Os mapas conceituais são organizadores gráficos que favorecem a descrição explícita de relações conceituais por causa da necessidade de elaborá-los a partir de proposições contendo um termo de ligação. O desafio de obter mapas conceituais elaborados pelos alunos que sejam correlacionáveis com parte dos seus modelos mentais é um obstáculo que merece mais investigações. Dois aspectos relevantes podem ser usualmente negligenciados por parte dos docentes que usam os mapas conceituais em sala de aula: (i) a necessidade de treinar os alunos na técnica de mapeamento conceitual e (ii) a importância de se definir como os mapas conceituais serão solicitados aos alunos. O descuido com esses fatores resulta em mapas conceituais superficiais e com baixa clareza semântica, que não refletem a organização conceitual que está contida na estrutura cognitiva do mapeador. Nesse trabalho investigamos o uso de mapas conceituais como ferramenta de avaliação em um dos momentos da disciplina ACH 0131 Ciências da Natureza oferecida a alunos ingressantes na graduação, a fim de verificar o conhecimento conceitual dos alunos sobre Astronomia sob a perspectiva do desenvolvimento tecnológico e científico. Dois mapas conceituais foram considerados nessa pesquisa: um construído uma semana antes da prova e que poderia ser usado como material de consulta (MC-PREP) e outro que era parte da avaliação e deveria ser construído no dia da prova (MC-AVAL). Para esse trabalho propusemos dois estudos complementares para avaliação do efeito da elaboração do MC-PREP sobre as características estruturais e semânticas do MC-AVAL (Estudo I) e avaliação da relação entre características estruturais e semânticas do MC-AVAL e o entendimento conceitual dos alunos sobre a Astronomia no contexto do surgimento da Ciência Moderna e do avanço científico-tecnológico (Estudo II). Como metodologia, utilizamos análises que consideram os mapas sobre os níveis de conceito, proposição e rede proposicional, oferecendo várias perspectivas sob as quais os mapas conceituais elaborados pelos alunos podem ser avaliados. No Estudo I foi possível verificar que a elaboração do MC-PREP não influenciou nas características estruturais do MC-AVAL, mas influenciou nas características semânticas, de modo que os alunos construíram mais proposições apropriadas e mostraram uma baixa incidência de fuga à pergunta focal. No Estudo II verificamos que os fatores dos MC-AVAL que são positivamente correlacionáveis com o entendimento conceitual dos alunos sobre o tema são, principalmente, a quantidade de proposições apropriadas e a escolha de conceitos mais complexos para compor o mapa de prova. Concluímos com esse trabalho que para alunos bem treinados na técnica de mapeamento conceitual a elaboração de um mapa conceitual preparatório não influencia nas características do mapa de prova mesmo estando próximos da etapa de treinamento. Isso foi explicado pelas características restritivas da demanda e pela proficiência dos alunos. Sob os aspectos semânticos constatamos que a preparação dos alunos influenciou positivamente nas características do MC-AVAL e também que os mapas obtidos eram correlacionáveis com o conhecimento declarativo dos alunos, podendo ser utilizados como ferramentas para avaliação da aprendizagem. / Concept maps are graphic organizers that favor the explicit description of conceptual relationships due to the need to prepare them from propositions that containing a binding term. The challenge to obtain concept maps prepared by students that are correlated with part of their mental models is an obstacle that deserves further investigation. Two important aspects can usually be neglected by teachers who use concept maps in the classroom: (i) the need to train students in the concept mapping technique, and (ii) the importance of to define how the concept maps are requested to students. These two aspects of assessment task with the use of maps generated in students working memory cognitive loads that need to be managed. The neglect of these factors results in superficial concept maps and low semantic clarity that do not reflect the conceptual organization that is contained in cognitive structure of mapper. In this work we investigate the use of concept maps as an assessment tool in one of the moments of discipline ACH 0131 Natural Science offered to first year undergraduate students, in order to verify the conceptual knowledge of students about astronomy from the perspective of technological and scientific development. Two concept maps were considered in this study: the first done one week before the test and that could be used as reference material (CM-PREP) and other that was a part of the test and should be done on day test (CM-EVAL). For this work we proposed two complementary studies to evaluate the effect of the preparation of CM-PREP about the structural and semantic features of the CM-EVAL (Study I) and evaluation of the relationship between structural and semantic features of the CM-EVAL and conceptual understanding of students about astronomy in the context of the emergence of modern science and scientific-technological development (Study II). As methodology were used the analyzes that consider the maps on the levels of concept, proposition and propositional network, offering several perspectives under which the conceptual maps prepared by students can be evaluated. The Study I showed that the development of CM-PREP did not influence the structural features of the CM-EVAL, but influenced the semantic features, so the students used more appropriate propositions and showed a low incidence of escape of the focal question. The Study II verified that the factors of CM-EVAL that are positively correlated with the conceptual understanding of students on the subject are mainly the amount of appropriate propositions and the choice of more complex concepts to compose the test map. We conclude with this work that for well trained students in the concept mapping technique the elaboration of a preparatory concept map does not influence the test map structural features even being near to the training stage. This was explained by the restrictive characteristics of demand and the proficiency of students. On the semantic aspects we observed that the preparation of the students had a positive effect on CM-EVAL features and also that the obtained maps were correlated with the declarative knowledge of the students and can be used as tools for learning assessment.

