Este trabalho apresenta uma análise de aspectos da aprendizagem presentes nas conversas de visitantes adultos em uma exposição de zoologia. Adotamos a perspectiva sociocultural de aprendizagem e desenvolvimento de Vigotski (2009), segundo a qual o uso da linguagem é entendido como forma de compartilhar e desenvolver conhecimentos conjuntamente, mas também como ferramenta que orienta os processos psicológicos internos do indivíduo. Nesse sentido exploramos o processo cognitivo de percepção verbalizada, ou seja, mediada pela linguagem (VIGOTSKI, 2009; LURIA, 1970), além da aprendizagem colaborativa entre pares (MERCER, 2000). Nosso objetivo foi analisar como a linguagem verbalizada é utilizada na interação para qualificar e ampliar as percepções sobre os elementos da exposição e para construir significados conjuntamente sobre os objetos e conteúdos apresentados. Para isso, buscamos caracterizar as conversas dos sujeitos ao longo da exposição por meio da análise das operações epistêmicas realizadas na fala e também das formas de interação como caracterizadas por Mercer (2000) (conversas acumulativas, disputativas e exploratórias). As operações epistêmicas foram organizadas em três grupos: operações dirigidas pela percepção; operações de conexão com conhecimentos e experiências; e operações de maior elaboração conceitual. Nossos sujeitos foram adultos, integrantes do ensino médio na modalidade Educação de Jovens e Adultos, visitando em duplas a exposição Fauna da América do Sul, que é centrada na apresentação de animais preservados e dioramas de ambientes naturais, do Museu de Zoologia da Universidade de São Paulo, em agosto de 2011. Observou-se que a maior parte das conversas se desenvolveu de forma colaborativa para aprendizagem, em geral com construção positiva, mas não crítica, dos parceiros sobre as falas uns dos outros (conversas acumulativas), sendo raras as conversas centradas na argumentação de pontos divergentes (exploratórias). Durante as visitas as conversas foram majoritariamente centradas em elementos da exposição, indicando a atratividade dos objetos. Por meio das operações epistêmicas de Nomeação, Apontamento, Afetividade e Caracterização os sujeitos direcionaram a atenção dos parceiros, qualificaram e compartilharam percepções, atuando na construção conjunta de significados para os objetos; dentre essas se ressalta a importância da Nomeação dos objetos para os visitantes, que promoveu em algumas ocasiões discussões e um engajamento mais profundo na exposição. Também observamos, porém com menor ocorrência, as operações de Conexão com o conhecimento, Suposição e Explicação que indicavam conversas de maior elaboração conceitual. Ressalta-se, entretanto, que as conversas mais elaboradas em geral apresentaram maior articulação das operações epistêmicas, incluindo sobreposições, como por exemplo, no caso de Explicações constituídas por Conexões com o conhecimento ou Caracterizações, o que indica a importância das operações dirigidas pela percepção para as operações mais elaboradas conceitualmente. Os questionamentos também apresentaram papel relevante na promoção de operações epistêmicas. As conversas mais elaboradas foram desenvolvidas tanto em função da percepção dos objetos, como por demandas da própria conversa, apontando a relevância da experiência concreta com os objetos e dos aspectos da interação social para a aprendizagem. Esperamos que este estudo contribua para a compreensão do papel educativo de exposições, e para a compreensão de como visitantes adultos compartilham percepções, negociam e constroem significados relacionados aos conhecimentos e objetos musealizados. / This study presents an analysis of aspects of learning through the conversations of adult visitors at an exhibition of zoology. We adopt the sociocultural perspective of learning and development of Vygotsky (2009), according to which the use of language is understood as a way to share and develop knowledge together, but also as a tool that guides the internal psychological processes of the individual. Accordingly, we explore the cognitive process of perception verbalized, i.e., mediated by language (Vygotsky, 2009; LURIA, 1970), and the collaborative learning among peers (Mercer, 2000). Our goal was to analyze how language is used in the voiced interaction to qualify and expand perceptions of the elements of the exhibition and to jointly construct meaning about objects and contents. For this, we seek to characterize the conversations of the subjects throughout the exhibition, through the analysis of epistemic operations performed in speech and also the forms of interaction as characterized by Mercer (2000) (cumulative, disputational and exploratory talk). Epistemic operations were organized into three groups: operations guided by perception; operations connecting to knowledge and experiences; and operations of greater conceptual elaboration. Our subjects were adults, members of school in the modality of Youth and Adult Education, visiting in pairs the exhibition Fauna of South America, which was focused on the presentation of preserved animals and habitat dioramas, at the Museum of Zoology, University of São Paulo, in August 2011. It was observed that most of the conversations developed collaboratively to learning, often with partners building positively, but uncritically, on what the other has said (cumulative talk), being rare conversations centered in arguing divergent points (exploratory talk). During the visits, the conversations were mostly focused on elements of the display, indicating the attractiveness of objects. Through the epistemic operations of Naming, Pointing, Affectivity and Characterization subjects directed the attention of partners, qualified and shared perceptions, acting on the joint construction of meanings about objects. Among these stands out the importance of Naming objects for visitors, that has promoted discussions on some occasions and deeper engagement in the exhibition. We also observed, but with lower occurrence, the operations of Knowledge-connection, Supposition and Explanation, which indicated talks with greater conceptual elaboration. It is noteworthy, however, that more elaborated conversations generally showed greater articulation of epistemic operations, including overlapping, such as in the case of Explanations constituted by Knowledge- connections or Characterizations, which indicates the importance of operations guided by perception for operations of greater conceptual elaboration. Questions also had an important role in promoting epistemic operations. Operations of greater conceptual elaboration were developed as both a function of the perception of objects as per demands of conversation itself, indicating the relevance of concrete experience with objects and aspects of social interaction for learning. We hope that this study may contribute to understanding the role of educational exhibits, and to understanding how adult visitors share perceptions, negotiate and construct meanings related to musealized knowledge and objects.

