<p><font size="3"> <p>The purpose of this study was to investigate the difficulties encountered by the grade ten township learners with respect to the concept of electricity. More specifically, the study attempted to explore the learners&rsquo / scientific knowledge by investigating their conceptions or alternative conceptions about electricity / the influence of learners&rsquo / age, career interests and gender issues on their conceptions of electricity and / the effectiveness of concept mapping (a pedagogic tool designed by Novak in the 1970s) in facilitating the learners&rsquo / understanding of electricity. The study was premised on socio-cultural constructivism as well as meaningful learning as espoused by Ausubel (1968). A Pre-Test-Post-Test Control Group Design was adopted in the study in which two comparable groups were used. The data was analyzed using both qualitative and quantitative research methods and the instruments that were used included a conception of electricity (COET) (originally adopted and administered in the Western Cape, Northern Cape provinces and in Norway in 1999 for the purpose of Science and Technology Literacy Project (STLP) with the hope that their reliability and validity was guaranteed) / selected learner interviews and evaluation forms. The summary of findings has suggested that the Grade ten learners held misconceptions about the concept of electricity even after they were exposed to intervention that included concept mapping. In terms of the gender issues, there was no significant difference in performance between the boys and girls though the females outperformed their male counterparts at both groups. The underachievement of the older learners compared to the younger ones has also surfaced and that is against expectation since a number of studies carried out earlier (see Ogunniyi (1999)) have already corroborated such findings. With respect to career interests, what the learners indicated as their future dreams, i.e. what they intend to do and become, seems to have been influenced their performance at the pre- and post-test stages.</p> </font></p>

<p><font size="3"> <p>The purpose of this study was to investigate the difficulties encountered by the grade ten township learners with respect to the concept of electricity. More specifically, the study attempted to explore the learners&rsquo / scientific knowledge by investigating their conceptions or alternative conceptions about electricity / the influence of learners&rsquo / age, career interests and gender issues on their conceptions of electricity and / the effectiveness of concept mapping (a pedagogic tool designed by Novak in the 1970s) in facilitating the learners&rsquo / understanding of electricity. The study was premised on socio-cultural constructivism as well as meaningful learning as espoused by Ausubel (1968). A Pre-Test-Post-Test Control Group Design was adopted in the study in which two comparable groups were used. The data was analyzed using both qualitative and quantitative research methods and the instruments that were used included a conception of electricity (COET) (originally adopted and administered in the Western Cape, Northern Cape provinces and in Norway in 1999 for the purpose of Science and Technology Literacy Project (STLP) with the hope that their reliability and validity was guaranteed) / selected learner interviews and evaluation forms. The summary of findings has suggested that the Grade ten learners held misconceptions about the concept of electricity even after they were exposed to intervention that included concept mapping. In terms of the gender issues, there was no significant difference in performance between the boys and girls though the females outperformed their male counterparts at both groups. The underachievement of the older learners compared to the younger ones has also surfaced and that is against expectation since a number of studies carried out earlier (see Ogunniyi (1999)) have already corroborated such findings. With respect to career interests, what the learners indicated as their future dreams, i.e. what they intend to do and become, seems to have been influenced their performance at the pre- and post-test stages.</p> </font></p>

This study was conducted to explore the effectiveness of analogy-enhanced instruction accompanied with concept maps over traditionally designed chemistry introduction on understanding of acid-base concept and attitude toward chemistry as a school subject. 81 8th grade students from two classes of a chemistry course taught by the same teacher in Nuh Eskiyapan Primary School in Ankara in 2003-2004 fall semesters were enrolled in the study. There were two groups of students. During the treatment, students in the control group were instructed only with traditionally designed instruction. Students in the experimental group studied with the analogy-enhanced instruction accompanied with concept maps through teacher lecture. Both groups were administered Acid-Base Chemistry Achievement Test and Attitude Scale toward Chemistry as a School Subject as pre-tests and post-tests. Logical Thinking Ability Test was given to both groups at the beginning of the study to determine students&rsquo / logical thinking ability levels. Research data were analyzed by using (SPSS 12.0) ANCOVA and t-test. As a result of the research, it was obviously seen that analogy-enhanced instruction accompanied with concept maps caused a significantly better acquisition of scientific conception related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.

