Köln, Univ, Diss., 2001. / Computerdatei im Fernzugriff.

Köln, Univ, Diss., 2001. / Computerdatei im Fernzugriff.

Köln, Univ, Diss., 2001.

Trata-se de um estudo aprofundado e diversificado sobre o espaço litúrgico cristão, lugar de encontro da comunidade de fé com seu senhor, Jesus Cristo, Logos encarnado, visível na Palavra e no Pão e no Vinho da refeição eucarística, e expressos nos focos físicos do ambão e da mesa/altar. O estudo do tema leva, em primeiro lugar, à investigação sobre as características que devem ter um espaço físico de teofania, vinculadas aos transcendentais de Beleza, Bondade, Verdade e Harmonia, que Platão entendia como da essência divina. Busca-se entender como esses transcendentais foram observados ao longo dos tempos também no pensamento de Plotino, Agostinho, Kant e Hegel. Em seguida, de forma multidisciplinar, são apresentadas as contribuições de uma teologia da estética e dos sacramentos, em diálogo com a Filosofia, a Ética, a História, a Arquitetura, a Filosofia da Arquitetura, a Liturgia e as Santas Escrituras, nas tradições cristãs do anglicanismo, do luteranismo e do catolicismo romano. Há desdobramentos sobre a reflexão e o trabalho de arquitetos em torno da expressão concreta da imanência e da transcendência divinas na arquitetura, tentando expressar o Inexpressável, e vinculando assim a Bela Arte da Arquitetura ao campo da fé cristã. A seguir, uma exaustiva pesquisa é realizada em torno ao ambão e ao altar, focos físicos da Presença divina, interpretando- os a partir de tipologias teológicas e de sua utilização nas três denominações acima mencionadas. Finalizando, tendo como base teórica a filosofia da arquitetura e a hermenêutica filosófica de Gadamer, analisa espaços litúrgicos concretos, projetados e construídos pela arquiteta Maria Inês Bolson Lunardini, especializada em arquitetura sacra na cidade e na área metropolitana de Porto Alegre (RS). Assim o estudo teórico realizado ao longo do corpo do trabalho dialoga com um contexto concreto. A tese mostra que ambão e a mesa/altar são, no contexto do espaço sagrado onde a comunidade de fé é convocada e se congrega, o lugar da Presença viva do Logos Encarnado. / This academic work is a profound and diversified study on the Christian liturgical space, place of gathering of the community of faith with his Lord, Jesus Christ, the incarnated Logos, visible in the Word and in the Bread and Wine of the eucharistical meal, as expressed in the physical foci of the ambo and the altar/table. The consideration of the subject leads, firstly, to the research of the characteristics that the physical space of a theophany must have, entailed to the transcendentals of Beauty, Truth, Goodness and Harmony, meant by Plato as qualities of the divine essence. Attempt is made in order to understand how transcendentals were seen along history and also in the thought of Plotinus, Augustine, Kant and Hegel. Inmediately, in an multidisciplinarian way are introduced the contributions of a theology of aesthetics and sacraments in dialogue with Philosophy, Ethics, History, Architecture, Liturgy and Holy Scripture, with glimpses on the Anglican, Lutheran and Roman Catholic traditions. There are, also, an unfolding on how architects reflect and work around the concrete expressions of the divine immanence and transcendence in Architecture, trying to express the Unexpressable, and relating, in this way, the Fine Art of Architecture to Christian Faith. Following on the way, an accurate research is made on the ambo and the altar, physical foci of the divine Presence, viewing them from the point of view of theological typologies and their use in the three denominations afore said. Finally, and bearing in mind as theoretical base the philosophy of architecture and the philosophical hermeneutics of Gadamer, is made a critic of concrete liturgical spaces, designed and built by the architect Maria Ines Bolson Lunardini, specialized in sacred architecture and working in the city of Porto Alegre (RS) and its metropolitan area. In this manner, the theoretical study developed along this work dialogues with a concrete context. Thesis points out that ambo and altar/table are, in the context of the sacred space where the community of faith is summoned and gathers, the place of the living Presence of the Incarnated Logos.

