Studien syftade till att undersöka och belysa hur FM:s ledarskap uppfattar och beskriver FM:s lärandemiljö och samtida utmaningar. Studien avsåg även att genom sina fynd, visa på indikativa linjer kring hur ett ledarskap som främjar lärandemiljön och möter samtidens utmaningar kan förstås. Det empiriska underlaget bestod av en enkätundersökning där 55 officerare med mångårig ledarerfarenhet inom FM deltog. Dessa var indelade i två grupper. Studien hade en tvärvetenskap-lig metodologisk ansats och omfattade både kvantitativa och kvalitativa analysmetoder. Analyserna av de två gruppernas svar visade att lärandemiljön kräver beteendeförändringar som utmanar ledarskapet och ifrågasätter nuvarande strukturer och institutionella tänkande. Resultatet relaterades till senare forskning – i fokus stod de centrala tankarna kring vad som kännetecknar dynamiska lärandemiljöer och adaptivt ledarskap. Slutsatserna indikerade att lärandemiljön och beteendeförändringar påverkar nytänkandet och den kollektiva kunskapsutvecklingen – och aktualiserar ett förändrat sätt att tänka och förstå ledarskap. / Theories on knowledge development, adaptation and innovation have connections to transforma-tional leadership and recent military research on contemporary warfare. The thesis explores the learning environment, and describes the behavioural changes that supports and fosters dynamic thinking and adaptive problem-solving in a military organization. In a survey, two groups of lead-ers conceptions of the Swedish Armed Forces (SwAF) prerequisites where compiled and com-pared. The survey consisted of quantitative and qualitative methods. The results indicated leader-ship challenges within SwAF.

Main goal of this thesis is to test efectivity of teaching grammar school literature based on one book only. Secundary goal is to make teaching of historical literature for grammar's school first and second year students more attractive. This thesis is based on five worksheets, every one of them is designed for different literary aim. All of them are based on book "Můj Golem" wrote by Marek Toman. Lectures are governed by three-phase model of teaching which combines different methods for work with pupils. This thesis proofs that, use of one book in long-term tuition with different attitude, combined with appropriate goals and attractive methods, is one way to teach literature. Also this thestis helps making rather unpopular subject of historical literature more attractive to students.

Abstract The aim of this study is to describe the development of nursing students' decision-making as a part of their professional skills during their nursing education. The population consisted of 32 college nursing students who had started their education in January 1987 or 1988 and 23 polytechnic nursing students who had started their education in 1996. The college students' process of learning decision - making was studied during 1988-1991 by taping clinical lessons about planning patient care (terms IV-VI) and by collecting essays prodeced by the students during the clinical periods (terms III, V and VII). Essays produced by the polytechnic students (terms III and IV) during 1997-1998 were also collected. The data were analyzed by using both quantitatively and qualitatively content analysis (deductive and inductive analysis). The results show that rational decision-making was emphasized both in college and in polytechnic. The care plans made by the students were consistent with the phases of the nursing process. Of the different phases of the nursing process the implementation and the evaluation of nursing care were most important. At the beginning of their practical training college students emphazised nursing methods, while polytechnic students focused on medical methods. In all data sets, most uttrances pertained to the physical aspects in the implementation of nursing, in the definition of nursing problems and in the evaluation of nursing. As learning proceeded from one term to the next no changes were seen. The only exception were the clinical lessons at the beginning of the education and the essays and clinical lessons during the last phases of education in which psychic support and the need to evaluate the patient's psychic condition were emphazised. At the beginning of practical training polytechnic students gave more attention to physic support of the patient than college students. Plenty of knowledge was collected about a patient for purposes of decision-making, but it was only partly utilized as the planning of care proceeded. All data sets clearly reflected the mechanical decision-making model. At the beginning of practical training the next largest category in the college students' data was the patient-centered model which was only rarely seen in the polytechnic data. In all data sets the objectives of nursing were defined in a patient-centered manner. The college data included a small number of features of the model-oriented and creative decision-making model which were not found in the polytechnic data at the beginning of practical training at all. The following features of the creative decision-making model were found setting priorities, giving reasons for choosing the nursing model, nursing problems and methods and producing alternative nursing solutions. In both data sets the students' learning level appeared to be quite low. The findings reflected superficial mechanical learning without reflection and critical thinking.

The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.

