Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-07-20T11:34:03Z No. of bitstreams: 1 2015 - Janne Faria Torres Braga.pdf: 1337555 bytes, checksum: 87664911deb5577d5ad055a22ce6f7c9 (MD5) / Made available in DSpace on 2017-07-20T11:34:03Z (GMT). No. of bitstreams: 1 2015 - Janne Faria Torres Braga.pdf: 1337555 bytes, checksum: 87664911deb5577d5ad055a22ce6f7c9 (MD5) Previous issue date: 2015-08-03 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico - CNPq / This work aims , through meta-cognitive theory developed by some theorists as Langacker , Vanin , Gombert and Leffa , to examine how the descriptors related to the topic of reading Procedure curriculum SAEB ( System of Basic Education Evaluation ) deal with reading and how this is done by the students, with regard to their understanding . It is intended in this case to draw a profile of the types of statements used in questions and categorize them , and on issues related to reading procedure descriptors, use some cognitive strategies such as monitoring,selfexplanation and justification in order to assist students during the reading process so that, throughout his schooling , perform this task autonomously / O presente trabalho se prop?e, por meio da teoria metacognitiva desenvolvida por alguns te?ricos como Langacker, Vanin, Gombert e Leffa, a analisar o modo como os descritores referentes ao t?pico de Procedimento da Leitura da matriz curricular do SAEB (Sistema de Avalia??o da Educa??o B?sica) tratam da leitura e como essa ? feita pelos alunos, no que tange ? sua compreens?o. Pretende-se, nesse caso, tra?ar um perfil dos tipos de enunciados usados nas quest?es e categoriz?-los e, nas quest?es relacionadas aos descritores do Procedimento de Leitura, usar algumas estrat?gias cognitivas como monitoramento, autoexplica??o e justificativa a fim de auxiliar os alunos durante o processo da leitura para que possam, ao longo de sua escolariza??o, realizar tal tarefa autonomamente.

Titel: ”... and legs that will joyfully run…” Pedagogical perspectives, children's movements and cognitive learning. ”...och bena blir fulla med spring”. Pedagogisk grundsyn, barns rörelser och kognitiva lärande.   Syftet med studien är att synliggöra fem yrkesverksamma förskollärares inställning till barns rörelsebehov, hur de uppmärksammar betydelsen av barns rörelseaktiviteter för deras kognitiva lärande och hur de arbetar med barns rörelsebehov utomhus. Utifrån syftet har vi formulerat följande frågeställningar:   Vad är förskollärarnas inställning till barns rörelsebehov? Vilka kopplingar ser förskollärarna mellan barns rörelseaktiviteter och barns kognitiva lärande? Hur arbetar förskollärarna med barns rörelsebehov utomhus?   Studien är genomförd med semistrukturerade djupintervjuer med yrkesverksamma förskollärare utifrån en kvalitativ forskningsmetod som ligger nära en fenomenografisk forskningsansats. Resultatet visar att förskollärares pedagogiska grundsyn, organisatoriska och miljömässiga faktorer påverkar innehållet i verksamheten och hur barn får stimulans i sin rörelseutveckling. De pedagogiska grundsyner som studien fördjupar sig i är förmedlingspedagogik och dialogpedagogik. Studien visar att förskollärare är medvetna om barns rörelsebehov för deras fortsatta rörelseutveckling, sociala och kognitiva lärande men att utevistelsen används på olika sätt beroende på den rådande pedagogiska grundsynen samt organisatoriska och miljömässiga faktorer.

The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.