The purpose of this study was to investigate physics undergraduate students’ conceptual change in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI). Along with this, categorization of students’ conceptions was done based on students’ epistemological and ontological descriptions of these concepts. In addition, the effect of cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive conflict using physics interactive simulations (CCS) was investigated. A pragmatic mixed methods approach was used in a quasi-experimental design. Data were collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately on FGD and CM qualitative data to categorize students’ conceptions while concentration analysis was used to categorize students’ responses to the modified DEEM into three levels, during pre and post intervention. In the qualitative results, six categories of alternative conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions, Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual knowledge (hierarchical and relational) were identified. The alternative conceptions were less frequently and inconsistently revealed within and across the categories. It was concluded that the categories have common characteristics of diversified distribution of alternative conceptions and multiple alternative conceptions of specific concepts within and across the categories. Most of the categories found in pre intervention persisted in post intervention, but with a lesser percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class. ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66, p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded that there is a statistically significant difference between CPS and CCS in changing students’ alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain <g> from pre to post scores (the modified DEEM and the CM) were analyzed. Finally, it is suggested that in abstract conceptual areas of EM, cognitive perturbation through interactive simulations is more effective than cognitive conflict through interactive simulations in facilitating conceptual change, and, thus, should guide classroom instruction in the area. Furthermore, recommendations are also suggested for guiding future research in this area. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Physics Education))

The purpose of this study was to investigate physics undergraduate students’ conceptual change in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI). Along with this, categorization of students’ conceptions was done based on students’ epistemological and ontological descriptions of these concepts. In addition, the effect of cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive conflict using physics interactive simulations (CCS) was investigated. A pragmatic mixed methods approach was used in a quasi-experimental design. Data were collected by using the modified Diagnostic Exam of Electricity and Magnetism (DEEM), focus group discussions (FGD) and concept maps (CM). Framework analysis was conducted separately on FGD and CM qualitative data to categorize students’ conceptions while concentration analysis was used to categorize students’ responses to the modified DEEM into three levels, during pre and post intervention. In the qualitative results, six categories of alternative conceptions (naive physics, lateral alternative conceptions, ontological alternative conceptions, Ohm’s P-Primes/ P-Primes, mixed conceptions and loose ideas) and two categories of conceptual knowledge (hierarchical and relational) were identified. The alternative conceptions were less frequently and inconsistently revealed within and across the categories. It was concluded that the categories have common characteristics of diversified distribution of alternative conceptions and multiple alternative conceptions of specific concepts within and across the categories. Most of the categories found in pre intervention persisted in post intervention, but with a lesser percentage extensiveness of categories of alternative conceptions in the CPS than in the CCS class and more percentage extensiveness of categories of conceptual knowledge in the CPS than in the CCS class. ANCOVA was separately conducted on the scores of 45 students on the modified DEEM and CM tests to compare the effectiveness of the CCS and CPS. The results showed a significant difference between the two classes of the post test scores on the DEEM test, (1, 36) = 4.66, p=0.04 and similarly, on the CM test, (1, 31) = 8.33, p=0.007. Consequently, it was concluded that there is a statistically significant difference between CPS and CCS in changing students’ alternative conceptions towards scientific conceptions favoring CPS. To characterize and compare students’ conceptual change of both treatment classes, Hake’s average normalized gain <g> from pre to post scores (the modified DEEM and the CM) were analyzed. Finally, it is suggested that in abstract conceptual areas of EM, cognitive perturbation through interactive simulations is more effective than cognitive conflict through interactive simulations in facilitating conceptual change, and, thus, should guide classroom instruction in the area. Furthermore, recommendations are also suggested for guiding future research in this area. / Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education (Physics Education))