The professional world, as well as, the single employee faces multiple challenges in daily routine. To improve individual health along with the whole organization, interventions are conducted. However, a summary of requirements for successful initiatives are not existing. The study describes a Group Concept Mapping approach with multinational and multidisciplinary experts in the area of organizational development. From 112 single requirements for successful interventions, finally the following 15 clusters are identified, which function as a framework for the implementation of interventions: (1) Context alignment/intervention fit, (2) Continual modification, (3) Assessment (situation &amp; risk)/ recurrent, (4) Planning/structural change processes, (5) Active collaboration from different stakeholders, (6) Transparent communication, (7) Pay attention to participants, (8) Leadership, (9) Supportive climate for learning, (10) Persistence/ complexity, (11) Point of departure/prerequisite, (12) Impact (what kind &amp; monitoring), (13) Perceived value, (14) Variation and (15) Single Statements.  The provided knowledge can be used by practitioners -especially consultants -in the process of planning, conducting and evaluating a successful initiative.

abstract: Contemporary urban food security in the US is influenced by complex, multidimensional, and multi-scale factors. However, most assessment methods and intervention efforts in food security research are: 1) narrowly focused on environmental factors (i.e. the presence or absence of quality food outlets), 2) divorced from the human dimension and, 3) ultimately disempower communities to affect change at the local level. New approaches are needed to capture the lived experiences and unique perspectives of people potentially most vulnerable to food insecurity, while also empowering people to become change agents in their lives and in the wider community. This thesis argues that sustainability problem solving frameworks such as transformational sustainability research (TSR), and community-based participatory research (CBPR) provide promising bases from which to address these deficiencies. Through interactive workshops with youth in Canyon Corridor, a neighborhood in Phoenix, Arizona, I demonstrate the potential of concept mapping, sketch mapping, and intervention mapping methods that prioritize participation and co-production of knowledge to: 1) better understand the contextual, community-identified factors that contribute to food security or food insecurity, 2) identify and adapt interventions for the local context and, 3) promote community agency and action. Workshop outcomes suggest the relevance of these frameworks and methods, and the potential for more people- and place-based approaches to food security research. / Dissertation/Thesis / M.A. Sustainability 2012

A Engenharia de Software é um processo participativo que envolve todos os interessados ativamente no projeto. Dentro de um domínio complexo, como a área do direito, os usuários e especialistas do domínio possuem um papel importante no processo de elicitação de requisitos, em especial na composição de requisitos de evolução de software para sistemas existentes, considerando que a especificação dos requisitos deve ser realizada de forma específica ao domínio. Contudo, as ambiguidades são um fenômeno cotidiano na área jurídica, devido à própria natureza deste domínio, e ainda o uso predominante da linguagem natural. Tais ambiguidades são refletidas nos requisitos de evolução dos sistemas de software usados no direito, por seus usuários e também por especialistas do domínio, ocasionando problemas de compreensão para os analistas de sistema. Os mapas conceituais apresentam-se como uma ferramenta cognitiva, sendo apta para o uso em processos de comunicação. O presente trabalho aplica os mapas conceituais no nível de comunicação entre usuários e especialistas do domínio jurídico e os analistas de sistema, visando a redução de ambiguidades nos requisitos de evolução de software na área jurídica. Um modelo foi formalizado e testado via experimentação, com a aplicação de um protótipo funcional junto a estudantes de graduação e profissionais do direito. Os resultados apontam uma redução das ambiguidades do tipo falta de clareza, apresentando que a metodologia proposta proporciona melhor interpretação dos requisitos de evolução de software do domínio jurídico para os analistas de sistema e facilita a produção de requisitos pelos usuários. / Software Engineering is a participatory process that involves all stakeholders actively in design. On a complex domain, such as juridical area, users and domain experts have an important role in requirements elicitation process, especially in composition of evolution requirements for existing systems, whereas that requirements specification must specific to domain. However, ambiguities are everyday event in juridical area, reason associated own nature of domain and predominant use of natural language. Such ambiguities are reflected in the evolution requirements of juridical software systems, users and domain experts, causing problems of understanding for systems analysts. The conceptual maps are introduce as cognitive tool, being appropriate for use in communication processes. This work applies conceptual maps in the level of communication between users and juridical experts to system analysts, with the goal to reduce ambiguities in evolution requirements of juridical systems. A model was designed and tested by experimentation, with application of a functional prototype to undergraduate students and law professionals. The results points the ambiguities reduction of unclarity category, showing that proposed methodology provides better interpretation of the software evolution requirements of the juridical domain systems for systems analysts and easy making user requirements.