This study investigates the dynamics of theory and practice in the design of instructional systems, learning events and learning environments, with a view to synthesizing an integrated metamodel as a framework to facilitate effective learning in systems which use computer technology as a tutor, tool, or environment. This framework can be used as a design aid by instructional designers and instructor-designers, or as a tool to examine existing learning events from the viewpoint of learning and instructional-design theory. The research contributes to inquiry into learning theory by an in-depth study of the elements of the framework itself, investigating how they function in different contexts and contents. Following an extensive literature survey, the researcher synthesizes a concise integrated framework of learning theories and instructional design practice from the cognitive family. This framework, the Hexa-C Metamodel (HCMm), is generated by a process of criterion-based textual filtration through effectiveness criteria, and encompasses the theoretical concepts of constructivism, cognitive learning and knowledge/skills components as well as the practical characteristics of creativity, customization and collaborative learning. Using mainly qualitative ethnographic methods within the contexts of action research and development research, case studies are undertaken, applying the elements of the HCMm as an inquiry toolset to investigate three diverse learning events to determine what they reveal about the practice of effective and motivational learning. The learning events - a computer-based practice environment, an Internet-based course, and a fieldwork project - were selected due to the researcher's close involvement with each intervention. Information from the evaluations of the learning events is then used to further examine in-depth the theories and characteristics which comprise the tool, as well as their interrelationships and ways of implementing them in domains that differ in context and content - distinguishing particularly between well-structured and ill-structured domains. / Dissertation (PhD)--University of Pretoria, 2004. / Curriculum Studies / PhD / Unrestricted

The purpose of this study was to examine the effectiveness of Instrumental Enrichment, an educational program developed by Reuven Feuerstein, which attempts to improve an individual's ability to reason. A meta-analysis was performed on studies that had been conducted between the years 1979 to 1996. Thirty-six studies were analyzed according to their results from measurements in the cognitive/visual-perceptual, academic achievement and affective domains. The results from the meta-analysis were mixed. There were significant combined effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, and 0.60 for one combination of full-scale ability. Significant effect sizes for measures of visual perception and visual-motor ability were 0.42, 0.71 and 1.68. There were also significant effect sizes for general achievement and for one combination of math achievement at 0.26 and 0.29 respectively. The intellectual achievement locus of control effect size was significant at 0.33. (Cohen (1988) considers an effect size of 0.20 to be small, that of 0.50 to be of medium size, and that of 0.80 to be large.) All effect sizes for reading were non-significant as was that for the Learning Potential Assessment Device. All other measures, such as those for self-confidence, self-concept, motivation and attitudes, in the affective domain were non-significant. One effect size for motivation and attitudes was significantly negative, indicating that the control group outperformed the treatment group. The results are discussed in terms of near- and far-transfer of learning. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this project is to provide students and teachers with a disk of tools to aide in the development of Web pages either in the classroom or through online (distance education) learning. Many of the tools supplied on this disk have been field tested in a high school Web design class. When students are allowed to be creative and are able to fuse interesting visual displays the results can be significant in increasing cognitive and multiple intelligences skills.

Thesis (M.Ed. (Mathematics, Science and Technology Education)) -- University of Limpopo, 2020 / The purpose of this is to investigate how teachers go about for the development of Creative Thinking Skills (CTS) in a grade 9 technology classroom. The introduction of technology in the South African curriculum by the Department of Basic Education (DBE) to develop CTS through the Design Process (DP) as the cornerstone of the learning area. Technology as a learning area should provide learners with opportunities to solve real-life problems, in the process developing their CTS (DBE, 2011). In the 21st century, CTS have been seen as skills that are crucial across the spectrum of day to day activities. However; it appears to be very complex for technology teachers to enhance the teaching and learning of CTS in a technology classroom. The literature suggests that technology teachers tend to suppress the development of learners’ CTS by limiting the process of teaching and learning to low order thinking cognitive levels rather than high order cognitive levels. This study employed a qualitative research enquiry, purposive sampling was used for the selection of the relevant participants. Qualified technology teachers who teach grade 9 technology with at least three years’ experience in teaching technology were considered. Data collection was obtained through interviews, observation and document analysis. The research finding showed that teachers lack the understanding of policies, particularly CAPS hence they continuously compromise its implementation hindering with the development of CTS of learners as it is envisaged in the CAPS document. Furthermore, the research findings reveal that the teacher has a little or no understanding of what is creative thinking (CT) and what it entails, hence they did not unpack what is it exactly that they do to support the development of learners CTS in a technology classroom This study recommends that technology teachers be familiar with the CAPS document and implement it correctly without any compromise. Furthermore; understanding of the design process is of vital importance to teachers as it is the cornerstone of teaching and learning, particularly the development of CTS of learners. Technology teachers need also to have a clear understanding of what CT is and what it entails, that will assist to arouse their CT and help to develop the CTS of learners in a technology classroom.

