Este estudo se fundamenta na construção de um modelo didático de formulação de perguntas que atenda às demandas educativas dos alunos nas aulas de Ciências e Biologia. Esse modelo didático tem como unidade central o discurso interativo entre professor e alunos para atribuição de significados compartilhados, que denominamos de discurso reflexivo. Consideramos que uma perspectiva de formação continuada reflexiva, investigativa e crítica possibilita que o professor implemente o modelo didático de formulação de perguntas provocando efeitos significativos nos processos cognitivos e interativos em sala de aula. Adotando o modelo didático de formulação de perguntas, os professores promovem modificações na sua postura pedagógica frente ao processo de ensino e aprendizagem das ciências, bem como re-significam as suas concepções sobre o currículo e seus elementos: conteúdos, objetivos educacionais, atividades de aprendizagem e avaliação. / This study is based upon the construction of a didactic model of questions formulation to meet the educational demands of students during the classes of Sciences and Biology. This didactic model has as its core unit the interactive discourse between the teacher and the students for the attribution of shared meanings, that we call reflexive discourse. We consider that the perspective of a reflexive, investigatory and critical continuing educational enables the teacher to implement the didactic model of questions formulation which will provoke meaningful effects in the cognitive and interactive process in the classroom. By adopting a didactic model of questions formulation, the teachers promote changes in their pedagogical attitude toward the teaching and learning sciences, and give new meaning to the their conceptions of the curriculum and its elements: contents, educational objectives, learning activities and evaluation.

Made available in DSpace on 2016-04-28T20:37:45Z (GMT). No. of bitstreams: 1 Joao Roberto Campanini.pdf: 713441 bytes, checksum: 8ee601f3d0e4bb73f57526c5319977b3 (MD5) Previous issue date: 2011-09-30 / The purpose of this dissertation consists in understanding the experience of religious people who, while suffering imminent loss, asked, through prayer, that the loss would not happen, but had not had their requests answered. To reach this goal, a qualitative phenomenological research was done, based on an interview and analysis both planned and developed according to the methodological proposals of phenomenology. Since the reported experience, it was sought to understand how the unanswered request affects the religious belief. The case studied allowed to show how the unanswered request may affect the way to live faith and the manner of new meanings was built. Also was found, the importance of spiritual leaders and psychologists to follow the people who go through similar situations / O objetivo desta dissertação é compreender a experiência de pessoas religiosas que, ao passarem por situações de iminente perda, pediram, por meio da oração, que a perda não ocorresse, mas não tiveram seus pedidos atendidos. Para atingir esse objetivo, realizou-se uma pesquisa qualitativa fenomenológica, baseada em uma entrevista e análise planejadas e desenvolvidas de acordo com as propostas metodológicas da fenomenologia. A partir da experiência relatada, buscou-se entender como o não atendimento do pedido se reflete na sua crença religiosa. O caso estudado permitiu mostrar como o não atendimento do pedido atinge o modo de viver a fé e a maneira como se construíram novas significações. Constatou-se, também, a importância de lideres espirituais e psicólogos acompanharem as pessoas que passam por situações semelhantes

There is increasing recognition that informal learning is a crucial component of organizational functioning and a necessary complement to the formal training that employees receive. As jobs evolve and demand more complex skills, workers must use informal learning to adapt to ever-changing work requirements. Informal learning is often dependent on voluntary knowledge sharing behavior, as evident among members of mastermind groups or communities of practice. In order to assist organizations, researchers must seek to understand the factors that motivate employees to engage in knowledge sharing behavior. Empirical research on knowledge sharing is nascent. There exists only a handful of quantitative studies examining organizational factors (e.g., rewards) and individual factors (e.g., learning goal orientation and personality) as they relate to knowledge sharing attitudes, intentions, and behaviors. This body of work is also muddied by inconsistent operationalizations of constructs and a lack of an organizing framework. For instance, rewards have been popularly discussed and implemented as tools for incentivizing employees to perform. However, research has produced mixed findings regarding its effects on knowledge sharing behavior in organizations. There has also been a variety of different rewards examined without clear consistency in the results. The present study addressed several research needs of this area. First, two separate samples were used to assess the psychometric properties (i.e., reliability and factor structure) of new measurement instruments developed for rewards, knowledge sharing behavior, and organizational learning culture. Item content validation was performed with 14 subject matter experts. Scale dimensionality was established using exploratory factor analysis with data from a sample of 230 university students and confirmatory factor analysis with data from a second sample of 569 participants. Hypothesized relationships among dimensions of constructs as well as moderators were examined using regression analyses. Results did not support the popularly conjectured intrinsic versus extrinsic distinction between rewards. Results showed that rewards predicted knowledge asking but did not predict knowledge giving behavior. Non-financial rewards were found to vary in motivational value for knowledge giving depending on an individual’s career stage. Three dimensions of goal orientation exhibited differential relationships with knowledge sharing behavior. Finally, this study demonstrated that the negative relationship between performance avoid orientation and knowledge giving was attenuated in a strong organizational learning culture, providing empirical support for the situational strength theory. The findings from this work can inform organizational decision makers of how to harness the motivational value of rewards by understanding the career concerns of employees. This work also contributes by identifying person and situation factors that interact to facilitate a crucial kind of informal learning activity, knowledge sharing behavior in organizations.

