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Orientador: Jose Dias Sobrinho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-13T20:19:46Z (GMT). No. of bitstreams: 1 Cusinato_Ricardo_D.pdf: 8574896 bytes, checksum: 8597321134b52b9a264eb8cdd5a2d9b5 (MD5) Previous issue date: 1987 / Resumo: Este trabalho tem por objetivo a análise da produção da competência profissional do atual professor da área de Estudos Sociais de 19 e 29 graus na rede de ensino público do Estado de são Paulo em Araraquara e região. Secundariamente visa a fornecer elementos para algumas considerações a respeito dos cursos superiores de licenciatura. A competência profissional do professor multideterminada socialmente é delimitada para efeito de analise em duas variáveis: formação acadêmica e condições de trabalho. O trabalho é desenvolvido ao longo de três capítulos, assim distribuídos: o primeiro esboça o referencial teórico que orientará o seu desenvolvimento ao analisar o conceito de educador e a função social dos cursos de cenciaturai o segundo, se ocupa da legislação de, ensino e do mercado de trabalho com a reforma do curriculo de 19 e 29 graus com a Lei n9 5.692/71 e textos complementares. O terceiro se ocupa da formação acadêmica dos professores, de suas condições de trabalho e de como eles elaboram as representações sobre os cursos realizados. Os dados demonstraram que 65 professores acumulam um total de 175 cursos de licenciatura de nível superior, além de uma série de cursos de curta duração e indicam que 98% deles tem duas ou mais licenciaturas. Nas representações que elaboram sobre os seus cursos após a graduação, os professores criticam a possibilidade de os mesmos incidirem de maneira significativa na sua competência profissional, nas condições em que são realizados. Na análise das suas condições de trabalho os professores criticam a desorganização desta área do conhecimento o que reflete a Política Educacional que os impele a , estarem constantemente realizando tais cursos. A conclusão indica a perda da identidade do professor da área de Estudos Sociais e faz considerações sobre as implicações políticas da desorganização desta área do conhecimento para o corpo discente das escolas de 1º e 2º graus da rede pública na década de 70 e inicio de 80 / Doutorado / Doutor em Educação

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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.

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.

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.