Thesis (M. A. (Language Education)) -- University of Limpopo, 2017 / This study investigates the methods of teaching poetry to English First Additional (EFAL) secondary school learners in the Shiluvane Circuit, in order to establish whether their teaching and learning methods equip them as second or additional language poetry teachers at secondary school level. Although English plays a significant role as a language of instruction at the secondary level in South Africa, underperformance at secondary school examinations has generated a continuous debate with many suggesting that the standards of English language competence has declined. Also the role of teachers is usually questioned whenever issues of learners’ performance are raised. The study focuses on the methods of teaching that English first additional language teachers use in poetry to instil the passion for the genre. This study was conducted in rural secondary schools. Forty learners from grade ten classes and their teachers participated. The study used qualitative approaches for gathering information through lesson observations, learners’ focus group interviews and teacher interviews at four secondary schools to evaluate the application of English poetry teaching. A case study design was used using 4 schools. This study is informed by Lev Vygotsky’s constructivist or socio-cultural theory (1978). Literature consulted points to the fact that the Shiluvane Circuit secondary teachers seem to avoid teaching poetry. This reveals that only four out of eleven secondary schools exposed their learners to poetry during their EFAL lessons. The findings also revealed that most respondents lacked interest in English poetry. Instead the learner interacting through cooperative or collaborative group work they competed against each other and believe in witchcraft should they share their learning experiences with fellow learners. The study recommended the use of different methods, such as cooperative learning, to teach poetry. Culturally relevant poems also add to the interest of the learners.

An estimated 1.5 million underemployed or unemployed college graduates have one or more college degrees, and many have high loan debt. Policy makers, students, and institutions of higher education are all concerned with the question of how prepared students are to enter the workforce upon graduation, yet little is known about whether internships are a strategy to improve career preparedness and gainful employment after graduation. Guided by Dewey and Kolb's experiential learning theory, the purpose of this nonexperimental study was to evaluate the impact of internships on career preparation from the perspective of graduates, specifically to evaluate whether graduates perceive participation in an internship improved their level of career preparedness in human services related fields. Post-internship survey data were acquired from a group of 21 graduates using the Career Benefits of CO-OP/Internship Experience instrument who were enrolled in a degree program at various colleges and universities in southeastern Virginia. These data were analyzed using a paired t test to compare pre and post internship perceptions of career preparedness. Results indicate a statistically significant improvement between the pre-internship and post-internship perceptions (p = .05). Furthermore, the study offers support to the notion that experiential learning may impact career success. This result indicates that internships may have a positive impact on career progression and gainful employment after graduation. The positive social change implications of this study includes recommendations to policy makers and university leaders to construct academic programs that incorporate internship opportunities, particularly to promote overall student success and future gainful employment.