Intelligent tutoring systems (ITSs) are computer programs that model individual learners and adapt instruction to help each learner differently. One way ITSs differ from human tutors is that few ITSs give learners a way to ask questions. When learners can ask for help, their questions have the potential to improve learning directly and also act as a new source of model data to help the ITS personalize instruction. Inquiry modeling gives ITSs the ability to answer learner questions and refine their learner models with an inexpensive new input channel. In order to support inquiry modeling, an advanced planning formalism is applied to ITS learner modeling. Partially observable Markov decision processes (POMDPs) differ from more widely used ITS architectures because they can plan complex action sequences in uncertain situations with machine learning. Tractability issues have previously precluded POMDP use in ITS models. This dissertation introduces two improvements, priority queues and observation chains, to make POMDPs scale well and encompass the large problem sizes that real-world ITSs must confront. A new ITS was created to support trainees practicing a military task in a virtual environment. The development of the Inquiry Modeling POMDP Adaptive Trainer (IMP) began with multiple formative studies on human and simulated learners that explored inquiry modeling and POMDPs in intelligent tutoring. The studies suggest the new POMDP representations will be effective in ITS domains having certain common characteristics. iv Finally, a summative study evaluated IMP’s ability to train volunteers in specific practice scenarios. IMP users achieved post-training scores averaging up to 4.5 times higher than users who practiced without support and up to twice as high as trainees who used an ablated version of IMP with no inquiry modeling. IMP’s implementation and evaluation helped explore questions about how inquiry modeling and POMDP ITSs work, while empirically demonstrating their efficacy

Syftet med studien var att undersöka hur kuratorer på familjecentraler arbetar med att identifiera och hantera våld i nära relationer hos mödrar de möter och deras barn. För att uppnå syftet användes en kvalitativ metod. Sex enskilda intervjuer med kuratorer på familjecentraler från fem olika kommuner i Mellansverige genomfördes. Empirin analyserades med hjälp av positioneringsteori samt begreppet etisk stress. I resultatet påvisade kuratorerna komplexiteten i att bemöta våld i nära relationer. Ett starkt mönster i resultatet är att kuratorerna använder sig av en rad olika strategier i samtal med våldsutsatta. Andra faktorer som påverkar kuratorernas bemötande är deras kunskap och erfarenhet kring ämnet våld i nära relationer samt organisatoriska förutsättningar. Resultatet visar vidare att i kuratorernas roll finns en motstridighet gällande att verka stödjande och skapa allianser men samtidigt behöva förhålla sig till sin anmälningsskyldighet. För att skapa och upprätthålla allianser använder sig kuratorerna av olika strategier. Kuratorerna arbetar på olika sätt för att identifiera våld, vilket inkluderar att ställa frågor på rutin eller vid indikation. Slutsatsen visar att det är komplext för kuratorerna att upptäcka och bemöta våld, samt att motstridigheten i deras roll skapar gråzoner. Slutsatsen påvisar också att kuratorerna har effektiva strategier för att bemöta väl identifierat våld, men att effektiviteten i strategierna de använder för att identifiera våldet varierar. / The aim of this study was to examine how counselors working at family centers strive to identify and handle domestic violence experienced by mothers they meet and their children. To achieve the aim of the study a qualitative method was used. Six individual interviews with counselors working at family centers in five different municipalities in the middle part of Sweden were performed. The material was analyzed using positioning theory and the concept of ethical stress. The result casts a light on the complexity of managing domestic violence. A pattern shown in the result is how the counselors use an array of different strategies when working with victims of violence. Something that affected how the counselors handled meeting victims of abuse was their knowledge and experience surrounding the subject of domestic violence and organizational circumstances. The results also show how there is a contradiction embedded in the role of the counselor regarding them working to support victims of domestic violence and working to create alliance but at the same time having an obligation to make reports of concern when necessary. The counselors use different strategies to create and uphold alliances. Furthermore, they also work in different ways to identify violence, which includes having a routine where questions about violence are asked or asking questions about violence only when violence is indicated. The conclusion shows that it is a complex task to discover and handle violence, and that the contradiction in the role of the counselor creates grey areas. Additionally, the conclusion shows that the counselors have effective strategies to handle violence that has been identified, but the level of effectiveness of their strategies connected to identifying violence varies.

The first part renders the theoretical introduction to the problems of career guidance and the next possible educational choice. There are clarified the important terms of the work, selected parts of career progression, characteristics of development stage of pubescent with respect to the next possible educational choice at the end of the primary school. Then we get acquainted with the basic principles of methodical approach and characteristics of systemic dialog. The empiric part brings particular casuistry which illustrates searching of harmony between personality of a pupil, background for exercise of a profession, chanciness, ignorance and deficient of maturity of pupils (their parents too) for the next career progression. We try to show the importance and benefit of the systemic approach and dialog just with guidance in casuistry and discussions. It tries to show a suitable systemic approach as a theoretical and philosophical framework of career counselor in the context of the consulting situation with children and their parents. This work shows that this approach helps that the counselor does not only submit a verdict but creates a place for thinking about possibilities. Asking questions challenge the client to searching answers and active thinking about future. It becomes better...