Esta Dissertação tem por objetivo analisar a ressignificação do conceito de transformação presente na estrutura cognitiva dos educandos de primeiro ano de Ensino Médio, de uma escola da rede pública estadual da cidade de São Paulo, sendo 53 alunos do ano de 2006 e 83 alunos do ano de 2007. Para tanto, o elemento norteador das atividades propostas para coleta de dados, foi o material instrucional intitulado PROQUIM, desenvolvido na década de 1980, conforme as teorias construtivistas. O mesmo foi utilizado porque promove a construção do conhecimento a partir de atividades desenvolvidas individual e coletivamente, possibilitando ao professor a mediação entre o conhecimento já instituído e a construção do conhecimento escolar, onde é sabido da existência de relações colaborativas entre educandos e educadores. Assim, para atingir o objetivo proposto nesta investigação de abordagem qualitativa, a pesquisadora observou por meio do método dialético que as relações dialógicas mantidas entre educandos e educadores influenciaram os processos de ensino e aprendizagem, facilitando a inclusão de novos atributos ao conceito que estava sendo referenciado, promovendo assim, o desenvolvimento de ações mais reflexivas para a resolução de situações propostas. Deste modo, as atividades que foram sendo apresentadas aos alunos partiram da existência de um conhecimento mais abrangente, para o estabelecimento de conceitos mais específicos. Portanto, estes adolescentes foram expostos a conflitos cognitivos, em suas zonas de desenvolvimento proximal, estabelecendo uma relação colaborativa entre seus pares e a professora na procura pela construção do conceito verdadeiro. A formação do conceito na estrutura cognitiva passa por diversas etapas até o estabelecimento de sua concepção, ou seja, quando o conceito ainda não está estabilizado no pensamento, o sujeito procura observar, macroscopicamente, as características do objeto sob estudo para depois poder atribuir-lhe características mais específicas. Com efeito, estes conflitos cognitivos permitiram que a pesquisadora observasse as mensagens dos educandos, que expressavam suas concepções a respeito do conceito de transformação e sua crescente modificação através das relações colaborativas ocasionadas pela busca do conhecimento. Desta análise conclui-se que parte dos educandos conseguiu estabelecer relações distinguíveis entre os aspectos dos sistemas sob processo de transformação, antes e após a modificação ter-se sucedido. Outra parte dos educandos demonstrou a necessidade de outros contextos de aprendizagem, a fim de favorecer o estabelecimento em suas estruturas cognitivas, do conceito de transformação dos materiais. / This thesis aims to analyze the reclassification of the concept of this processing in the cognitive structure of students of first year of high school, a public school in the state of São Paulo, with 53 students in 2006 and 83 students from years 2007. To this end, the guiding element of the proposed activities for data collection, was the instructional material titled PROQUIM, developed in the 1980s, as constructivist theories. It was used because it promotes the construction of knowledge from activities carried out collectively and individually, allowing the teacher to mediate between the knowledge already established and the construction of school knowledge, which is known of the existence of collaborative relationships between educators and students. So to achieve this goal, this research a qualitative approach, the researcher observed through the dialectical method that kept the dialogical relations between educators and influence the processes of teaching and learning by facilitating the inclusion of new attributes to the concept that was being referenced thus promoting the development of more reflexive actions to resolve situations proposed. Thus, activities that were being presented to students from the existence of a more comprehensive, for the establishment of more specific concepts. Therefore, these adolescents were exposed to cognitive conflicts in their zones of proximal development, establishing a collaborative relationship between peers and the teacher in finding the true construction of the concept. The formation of the concept in cognitive structure goes through several stages until the establishment of its design, ie, when the concept is not yet stable in thought, the subject tries to observe macroscopically, the characteristics of the object under study to be allowed to assign specific characteristics. Indeed, these cognitive conflicts enabled the researcher observed the students\' messages, expressing their views about the concept of transformation and change through its growing collaborative relationships caused by the pursuit of knowledge. From this analysis it appears that some of the students managed to establish relations between distinguishable aspects of systems in the transformation process, before and after the change have been successful. Another part of the students demonstrated the need for other learning contexts to promote the establishment of cognitive structures, the concept of transformation of materials.

Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016 / The advent of a new mathematics curriculum in South Africa requires a sound Pedagogical Content Knowledge (PCK) for both novice and experienced educators. Central to this is the challenge of identifying and exploring “rich and appropriate” contexts that may serve as “scaffolds” in the understanding and internalization of school level mathematics concepts. This exploratory, inductive study focused on a real-life irrigation technology in the farming sector with a view to “exploring” the general school level mathematics concepts that might be “grounded” in the machine’s mobility and water spread mechanisms. Data was generated through two stages of theoretical and practical approaches. This was in accordance with Alasuutari’s (1993) phases of simplification of observations and “solving the enigma” during an exploratory research project. In the theoretical approach, the operations of a linear move irrigation machine and a circular move center pivot irrigation system were mimicked through sketches which were explored for the general school level mathematics concepts embedded therein. The practical approach centrally focused on hands-on activities that aimed at verifying the theoretical mathematics models that were perceived to explain how the CPIS moves and spread water across the entire irrigation field. An intense observation of the actual Centre Pivot Irrigation System (CPIS) at the research site formed the spine of the latter data collection stage. Finally a document analysis, which focused on mathematics documents such as the National Curriculum Statement and Curriculum and Assessment Policy Statement documents for grades R-12, was done to ascertain the school level at which the grounded general mathematics concepts are applicable. The findings of this study indicated that certain mathematics concepts might be “constructed” and consolidated in the CPIS context or setting.

see document / Master of Science

Cette thèse de doctorat étudie les courants politiques de la Nouvelle Gauche dans la période 1958 jusqu’à 1968, qui se sont développés en France à la fin des années 1950, au-delà des structures des partis déjà établis et de la pensée traditionnelle socialiste. Selon le concept développé par Pierre Bourdieu du « champ social », l’analyse met en avant – dans l’optique de développement des concepts alternatifs de la société – des interactions entre les structures du nouveau Parti Socialiste Unifié (PSU), des intellectuels, des clubs politiques, des magazines (classique Nouvelle Gauche), ainsi que des mouvements culturels (tels que les situationnistes). Le point commun de ces différents acteurs est qu'ils ont développé, et ce avant les émeutes de 1968, des nouvelles approches théoriques de l'objet de travail, d’un «socialisme démocratique», de la démocratie directe, du colonialisme, l'auto-gouvernement, le public, et la relation entre l’art et la politique. Les mouvements intellectuels, artistiques et politiques de la « Nouvelle Gauche » se sont positionnés contre la logique de la «mentalité de camp» de la guerre froide et ont développé leurs propres programmes politiques d'une « troisième voie » au-delà du dogmatisme marxiste et de la démocratie socialiste réformiste «discrédité» dans les pays occidentaux industrialisés. La recherche est guidée par la question des discours et des débats sur une «troisième voie» ou un «socialisme démocratique» qui ont eu lieu à l’époque – par contraste au modèle soviétique et des concepts démocratiques et socialistes établi en Ouest. La question qui se pose est la suivante : pour quelle raison les intellectuels, artistes et politiciens ont renoncé à faire partie du discours dogmatique du PCF ou celle-ci du SFIO qui a fait partie de gouvernement et rejoint des nouvelles pensées et non-dogmatiques et pourquoi et comment ils sont commencé à développer des concepts d`une « troisième voie » entre les fronts existants de la guerre froide ? Dans ce contexte, il est également probable d’avoir des nouvelles réponses sur la question évoquées comment la gauche «non-dogmatique» ou «Nouvelle Gauche» était l’impulsion et «incubateur théorique» pour les troubles en mai 1968. / This work examines the political tendencies of the "Nouvelle Gauche" in France in the period 1960-1968, which have developed (or : constituted themselves) beyond the established party structures and conventional (or better: traditional?) socialist paradigms since the end of the 1950s. Based on the concept of the "Social Field" developed by Pierre Bourdieu, the interactions between the new party structures (Parti Socialiste Unifié), intellectuals clubs, magazines (classic Nouvelle Gauche) as well as cultural movements shall be studied from the viewpoint of developing alternative approaches for the society. These different actors have in common that they developed before the riots of 1968 new theoretical approaches to the subject of work, "democratic socialism", direct democracy, colonial policy, self-government (or better: self-administration?), the public and the relationship between art and politics. The intellectual, artistic and political movements of the "new left" opposed the logic of "camps mentality” of the Cold War and developed their own political programs of a "Third Way" beyond the Marxist dogmatism and the "discredited" reformist social democracy in the Western industrialized countries.This work combines policy- and cultural-historical problems, which are handled by methods of the critique of ideology as well as discourse analysis, and starts with the foundation of the Parti Socialiste unifié (PSU) in 1960, that acted as "the amalgam of the discarded" and as "new left". 18 months before, the party Socialiste Autonome (PSA) was founded, whose followers had broken away from the socialist SFIO and are placed now in the political landscape of France between SFIO and PCF.Usually, the focus of previous studies has been and is still the history of parties in the context of international and domestic political events (war in Algeria, appeasement in the era of Khrushchev, transition from the Fourth to the Fifth Republic, rebellions in Eastern Europe against the Soviet domination). In contrast, this work shall on the one hand deal with the political, extra-parliamentary, intellectual and artistic field of the "Nouvelle Gauche" under programmatic and intellectual historical point of view, and on the other hand work out biographical and social interdependencies. The question which discourses and debates about a "Third Way" or a "democratic socialism" were held – in contrast to the Soviet model and Western social democratic or socialist concepts – is prepended this investigation. The question is risen for which reasons intellectuals, artists as well as politicians seceded from the dogmatic course of the KPF, joined undogmatic, new ways of thinking and started to develop "Third Ways" between the existing fronts of the Cold War. With respect to this background, new answers are expected to the problem how the outlined "Undogmatic" or "New Left" has been impulse and "theoretical incubator" (bin mir nicht sicher, ob das im englischen geht) for the rebellions in May 1968.