This research study investigated associations between online community college students' personal characteristics and experiences in online courses (n = 123). Specifically, students' personalities and cognitive styles were examined alongside the perceived quality and outcomes of collaboration. Negative correlations were found between the conscientiousness personality style and both the quality of collaboration (p = .09) and the outcome of collaboration (p = .05). This finding indicates that conscientious students who, according to the literature tend to have higher academic achievement than other students, perceive negative experiences in online collaborative environments. Conversely, a positive correlation was discovered between the extraversion personality type and the perceived outcomes of collaboration (p = .01). Thus, students with a strongly extraverted personality tend to perceive that they benefits from collaborative learning. Approximately 11% of the variance in the collaborative experience was explained by the combined personal characteristics. The reported frequency of collaboration was positively correlated with both the quality (p < .01) and the outcomes of collaboration (p < .01). While not generalizable, these results suggest that not all students perceive benefits from online collaborative learning. It may be worthwhile to teach students traits associated with the extraversion type like flexibility which is important for collaborative learning. Also, teaching students to adopt traits associated with conscientiousness that improve academic achievement like self-regulation may help improve perceptions of collaborative experiences.

This thesis proposed a framework for conceptualizing critical thinking in language learning. A learning environment where collaborative learning and network technology were combined − computer-mediated collaborative learning (CMCL) − was set up. The main aim was to study the potential of the learning environment in promoting critical thinking (CT) in language learning. The proposed framework of CT in language learning had three aspects: (1) communication, (2) reasoning, and (3) self-reflection. The study was a qualitative one that took place between June 2003 and January 2004. Three case studies were undertaken that involved up to 90 participants, comprising students, teachers, volunteers, and the researcher. All were members of an online learning community, the Bamboo Enterprise. Students worked in groups that investigated environmental problems. The student projects were grouped into three case studies: (1) Using Collaborative Environmental Projects to Promote Communicative Language Learning and Computer Skills, (2) Using Environmental Themes in Computer-Supported Cooperative Learning to Prepare ESL Students for Academic Study in the Australian University Environment, (3) Promoting Communicative Language Learning Through Computer-Supported Cooperative Learning. Findings were based on analyses of five sources of data: (1) interviews with the student participants; (2) teachers’ comments and opinions; (3) questionnaires; (4) students’ overall group work; and (5) online discussions. The investigation found that, overall, the CMCL environment with its particular framework had the potential to promote CT in language learning. However, it had both strengths and weaknesses. The strengths were that it promoted the communicative use of English, encouraged critical thinking in action, and extended the students’ potential to learn a second language. It also encouraged the appropriate use of technology. More importantly, this CMCL environment showed itself to be a viable method of learning and one in which both students and teachers can be empowered. However, along with these advantages, some avenues for improvement were evident. The study found that the students’ grammatical accuracy was low, despite their rich vocabulary and ability to use complex language structures. Some students found working in groups challenging and some never acquired the necessary web skills. Access to the Internet was not always adequate for this type of project. In sum, the students needed more support, especially at the task level, when using this method of language learning.

<p>The thesis studies one method, focus group discussions, for public participation in the starting of implementing the European Community Water Framework Directive at a catchment level. Focus group discussions can be used as a method for bringing relevant stakeholder-groups into the discussion and evaluation of different possible solutions to problems of managing local waters in order to lower nutrient emissions and stop eutrophication. Of special interest in the study is the participants’ development of collaboration and collaborative learning in the focus groups. Also of interest is their change in attitudes during the focus group process and their will to participate in similar settings. The thesis assesses the results of three questionnaires responded by focus group participants in a study carried out by the Swedish Water Management Research Programme, VASTRA. The participants represent stakeholders in Rönne å catchment in Skåne, and also the results from ten focus group discussions with the same participants.</p>