This thesis investigates the effect of three separate interventions of social skills, cooperative learning and self-talk (positive self-referent verbal statements - PSRVS) on the self-esteem, behaviour and other affective variables on a small group of children in a Local Education Authority residential special school who have emotional and behavioural difficulties (EBD). The study examines two main research questions: What impact do three different types of intervention have on the children's self-rated self esteem and behaviour as observed in a free-time session. Secondly, what impact do the three interventions have on the children's self-rated locus of control, self-rated peer relationships, overt self-esteem and overt behaviour as rated by teachers and care staff. The first chapter introduces definitions of self-esteem and emotional and behavioural difficulties and the significance of the study. The prognosis for children with emotional difficulties and the dearth of research is then discussed. The focus of the study is explained and the two key research questions are stated. Chapter two consists of three main sections. The first section examines the history of the classification of children with emotional and behavioural difficulties and is followed by a discussion on the problems of the definition of these children. The second section examines the history of the concept of self, followed by the theoretical importance of the self-concept. The third section examines the evidence for children with emotional and behavioural difficulties having low self-concept. Chapter three is the literature review and is divided into three main sections, social skills training, co-operative teaming and cognitive behavioural interventions. Each section examines in turn the rationale, definitions and historY of the three interventions. A discussion of the theories of social competence and social skills are also included. Chapter four examines the value of multiple interventions and multiple measurements for children with emotional and behavioural difficulties, contending that it is unwise to employ a single intervention, or a single set of assessment measures-we need a variety. Initially, we examine the problems encountered in the measurement of the affective states of children with emotional and behavioural difficulties due to multiple definitions and unsatisfactory descriptions of their characteristics. We then examine the utility of rating scales, followed by the theoretical problems associated with the measurement of self-esteem. Whether children with emotional and behavioural difficulties actually do have low self-esteem, or whether they have what is termed 'positive illusory bias' or 'false-self behaviour' in reporting and assessment is then examined. Problems encountered when trying to access the false self are discussed. Chapter five describes the methodology employed in the current study whereby each self-contained intervention was sequentially applied in order to ascertain the effects on the children's self-esteem, locus of control, peer relationships, overt self-esteem, and overt behaviour. After a small pilot study all children in both the experimental and comparison groups rated their self-esteem, completed a measure of their locus of control and a measure of who they would like to 'play with' and 'work with'. Teachers and care-staff rated the children's overt behavioural self-esteem and their overt emotional and behavioural disturbance. All these measures were obtained for both experimental and comparison groups before and after each intervention and at a four month follow-up. Each intervention lasted for thirty minutes, three mornings a week for a total of approximately seven weeks. Teacher aides carried out behavioural observations during interventions and edible reinforcers (sweets) were given for compliance. The comparison group received the same average level of edible reinforcers but these were not given contingent upon their performance. A baseline of the experimental group's 'naturalistic' behaviours in a controlled free time setting was obtained. This occurred every Friday afternoon and lasted for thirty minutes and took place throughout the duration of the three interventions in order to provide a measure of appropriate peer interaction. In chapter six the results of the research questions are addressed in turn commencing with the results of global self-esteem for the fourteen children in the experimental and comparison groups. The lie scores are then presented. This is followed by the graphs of behavioural observations on the experimental group (only) that took place on each Friday afternoon, monitoring and recording 'positive', 'negative' and 'alone' social behaviours in a free-time half-hour session. The results for locus of control, the peer preferences questionnaire, Coopersmith's Behaviour Rating Form for overt self-esteem. and finally the results of Rutter's B2 Behaviour Questionnaire are presented. Both the experimental and comparison group completed all measures stated above at pre-test, after the first social skills intervention '1', after the second co-operative learning intervention '2', after the third intervention '3' and at a four-month follow-up '4'. Overall the findings provide little support for the effects of the three interventions on any of the measures taken with the exception of the behavioural observations taken on Friday afternoons. The final chapter discusses the findings from the current study in relation to the two research questions and the issues of measurement that pervade the whole study in the light of previous research found in the literature on children with emotional and behavioural difficulties. It is concluded that the existing literature may provide a somewhat erroneous picture of the self-esteem and affective variables of these children. Also the existing literature may provide a somewhat erroneous picture of how easy it is to impact on their self-esteem and other affective variables. The chapter ends with a discussion of the major weaknesses of the current study, areas for future research and implications for practitioners.

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This study explores perceptions of the competencies of Saudi primary school teachers, and their training needs, to teach pupils with special educational needs in mainstream classes, in the light of the recent trend to inclusion. The research was carried out in the Madinah district in Western Saudi Arabia.A questionnaire was developed by the researcher, based on an extensive review of the competency literature, to survey teachers' perceptions. Of 180 copies distributed to teachers in six boys' primary schools, with different kinds of inclusion arrangement (resource room, special programme for learning difficulties, and no special provision), 175 (97%) were returned. The questionnaire data were complemented by qualitative information obtained through semi-structured interviews with 19 teachers, selected from among the questionnaire respondents; 11 teacher trainers from Riyadh University - the only one in the Kingdom that provides courses in special education - and 11 educational supervisors responsible for inspecting and advising teachers in the Madinah district. The findings revealed that only 10 teachers had received any pre-service training in relation to SEN, and only 3 had received in-service training. Moreover, most educational supervisors had little or no training and experience in regard to SEN. Teachers generally lacked confidence in their competencies across all the dimensions investigated, with the exception of personal skills. They expressed needs for training to recognise children with SEN, and support and advice in practical aspects of teaching them. Their perceptions did not, in general, vary with their personal characteristics, or with school inclusion arrangements. Based on the findings, it is recommended that preservice training programmes be modified to include knowledge and skills related to SEN; and that opportunities be made available for continuing professional development and on-going consultancy support, as necessary components of responsible inclusion.

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