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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.
1

Propuesta metodológica para la determinación y el aprendizaje de las competencias genéricas clave del/la ingeniero/a tic y percepción diferencial del mercado entre el grado y el postgrado o máster

Llorens García, Ariadna 17 October 2012 (has links)
While the European Union is ongoing towards a production system based on the knowledge economy, and in a historical moment when universities are facing the challenges associated with the achievement of the postulates of the European Higher Education Area (EHEA), it is necessary to rethink the competitive patterns established until now. It seems appropriate to clarify the expectations in relation to some of the main higher education needs of the information and communication technology (ICT) engineers in Spain, to reflect and evaluate the performance of the university and to consider how to develop curricula for this purpose. Thus, the thesis presents different objectives, which have divided the research into three phases. First, an in-depth study on the state of the art of both the specific literature on the concept of generic competences or transversal skills was conducted, specifying for the ICT sector and engineering studies. Yet, stress has also been put on the analysis of the general and specific literature on learning methods, focusing on the so-called active methodologies and contextualizing in the EHEA. Given the broad range of skills and general know-how required by the Spanish ICT sector (mainly focusing on graduates in computer and telecommunications engineering), a selection limited to 20 ICT skills has been ensured, following a rigorous procedure. In the second phase, and from a comprehensive statistical study using a representative sample that comprises more than 60% of all employees working in the Spanish ICT sector, it has been possible to shed some light on the graduate profile that responds to the market demands. The required pattern is as follows: the graduated is able to find the information he/she needs, has an analytical thinking, is able to planning, is team working and flexible, as well. The research conducted also reveals the most valued skills applying for both graduate and master level, being in both cases: teamwork, commitment to learning, problem solving and customer oriented. The field study has reflected Spanish university fulfills their role of training competences, attending to the needs and expectations of the sector, although highlighting certain gaps. This is a key element for reflection, which provides training proposing improvements for further investigations. Also research results have suggested a gap between generic skills demanded by the sector in Spain and those recommended by the scientific literature, in terms of business strategy and the ways of maintaining competitive advantage in the ICT sector. Finally, in the third stage analysis, and thanks to the use of an expert panel, it has been developed the most efficient way to ensure the acquisition of the 10 generic hey skills for graduates in ICT engineering. This original proposal has emphasized the use of student centered learning techniques, also known as active learning methodologies. The findings suggest that the use of project based learning (PBL) as well as the learning contract technique, are the teaching methods that best help in the acquisition of the skills required by the ICT sector. We must emphasize the relevance of this research, which assumes the methodological change, where the student becomes the central element of the new educational paradigm promoted by the European educational integration. / Mientras la Unión Europea sigue caminando hacia un sistema productivo basado en la economía del conocimiento, y en un momento histórico, en el que, desde la universidad, se encaran los retos asociados a la consecución del Espacio Europeo de Educación Superior, es necesario replantearnos los patrones de competitividad hasta hoy establecidos. Parece oportuno, aclarar cuáles son las expectativas, des del ámbito de la empresa y los empleadores, en relación a algunos de los principales parámetros educativos que dan respuesta a las necesidades laborales de los/las ingenieros/as que trabajan en el mercado de las tecnologías de la información y la comunicación (TIC) en España, poder reflejar y evaluar, el desempeño de la universidad y considerar cómo desarrollar los programas de estudio a tal fin. Así, la tesis presenta diferentes objetivos, que han dividido la investigación en tres fases, en primer lugar, a partir de un profundo estudio del estado del arte, tanto de la bibliografía específica sobre el concepto competencia, y todo lo directamente relacionado con las competencias genéricas o transversales, concretando en el sector TIC y los estudios de ingeniería. Y, a su vez, el análisis de la bibliografía general y específica sobre metodologías docentes y métodos de evaluación del aprendizaje, centrado en las denominadas metodologías activas y contextualizando en el Espacio Europeo de Educación Superior. Se ha asegurado la idoneidad de acotar a un total de 20 competencias, el amplio abanico de habilidades y destrezas generales que demanda el sector TIC en España, básicamente a los/las tituladas en ingeniería informática y de telecomunicación. En la segunda fase, y a partir de un amplio estudio estadístico, gracias a una muestra representativa de más del 60% del total de los empleados del conjunto del sector TIC en España, se ha desgranado el perfil del egresado, que responde al siguiente patrón: es capaz de encontrar la información que necesita, tiene un pensamiento analítico, sabe planificar, trabajar en equipo y es, a su vez flexible. También se han determinado las competencias más valoradas, que tanto a nivel de grado como de máster son coincidentes, siendo en ambos casos: el trabajo en equipo, la capacidad de aprender, el ser resolutivo y la orientación al cliente. El estudio de campo ha reflejado el papel discreto de la universidad española en la formación de competencias transversales, atendiendo a las necesidades y expectativas del sector, poniendo de manifiesto ciertas lagunas. Siendo éste un elemento de reflexión, que brinda la proposición de mejoras formativas a implementar. Juntamente, a otro hecho que sugiere la investigación, atendiendo a la literatura analizada, la brecha existente entre las competencias genéricas que el sector demanda, y aquellas que la literatura científica recomienda, en cuanto a estrategia empresarial y formas de mantener la ventaja competitiva, en el sector TIC. Finalmente, en la tercera fase del trabajo que completa las aportaciones de esta tesis, y gracias a la utilización del panel de expertos, se presenta la forma más eficiente de asegurar la adquisición de las 10 competencias genéricas clave para los graduados en ingenierías TIC, recién egresados, a través de técnicas de aprendizaje centradas en el estudiante, también conocidas como metodologías activas de aprendizaje. La investigación concluye que la utilización del método del aprendizaje basado en proyectos o project based learning (PBL) junto al contrato de aprendizaje, técnicas de carácter grupal por un lado y de carácter individual por otro, nos propician la consecución de su totalidad. Debemos resaltar la oportunidad del trabajo, asumiendo el cambio metodológico que supone el establecer, al estudiante como elemento central del nuevo paradigma pedagógico impulsado por la integración europea.
2