The desire to translate constructivist and sociocultural approaches to learning in specific learning activities is evident in most forms of training at current, not least in online education. Teachers worldwide are struggling with questions of how to create conditions in this fairly new realm of education for learners to contribute to the development of a good quality in their own and others' learning. Collaboration in forms of text talk in asynchronous, text based forums (ADF) is often used so students can participate at the location and time that suits them best given the other aspects of their life situation. But previous research show how collaboration in forms of text talk do not always evolve in expected quality, and how participation sometimes can be so low that no discussions at all take place. Perhaps it is time to move on and make use of the variety of user-friendly audio-visible technologies that offers conditions for collaboration similar to those in the physical environment? Is there any point to use ADF for collaboration, beyond the flexible opportunity for participation it allows? If so, why, how and under what conditions are it worthwhile to use ADF for tasks meant to be worked collaboratively on? These questions were the starting point of the studies in this thesis that was researched through two case studies involving different techniques and data samples of various natures, with the aim to understand more about collaborative text talk. The research approach differs from the vast majority of studies in the research field of Computer Supported Collaborative Learning (CSCL) where many studies currently are conducted by analysis of quantifiable data. The first case study was conducted in the context of non-formal learning in Swedish Liberal Adult Education online, and the second in the context of higher education online in Sweden. The studies in the thesis were made on basis of socio-cultural theory and empirical studies. Empirical data was collected from questionnaires, interviews and texts created by students participating in tasks that they jointly resolved through text talk. Some results were brought back to the students for further explanation of the results. Findings from data analysis were triangulated with other results and with sociocultural theory. The results indicate that students can create knowledge relevant to their studies through text talk, but can feel restrained or dismiss the activity as irrelevant if important conditions are lacking.  Collaboration through text talk makes individual resources accessible in a specific place where it can be observed and its validity for the purpose of the task evaluated by others. Students with good insight in what they are supposed to accomplish seem be able to consult relevant guidance for this evaluation, from teachers, textbooks, scientific articles and other valid experiences important to their studies, and thereby contribute to learning of the quality they studies are meant to produce. Text talk also increases teachers’ possibilities to identify what the guidance the study group needs when evaluating the gathered resources and through their own active participation provide support in the students “zone of proximal development”. Contributions offered to the CSCL research field is the identifications of important mechanisms related to learning collaboratively through text talk, and the use of case study methodology as inspiration for others to try also these kinds of strategies to capture online learning.

This research investigated elementary classroom teachers' experiences in a collaborative learning community (CLC) on the topic of supporting the literacy learning of students with characteristics of ADHD. Five general education classroom teachers participated in biweekly CLC meetings over a 5-month period. Qualitative methods of data gathering were employed in the form of participant observations in the classroom and during 9 CLC meetings. Participants were also interviewed three times. The first interview was conducted before the CLC meetings began, the second interview was conducted immediately after formal CLC meetings had ceased, and the final interview was conducted 6 months after meetings had ended. Three main findings emerged from the research. First, participants' literacy teaching of their students with characteristics of ADHD was positively influenced as a result of their participation in the CLC. This positive influence came through an interaction of factors related to their knowledge, skills, attitudes, and beliefs. It also resulted from a reconceptualization of both their understanding of their students with characteristics of ADHD and of themselves as literacy teachers. Second, certain aspects of the CLC contributed to this positive outcome. These aspects were the opportunity to work with colleagues, participant control over the format and content of CLC, and repeated opportunities to reflect on and refine teaching practice. Third, personal and contextual factors shaped the participants' experiences within the CLC. Participants who had challenges during their own schooling were more driven and committed to understand and respond to their students’ diverse learning needs. Participants with the most number of years of teaching experience had a more fully realized skill set, higher levels of self-efficacy, and lower levels of stress related to teaching and meeting the needs of their students with characteristics of ADHD. Implications for school literacy teaching, preservice education, in-service education, and future avenues for research are discussed in light of the findings.

Heritage Language Education is considered the cornerstone of Canada’s multiculturalism policy. In Ontario, the mission to preserve the cultural capital of the various ethnic communities is carried out primarily by non-profit organizations and groups with limited official support. My thesis is the autobiographical inquiry of an internationally educated teacher who is involved in a Greek language credit program in Toronto. My commitment to understanding the needs of the new generation of learners guided me through a series of professional development initiatives and the creation of an educational blog which is currently used by students, parents and teachers of the Aristoteles Credit School. By presenting my experiences as I navigated the multidimensionality of HLE in Ontario, I hope to offer a case of a bottom-up reform attempt which is based on transformative pedagogy and brings heritage language education to the epicentre of community activity and educational change in the 21st century.

Heritage Language Education is considered the cornerstone of Canada’s multiculturalism policy. In Ontario, the mission to preserve the cultural capital of the various ethnic communities is carried out primarily by non-profit organizations and groups with limited official support. My thesis is the autobiographical inquiry of an internationally educated teacher who is involved in a Greek language credit program in Toronto. My commitment to understanding the needs of the new generation of learners guided me through a series of professional development initiatives and the creation of an educational blog which is currently used by students, parents and teachers of the Aristoteles Credit School. By presenting my experiences as I navigated the multidimensionality of HLE in Ontario, I hope to offer a case of a bottom-up reform attempt which is based on transformative pedagogy and brings heritage language education to the epicentre of community activity and educational change in the 21st century.