The curriculum for ICT in UK schools was discontinued in September 2012 and replaced by a 'rebranded' subject of Computing, divided into three sub domains: Computer Science; Information Technology; and digital literacy. The latter was positioned as basic technical skills. There were concerns in the education community that the new curriculum promoted programming and computer science topics to the detriment of digital literacy and applied uses of technology. Much of the Computing education literature perpetuates the hegemony of the logical and abstract, and implies computational thinking and rationality are synonymous with criticality. During the same period, a maker culture was growing rapidly in the UK, and discourses around these activities promoted an entirely different notion of digital literacy, aligned with the wide body of literacy literature that focuses on notions of empowerment and criticality rather than basic functional skills. A digital maker tool called the Raspberry Pi was released with the intention of supporting the development of computer science and digital making competence, and thus sat at the boundary of the academic and maker communities. This thesis argues that developing 'criticality' is a vital component of Computing education and explores how learning activities with the Raspberry Pi might support development of 'criticality'. In setting the scene for the investigation, I will first explore the notions underpinning discourse around both computational and critical thinking and digital literacy, suggesting that the frictions would be best overcome by abandoning abstract constructs of knowledge and assumptions that it is possible to separate theory and practice. I show how the term 'critical' is itself problematic in the literature and I look to Wenger's social theory of learning to avoid the individualistic limits of Papert's constructionism, a popular learning theory in Computing education. Wenger's constructs of knowledgeability and competence help tell a different story of what it means to be a learner of the practice of Computing, both in learning for academic purposes and with intentions towards becoming a practitioner. In concert with learning citizenship, these constructs offer a more ethical framing of 'criticality'. Informed by this theoretical position, I suggest an original, exploratory implementation of Q methodology to explore learning with technology in school settings. I qualitatively compare 'before' and 'after' Q studies that represent perspectives at the individual and collective level, with reference to observations of classroom learning. The methodology facilitates a nuanced and complex investigation and the findings of the project suggest that where pupils are already predisposed to the subject, working with the Raspberry Pi develops a broader knowledgeability, but where there is no such predisposition, a pedagogy of expressibility influences how participation in Raspberry Pi learning activities may impact knowledgeability.

Um dos desafios das escolas de Administração tem sido preparar profissionais capazes de tomar decisões de forma crítica e criativa para atuar em um ambiente de negócios em rápida transformação. Com vistas a este propósito surgiu no grupo de pesquisas SIMULAB, da Faculdade de Economia, Administração e Contabilidade da Universidade de São Paulo - FEA/USP/SP, o Laboratório de Gestão, um ambiente de ensino, aprendizagem e pesquisa fundamentado em três pilares conceituais: simulador organizacional, jogo de empresas e pesquisa aplicada. O objetivo deste estudo foi averiguar como as atividades desenvolvidas no Laboratório de Gestão propiciaram uma formação crítica em Administração à luz das diretrizes curriculares brasileiras, do pensamento crítico, da formação docente e de estratégias de ensino e aprendizagem em Administração. Foi conduzido um estudo de caso único, qualitativo e interpretativo, apoiado por fontes primárias de evidências: uma entrevista em profundidade com o idealizador do Laboratório de Gestão, o professor Antonio Carlos Aidar Sauaia; um levantamento por meio de questionário aplicado aos professores do grupo SIMULAB; a observação direta das atividades em sala de aula; o exame dos artigos científicos produzidos pelos estudantes de graduação em Administração da FEA/USP/SP. A análise de conteúdo dos materiais produziu indícios e evidências de que as atividades vivenciais no jogo de empresas e a pesquisa aplicada desenvolveram o pensamento crítico dos estudantes. Destacaram-se como exemplos: a crítica ao modelo de Porter (inclusão do Governo como a sexta força no modelo das 5 forças); a aplicação ampliada da teoria das restrições de Goldratt, numa perspectiva multifuncional, para além da área de Produção. Foi possível concluir que se faz necessário o envolvimento de dirigentes e coordenadores das instituições de ensino superior para a construção de uma nova cultura de ensino-aprendizagem, além da adequada preparação dos professores para a condução do Laboratório de Gestão como estratégia promotora da formação crítica em Administração. / One of the challenges faced by Business Administration Schools has been to prepare professionals to become creative decision makers and critical thinkers in a rapidly changing business