A comparative study of private and public schools serving low-income parents in Kuwait

Alshatti, Hadel Yaja January 2015 (has links)
The aim of this study is to examine the phenomenon of low-income Kuwaiti parents changing their orientation from government schools to private Pakistani low-cost schools. In order to arrive at a logical explanation for the phenomenon, the motivational factors affecting parents and their level of satisfaction, as well as the quality of the schools, were investigated through a comparative case study conducted in the Kindergarten and primary levels of schools in each sector. The quality of the schools was measured with regard to their policies, teacher absenteeism and attendance, curriculum, and school buildings and facilities. A mixed methods approach using qualitative and quantitative instruments was adopted to elicit data from 18 government schools (from the six local authorities) and 13 private Pakistani schools in Kuwait. The quantitative instrument was structured questionnaires administered to parents (384 from the government schools and 489 from the private Pakistani schools), while the qualitative data were obtained from semi-structured interviews with the school managers (13 private Pakistani schools and 18 government schools) and the manager of the inspectorate of private schools; the schools’ observation (checklist), and archive records and documents (obtained from the Ministry of Education and the schools). The findings of the case study revealed that the low-cost private Pakistani schools were out–performing the government schools in various aspects related to these schools’ educational services, which were making them a more satisfactory option for some lowincome Kuwaiti parents and motivating them to travel longer distances daily to reach the private Pakistani schools, even though government schools were available within the zones where they lived. The study found that the Kuwaiti parents were motivated to turn to the private Pakistani schools mainly because they provided English as the schools’ medium of instruction, in addition to having Islam as the schools’ main religion. At the same time, all these facilities were being provided for low-cost affordable tuition fees.
3

