The Basic Concepts Mediated Learning Programme (BCMLP) was developed to enhance the cognitive and scholastic functioning of learners who experience barriers to learning in the early years of schooling in the South African context. The study aimed to initiate a process of evaluation of the efficacy of this metacognitive programme with Grade 2 learners from the &lsquo / Cape Flats&rsquo / , an historically disadvantaged community in Cape Town. The study was conducted simultaneously in two local education authorities by independent teams of fieldworkers in each of the education authorities. This quantitative, quasi-experimental, non-equivalent comparison group design study was implemented with learners who were equally assigned to an Experimental group (N=54) or Comparison group (N=55). English home-language and Bilingual (English and Afrikaans) learners made up a majority of the study sample. The study was conducted in English.<br /> <br /> Extensive pre-test and post-test batteries consisting of cognitive (information-processing), cognitive modifiability (dynamic assessment), and scholastic tests were used to collect data. A number of structured interview schedules including post-intervention teacher rating scales were also used for the purpose of data gathering. The results from the parametric and non-parametric methods of data analysis selected, revealed a pattern of significant pre- to post-study cognitive and scholastic gains in scores for learners in both the Experimental and Comparison groups (p&lt / 0.05). In addition, it was found that the study participants, irrespective of their designation to the Experimental or Comparison group became more modifiable and demonstrated enhanced information-processing abilities at the end of the study. Significantly greater gains were, however, attained by learners in the Experimental group in a majority of the areas assessed (7 out of 12) (p&lt / 0.05). Learners in the Experimental group were also found to be more responsive to instruction and modifiable than learners in the Comparison group.<br /> <br /> Learners who participated in the BCMLP were found to benefit with respect to their knowledge of basic concepts, cognitive and scholastic functioning. However, it was not possible to infer from the current study that findings were attributable to any one specific procedure (mediational teaching, concept teaching, vocabulary teaching and teaching to enhance information-processing) or process (Basic Concept Teaching Model) of this metacognitive programme. Furthermore, the study had a number of limitations and findings should be regarded with some caution until replication studies can be completed and the long-term effects of the study can be evaluated.<br /> <br /> The study provides some evidence for the efficacy of short-term, small group intervention programmes implemented by Learning Support Teachers within disadvantaged communities. The study also provides some initial evidence for the efficacy of the BCMLP (a specially designed metacognitive programme). The BCMLP was found to be both appropriate and manageable for Learning Support Teachers to implement in the South African context.

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

本研究旨在探討一批判思考策略「質疑作者法」，如何融入於台灣高職學生的英語閱讀能力養成，以及該策略對學生英語能力的影響。研究以台灣北部某高職38位高一學生為研究對象，為期五週。研究藉由學習單、學習歷程調查、教學觀察日誌、及焦點團體訪談等質性研究方法收集研究資料，再進一步歸納分析，以期廣泛且深入了解「質疑作者法」對於增進學生閱讀能力的效果，並同時得到更為適宜可行的教學應用。主要的研究發現如下： 一、 本研究中大多數學生對「質疑作者法」抱持肯定的態度。不論英語程度高低，該策略使學生獲得有別於過去的閱讀經驗，並同時增進其閱讀興趣及閱讀理解力。 二、 當教學者融入「質疑作者法」於教學活動時，教學者以協助者身分觀察學生對於教學活動的反應，隨時調整活動的進行。 三、 閱讀中的討論使學生能在一個支持的、低焦慮的學習環境中表達意見，並同時主動地建構文章的意義。 四、 本研究中，高成就與低成就學生在批判思考與閱讀能力方面皆有提升。透過「質疑作者法」，低成就學生相較於高成就學生建立較強的自信心並養成更高的閱讀興趣，從而由該策略中得到較多的助益。 根據上述結果，文末呈現教學上的義涵和應用，並對未來相關研究提出建議。 / This action research study aims to investigate the process of fostering reading comprehension ability of EFL vocational high school students by incorporating a critical thinking strategy, namely, “Questioning the Author”, into the English reading teaching activities. A total of thirty-eight 10th graders from a vocational high school in northern Taiwan participated in the present study for a five-week implementation. The data were collected through qualitative methods, including participants’ worksheets, learning surveys using Likert Scale and open-ended questions, the field notes and the teaching logs of the teacher researcher, and the focus group interviews for high and low achievers. The results were analyzed and interpreted with an attempt to have a profound and extensive understanding of the effect of the strategy “Questioning the Author” on students’ reading comprehension ability, along with generating more feasible pedagogical implications. Major findings are as follows: 1. Most students in the present study had a positive perception to the strategy “Questioning the Author”. Despite their different English proficiency levels, the strategy made a difference in their reading experiences, and meanwhile boosted their interest in reading and improved their reading comprehension ability. 2. When incorporating the strategy into teaching activities, the teacher as a facilitator observed the responses from students to modify the ongoing activities. 3. Discussions during reading provided a low-anxiety and supportive environment for students to express their opinions and construct meanings actively as well. 4. Although both high and low achievers made progress in their critical thinking and reading ability, the latter benefited more from the strategy than the former, for they developed more interests in reading as well as obtained higher confidence in themselves through the strategy. Pedagogical implications and suggestions for future studies are also included at the end of the thesis.