environment. Toward this purpose it was created in SIMULAB, a research group at the School of Economics, Administration and Accounting, University of São Paulo - FEA/USP/SP, the Management Laboratory: a teaching, learning and research environment based on three conceptual pillars: organizational simulator, business game and applied research. The aim of this study was to examine how the activities developed in the Management Laboratory provide a critical education for Business Administration according to the literature on management education, critical thinking, teacher training, and teaching and learning strategies. It was conducted a qualitative and interpretative single case study, based on the following primary sources of evidences: an in depth interview with Professor Antonio Carlos Aidar Sauaia, the Management Laboratory creator; a survey applied to SIMULAB professors; the direct classroom observation, and the examination of scientific papers produced by Business Administration undergraduate students in the Management Laboratory at FEA/USP/SP. The content analysis produced evidences that business game combined with applied research as experiential activities developed students critical thinking abilities. For example: a critique of Porter\'s model (addition of the Government as the sixth force in the five forces model); besides, the extended application of Goldratt\'s Constraint Theory, under a multifunctional perspective, beyond the functional area of Production. As a conclusion higher education institutions stakeholders as directors and coordinators, could be engaged in order to build a new teaching and learning culture, in addition to professors\' training programs for effective conduction of Management Laboratory.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-11-28T16:38:46Z No. of bitstreams: 1 Olmaro Paulo Mass_.pdf: 1280501 bytes, checksum: 24a42da0cab36557c085f1c099acf2af (MD5) / Made available in DSpace on 2016-11-28T16:38:46Z (GMT). No. of bitstreams: 1 Olmaro Paulo Mass_.pdf: 1280501 bytes, checksum: 24a42da0cab36557c085f1c099acf2af (MD5) Previous issue date: 2016-08-24 / Nenhuma / A presente tese tem por finalidade desenvolver a filosofia como exercício de abertura ao não-idêntico a partir da Dialética Negativa de Theodor Ludwig Wiesengrund-Adorno. Além disso, visa compreender as principais contribuições e concepções filosóficas do seu pensamento, destacando a importância da autonomia alicerçada na interdisciplinaridade da teoria crítica. O pensamento de Adorno cobra que a filosofia assuma seu principal papel: o efetivo exercício crítico e uma rigorosa compreensão da realidade por meio do pensamento dialético que preserva em sua essência a negatividade. Esta pesquisa tem, ainda, por objetivo analisar criticamente como se gestou, no seio da sociedade, uma forma de vida banalizada nas diversas formas de violência e administrada sob uma racionalidade técnico-científica que, na concepção de Adorno, possui sua identidade conceitual e sua expressividade na sociedade contemporânea. Os processos de instrumentalização da razão e suas consequências foram desastrosos no decorrer dos séculos XX e XXI: o fim das utopias, a produção da vida danificada exposta ou posta à disposição de um poder que a rege, administra-a e torna-a mero produto de descarte nas estratégias de poder do controle das massas. A filosofia adorniana tem por objetivo dar voz ao pensamento crítico da dialética negativa e, assim, abrir-se ao não conceitual para realizar uma nova experiência filosófica de resistência ao conhecimento instrumentalizado. Assim, o pensamento crítico tem sua expressão na não identidade da negatividade enquanto instrumento para aproximar-se do não conceitual, potencialidade da dialética negativa. / This thesis aims to develop an analysis of philosophy as the exercise of non-identical with the theoretical support of Theodor Ludwig Wiesengrund-Adorno. It also seeks to understand the main contributions and philosophical conceptions of thought, highlighting the importance of autonomy grounded in interdisciplinary critical theory. The thought of Adorno requires that philosophy takes its main role: the actual critical exercise and a thorough understanding of reality by means of dialectical thinking that preserves in its essence the negativity. This research has also aims to analyze critically how it developed, within society, a form of banal life in the various forms of violence and administered in a technical-scientific rationality that, in the design of Adorno, has its conceptual identity and expression in contemporary society. The process of the instrumentalization of reason and its consequences were disastrous over the centuries XX and XXI: the end of utopias, the production of damaged life exposed or made available to a power that governs, manages it and becomes a mere product disposal in power strategies of control of the masses. The Adornian philosophy aims to give voice to the critical thinking of negative dialectics and thus be open to non-conceptual to make a new philosophical experience of resistance instrumentalized knowledge. Thus, critical thinking has its expression in the non-identity of negativity as a tool to approach the non-conceptual, the potential negative dialectics.

