Orientador: Carlos Eduardo Albuquerque Miranda / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T19:47:13Z (GMT). No. of bitstreams: 1 SachettiJunior_JoseCarlos_M.pdf: 69001822 bytes, checksum: e05695a6cebe845c5b406e47057c2f00 (MD5) Previous issue date: 2012 / Resumo: Um estudo sobre as possibilidades do registro audiovisual de pessoas cujas imagens não podem ser exibidas, no caso, crianças e jovens em situação de risco. Trabalho que envolve, além do texto escrito, a produção de um documentário no qual a abordagem desses jovens se dá indiretamente: no lugar das imagens deles, o vídeo apresenta obras - pinturas e assemblages- por eles produzidas em oficinas de arte-educação. / Abstract: A study on the possibilities of audiovisual record of people who will not be displayed, in this case, children and youth at risk. Work that involves, in addition to written text, the production of a documentary in which young people are indirectly depicted: in place of their images, the video presents works - paintings and assemblages - they produced in workshops in art education. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

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California state history/social studies framework -- Image acquisition and digitization -- Interdisciplinary approach.

The problem of this study was to compare the effectiveness of two methods of teaching Spanish by non-specialist teachers in grade four. This study was planned to investigate the effectiveness of two programs designed to teach Spanish to non-Spanish-speaking fourth grade students.

Audio-visual aids are familiar terms in the realm of education. Their importance is growing rapidly as our society becomes complex with its radar, television, electronics and atomic bombs. Today, children live in a world of both auditory and visual stimulation. They are surrounded by comic books, motion pictures, billboards, pictures in newspapers and magazines, "juke boxes," radios, automobiles, trains and airplanes. These and other audio-visual materials, if properly used, can promote the building of accurate concepts essential to learning. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Marian W. Black, Professor Directing Paper. / Includes bibliographical references (leaves 33-35).

"The purposes of this study are: I. To survey, through the questionnaire method and through the examination of the literature in the field, the general practice of using student operators of audio-visual equipment. II. To determine the best method of using students as projectionists in relationship to the student as well as the service rendered the school. III. To produce a projectionist's manual for the use of students training to operate audio-visual equipment. It is realized that there are on the market several audio-visual operator's manuals; also those produced by commercial concerns to accompany various pieces of equipment, but through personal experience and the experience of others the writer feels that all of these manuals are too technical for use by elementary and high school students. Therefore the primary purpose of this study is to produce such a manual"--Introduction. / Typescript. / "March, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Louis Shores, Professor Directing Paper. / Includes bibliographical references (leaves 39-41).

The purpose of this study is to establish criteria that will be valid for the selection through evaluation of social studies materials for grades one through six in the Alameda Unified School District. The school system feels a need for a rich variety of audio-visual instructional materials for their program so that its teachers might enrich the curriculum of the learner. It is recognized that many varied experiences will increase learning on the part of the student and will help him better to meet life with what he is familiar and has perceived. Kingsley gives the secret of securing and maintaining attention as change, novelty, interest, and meeting a need. It is with this conception that the school system is seeking to develop a list of materials that will become an integral part of the social studies curriculum. Children learn more by seeing than by hearing. The sensory mechanism of the eye is quicker than that of the ear. Morgan states that the child is more susceptible to some stimuli than to others and not because some have more original significance. The United States Navy Department published a Training Aids Manual which indicates that students learn up to 35 per cent more in a given time and remember the facts learned up to 55 per cent longer when teachers use visual material. The Payne Fund Studies have shown that little children attending motion pictures will grasp three out of every five facts that an adult grasps. These children were tested three months from the time they first saw the picture. At the end of this period it was found that they still remembered 90 per cent of what they saw. This points to the conclusive evidence that learning with pictures is not only satisfying to the learner but also makes a lasting impression upon the physical receptors. The visual perceiving of a sound motion picture full of action combined with the sound effects, such as might be found in a film, showing the woodsman cutting the tree and then the terrific crash, is a dynamic way of teaching.