L’école et les programmes de formation à l’enseignement ont connu beaucoup de transformations au cours des dernières décennies. Ces changements sont notamment associés au mouvement de la professionnalisation de l’enseignement qui met l’accent, entre autres, sur l’importance de développer une réflexivité critique chez les futurs enseignants à travers des cours théoriques et des stages. Dans cette optique, le Ministère de l’éducation, des loisirs et du sport (MELS) et les institutions universitaires ont la responsabilité d’interpréter les caractéristiques propres à une pensée critique et de les intégrer à la formation initiale des enseignants. Cependant, bien que le concept de pensée critique ait fait l’objet de nombreuses recherches théoriques et empiriques depuis les travaux sur la pensée réfléchie de Dewey, il n’existe toujours pas une définition consensuelle du concept. Néanmoins les philosophes « classiques » (Ennis, McPeck, Paul, Siegel, Lipman) s’entendent pour soutenir qu’une pensée critique présuppose un doute méthodique qui conduit à la mobilisation d’habiletés et d’attitudes intellectuelles complexes, reliées à l’évaluation des faits et des situations. De leur côté, des épistémologues issus du champ de la psychologie développementale (King & Kitchener, Kuhn, Perry, et d’autres) ont élaboré des modèles de développement d’une pensée critique basés sur l’identification de stades. L’un des plus récents modèles est issu des sciences de l’éducation (Daniel et al.) et sera utilisé comme grille pour analyser nos données. Il présuppose quatre modes de pensée (logique, métacognitif, créatif et responsable) et leur complexification à partir de trois perspectives épistémologiques (égocentrisme, relativisme et intersubjectivité). La présente étude, de nature qualitative, cherche à d’identifier la réflexivité (simple ou critique) visée par les textes officiels du MELS, stimulée par l’Université de Montréal (UdeM) dans le cadre de la formation initiale des étudiants inscrits en Éducation physique et à la santé (ÉPS) et manifestée par ces étudiants en fin de formation. Pour ce faire, nous avons eu recours à une analyse de contenu, et à une analyse basée sur le modèle développemental de Daniel et ses collègues. Ces analyses ont été conduites sur le référentiel de compétences du MELS, sur les indicateurs de compétences et les consignes de rédaction des rapports synthèses de l’UdeM, ainsi que sur des verbatim d’entrevues individuelles et de groupe et sur les rapports synthèses des participants (au nombre de neuf). Les résultats d’analyse du référentiel de compétences et des indicateurs de compétences montrent que les réflexivités visée et stimulée sont de l’ordre d’une pensée réfléchie mais pas nécessairement d’une pensée critique. Parallèlement, la réflexivité manifestée par les stagiaires lors des entrevues ainsi que dans leurs rapports synthèse s’est révélée être de l’ordre d’une pensée réfléchie pas nécessairement critique même si des manifestations d’une pensée critique ont occasionnellement pu être observées. / Schools and Teacher Training Programs have undergone several transformations over the past decades. In particular, these transformations have been associated to the teaching professionalization movement that emphasizes, among others, the importance of developing reflexivity, and especially critical reflexivity, in future teachers through theoretical classes and practicum. To this end, the Ministère de l’éducation, des loisirs et du sport (MELS) and universities are responsible for interpreting the characteristics that are specific to Critical Thinking (CT) and to integrate these characteristics in Initial Teacher Training. However, although the concept of CT has been the subject of considerable theoretical and empirical research since the works of Dewey on Reflective Thinking (RT), a consensual definition of the concept has yet to be reached. Nevertheless, “classical” philosophers (Ennis, McPeck, Paul, Siegel, Lipman) agree in sustaining that CT implies methodological doubt, which leads to the mobilisation of complex intellectual attitudes and skills, related to the evaluation of facts and situations. For their part, epistemologists from the field of developmental psychology (King & Kitchener, Kuhn, Perry, and other) have elaborated CT development models based on the identification of stages. One of the more recent models stems from Education Science (Daniel et al.) and will be used as a grid to analyse our data. It presupposes four thinking modes (logical, metacognitive, creative, and responsible) and their increasing complexity based on three epistemological perspectives (egocentricity, relativism, and inter-subjectivity). The present study, of a qualitative nature, attempts to identify the reflexivity (simple or critical) outlined in the MELS’s official texts, as stimulated by Université de Montréal (UdeM) with its Initial Teacher Training for students registered in the Physical Education and Health program, and as manifested by these students at the end of their training. To do so, we relied on content analyses, and on an analysis based on the developmental model of Daniel and colleagues. These analyses were conducted on the MELS’s competency dictionary, on competency indicators and UdeM writing guidelines for summary reports, as well as on transcripts of individual and group interviews, and on the participants’ summary reports (nine in total). Results from our analysis of the competency dictionary and competency indicators show that the reflexivity intended and stimulated is in the range of RT but not necessarily of CT. In parallel, the reflexivity manifested by trainees during the interviews and in their summary reports proved to be of a RT nature not necessary critic even if some manifestations of CT were observed.