Accounting professors will now be accountable for teaching their students to think critically, analyze, and evaluate information. The pressure to change accounting higher education cannot be ignored with the new version of the CPA exam, released in April 2017, which now tests analysis and evaluation skills. Have the professors made the changes in their classrooms that will help their students to be successful with this format of questioning? This research seeks to find whether professors have indeed embraced pedagogy that will enhance students’ ability to develop higher order thinking skills. The study begins by explaining changes to the CPA exam. The study provides literature review of the accounting education process, traditional methods of teaching accounting, suggested methods of teaching accounting for enhancement of critical thinking, and identified reasons for resistance to changing teaching methods. The survey is designed to identify current teaching methods in accounting classrooms. The survey seeks to discover what methods are being used to develop higher order thinking skills. The results show that lecture and demonstration of problems are still the predominant method of instruction in accounting classrooms, and these methods are not typically endorsed by research in terms of developing critical thinking, analysis and evaluation skills.

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Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combining cognitive load theory, sociocultural learning theory, and schema theory. Students from two public high schools in the Midwest participated. Seven students participated in interviews, and nine students participated in two focus group discussions. Data analysis involved in vivo coding of transcribed interviews and focus groups. Key results included students' perceptions of increased engagement and interactions, as well as more in-depth learning in flipped environments. Increased critical thinking was related to both instructional strategies employed and students' ability to self-regulate learning. Concepts of peer collaboration shifted as students viewed learning environments and sources of expertise as more extensive in the flipped environment. This study contributes to positive social change by providing educators and researchers with a deeper understanding of the importance of ensuring students are competent in using social technology tools that encourage students to interact both socially and academically in order to help them become more self-directed learners.

Despite Nigeria's abundance of human and natural resources, after 57 years of independence, most Nigerians live in absolute poverty. The purpose of this quantitative study was to determine the extent to which the Nigerian leadership exercised leadership capability. The primary research question investigated leadership actions that facilitated or undermined development and good governance objectives. This study adopted critical thinking leadership framework, as developed by the author. The primary data used in this study came from Afrobarometer surveys, round 4, 5, and combined data round 6, which is an updated version of independent surveys administered between 1999 and 2016. Also, data from the Transparency International, the World Bank, and the World Economic Forum were used to complement the Afrobarometer surveys. This study used descriptive statistics, multiple regression analysis, analysis of covariance, and multivariate analysis of covariance. Study results suggest Nigerian leadership exhibits self-centered attitudes toward development and good governance. Hence, the observed outcomes include poor government performance, weak economic management and governance, a high-level of ethical and financial corruption, and eroded public trust in government. It is an indication of a weak leadership capability and an absence of critical thinking leadership. This study recommends a change in the way the Nigerian government recruits top public servants if Nigeria seeks to curtail ethical and financial corruption and achieve its development objectives. This study is expected to contribute to positive social change by offering the Nigerian policymakers recommendations that are essential to address the issues associated with weak leadership capability among the Nigerian leadership.