Serves as an introductory article for Adlerian concepts and approach. Definition of neurosis; Brief restatement of `What is Neurosis' and `Structure of Neurosis' articles of Alfred Adler; Debate on diagnostic differentiation (DSM IV) versus knowing the story behind the person; A case of an obsessive-compulsive college professor.

Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2017 / The qualitative study reported here was aimed at documenting and describing how agency is enacted through students‟ interactions in a mathematics classroom. A case study design was adopted and focused on a grade 11 mathematics class with all the students being participants. These participants were purposefully selected as they formed the class which was allocated to me for dayto-day mathematics teaching. The research question which the study sought to address was: how is agency enacted through students‟ interactions in a mathematics classroom? The classroom in which data was generated adopted a sociocultural perspective as a referent for its practice. Due to this perspective, agency was thus employed as conceptualised by Pickering (1995). Data was generated through interviews and participant observation. However, the interviews were not employed in their „tradition‟ view, but were mostly like focus-group interviews in nature. Data also emerged from classroom discussions, when students in their groups, worked through learning activities. These interactions together with the interviews were audio recorded. Meanwhile, observation data was recorded in a researcher journal in which entries were made after each lesson. Data was analysed following Polkinghorne‟s (1995) narrative analysis of eventful data. During the analysis the researcher listened to the audio records a number of times, and then transcribed all the audio into text. This was followed by reading through the textual data which led to a selection of excerpts used in data analysis. It was found that agency was enacted during student-material interactions, as students engaged in the „dance of agency‟ when deciding on learning a new approach or using an old one to respond to questions. Furthermore, agency was enacted during student-student interactions when students initiated either group or whole class discussion and they were able to sustain the discussions to completion without the teacher‟s intrusion. Finally, during teacher-student interactions, students accounted for their actions and shared their experience and decision making process.

Magister Philosophiae - MPhil / This study deals with the evaluation research conducted to evaluate the Accounting curriculum of Asmara Commercial College (ACC), Eritrea. The purpose of the Accounting programme in this college is to train middle level skilled manpower to satisfy the dire shortages of Accounting personnel in the country. Accounting education in Eritrea seems to lag behind the rest of the world, particularly in curriculum administration and development aspects of the discipline. The target group of the above programme was directed to the 11th grade candidates who have passed the matriculation exam. The primary goal of this training was to achieve qualified students and help them to prepare for the world of work at the end of the programme. A second goal was to assist them in their professional development as future accountants. The study therefore evaluated how successfully the Accounting curriculum helped the students to develop themselves academically and professionally. It was also aimed at providing some suggestions and recommendations to the curriculum developers and teachers of the college in particular and other interested parties to assist them in identifying different aspects of the object of evaluation questions to be addressed. The researcher used both a literature review and empirical data to achieve the desired aim. Based on the literature, the Accounting education concepts, the concepts of change and evaluation as well as the role of evaluation in relation to the Accounting curriculum had been reviewed in order to support the study with its theoretical background. In the empirical part of the study, it investigated the perceptions of the respondents concerning the current Accounting practice at ACC and its relationship with the world of work. The necessary empirical data were mainly collected by 1) interviews and 2)-document analysis. The respondents were seven: 1) the director of ACC, 2) two Accounting instructors from ACC, 3) two employers, and 4) two graduates students. A normal flow of text had been used to analyze each response given to the interview items by respondents and observation of documents.