O desenvolvimento de habilidades cognitivas de análise, síntese e avaliação, diretamente ligadas à capacidade de raciocínio crítico, constitui um importante objetivo do processo educacional, há décadas a educação contábil é criticada pela deficiência de seus egressos na aquisição e no uso dessas habilidades. Algumas críticas estão diretamente relacionadas ao conteúdo tecnicista da formação (currículo), outras se referem à metodologia aplicada nas salas de aula (pedagogia). O cenário atual, de avanços tecnológicos, cria um ambiente de constantes mudanças a profissão contábil, sendo necessário que haja mudanças na forma e no conteúdo dos cursos para acompanhar essas mudanças. O corpo doutores e pesquisadores em Contabilidade, não é suficiente para protagonizar essa mudança, e o uso de tecnologias podem auxiliar. Diante desse cenário o presente estudo buscou identificar em que medida os sistemas tutores adaptativos auxiliam o estudante de Contabilidade no desenvolvimento das habilidades de raciocínio crítico, propondo um framework para desenvolvimento de Sistemas Tutores Adaptativos ao Raciocínio Crítico em Contabilidade (STARCC). Como resultado o presente estudo desenvolveu um método de classificação do nível de raciocínio crítico em estudantes da disciplina de História da Contabilidade, com base nos logs de acesso do sistema de apoio ao ensino; do processamento da linguagem natural dos textos produzidos para a disciplina; e no índice Flesch-Kincaid de legibilidade dos materiais produzidos. Analises demonstram que o modelo classifica os estudantes com acurácia de 86,20% em relação ao processo realizado por um professor. Entretanto os resultados precisam ser analisados com cuidado, dado que o modelo deve ser testado e melhorado em outras disciplinas e, em outro conjunto de dados, para que possa ser fonte confiável de classificação do nível de raciocínio crítico dos estudantes. Como sugestão de pesquisas futuras pode-se comparar os resultados do modelo de classificação, baseado em inteligência artificial, dessa pesquisa com os resultados de testes consagrados pela literatura, como por exemplo o California Critical Thinking Skills Test (CCTST); o Ennis-Weir Critical Thinking Essay Test (EWCTET). O framework STARCC, mostrou-se útil para elaboração de sistemas de apoio ao processo de ensino e aprendizagem no curso de História da Contabilidade e pesquisas futuras devem submetê-lo a testes em relação a atributos como: facilidade, utilidade e custo benefício em utilizá-lo / The development of cognitive abilities of analysis, synthesis and, evaluation, directly linked to the capacity for critical thinking, is an important objective of the educational process, for decades accounting education has been criticized for the deficiency of its graduates in the acquisition and use of these skills. Some criticisms are directly related to the technical content of the training (curriculum), others refer to the methodology applied in classrooms (pedagogy). The current scenario, of technological advances, creates an environment of constant changes in the accounting profession, being necessary that there are changes in the form and the content of the courses to follow these changes. The body doctors and researchers in Accounting are not enough to star in this change, and the use of technologies can help. Given this scenario, the present study sought to identify the extent to which adaptive tutors systems help the Accounting student in the development of critical reasoning skills, proposing a framework for the development of Adaptive Tutoring Systems for Critical Thinking in Accounting (STARCC). As a result the present study developed a method of classifying the level of critical reasoning in students of the discipline of Accounting History, based on the access logs of the teaching support system; of the processing of the natural language of the texts produced for the discipline; and the Flesch-Kincaid Index of readability of the materials produced. Analyzes show that the model classifies the students with an accuracy of 86.20% in relation to the process performed by a teacher. However, the results need to be carefully analyzed, since the model must be tested and improved in other disciplines and in another set of data so that it can be a reliable source of classification for students\' critical reasoning level. As a suggestion of future research, it is possible to compare the results of the artificial intelligence-based classification model of this research with the results of tests established in the literature, such as the California Critical Thinking Skills Test (CCTST); the Ennis-Weir Critical Thinking Essay Test (EWCTET). The STARCC framework has proved to be useful for the elaboration of support systems for the teaching and learning process in the course of Accounting History and future research should subject it to tests in relation to attributes such as ease, utility and cost benefit.