本研究依據批判思考主要特徵與教學理論，建構一套批判思考教學模式。根據文獻探討界定：一、批判思考主要內涵為批判思考能力、批判思考傾向與批判思考所需之必要知識；二、本研究所採之批判思考教學模式為前導活動、呈現主題、概念比較、分組活動、發表與澄清以及判斷與選擇。為探討批判思考教學在國小社會科實施效果，分別以兩所國小五年級中的兩班學生為研究對象，進行兩個月教學實驗，並編製批判思考測驗以比較兩組在批判思考學習效果的差異，此外，蒐集批判思考教學組學生在教學過程之相關資料進行質的分析。本研究工具為（一）批判思考測驗；（二）學習日記；（三）學習回饋問卷；（四）個案學習回饋問卷。 主要研究結果如下： 一、本研究之批判思考教學對批判思考能力有顯著教學效果。 二、本研究之批判思考教學對批判思考傾向有顯著教學效果。 三、本研究之批判思考教學對學生辯論之參與、聚焦與流暢性、意見陳述與反駁方面有明顯幫助。 四、接受批判思考教學的學生在信任理性、提出客觀且良好理由、多元思考等方面有顯著進步。 五、批判思考教學組學生對本研究之批判思考教學有相當正面的評價。 針對上述發現進行討論並提出建議： 1.本研究之批判思考教學模式值得國小社會課嘗試。2.應以學生個別差異實施批判思考教學。3.可採對話與辯證方式進行社會課教學。4.應營造安全溫暖且容忍犯錯的學習環境。5.宜容許社會課教學活動設計有彈性調整空間。6.應採多元評量的方式與內容。7.可設計學習單幫助學生有效蒐集資料。8.宜運用學習日記幫助學生進行反思。9.教師應重視批判思考教學並進行相關研究。 / This study constructs a model for teaching critical thinking based on the major characteristics and theories of critical thinking. To probe into the effects of teaching critical thinking in social studies, the researcher performs an experiment on a sample of 131 fifth-grade elementary school students for two months. The data-collection instruments include: (a) The Critical Thinking Test; (b) The Learning Diary; (c) The Learning Feedback Questionnaire; and (d) The Learning Feedback Questionnaire For Special Case. The following conclusions become evident. On the theoretical aspect: first, the main concepts of critical thinking include critical thinking ability, critical thinking disposition and the knowledge for critical thinking; second, the steps of the model for teaching critical thinking are guiding activities, displaying theme, comparing concepts, group discussion, sharing and clarifying, and finally, judgment and decision-making. On the experimental aspect: it was found that (a) Teaching critical thinking has significantly positive effects both on critical thinking ability and on critical thinking disposition. (b) Teaching critical thinking helps students have good performance in debates. (c) The students of experimental group make great progress on achieving confidence in reason and pluralistic thinking. (d) The students of experimental group give a vary positive evaluation on teaching critical thinking. Through these results, some guidelines are suggested as follows: (a) The model for teaching critical thinking is of great worth in social studies. (b) Critical thinking should be taught according to individual difference of students. (c) Dialogue and dialectic process is good for teaching social studies. (d) The atmosphere of classroom must be safe, warm and tolerating learning error. (e) Teachers should put emphasis on teaching critical thinking and on probing into critical thinking.