Este trabalho defende a inserção da tradução de textos especializados na formação específica para o ensino de língua inglesa. A ideia justifica-se pela carência de cursos de graduação em Tradução no país e de disciplinas autônomas de familiarização em tradução nos cursos de Licenciatura em Letras. Propõe-se uma alternativa pedagógica em Tradução para futuros docentes com o objetivo de instrumentalizá-los e familiarizá-los nesta área, de forma qualificada, e incentivá-los a buscar outra habilitação profissional no futuro, caso seja de seu interesse. A partir de uma revisão sobre Didática da Tradução, Estudos da Tradução, Teoria da Assimilação, texto e linguagem especializados, apresenta-se uma proposta didática para uma disciplina específica que trate da tradução de textos científicos. A proposta está articulada com uma metodologia particular de coleta de dados, que partiu do pressuposto da validade de mapas conceituais como uma estratégia eficiente de ensino. / This doctoral thesis advocates the inclusion of the theme of translation of specialized texts in the field of English Language Teaching. This idea is considered here mainly because of two facts: i) there are few Translation Studies undergraduation courses in our country; and ii) there are no autonomous disciplines whose subject matter is the integration of translation studies in the English teaching course curriculum. A qualified integration of these two areas at an undergraduate level would provide a basis for the familiarization of prospective teachers with translation tasks of specialized languages, and possibly motivate them to obtain another professional qualification in the future. An educational proposal for an autonomous discipline of scientific text translation is presented, based on the areas of Didatics of Translation, Translation Studies, Assimilation Theory and Languages for Specific Purposes. This proposal is structured in a specific data collection methodology which assumed that the concept map is an efficient teaching strategy.

Made available in DSpace on 2016-12-23T14:33:42Z (GMT). No. of bitstreams: 1 Dissertacao de Juliana Hiroko Kowata.pdf: 2482172 bytes, checksum: b039513d3e17d539a352e9d485167202 (MD5) Previous issue date: 2010-08-23 / A concept map is a schematic resource to represent and organize a set of meanings in a propositional structure. In a learning process, the practice of making and remaking concept maps might be considered as an effort to find out concepts and their meanings, giving rise to the knowledge in an explicit way. Computer aided programs can make the choice to use concept maps easier than before. Over the last few years, many basic functions in concept maps building, such as publishing and sharing, were facilitated by computer aided programs. An increasing interest in applying computational resources to automatically build concept maps from data sources by extracting concepts and linking words has emerged recently. In this thesis, we propose an approach focused on the recognition of concept maps core elements in texts and, in addition, we expose the results of the experiment conducted in the Brazilian Portuguese Language. / Um mapa conceitual é um recurso esquemático para representar e organizar um conjunto de significados em uma estrutura proposicional. No processo de aprendizagem, os atos de fazer e refazer mapas conceituais podem ser considerados como meios para identificar conceitos e seus significados, dando origem ao conhecimento de forma explícita. A aplicação de softwares para a construção de mapas conceituais estabeleceu um novo patamar na experiência de construção. Nesta década, houve um crescente interesse da comunidade acadêmica pela aplicação de recursos computacionais para a construção de mapas conceituais a partir de um conjunto de dados previamente definido, por meio da extração de conceitos e de relações. Esta dissertação propõe uma abordagem focada no reconhecimento de elementos para a construção de mapas conceituais a partir de textos, e adicionalmente, expõe os resultados de experimentos conduzidos com a Língua Portuguesa do Brasil.