This was an experimental study to compare the affective and cognitive responses of female and male college students to singleimage, multi-image and time compressed single-image presentations. Three initial sets of 120 images were produced so that each presentation contained the same visual information, and no narration or sound track was used with any of the presentations. Ninety-seven subjects, in intact classes, participated in the experiment. Each class was shown one of the three slide presentations in a special projection room. Immediately after viewing a particular presentation, subjects were asked to complete a semantic differential which was used to measure attitudes toward the method of presentation; next subjects completed a multiple choice test concerning the cognitive information presented in the program viewed. The two-way analysis of variance of the semantic differential scores indicated no significant difference in the attitude of the subjects toward any presentation format. The two-way analysis of variance of the test for the amount of cognitive information retained indicated that there was a significant difference between the males and females in the amount of cognitive information retained with the females retaining more than the males. There was a significant interaction between presentation format and sex of the subject on the amount of cognitive information retained. Females out-performed males for both the multi-image presentation and the single-image presentation, but males performed better on the time compressed single-image presentation. The Pearson product-moment correlation between scores on the test for amount of cognitive information retained and the scores on the semantic differential was -0.05. / Ed. D.

The purpose of this study was to investigate the interpretation of numerical data when presented in four different graphic formats to different age groups and sexes. Fifth and sixth grade students (N=129) and eleventh and twelfth grade students (N=129) were assigned to four treatment groups. Each group viewed a different treatment slide with the same data displayed in one of four formats: table, line, Iine·tabIe, or bar. After a narrative introduction, the students, while viewing the treatment graph, were asked to answer three types of questions: specific amount, static, and dynamic comparison. The students were then asked to continue viewing the graph for one full minute. After the minute elapsed, the projector was turned off and the students were asked to answer questions concerning the data presented on the graph. A 4 (Graph Type) X 2 (Age) X 2 (Gender) multivariate analysis of l variance (MANOVA) with repeated measures for the four types of questions was implemented to determine the relations among graph type, age, gender, and four types of questions. The independent variables were type of graph (between), age (between), gender (between), and type of question (within). The dependent variable was the interpretation of quantitative information as measured by the test questions. The findings indicated that graphic format, age, and gender did affect the ability to interpret numerical data. The analysis demonstrated several statistically significant interaction effects: age and type of questions, graph and type of questions, and graph, age and type of questions. High-school students scored higher than elementary-school children on all four questions. Table graphs were effective for answering amount and static questions. As the questions became more complex, such as in a dynamic question, the table graph was one of the least effective means of graphic communication. For recall, the line-table format and line format were the most effective graphs. Age and gender differences emerged for particular graphs. Findings were discussed with regard to cognitive development implications. / Ed. D.

The purpose of this research was to determine if levels of field dependence affects a student’s ability to profit from either imposed visuals or instructions to form visual images to aid immediate recall of concrete paired-axociate nouns. Also of interest are possible changes in the relationship between field dependence and visual strategy as students move from upper elementary to high school. It was hypothesized that the field-dependent individual is less able to profit from the use of interactive imagery required in a memory task of this nature due to the inability to impose structure in a non-structured situation. Participants in this study were 197 fourth, seventh and tenth grade students from a moderately affluent, suburban community in southwestern Virginia.The Group Embedded Figures Test was used to determine cognitive style. Within each grade level, an equal number of students classified as field dependent, neutral and field independent were randomly assigned to three treatment groups. The dependent measure of memory was a written test of immediate recall of 24 paired-associate, concrete nouns. The three treatment groups were: Control, who received only instructions to remember the words; Imposed Visual, who viewed line drawings of the two words; and Imagery, who received instructions to form interactive visual images of the two words. Data was analyzed using three-way Analysis ofVariance. All three main effects (grade level, cognitive style and visual strategy) were significant. There was no interaction, however. / Ed. D.