This thesis deals with the critical systems thinking (CST) and its necessity and usability within a commercial company. Critical systems thinking is defined and explained from different perspectives, first as a specific way of approaching a problem, but as a tool for problem solving as well. The thesis also details the specific skills of critical systems thinking and systems archetypes and identifies some interrelations between CST and a specific commercial company with its needs. The practical part is focused on the process of solving specific problems using critical systems thinking, it also discusses the benefits and limitations and evaluates the overall necessity of CST for a commercial company.

Magister Educationis - MEd / This study explored the dialogical argumentation instruction approach to determine whether it enhanced grade ten learners‟ understanding of the chemical equation concept. Toulmin‟s argumentation pattern and the contiguity argumentation theory underpin this study and was used to construct the dialogical argumentation instruction methodology, which was used as the intervention strategy. Information and communication technology and computer-assisted learning were used as contextual environment for this study. This study is located in the interpretive paradigm and the data was collected and analysed using both qualitative and quantitative methods based on a quasi-experimental research design model. A survey questionnaire, open-end and fixed choice questionnaires and a chemistry achievement test was used to collect data from a high school in the Western Cape Province

This paper presents the production, implementation and analysis of the Circles of Conversations as a teaching strategy in the perspective of the development of critical thinking capacities, capable of allowing reflection and dialogue in a shared way. For that, three Circles of Conversations were carried out with five groups of 7th year of Elementary School having as its generating theme the "Life of Darwin". It is a qualitative research of the research-action type. The record was made in audiovisual recording, transcribed and discussed from the content analysis method. Some ideas stood out, being possible to construct categories based on the capacities of Critical Thinking and the questions made in the Circles of Conversations from the FA²IA typology. The discussions carried out presented possibilities and limits from the elaboration to the implementation of this strategy, mainly with regard to waiting time and the number of questions. Inserting the Circles of Conversations in school contexts refers to the reflection on different teaching strategies that allow the participation and construction of knowledge in a critical and purposeful way. Moreover, if planned and implemented from the capabilities of Critical Thinking, it leads to reflection in a democratic and dialogical character in the process of teaching and learning, in which all subjects can participate in the collective construction of a particular knowledge. / Este trabalho apresenta a produção, implementação e análise da Roda de Conversa como estratégia de ensino na perspectiva do desenvolvimento de capacidades de Pensamento Crítico, capaz de possibilitar a reflexão e o diálogo de forma compartilhada. Para tal, foram realizadas três Rodas de conversa com cinco turmas de 7º ano do Ensino Fundamental tendo como tema gerador o “A vida de Darwin”. Trata-se de uma pesquisa qualitativa do tipo pesquisa-ação. O registro foi feito em gravação audiovisual, transcrito e discutido a partir do método de análise de conteúdo. Algumas ideias se destacaram, sendo possível a construção de categorias baseadas nas capacidades de Pensamento Crítico e nos questionamentos realizados nas Rodas de Conversa a partir da tipologia FA²IA. As discussões realizadas apresentaram possibilidades e limites desde a elaboração até a implementação desta estratégia, principalmente no que diz respeito ao tempo de espera e a quantidade de questionamentos. Inserir a Roda de Conversa nos contextos escolares remete à reflexão sobre diferentes estratégias de ensino que possibilitem a participação e a construção do conhecimento de forma crítica e propositiva. Além disso, se planejada e implementada a partir de capacidades de Pensamento Crítico, conduz à reflexão num caráter democrático e dialógico no processo de ensino e aprendizagem, em que todos os sujeitos podem participar da construção coletiva de um determinado saber. / São Cristóvão, SE