Students' motivation in practical schools in Hong Kong

Lam, Kin Wah January 2003 (has links)
The setting up of practical schools in Hong Kong aimed to cater for students identified as 'unmotivated'. However, there were no reliable tools in assessing the motivational behaviour of the students being placed in practical schools. This study was the first type of research conducted in Hong Kong intended to examine target students' motivation for learning. The subjects included 86 students from two practical schools, together with a sample of 121 academically low achievers from two low-band mainstream schools for comparison purpose, 108 of whom were secondary one while 99 were secondary two students. This study consisted of cross-sectional and longitudinal research methods. 50 teachers from two practical schools, as well as 52 teachers from two low-band schools were requested to respond to a questionnaire regarding their perceptions of students' motivational and disruptive behaviour. The motivational questionnaire involved multifaceted constructs such as attribution of success and failure, task-oriented motivation, learned helplessness, learned hopelessness, work avoidance, self-worth, value and purpose of education, parental support, and positive and negative attitudes towards schooling. Research techniques such as t-test, analysis of variance, effect size, and factor analysis were employed in the data analysis. The study provided evidence that students in practical schools and low-band schools showed different maladaptive motivation: the former tended to adopt a learned helpless motivation, accompanied with negative emotion whilst the latter were more likely to exhibit self-worth motive and work avoidance attitude. Students in practical schools showed deterioration in their motivation for learning between secondary one and secondary two. However, there was a positive change in students' motivation for students in low-band mainstream schools. Thus it was found that students' motivation for learning was less likely to be enhanced in a segregated setting. It is recommended that we should focus on aspects of school policy, the whole school environment and effective teaching strategies so as to enhance students' motivation for learning. Future research should involve quantitative and qualitative methods to collect data direct from classrooms.
4

A sort of amateur schoolmaster : the life, work and influence of David Stow

White, Glenda Ann January 2010 (has links)
In this dissertation it is argued that the concept of ―literary intelligence‖ as used and developed by Frank Raymond Leavis and other members of his Scrutiny circle is a viable theoretical and educational notion and is long due a reappraisal. Their thesis that reading quality texts intelligently assists our personal and moral development is taken up and subjected to philosophical analysis. It is also argued that a theory of intellectual virtue is best suited for such a reappraisal. Literary intelligence is then found to be best interpreted as a form of Aristotelian practical intelligence. This interpretation allows us to theorize the moral salience of literary experiences. This theorization is achieved through an in-depth analysis of relevant articles written by Leavis, Harding and Bantock, assorted writings on the relationship between life and art as envisaged by a number of thinkers, as well as a sustained analysis of the theory of intellectual virtue. In particular, recourse is taken to the theory of intellectual virtue as drafted by American philosopher Linda Trinkaus Zagzebski. Consequently, a number of educational implications of the above theories are identified and commented upon. Also, it is shown that the above-mentioned theoretical insights fit in well with the consistent findings of research into reading. Finally it is argued that if the capacity to read well is best approached as a moral trait, then reading education cannot be legitimately conceptualized as one ‗competence‘ among others. On the contrary: reading education ought to form the moral kernel of the curriculum. A sustained and socially sanctioned emphasis on the fostering of reading and the creation of a culture of literacy will widely expand the social, cultural and moral horizons of children and adults alikeInevitably, this is a multi-disciplinary thesis since David Stow’s contribution to education must be set within an historical period and a framework of religious and ethical beliefs. After an opening chapter (2) which draws on previously unknown information about his family background, upbringing and business, the following four chapters (3 to 6) examine the religious, social, national and educational context of his work. Chapters 7 and 8 describe the achievements of the Glasgow Infant School Society (GISS) and the Glasgow Educational Society (GES) in both of which Stow was the driving force. Chapters 9 to 12 outline the pedagogical and organisational ‘system’ which he evolved for the training of children and their teachers, while the remaining chapters argue that his influence on British education was much greater than previously thought. David Stow was a family man – two wives, five children, unnumbered relatives all living under the shadow of continual bereavement. He may be regarded as a pillar of the church community – Sabbath School teacher, deacon, elder, his persistent presence on endless committees rendering them both quorate and even constructive. We can judge him as a man of commerce – successful, wealthy, safely ensconced in a fine house in Sauchiehall Street and developing his business from the Trongate to a spacious, purpose-built factory in Port Eglinton. We can come to know him as a person – witty, kindly, delighted by the company of children, generous, moralistic, pedantic, inflexible. As with any personal story all of these, and more, are important facets of the unfolding character of the man over his three-score years and ten. For the purpose of this thesis, however, what makes Stow different is his contribution to the growing demand for a national, universal and eventually compulsory system of education during the course of the nineteenth century. Stow’s tangible contribution survives in his writings, in the institutions he created, in the buildings he left behind. His lasting achievement, as Insh remarked, was ‘a life devoted consistently and strenuously to
5