Paperboard is accessible for everyone, such as packaging for provisions or beauty products. Paperboard consists of several layers of pulp and has different types of qualities depending on the material’s area of use. Within the paperboard production, the process behavior is analyzed to find solutions to decrease the product variations in order to reach the desired product results. Process analyses are continuously made to improve paperboard production and avoid defects in the paperboard product. The company Holmen has recently implemented a new process analysis tool on trial, named Wedge, at the paperboard mill in Workington, UK, which is a software tool that can be used for analyzing the paperboard process. Holmen’s vision was to develop training material for the software tool that could be used by the employees for educational purposes.The purpose of this project degree was to develop training material of the process analysis tool, i.e. the software Wedge, for novice learners. Initially, the purpose was to examine and identify the employees’ learning within the software tool at the mill in Workington. Based on that, training material was developed that could be used for self-directed learning material.The study was conducted through qualitative methods, which included a group interview with development engineers and a one-to-one interview with the training manager at the Workington mill. Additionally, observations of training opportunities and an evaluation questionnaire of the training material were used in this study. Based on these results, a thematic analysis was conducted where identified themes have been interpreted from aspects of cognitive learning and adult learning.The result is based on the qualitative survey and the analysis of the interviews and questionnaire responses indicates that the training material is suitable and pedagogical for novice learners. The development engineers mean, among other things, that computer-based training should contain ‘step-by-step’ examples of work-related situations and the training must be organized such that new information will not be overwhelming and unintelligible. It is also important that new knowledge or information can be acquired both visually and by text-based instructions, to be able to provide the learners with various kinds of teaching aids since there are different approaches to learn new knowledge. Therefore, the training material based on e-learning has been designed as a first lesson of how to use and navigate in the process analysis tool. The developed training material entails four interactive videos with incremental learning of how the process analysis tool can be used in the paper industry. / Materialet kartong är något alla har till hands, som exempelvis förpackningar för proviant eller skönhetsprodukter. Kartong består av flera lager av pappersmassa och har olika typer av kvalitéer beroende på materialets användningsområde. Inom produktionen görs analyser av kartongprocessens beteende för att hitta lösningar som minskar produktvariationerna och på så sätt uppnå önskade slutresultat. Processanalyser görs kontinuerligt för att förbättra kartongproduktion och därmed undvika produktdefekter. Företaget Holmen har implementerat ett nytt processanalysverktyg, så kallat Wedge, på deras kartongbruk i Workington, UK, vilket är en programvara som kan användas för att kunna göra analyser av kartongprocess. Holmen önskade att ett utbildningsmaterial för programvaran skulle utvecklas och kunna användas i utbildningssyfte för produktionsarbetarna.Syftet med detta examensarbete var att utveckla ett utbildningsmaterial för nybörjare av processanalysverktyget Wedge. Grunden till detta låg i att undersöka och identifiera de anställdas lärande utifrån programvarans utbildning på kartongbruket i Workington. Baserat på detta utvecklades ett utbildningsmaterial som kan användas som ett självstuderande lärandemedel.Undersökningen har utförts av kvalitativa metodval som innefattar en gruppintervju med utvecklingsingenjörer och en intervju med utbildningsansvarig på kartongbruket i Workington, samt observationer av utbildningstillfällen och enkäter för utvärdering av utbildningsmaterialet. Baserat på detta har en tematisk analys genomförts där identifierade teman har tolkats utifrån ett kognitivt lärandeperspektiv och vuxnas lärande.Resultatet baseras på den kvalitativa undersökningen och analys av intervjuerna och enkäterna visar på att utbildningsmaterialet är passande och ligger på en bra pedagogisk nivå för nybörjare. Utvecklingsingenjörerna önskar bland annat att en datorbaserad utbildning ska innehålla förberedda ’steg-för-steg’-exempel utifrån verklighetsbaserade problem samt att utbildning måste organiseras sådan att ny information inte blir överväldigande och svårförståelig. Det är även viktigt att ny kunskap och information kan fås både visuellt och textbaserat, och att en blandning mellan olika läromedel finns eftersom personer har olika strategier för att lära sig ny kunskap. Utifrån detta har ett utbildningsmaterial, baserat på e-lärande, utvecklats och skapats med ändamålet att fungera som en första lektion av hur en kan använda och navigera i processanalysverktyget. Det utbildningsmaterial som har utvecklats innefattar fyra interaktiva videos som är uppbyggda för stegvis inlärning om hur processanalysverktyget kan användas i pappersindustrin.