Os mapas conceituais são ferramentas gráficas que possibilitam a representação dos modelos mentais do aluno. Devido a essa capacidade, o mapa conceitual pode ser utilizado como ferramenta avaliativa de conhecimento. O uso dessa ferramenta em sala de aula gera cargas na memória de trabalho que podem ser referentes ao conteúdo (carga intrínseca) ou à forma como esse recurso está sendo trabalhado na sala de aula (carga extrínseca). Este trabalho tem por objetivo investigar como os mapas conceituais auxiliam na avaliação da aprendizagem da disciplina Ciências da Natureza: Ciência, Cultura e Sociedade ofertada na Universidade de São Paulo para alunos ingressantes de diversos cursos de graduação (n = 64) durante o período de 2013.1 sobre o conteúdo de Mudanças Climáticas. Nas turmas avaliadas o mapa conceitual poderia ser utilizado como ferramenta de preparação para prova (MCPREP) como também era utilizado como parte da avaliação formal da disciplina (MC-AVAL). Essa pesquisa se constitui de três Estudos que investigam: 1. As diferenças de perfis de mapas conceituais obtidos na condição de MC-PREP x MCAVAL; 2. Se o grupo de alunos que fizeram MC-PREP tiveram MC-AVAL com perfil diferente daqueles que não fizeram; 3. A existência de uma correlação entre as características do MC-AVAL com o conhecimento declarativo dos estudantes. Os mapas conceituais foram avaliados considerando aspectos estruturais e semânticos. As metodologias das análises realizadas foram retiradas de trabalhos presente na literatura. Entre os aspectos semânticos estavam o uso de materiais instrucionais, a natureza das proposições, a presença de erros e a aderência a pergunta focal. Além dessas análises, foi verificada a presença de agrupamentos naturais que pudessem ser explicados com uso das categorias teóricas. A análise dos resultados indica que os mapas conceituais das condições MC-PREP e MC-AVAL são bastante distintas entre si, pois atendiam a objetivos educacionais diferentes. No Estudo 2 verificou-se que o MC-PREP não influenciou fortemente a elaboração do MC-AVAL, pois a diminuição da carga extrínseca provocada pela elaboração de MC-PREP não foi suficiente para mostrar diferenças entre os grupos, já que ambos estavam altamente treinados na técnica de mapeamento conceitual. Por fim, no Estudo 3, o principal fator correlacionando o conhecimento declarativo com a complexidade dos mapas conceituais foi o percentual de proposições apropriadas. As conclusões do trabalho são que a demanda de elaboração do mapa conceitual é realmente orientadora de produto, a elaboração de um mapa conceitual a mais em um grupo bem treinado na técnica não altera seu desempenho e o principal meio de avaliar os mapas conceituais deve ser a leitura de suas proposições constituintes. / Concept maps are graphical tools that allows the representation of the student\'s mental models. Due to this capacity, the concept map can be used as an assessement tool of knowledge. The use of this tool in the classroom generates loads in working memory which can be related to the content (intrinsic load) or how this feature is being used in the classroom (extrinsic load). This study aims to investigate how the concept maps help to assess learning in the Natural Science: Science, Culture and Society course offered at the University of São Paulo for students of various undergraduate courses (n = 64) during the 2013.1 on the content of climate change. In the course, conceptual map could be used as a preparation tool for test (CM-PREP) and was also used as part of the formal evaluation of the course (CM-EVAL). This research is composed of three studies that investigate: 1. Differences in conceptual maps profiles obtained on condition of CM-PREP x CMEVAL; 2. If the group of students who took CM-PREP had a different profile in CMAVAL of those who did not; 3. The existence of a correlation between CM-EVAL features with the declarative knowledge of students. Concept maps were evaluated considering structural and semantic aspects. The methodologies of analyzes are taken from other papers. Among the semantic aspects were the use of instructional materials, the nature of the propositions, the presence of errors and adhesion to focus question. In addition to these analyzes, it was verified the presence of natural groups that could be explained with the use of theoretical categories. Analysis of the results indicates that the conceptual maps of the CM-PREP and CM-EVAL conditions are quite distinct from each other as it catered to different educational goals. At the Study 2, it was found that the CM-PREP not strongly influenced the development of CM-EVAL, as the reduction of extrinsic charge caused by CM-PREP elaboration was not enough to show differences between the groups, since both were highly trained in conceptual mapping technique. Finally, in Study 3, the main factor correlating the declarative knowledge to the complexity of the conceptual maps was the percentage of appropriate propositions. We concluded that the demand of elaboration of the conceptual map is actually the guide to the type of conceptual map obtained, the elaboration of CM-PREP does not change in a well-trained group in the technique and the main method of assessing concept maps should be reading its propositions.