O investimento da pesquisa consiste em colocar em evidência as estratégias de ensino capazes de promover o pensamento crítico (PC) em estudantes de cursos de graduação em Enfermagem. Esse assunto toma relevância mundial pelos desafios presentes no atual século e pelas competências necessárias e requeridas aos sujeitos em formação, futuros profissionais, para responderem de maneira eficaz às demandas da sociedade em um mundo em transformação. Os objetivos do estudo foram: identificar as estratégias de ensino utilizadas e testadas nos cursos de graduação em Enfermagem para desenvolver o PC eavaliar as evidências disponíveis na literatura sobre a efetividade das estratégias de ensino utilizadas para o desenvolvimento do PC em estudantes de graduação em Enfermagem. Trata-se de uma Revisão Sistemática (RS) da literatura que seguiu as recomendações do Joanna Briggs Institute. Para a busca dos estudos foi utilizada a estratégia PICOS (P= estudantes de graduação em Enfermagem; I e C= estratégias de ensino; O= pensamento crítico e S= Ensaio Clínico Randomizado), nas bases de dados PubMed, CINAHL, EMBASE, Web of Science, Scopus, LILACS, Cochrane CENTRAL, PsychINFO e ERIC, além de banco de teses e dissertações de universidades dos quatro continentes. Não foi determinadolimite temporal para a busca e esta foi finalizada em 31 de janeiro de 2014. A seleção e avaliação inicial dos estudos e a avaliação da qualidade metodológica foi realizada por dois revisores de forma independente. A extração dos dados dos estudos foi feita pelo revisor primário, analisada, discutidae apresentada de forma descritiva e com metanálise. Foram incluídos 12 estudos do tipo Ensaio Clínico Randomizado (ECR). As estratégias de ensino utilizadas e testadas nos ECR incluíram: o Problem-Based Learning (PBL Aprendizagem Baseada em Problemas), o mapa conceitual, a simulação, a escrita reflexiva, o Role Modeling e os Animated Pedagogical Agents. Na metanálise dos quatro estudos incluídos na RS que utilizaram a estratégia do PBLcomparada a palestras foi demonstrada a efetividade do PBL, estatisticamente significativa(SMD=0,21 e 95%IC=0,01-0,42; p=0,0434) para o desenvolvimento do PC em estudantes de graduação em Enfermagem e os estudos demonstraram ser homogêneos (Qui quadrado= 6,10, p=0,1068). Na metanálise dos três estudos que testaram o mapa conceitual, não foi demonstrada efetividade estatisticamente significativa (SMD=-0,53; 95%IC -0,79- -0,28; p<0,0001) para o PC em estudantes de graduação em Enfermagem e os estudos se mostraram heterogêneos (Qui quadrado=10,82, p=0,0044). Para as outras estratégias, os resultados são inconsistentes e a amostra é pequena para se chegar a conclusões mais fidedignas. Na síntese, a RS da literatura com metanálise demonstrou a efetividade do PBL no aumento dos scores de PC global a partir de estudos homogêneos. Novos estudos precisam ser feitos com o objetivo de desenvolver, implementare avaliar novas estratégias de ensino,bem como para testar as estratégias existentes para o desenvolvimento do PC em estudantes de graduação em Enfermagem, que sejam pautados em alto rigor metodológico e amparados em modelos teóricos de ensino-aprendizagem. / The investment of this research is to highlight the teaching strategies that promote critical thinking (CT) in students of undergraduate courses in Nursing. This subject has global relevance for the challenges present in the current century and the skills needed and required for the subjects used in the training of future professionals to effectively respond to the demands of society in an ever changing world.The objectives of this study were to identify the teaching strategies used and tested in undergraduate nursing to develop CT and evaluate the evidence available in literature on the effectiveness of teaching strategies used for the development of CT in undergraduate nursing students.This is a systematic review (SR) of literature following the recommendations of the Joanna Briggs Institute. To research the studies the PICOS strategy was used (P = graduate students in Nursing; I and C = learning strategies, O = critical thinking and S = Randomized Clinical Trial), in the databanks of PubMed, CINAHL, EMBASE, Web data of Science, Scopus, LILACS, Cochrane CENTRAL, PsychINFO and ERIC, and banks of theses and dissertations from universities on five continents. There was no time limit established for the research and this was completed on January 31, 2014. Selection and Initial evaluation of the studies and the methodological quality assessment was performed by two reviewers independently. The extraction of data from studies was made by the primary reviewer, analyzed, discussed and presented descriptively and with meta-analysis. Twelve (12) studies of the