Analyse des conceptions et des pratiques des enseignants accueillant des élèves en situation de handicap dans le programme d'"éducation inclusive" au Burundi / Conceptions and practices of teachers accommodating students with disabilities in the inclusive education programme in Burundi

Ndikumasabo, Josias 17 December 2018 (has links)
Cette thèse visait à analyser les pratiques et les conceptions des enseignants burundais accueillant des élèves en situation de handicap (ESH). Le questionnement empirique qui a orienté ce travail s’inscrit au coeur des débats institutionnels et scientifiques relatifs à la question de l’éducation pour tous et des pratiques d’enseignement associées. Deux études complémentaire s ont été menées. La première étude visait à identifier les ressources et les obstacles à la mise en œuvre des dispositifs inclusifs au Burundi du point de vue des acteurs impliqués ainsi que les pratiques déclarées par les enseignants accueillant des ESH en classe. Le recueil des données a été réalisé à l’aide d’entretiens semi directifs (avec sept acteurs) et d’une enquête par questionnaire (avec 205 enseignants). Les résultats de cette enquête montrent que les pratiques déclarées se caractérisent par une forte valence « inclusive ». En revanche, les conceptions révélées par l’enquête demeurent essentiellement « non inclusives ». La deuxième étude a été réalisée afin de décrire et mieux comprendre les pratiques effectives des enseignants. Elle a été conduite dans le programme de recherche du Cours d’action (Theureau, 2006), avec l’ambition de caractériser les pratiques réelles des enseignants in situ. Le recueil de données a été effectué avec quatre enseignants, deux étaient enseignants d’EPS et deux autres de Sciences sociales et humaines (géographie et psychologie). Les résultats montrent des pratiques d’enseignement emblématiques de modes contrastés de prise en charge des ESH en classe. Ces deux études permettent d’ouvrir sur des implications pratiques dans le domaine de l’éducation des ESH et d’envisager des pistes concrètes pour enrichir la formation des enseignants burundais dans la perspective de la mise en place effective d’une éducation inclusive au Burundi. / This thesis aimed to analyze the practices and conceptions of Burundian teachers welcoming students with disabilities (SWD). The empirical questioning that has guided this work is at the heart of institutional and scientific debates on the issue of education for all and associated teaching practices. Two studies were conducted additional. The first study aimed to identify the resources and obstacles to the implementation of inclusive systems in Burundi from the perspective of the actors involved as well as the practices reported by teachers hosting SWD in the classroom. Data collection was carried out using semi-directive interviews (with seven participants) and a questionnaire survey (with 205 teachers). The results show that the practices declared are characterized by a strong "inclusive" valence. On the other hand, the concepts revealed by the survey remain essentially "non-inclusive". The second study was carried out in order to describe and better understand the actual practices of teachers. It was conducted as part of the research programme of the ‘’Course of action’’ (Theureau, 2006), with the aim of characterizing the real practices of in situ teachers. The data collection was carried out with four teachers, two were Physical education teachers and two others in Social Sciences and Humanities (geography and psychology). The results show teaching practices that are emblematic of contrasting ways of managing SWD in the classroom. These two studies make it possible to open up on practical implications in the field of SWD education and to consider concrete ways to enrich the training of Burundian teachers with a view to an effective implementation of inclusive education in Burundi.
6

La experiencia de usuario extendida (UxE): un modelo teórico sobre la aceptación tecnológica y un estudio de caso en entornos virtuales de aprendizaje.