<p>Denna kvalitativa studie undersöker lärares erfarenheter av och uppfattningar om grupparbete i skolans naturvetenskapliga ämnen. Lärare, undervisande i NO och verksamma i skolår 1-9, har intervjuats med förutbestämda frågor i öppen form. Genom en fenomenografisk metod har studien resulterat i fyra kategorier av uppfattningar hos lärarna. </p><p><i>Grupparbete i NO för att avdramatisera ämnet </i></p><p><i>Grupparbete i NO för att berika lärandeprocessen </i></p><p><i>Grupparbete i NO för att läraren ”måste” </i></p><p><i>Grupparbete i NO ur ekonomiska aspekter </i></p><p>Vår studie visar att informanterna har olika uppfattningar om begreppet grupparbete och därigenom skiljer sig också formen för hur grupparbetet kan te sig. Dessa skillnader faller ut i våra kategorier. </p> / <p>This qualitative study investigates teacher´s experiences with and opinions of using collaboration in science education. A selected group of science teachers tutoring in compulsory school were interviewed in an open form using a set of pre-defined questions. The study resulted in four categories of teacher responses using a phenomenographical method of category sorting </p><p><i>Collaboration in Science to make it more approachable and understandable </i></p><p><i>Collaboration in Science to enrich the learning process </i></p><p><i>Collaboration in Science because the teacher “has to” </i></p><p><i>Collaboration in Science due to economical limitations </i></p><p>Our study shows that the respondents have different receptions about the term collaboration resulting in differences in the implementation of collaboration exercises. Our categories shed light on these differences.</p>

<p>Syfte: Vi upplever att människor i vår omgivning har en negativ bild av fastighetsmäklare. Undersökningar som Expressen har gjort bekräftar även detta. Vårt syfte med den här studien är därför att:</p><p>• Ge vår bild av fastighetsmäklare.</p><p>• Skriva en debattartikel och få denna publicerad.</p><p>Genom att uppfylla ovanstående syfte vill vi besvara frågorna:</p><p>• Varför har fastighetsmäklare ett dåligt rykte?</p><p>• Vad kan göras för att förbättra ryktet?</p><p>Metod: Vi har utifrån ett hermeneutiskt synsätt skapat denna uppsats och därför låtit vår förförståelse och subjektivitet spegla innehållet. Data har samlats in genom att söka i litteratur, intervjuer och en mindre egen undersökning. Uppsatsen är uppdelad i olika kapitel, men följer medvetet inte den traditionella dispositionen för uppsatser.</p><p>Resultat & slutsats: Vi har funnit fyra parter som har stor inverkan på fastighetsmäklarens rykte; allmänheten, media, fastighetsmäklarna och organisationerna; Mäklarsamfundet, Fastighetsmäklarförbundet och Fastighetsmäklarnämnden. Alla dessa parter kan påverka individens uppfattning om verkligheten. Vi vill med vår uppsats uppmana alla till att tänka efter två gånger då de nås av information, eftersom alla händelser har flera sidor.</p><p>Förslag till fortsatt forskning: Vi har inte behandlat fastighetsmäklarföretagen och hur de arbetar med ryktet, men vid fortsatt forskning kan det vara intressant att även ta med den aspekten. Det vore även intressant att undersöka om ryktet förbättras något i och med det nya lagförslaget och parternas arbete kring ryktet.</p><p>Uppsatsens bidrag: Vi har gett ett bidrag till debatten och där givit vår bild av fastighetsmäklare till allmänheten. Vi har även poängterat och uppmärksammat läsaren på att vara källkritisk och tänka två gånger.</p> / <p>Aim: We find that people in our surroundings have a negative opinion about Real Estate Agents. Surveys made by the evening paper Expressen confirm this. The aim with this study is therefore to:</p><p>• Give our opinion of Real Estate Agents.</p><p>• Write an article and get it published.</p><p>By accomplish our aim we intend to answer these questions:</p><p>• Why do Real Estate Agents have a bad reputation?</p><p>• What can be done to increase the reputation?</p><p>Method: We have written this essay from a hermeneutic point of view and have therefore been subjective throughout the entire essay. Data has been collected in literature, interviews and one own survey. This essay is divided into different chapters, but it doesn’t follow the traditional outline for essays.</p><p>Result & Conclusions: We have found four parties that have big influence on the reputation of Real Estate Agents; the public, media, Real Estate Agents and the organizations; Mäklarsamfundet, Fastighetsmäklarförbundet and Fastighetsmäklarnämnden. These four parties all have a great impact on the apprehension of individuals and their view of reality. With our essay we would like to encourage individuals to think twice.</p><p>Suggestions for future research: We haven’t put any focus on the Real Estate companies and how they can affect the reputation. It could also be of interest to investigate how the new law affects the reputation and apprehension.</p><p>Contribution of the thesis: We have given a contribution to the debate by giving our opinion about Real Estate Agents to the public. We have also emphasized the reader about being critical against information. Thinking twice is important and can therefore not be said enough.</p>