type Randomized Clinical Trial (RCT) were included. The teaching strategies used and tested in RCTs included: the Problem Based Learning (PBL Problem-Based Learning), the conceptual map, simulation, reflective writing, Role Modeling and Animated Pedagogical Agents. In a meta-analysis of four studies included in the RS, which used the strategy of PBL, compared the lectures and demonstrated the effectiveness of PBL as statistically significant (SMD=0,21 e 95%IC=0,01-0,42; p=0,0434) for the development of CT students in undergraduate nursing and the studies have shown to be homogeneous (Chi square=6,10, p=0,1068). In a meta-analysis of three studies that tested the conceptual map, it was not demonstrated any statistically significant efficacy (SMD= -0,53; 95%IC=-0,79--0,28;p<0,0001) for the CT in undergraduate nursing students and studies have shown to be heterogeneous (Chi square=10,82, p=0,0044). For the other strategies, the results are inconsistent and the sample is too small to reach more reliable conclusions. In summary, the RS literature with meta-analysis demonstrated the effectiveness of PBL in increased scores of global CT from homogeneous studies. Further studies need to be done in order to develop, implement and evaluate new teaching strategies as well as to test for the development of the existing CT into undergraduate nursing students, that are guided by sustained high methodological rigor and theoretical modeling strategies for teaching and learning.

The dissertation deals with the development of reading comprehension through reading strategies at elementary school. The theoretical part introduces the basic RWCT methods and other activation methods to use in Czech language and literature lessons. Another topic is the result of the Czech pupils in the international researches PISA and PIRLS. The research part deals with teachers' attitude to the reading strategies, their development and their attitude to using them in the school practice. The practical part is a set of worksheets for pupils that include reading strategies and therefore support the development of reading comprehension.

This transformative mixed-methods research study, uniquely designed as a 12-week curriculum to facilitate critical media literacy, drew upon the principles of critical pedagogy to investigate Black adolescents ‘perceptions of the impact of media on their racial identities. Responding to the high rate of media consumption among Black youth, the Critical Encounters Unit engaged 79 Black high school students in the southeast United States in examining how they made sense of their media encounters. Data on participants ‘perceptions of the role media plays in constructing Black identities and societal perceptions of Blacks were gathered through pre-post study surveys of all participants‘ self-identities and media literacy, interviews with 15 participants, 467 student journals, and 15 video observation field notes. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Made available in DSpace on 2015-12-04T11:45:37Z (GMT). No. of bitstreams: 1 Marcio_Barros_Souza.pdf: 519088 bytes, checksum: 14041fb376e018a938470f76c0850da2 (MD5) Previous issue date: 2005-06-22 / This work had the objective to analise the relevance of the insertion from the scientific iniatiation contents and activities in the pedagogical projects from the graduation course in Accounting Science from the city of S??o Paulo as a way to stimulate the development of the pupils critical thinking. It is about a descriptive research marked out by a qualitative approach. The ways to accomplish the inquiry conjugated both parts: the bibliographical and the field research. So a bibliographic research was ingaged which comprised from the first documents issued by the regulating agencies up to the literary works, turning to the critical thinking and the scientific initiation topics. Regarding the critical thinking subject an investigation was taken for the judged approaches which characterize the critical thinking as well as a dispensed treatment by the educational regulating agencies in order to develop the pupils professional competences in Accounting Science graduation. Due to the lack of identified Brazilian references which exercise specifically about the critical thinking, and which also approaches to the thinking in a generalized way, a more significant contribuition from the North American referencials was obtained, specially by Robert H. Ennis, Richard W. Paul and Matthew Lipman. Concerning the subject the contents and activities of scientific initiation, the conceptual approaching focused the investigation of a treatment given by the educational regulating agencies, and the characterization of the subjects which comprise the scientific