Córdoba Cely, Carlos Andrés 15 January 2013 (has links)
Esta investigación presenta el modelo de Experiencia de Usuario Extendido (UxE) como propuesta teórica para explicar la aceptación tecnológica a partir de tres tipos de experiencias: (a) experiencia estética, compuesta por los constructos de Estética Expresiva y Estética Clásica, (b) experiencia significativa, compuesta por los constructos de Usabilidad y Utilidad, y (c) experiencia afectiva, compuesta por las emociones de Satisfacción, Disfrute y Belleza. Para obtener este modelo se ha organizado un marco teórico a partir de tres temáticas de trabajo: (a) Diseño Emocional, (b) Interacción Humano-Computador (HCI), y (c) Sistemas de Información (IS). Para recolectar la información sobre estos tópicos, se ha recurrido a diferentes técnicas como el Análisis de Cocitación de Autor (ACA), y la visualización de información por medio de redes Pathfinder. La fase experimental de esta investigación se ha desarrollado en tres etapas de validación: (a) exploratoria, (c) confirmatoria, y (c) tecnológica. La etapa exploratoria se llevó a cabo entre la universidad Politécnica de Cataluña, en España, la universidad de Caldas, en Colombia, y la universidad de Nariño, en Colombia. La etapa confirmatoria se desarrolló en el Campus Virtual de la Universidad de Nariño, utilizando como método para el análisis estadístico los mínimos cuadrados parciales (Partial Least Squares). La etapa de validación tecnológica se llevó a cabo en el proyecto de Juegos de Aprendizaje Digital (JAD), que la universidad de Nariño viene desarrollando con la Secretaría de Educación de la ciudad de San Juan de Pasto (Colombia), utilizando como método para el análisis la visualización de información comparada. Los hallazgos muestran que el modelo UxE es confiable después de haber sido validado estadísticamente con ecuaciones estructurales por medio de dos diferentes métodos de trabajo, los cuales proporcionaron datos semejantes y complementarios (modelos anidados y componentes jerárquicos). De un total de 11 hipótesis de trabajo planteadas, se lograron confirmar 10 de ellas, las cuales fueron consistentes por ambos métodos. / This research shows the model of User Experience Extended (UxE) as a theoretical proposal for explaining technology acceptance from three types of experiences: (a) aesthetic experience comprised of Expressive Aesthetics and Aesthetic Classic, (b) Experience Significant comprised of Usability and Utility, and (c) Affective Experience, comprised of emotions such as Satisfaction Enjoyment and Beauty. For this model has been organized an theoretical framework based on three topics of work: (a) Emotional Design, (b) Human-Computer Interaction (HCI), and (c) Information Systems (IS). For collect information on these topics, it has worked with different techniques such as Analysis Co-citation Author (ACA), and visualization of information through Pathfinder networks. The experimental stage of this research has been developed in three times: (a) exploratory validation, (c) confirmatory validation, and (c) technology validation. The exploratory stage was carried out between the Polytechnic University of Catalonia (Spain), the University of Caldas, (Colombia), and the University of Nariño (Colombia). The confirmatory stage was developed in the Virtual Campus of the University of Nariño using the statistical analysis method of Partial Least Squares. The technological validation was carried out in the project Digital Learning Games (DLG), developed between the University of Nariño and the Secretary of Education of the city of San Juan de Pasto (Colombia) using the method of comparative analysis in information visualization. The findings show that the UxE model is reliable after statistically validated with structural equations using two different working methods which provide similar and complementary data (nested models and hierarchical components). Of a total of 11 working hypotheses have been able to confirm 10 of them, which were consistent in both methods.
7