This thesis examined the basic developmental concepts , space, quantity, time, miscellaneous, as they related to family size, sex, and rural-urban environment among kindergarten children. The Boehm Test of Basic Concepts was individually administered to 53 students from two kindergarten classes--one from Ogden City School District and one from Cache County School District. The findings indicated that family size, sex of the child, or urban-rural environment produced no significant differences in concept development among kindergarten children.

In this paper I will argue that some of the contradictions in the Problem of the Many occur since we're dealing with two different types of concepts of a cloud, one that is 'common-sense', and one that is 'scientific'. I will borrow from Noam Chomsky’s distinction between common-sense concepts, which are understood intuitively and are usually human-centric, and scientific concepts, which are carefully constructed and aspire to be objective. The common-sense concept of a cloud has certain properties (such as having a sharp boundary) which contradict some found in the scientific concept (such as having a vague boundary), and this is the source of some contradictions found within the Problem of the Many. I will propose that in the future we should approach the problem with this in mind, and not treat it as if we're dealing with only one concept of a cloud, but instead, several.

The growing trend of internationalization in higher education underscores the importance of cross-national studies, particularly in the area of curricula, to facilitate learning and understanding among nations. This study examined undergraduate and graduate course syllabi from around the world to compare and contrast their components and subcomponents related to instructional design and technology. The aim was to identify major components and subcomponents and investigate their similarities and differences across continents. Additionally, the study explored the theories, principles, and concepts reflected in the syllabi and compared and contrasted them across the continents. The research analyzed 147 syllabi from 99 schools in 37 countries worldwide. The study identified eight major components that were present in the syllabi from all six continents, which include basic information, course information, course assessment, course resources, learning results, course schedule, course policies, and course expectations. The theories, principles, and concepts reflected in the syllabi included self-regulated learning, learner-centered pedagogy, universal design for learning, backward design, Bloom's taxonomy, and course objectives. However, the study also found significant differences in the specific components and subcomponents across continents. Therefore, when designing and creating a syllabus, it is essential to consider factors such as student readiness, instructor expertise, cultural practices, available resources, and educational policies, etc. / Doctor of Philosophy / This research looked at multiple course outlines related to technology-assisted teaching from universities worldwide to understand (1) what types of information were included and (2) why those types of information were important to the organization of the course outlines. It also described how universities across the world were different or similar in the contents included in their course outlines and in the ideas that supported the creation of their course outlines. In total, 147 course outlines were collected from 99 different schools in 37 countries. The researcher started by reviewing what other experts studied about course outlines and how they should be structured. After collecting these outlines from six different sources, the researcher organized the information from the outlines by grouping similar parts together. So, it became easier to find out how different parts of the outlines were similar or different from each other. The study found eight common parts in the course outlines collected worldwide. These parts included the following basic information about each course: details about what the course covers, how student assignments will be graded, the learning materials that students will use for the course, what students will be able to do after taking the course, the class activities, the rules, and what's expected from students. The study also discovered six common ideas that supported the creation of course outlines. These ideas deal with how students should take responsibility for their own learning, how teaching should center on the students, making sure that all students have equal access to the learning materials, planning lessons by starting with the end goal followed by assessment methods, describing different levels of thinking and learning, and setting clear goals for the course. In the end, this study found that the course outlines from the universities worldwide contained different types of information, despite sharing some key features. The outlines in different places frequently contained some information that is suitable and unique to the learning environments of specific regions. The same goes for the ideas and concepts regarding teaching and technology in these course outlines. The results of this research are important for a few reasons. First, the results provide new teachers with a broad perspective on how universities around the world structure their course outlines. Second, this study helps fill in a gap in our understanding of how course outlines are organized in different countries. It shows how they are similar or different. Third, it looks at whether these course outlines match up with the ideas and principles of teaching and technology. Fourth, the evidence from this research can be useful for people who make decisions about policies on teaching and learning. Lastly, it adds more knowledge to what we already know about making course outlines.