Concept maps provide a way to assess how well students have developed an organized understanding of how the concepts taught in a unit are interrelated and fit together. However, concept maps are challenging to score because of the idiosyncratic ways in which students organize their knowledge (McClure, Sonak, & Suen, 1999). The construct a map or C-mapping" task has been shown to capture students' organized understanding. This "C-mapping" task involves giving students a list of concepts and asking them to produce a map showing how these concepts are interrelated. The purpose of this study was twofold: (a) to determine to what extent the use of the restricted C-mapping technique coupled with the threefold scoring rubric produced reliable ratings of students conceptual understanding from two examinations, and (b) to project how the reliability of the mean ratings for individual students would likely vary as a function of the average number of raters and rating occasions from two examinations. Nearly three-fourths (73%) of the variability in the ratings for one exam and (43 %) of the variability for the other exam were due to dependable differences in the students' understanding detected by the raters. The rater inconsistencies were higher for one exam and somewhat lower for the other exam. The person-to-rater interaction was relatively small for one exam and somewhat higher for the other exam. The rater-by-occasion variance components were zero for both exams. The unexplained variance accounted for 19% on one exam and 14% on the other. The size of the reliability coefficient of student concept map scores varied across the two examinations. A reliability of .95 and .93 for relative and absolute decision was obtained for one exam. A reliability of .88 and .78. for absolute and relative decision was obtained for the other exam. Increasing the number of raters from one to two on one rating occasion would yield a greater increase in the reliability of the ratings at a lower cost than increasing the number of rating occasions. The same pattern holds for both exams.

No description available.

Background - Patients as active partners in their personal healthcare are key drivers to reducing costs, securing an effective usage of resources, and ensuring patient-provider satisfaction. Even though these benefits are acknowledged, a theoretical framework for the plethora of concepts used in this context, such as patient engagement, patient empowerment, or patient involvement is missing. Furthermore, the heterogeneous or synonymous usage of these terms leads to miscommunication, missing standard conceptual measures, and a deficiency in theory building and testing. Our objective is to show what the relationships and distinctions between concepts focussing on patients as active partners in their personal healthcare are. - Methods - systematic literature review was conducted to consolidate terms related to patients’ having an active role in their healthcare. From 442 articles screened in PubMed, a final set of 17 papers was included. Any articles conceptualising or presenting relationships between the concepts were included. Information was synthesised, and contradictions were unravelled systematically. The concepts and their relationships are structured and represented by employing a concept map. - Results - Patient-centredness is a concept dominantly influenced by health care providers and can enhance patients’ competencies, attitudes, and behaviours towards their personal healthcare. Enabling patients to become more empowered can ultimately lead to their greater involvement and engagement. Fostering an active role of patients can also increase their adherence to the care pathway. In general, patient engagement seems to be the most conclusive and furthest developed concept in terms of turning patients into active partners in their personal healthcare. - Conclusions We plead for a stricter demarcation and therefore a terminological standardisation of the terms in the future to avoid further ambiguity and miscommunication. The concept map presents a basis for a uniform understanding and application of the concepts. Through a comprehensive understanding of the terms and their dimensions, relationships between the concepts can be utilised, measures can be derived, and theory building and testing can be enhanced, leading to better acceptance and utilisation of concepts in healthcare services. Furthermore, patient engagement is presented to be the most conclusive and furthest developed concept in the subject area.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

Research has shown that there are gaps in knowledge between newly hired and experienced professionals and that some of these gaps are related to concepts, such as the concepts of object orientation. This problem, and the fact that most computer science majors want to work in the software industry, leads to questions regarding why these gaps exist and how students can be better prepared for their future careers. Against this background, this thesis addresses two theme-based perspectives that focus on students' views of concepts in Computer Science. The first theme-based perspective investigated the existence of potential Threshold Concepts in Computer Science. Such concepts should be troublesome, transformative, irreversible, and integrative. Qualitative methods have been mainly used and empirical data have been collected through semi-structured interviews, concept maps, and written stories. The results identified two Threshold Concepts, suggested several more, and then described the ways in which these concepts have transformed students. The second theme-based perspective took a phenomenographic approach to find the variation in how students understand concepts related to the software profession. Data were collected via semi-structured interviews. In one study the interviews were held in connection with role-playing where students took on the role of a newly hired programmer. The results show a variety of ways to experience the addressed phenomena in the student collective, ranging from superficial views that often have a practical nature to more sophisticated understandings that reflect a holistic approach, including a professional point of view. Educators can use the results to emphasize concepts that are important from students' perspectives. The phenomenographic outcome spaces can help teachers to reflect upon their own ways of seeing contrasted with student conceptions. I have indicated how variation theory can be applied to open more sophisticated ways of seeing, which in this context stresses the professional aspects to help students prepare for becoming professional software developers.