Factores determinantes que influyen en la decisión de evaluar la formación en las grandes empresas peruanas

Valle Ramella, Yolanda 07 May 2013 (has links)
En la presente tesis doctoral, se presenta una investigación que tiene como propósito conocer los factores determinantes que influyen en la decisión de evaluar la formación en las grandes empresas peruanas. En primer lugar, se examinaron los conceptos relacionados con la evaluación de la formación y los modelos propuestos por los autores, desarrollados en los últimos 50 años. En este sentido, se señala que, a pesar de que la formación es un aspecto importante que produce efectos positivos en las organizaciones, escasamente se evalúa y se conoce el impacto en los resultados. La investigación ha permitido precisar el contexto en que los programas de formación son impartidos en las grandes empresas peruanas. Asimismo, se plantea un enfoque integral sobre los principales motivos e impedimentos que tienen los directivos de las empresas para evaluar las acciones formativas impartidas al personal, y, por otro lado, se espera que sea un punto de partida para futuras líneas de investigación / This thesis presents a research which objective is to examine the key factors that influence training and development of personnel in large Peruvian enterprises. A key motivation behind developing this thesis is to make a systematic research of academic character in relation to aspects of personnel training, in particular focusing on the evaluation phase, which is the phase that has been the least studied and least applied in enterprises. Knowledge that has come from the academic research on evaluation of personnel training is still not much known among large Peruvian enterprises and the studies that exist neither presents practical techniques on how to implement and execute this knowledge. This study has been developed with large Peruvian enterprises in mind, which, due to technological changes and the dynamics in the markets where they operate, need to have personnel that participate in training programs at a continuous basis. This is the only way the enterprises can respond to the challenges facing them. Also, it should be mentioned that these enterprises have the financial strength to invest in training programs for their personnel. In the case of large Peruvian enterprises, one can observe the importance that management includes in their strategy the relevance of developing the personnel and the organization. However, they are aware that these programs are seldom evaluated despite of that it is important to know the impact they have on learning and on the growth of the enterprise and in generating sustainable competitive advantages. The justification of this research is the necessity of large Peruvian enterprises to remain competitive and that they can respond to the demands from a globalized marketplace. Management of these enterprises consider the training programs as an important strategy, and the evaluation of these programs as a key indicator for documenting the impact on the enterprise¿s results. First, the concepts related to evaluation of personnel training are examined in conjunction with the models that have been proposed during the last 50 years. The research has helped to clarify the context in which these programs are executed in large Peruvian enterprises. The sample size used in this study consists of 89 large enterpresies in different economic sectors in Peru. The study contributes with important information that management in these large organizations should take into account in relation to evaluating the training programs and to know the impacts of these on the performance of the organization. Also, the study presents an integral overview of the chief motivations and impediments that management have when evaluating the different actions in relation to training of personnel. Moreover, this study is expected to be a point of departure for future research within this field. It is in this respect that the results from this research contributes to establish what are the determining factors that influence the decision to evaluate training programs in large Peruvian enterprises, a subject that has received very little dissemination.
8

La teoría de la relatividad y su didáctica en el bachillerato: análisis de dificultades y una propuesta de tratamiento.