initiation. From the result of the field research it was reported a: significant incentive in the participants perception from the IES for the accounting science pupils in order to participate in activities of science initiation; the CCW - Conclusion Course Works would continue being offered in the pedagogical projects; the critical thinking is perceived as an expected professional ability from the accountant in an efficient performance for the market; there is a stimulation to the professional and academic ability generated by the scientific literacy propitiated by the contents and activities of the scientific initiation. Finally, it was concluded that the contents and activities of the scientific initiation inserted in the pedagogical project for the graduation course in Accounting Science for higher education institutions from the city of S??o Paulo could stimulate the development for critical thinking of the students. / Este trabalho teve por objetivo analisar a relev??ncia da inser????o dos conte??dos e atividades de Inicia????o Cient??fica nos projetos pedag??gicos do curso de gradua????o em Ci??ncias Cont??beis da cidade de S??o Paulo, como forma de estimular o desenvolvimento do pensamento cr??tico dos alunos. Trata-se de uma pesquisa descritiva balizada por uma abordagem qualitativa. Os meios para realiza????o da investiga????o conjugaram a pesquisa bibliogr??fica e a pesquisa de campo. Para tanto, empreendeu-se uma pesquisa bibliogr??fica, que abrangeu desde os documentos emitidos pelos ??rg??os reguladores at?? as obras liter??rias que versam sobre os temas pensamento cr??tico e inicia????o cient??fica. Com rela????o ao tema pensamento cr??tico, buscou-se investigar as abordagens conceituais que o caracteriza, assim como o tratamento a ele dispensado pelos ??rg??os reguladores da educa????o, como forma de desenvolver as compet??ncias profissionais do aluno de gradua????o em Ci??ncias Cont??beis. Por n??o terem sido identificados referenciais brasileiros que versassem especificamente sobre o pensamento cr??tico, e sim abordagens ao pensamento de uma forma generalizada, obteve-se uma contribui????o mais significativa de referenciais da literatura norte-americana, especialmente de Robert Ennis, Richard W. Paul e Matthew Lipman. No tocante ao tema Conte??dos e Atividades de Inicia????o Cient??fica, a abordagem conceitual focou a investiga????o do tratamento dado pelos ??rg??os reguladores da educa????o e a caracteriza????o dos assuntos que abrangem a inicia????o cient??fica. Como resultado da pesquisa de campo, constatou-se na percep????o dos participantes que: h?? um significativo incentivo, por parte das IES, para que os alunos de Ci??ncias Cont??beis participem de atividades de inicia????o cient??fica; o TCC - Trabalho de Conclus??o de Curso continuaria sendo oferecido nos projetos pedag??gicos; o pensamento cr??tico ?? percebido como uma compet??ncia profissional esperada do contador para uma atua????o eficaz no mercado de trabalho; h?? um est??mulo ?? compet??ncia profissional e acad??mica gerado pela literacia cient??fica propiciada pelos conte??dos e atividades de inicia????o cient??fica. Por fim, concluiu-se que os conte??dos e atividades de Inicia????o Cient??fica inseridos no projeto pedag??gico do curso de gradua????o em Ci??ncias Cont??beis das Institui????es de Educa????o Superior da cidade de S??o Paulo podem estimular o desenvolvimento do pensamento cr??tico dos alunos.

The following final thesis "Risky behaviour of lower and upper secondary school students on social networks and its prevention" introduces the topic of primary prevention of cyberbullying and security on social networks with regards to their current use by lower and upper secondary school students. Another aim of the thesis is to ascertain which forms of risky social behaviour the target groups currently encounter on social networks and to find out the ways in which these social networks are used (the most commonly used applications, the frequency of their use etc.). The thesis doesn't focus solely on social networks, it also addresses the subject matter of critical thinking since one of the problematic aspects of using social networks by young people is the fact that they use multiple sources of information without further verification. Following the results of the research, short-term activities of primary prevention for both target groups are proposed. They aim to encourage the development of critical thinking and media studies. The proposed activities can be further incorporated into long-term prevention programmes. They include recommendations for teacher lesson planning and self-study tips. The content of the activities is based on the study of both theoretical and methodological...