perceptions of the classroom learning environment and their attitudes. Qualitative data were composed of student and teacher interviews, classroom observations and work samples. Methodologically, my study supports previous research that successfully combined qualitative and quantitative methods of data collection. / The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity; additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students and classes of the teachers who participated in the inservice program. In particular, students' attitudes to mathematics and reading improved, and there was congruence between students' actual and preferred classroom environment on the scales of satisfaction and difficulty. Therefore, others can implement SMILE with confidence. As well, prior research was replicated in that students' satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness.

The information and communication technology, ICT, is opening new possibilities for the educational arena. Previous research shows that achieving positive educational outcomes requires more than simply providing access to computer hardware and software. How does this new technology affect the teaching and learning of physics? This thesis focuses on the field of geometrical optics. It reports two studies, both in Swedish upper secondary school. Important for the use of the ICT in physics education is the teaching strategy for using the new technology. The first study investigates with a questionnaire, how 37 teachers in a region of Sweden use computers in physics education and what intentions they follow while doing so. The results of this study show that teachers’ intentions for using ICT in their physics teaching were to increase students' interest for physics, to increase their motivation, to achieve variation in teaching, and to improve visualization and explanation of the phenomena of physics. The second study investigates students’ conceptual change in geometrical optics during a teaching sequence with computer-assisted instruction. For this purpose we choose the computer software "Constructing Physics Understanding (CPU)", which was developed with a base in research on students conceptions in optics. The thesis presents the teaching sequence developed together with the teacher. The study is based on a constructivist view of learning. The concepts analysed in this study were vision, image, ray and image formation. A first result of this study is a category system for conceptions around these concepts, found among the students. With these categories we found that students even at this level, of upper secondary school, have constructed well-known alternative conceptions before teaching, e.g. about a holistic conception of image. The results show also some learning progress: some alternative conceptions vanish, in some cases the physics conceptions are more often constructed after teaching. The students and the teacher also report that the CPU program gave new and useful opportunities to model multiple rays and to model vision.

Life alteration stipulates the changing of education ideas, the search of new teaching and learning theories and methods is going on. For a contempory pupil it is not enough to have only formal knowledge and abilities. He/she must become an initiative person having a critical way of thinking and being able to work and create in this constantly changing world. A modern person should be able to learn continually and improve himself/herself as well as his/her activities. From this point of view it is important to understand that studies for each person are not over when he finishes school or any other educational institution, he is an active learner in everyday life and activities. In order to estimate our unique experience, to improve our knowledge and to see what else we need for our improvement we must master modern methods of active teaching which deliberately help to plan learning activity. Such learning activity should be full of sense. In the documents regulating the content of education at comprehensive schools in Lithuania the constructive direction of education is encouraged, the creation of the system of valuable rules is underlined, the importance of educating different kinds of abilities is mentioned, by various methods teachers are stimulated to encourage pupils’ self-dependence and to create auspicious conditions for this at the lessons. Searching to combine these two spheres it is relevant to encourage cognitive processes employing interactive learning strategies... [to full text]

Nuotolinio mokymo(si) dizainas kaip vizualios informacijos pateikimo forma atlieka svarbų vaidmenį naujos informacinės visuomenės kūrimesi, naujų, netradicinių mokymo(si) formų, būdų atsiradime, jų vystymosi procese. Dalyko mokytojo pamokos atsiranda elektroninės erdvės terpėje. Pedagogui rūpi kaip ir kokiais būdais pateikti tą informaciją, kad sėkmingai vyktų realus ir kokybiškas mokymo(si) procesas. ). Kūrėjui būtina įvertinti būsimo mokinio tiek poreikius, tiek aplinką, tiek tos aplinkos galimybes veikti sukurtoje mokymosi aplinkoje. Harmonijos pažinimas bei supratimas yra tarsi atramos taškas, nuo kurio prasideda vizualinis dizainas plačiąja prasme. Visa tai sudaro problemiškumo pagrindą. Tyrimo tikslas — nustatyti suaugusiųjų mokinių ir mokytojų nuostatas į elektroninės vizualinės mokymo(si) terpės dizainą, kurios yra susijusios su asmens pasaulio pažinimu ir suvokimu, amžiaus raida, psichologinėmis savybėmis. Tyrimo uždaviniais siekėme apžvelgti filosofinėje, pedagoginėje, psichologinėje, metodinėje literatūroje informacinės visuomenės kūrimo tendencijas, veiksnius įtakojančius elektroninės mokymo(si) terpės vizualios informacijos vartotoją, išsiaiškinti reikalavimus keliamus dizainui elektroninių mokomųjų programų kūrimui Lietuvoje bei nustatyti suaugusiųjų mokinių ir mokytojų nuotolinio mokymo(si) terpės dizaino ypatumus bei jo pasirinkimą lemiančius veiksnius. Tyrimo objektas — elektroninė nuotolinio mokymo(si) terpė. Hipotezė — nuotolinio mokymo(si) elektroninės... [toliau žr. visą tekstą] / The design of distance teaching and learning as the presentation form of visual information is significant in the development of new information society, in the coming forms and ways of novel, unconventional teaching and learning, and in their developmental process. The lessons of diverse subject teachers are placed in the electronic environment. It is important for an educator how to present that information in order to achieve successful and quality teaching and learning process. The creator has to evaluate the needs of the learner, the environment, and the environmental potential to operate in the created learning medium. The cognition as well as perception of harmony is the base for the visual design in a broad sense. That constitutes the problematic basis. The aim of the research is to ascertain the attitudes of both teachers and learners towards the design of electronic visual teaching and learning environment, which are related to the personal knowledge and perception of the world, age range, psychological features. Through the objectives of the research we attempted to review the creation tendencies of the information society in philosophical, pedagogical, psychological and methodological sources, the factors influencing the user of the visual information of the electronic teaching and learning environment, to find out the requirements for the creation of electronic teaching programmes in Lithuania and establish peculiarities of distance teaching and learning... [to full text]