Pérez Celada, Héctor 24 October 2003 (has links)
PLANTEAMIENTO DEL TRABAJO. OBJETIVOSSe estudia la enseñanza de la relatividad en el bachiller, revisando los principales debates: su interés, la didáctica de la física moderna, el debate sobre la masa en relatividad, adoptando el uso de la masa invariante, etc. El problema se concreta en la forma siguiente:1.- ¿Cómo se introduce en la enseñanza usual (ESO, Bachillerato) la relatividad y sus prerrequisitos tanto desde el punto de vista científico cómo didáctico?2.- ¿Son comprendidos estos conceptos por los alumnos? ¿Qué dificultades encuentran? ¿Qué consecuencias plantea dicha forma de enseñanza?3.-¿Es posible una propuesta alternativa que atienda las deficiencias que se detecten y que de lugar un aprendizaje de mayor calidad en los estudiantes?HIPÓTESIS DE TRABAJOLos conceptos de tiempo, espacio y sus propiedades, así como los distintos sistemas de referencia, se introducen ya la secundaria de forma inconexa, acrítica. La enseñanza de la Teoría de la Relatividad se realiza de forma poco clarificadora, sin tener en cuenta las preconcepciones de los alumnos, y sin resaltar su posición en la estructura de la Física. En consecuencia, el aprendizaje es escasamente significativo y no se consolidan las nuevas concepciones en los estudiantes.Se fundamenta didácticamente recurriendo a las aportaciones de la comunidad científica sobre el proceso de enseñanza-aprendizaje y, más en detalle, sobre los principales conceptos involucrados.Se ha elaborado un diseño convergente y variado para poner a prueba la hipótesis, que se ha aplicado a los principales variables del proceso: sobre 38 textos, 74 profesores, y 155 estudiantes para indagar el aprendizaje derivado de la enseñanza recibida. Por último, para profundizar en el aprendizaje se han analizado 10 entrevistas a jóvenes de 2º de bachiller, que han estudiado el tema de forma tradicional. La segunda hipótesis consiste en la elaboración de una propuesta alternativa, fundada en los principios básicos establecidos por la investigación didáctica, que incida en los aspectos deficientes de la enseñanza habitual de la relatividad en el bachillerato.Para ello, se ha diseñado un programa de actividades alternativo con el cual se ha tratado el tema con 107 estudiantes de 3 centros diferentes. Los estudiantes que participaron en el estudio respondieron a encuestas que exploraron los aspectos clave del aprendizaje. Se ha completado con 10 entrevistas a estudiantes de 2º de bachiller, orientadas a profundizar en la calidad del aprendizaje. También ha sido presentado a 31 profesores en activo, que han participado en sesiones de trabajo en pequeño grupo, dedicadas a trabajar el tema. CONCLUSIONESEn el trabajo se expone como la puesta a prueba de la hipótesis verifica esencialmente estas hipótesis. Y tras examinar la propuesta alternativa, se concluye que es posible una enseñanza correcta de los fundamentos de la relatividad, que propicie en los estudiantes un cambio actitudinal, metodológico y conceptual. / Relativity is a very important part of modern physics. In this paper we analyse the teaching and learning of the theory of relativity in secondary education and we show their main difficulties. The limitations of the relativistic mass are reviewed and invariance mass is defended as the only one that should be used. Finally, a didactic proposal to the teaching of relativity is presented.Our work hypothesis points at the fact that the concepts of time, space and their properties, as well as their different references, are introduced in secondary education in a seamless non-critical way. The teaching of the Theory of Relativity is carried out in a very obscure way absolutely regardless of the students' previously acquired concepts as well as of their role in the grasping of the structure of physics. As a consequence, the learning process becomes scarcely significant and new concepts cannot thereby be acquired by students. Our second hypothesis aims at making up an alternative proposal, founded in the basic principles of teaching research, dealing with the unsubstantial sides of the teaching of relativity for secondary education. Such proposal is supported didactically by referencing the main contributions of the scientific community on the teaching-learning process as well on the rest of processes involved. It has been tested by building up a convergent and multiple design and applied to the main variables involved in the entire process: textbooks, teachers and students. The memory shows the results which support these hypotheses. Once the alternative proposal is reviewed, it comes as a conclusion that it is possible a suitable teaching of the principles of relative which should bring the students into a change in attitude, concepts and methodology.
9

Adolescents, appearance and anti-bullying strategies

Lovegrove, Emily January 2002 (has links)
No description available.
10

Dyslexia, the self and higher education : learning life histories of students identified as dyslexic

Pollak, David January 2002 (has links)
No description available.

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