Made available in DSpace on 2016-07-18T17:54:16Z (GMT). No. of bitstreams: 1 Dissertacao_MariaAlessandra_2012_PUBLICAR.pdf: 5209313 bytes, checksum: d072e1671589d4e7924509a13096f169 (MD5) Previous issue date: 2009-12-10 / This dissertation entitled Training of critical thinking: perspectives on a pedagogy course is linked to the line of research: Educational Institution and training of educators. The theme of research aimed to analyze how the formation of critical and reflective students (future teachers) Graduation from a pedagogy course has been offered by teachers of the course. Our goal was to determine whether the practices used by teachers, as well as selected content, the resources used, activities undertaken, the procedures, the type of evaluation, contribute significantly to training and developing students critical. Analysis was the design submitted by teachers about the training of critical thinking, analysis of critical thinking in the intentions of the political teaching of the course, the teaching plans of the participating teachers and observations in the classroom. For this analysis we chose a qualitative methodology: a case study, application of a semi-structured document analysis, in addition to the literature. The research was to present some considerations about the critical subject, highlighting the characteristics of criticality; emphasize the importance of schools as socializing of knowledge. It was discussed the importance of training and development of criticality in higher education and the procedures and practices present in the classroom that contribute to this training. Following considerations were carried out about the criticality and training and development of critical thinking in pedagogy course, and highlight what the Course Curriculum guidelines mention about the criticality and the formation of critical subject. Finally, we analyzed the questionnaires, the observations made in the classroom, the teaching plans of the teachers participating in the survey of the political and pedagogic course in question. To make this possible research analysis done for the election of some categories of analysis that allowed us to conclude that teachers have some ideas about the criticality and show know the importance of an education enabling the development offer diverse methodological procedures for this training is afforded, indicating that the assessment should be part of the educational process. However, in practice evidenced in the classroom does not match the speech made by teachers, since classes do not contribute to training and developing students critical. Note that this education takes a traditional and conservative approach that highlights the need for profound changes in institutional structure to promote the critical formation of future professionals. One must think of a university for the new times, where not only teach the well-known, but also to open the gates" to the unknown, so that new roads can be built. / A presente dissertação intitulada Formação e desenvolvimento do senso crítico: perspectivas em um curso de Pedagogia está vinculada à linha de pesquisa: Instituição Educacional e formação de educador. A temática de investigação visou analisar como a formação crítica e reflexiva dos alunos (futuros educadores) da graduação de um curso de Pedagogia tem sido propiciada pelos professores do curso. O objetivo foi verificar se as práticas utilizadas pelos professores, bem como os conteúdos selecionados, os recursos, as atividades desenvolvidas, os procedimentos metodológicos e o tipo de avaliação, contribuem significativamente para a formação e desenvolvimento crítico dos alunos. Para isso, foi realizado análise da concepção apresentada pelos professores a respeito da formação do senso crítico; análise do pensamento crítico nas intencionalidades do projeto político pedagógico do curso, dos planos de ensino dos professores participantes e das observações realizadas em sala de aula. Para esta análise optamos pela metodologia qualitativa: estudo de caso, aplicação de um questionário semi-estruturado, análise documental, além da pesquisa bibliográfica. A pesquisa consistiu em apresentar algumas considerações a respeito do sujeito crítico, evidenciou as características da criticidade; enfatizou a importância da escola enquanto socializadora do saber. Foi abordado a importância do desenvolvimento e formação da criticidade no ensino superior e os procedimentos e práticas presentes em sala de aula que contribuem para esta formação. Na seqüência, foram realizadas algumas considerações a respeito da criticidade e formação e desenvolvimento do senso crítico no curso de Pedagogia, e destacou-se o que as Diretrizes Curriculares do Curso mencionam a respeito da criticidade e a formação do sujeito crítico. Finalmente, foi realizado a análise dos questionários, das observações feitas em sala de aula, dos planos de ensino dos respectivos professores participantes da pesquisa e do projeto político pedagógico do curso em questão. Para que se tornasse possível a análise da pesquisa foi feita à eleição de algumas categorias de análise que permitiu concluir que os professores apresentam algumas concepções a respeito da criticidade e mostram conhecer a importância de uma formação que favoreça o desenvolvimento do sujeito crítico, apresentam procedimentos metodológicos diversificados para que esta formação seja propiciada, indicam que a avaliação deve fazer parte do processo educativo. No entanto, a prática evidenciada em sala de aula não condiz com o discurso apresentado pelos professores, visto que as aulas não contribuem para a formação e desenvolvimento crítico dos alunos. Nota-se que o ensino presente assume uma abordagem tradicional e conservadora que evidencia a necessidade de profundas transformações na estrutura institucional, que favoreçam a formação crítica dos futuros profissionais. É preciso pensar em uma universidade para os novos tempos, onde não se ensine apenas o conhecido, mas também se abra as portas para o desconhecido, para que novos caminhos possam ser construídos

This study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills. The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in- service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching. / Educational Studies / D. Ed. (Philosophy of Education)

This thesis aims to classify contemporary way of thought in the architecture and urbanism mainly in respect to the formation of public space. Generally, it seeks to identify ideological background of individual ways of thoughts and their genealogy – therefore it explores their historical roots too. The methodological framework of the thesis is grounded in the critical theory and production of (public) space as well as architectural production is therefore understood as a political act; not necessarily in terms of the established political parties or ideologies but rather in the sense of production of the city space as a social arena, in which completion of various agents, interests and notions is present including the architectural discourses. The resulting form of the public space is than a result of this competition and unavoidable ideological antagonism, which is present in the ideological basis of the individual way of thoughts in architecture and urbanism.