This study explores the impact of Augmented Reality (AR) on the retention and comprehension of complex biological systems and processes in middle school education. Leveraging a quasi-experimental design, the research compared the learning outcomes of students using AR with those taught through traditional methods. The study's theoretical framework is grounded in multimodality theory, highlighting the integration of multiple senses and representation forms to enhance learning, as well as cognitive and constructivist learning theories, which emphasize the organization and application of knowledge. A total of 35 students participated, with the AR group engaging with interactive, three-dimensional models of human anatomy, while the control group received traditional teaching. The results indicate that AR can improve students’ ability to understand and engage with complex biological content, supporting higher cognitive processes such as analysis andcreation. However, the study also notes the limitations due to its small sample size and the diversity of the participant group, suggesting the results are preliminary. Future research should expand on these findings with a larger, more diverse sample to explore long-term effects and variances across different learning styles. This study underscores the potential of AR to transform biology education by making learning more interactive and accessible. / Denna studie utforskar effekten av förstärkt verklighet (AR) på bevarandet och förståelsen av komplexa biologiska system och processer i grundskolans utbildning. Med hjälp av en kvasiexperimentell design jämförde studien inlärningsresultaten hos studenter som använde AR med dem som undervisades genom traditionella metoder. Studiens teoretiska ramverk är grundat i teorin om multimodalitet, vilket betonar integrationen av flera sinnen och representationsformer för att förbättra inlärningen, samt kognitiva och konstruktivistiska lärandeteorier, som lägger vikt vid organisation och tillämpning av kunskap. Totalt deltog 35 studenter, där AR-gruppen interagerade med interaktiva, tredimensionella modeller av människokroppens anatomi, medan kontrollgruppen fick traditionell undervisning. Resultaten tyder på att AR kan förbättra elevernas förmåga att förstå och engagera sig i komplex biologiskt innehåll, vilket stödjer högre kognitiva processer såsom analys och skapande. Studien noterar dock begränsningar på grund av dess lilla urvalsstorlek och deltagargruppens mångfald, vilket tyder på att resultaten är preliminära. Framtida forskning bör bygga vidare på dessa resultat med ett större och mer mångsidigt urval för att utforska långsiktiga effekter och variationer över olika inlärningsstilar. Denna studie understryker potentialen hos AR att omvandla biologiundervisningen genom att göra lärandet mer interaktivt och tillgängligt.

劉潔玲. / 論文(哲學博士)--香港中文大學, 2002. / 參考文獻 (p. 308-329). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Liu Jieling. / Zhong Ying wen zhai yao. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2002. / Can kao wen xian (p. 308-329).