A Engenharia de Software é um processo participativo que envolve todos os interessados ativamente no projeto. Dentro de um domínio complexo, como a área do direito, os usuários e especialistas do domínio possuem um papel importante no processo de elicitação de requisitos, em especial na composição de requisitos de evolução de software para sistemas existentes, considerando que a especificação dos requisitos deve ser realizada de forma específica ao domínio. Contudo, as ambiguidades são um fenômeno cotidiano na área jurídica, devido à própria natureza deste domínio, e ainda o uso predominante da linguagem natural. Tais ambiguidades são refletidas nos requisitos de evolução dos sistemas de software usados no direito, por seus usuários e também por especialistas do domínio, ocasionando problemas de compreensão para os analistas de sistema. Os mapas conceituais apresentam-se como uma ferramenta cognitiva, sendo apta para o uso em processos de comunicação. O presente trabalho aplica os mapas conceituais no nível de comunicação entre usuários e especialistas do domínio jurídico e os analistas de sistema, visando a redução de ambiguidades nos requisitos de evolução de software na área jurídica. Um modelo foi formalizado e testado via experimentação, com a aplicação de um protótipo funcional junto a estudantes de graduação e profissionais do direito. Os resultados apontam uma redução das ambiguidades do tipo falta de clareza, apresentando que a metodologia proposta proporciona melhor interpretação dos requisitos de evolução de software do domínio jurídico para os analistas de sistema e facilita a produção de requisitos pelos usuários. / Software Engineering is a participatory process that involves all stakeholders actively in design. On a complex domain, such as juridical area, users and domain experts have an important role in requirements elicitation process, especially in composition of evolution requirements for existing systems, whereas that requirements specification must specific to domain. However, ambiguities are everyday event in juridical area, reason associated own nature of domain and predominant use of natural language. Such ambiguities are reflected in the evolution requirements of juridical software systems, users and domain experts, causing problems of understanding for systems analysts. The conceptual maps are introduce as cognitive tool, being appropriate for use in communication processes. This work applies conceptual maps in the level of communication between users and juridical experts to system analysts, with the goal to reduce ambiguities in evolution requirements of juridical systems. A model was designed and tested by experimentation, with application of a functional prototype to undergraduate students and law professionals. The results points the ambiguities reduction of unclarity category, showing that proposed methodology provides better interpretation of the software evolution requirements of the juridical domain systems for systems analysts and easy making user requirements.

本研究目的在建構臺灣永續大學之評估指標，提供大學永續發展之參考。研究方法上，先採以文獻分析歸內出臺灣永續大學之59項評估指標，並以專家問卷進行指標的刪修與確立，建立48項臺灣永續大學評估指標，接者以概念構圖法及集群分析整合高等教育永續發展學者、永續政策行政主管及高等教育永續政策承辦人員對指標的重要性評估與分群以建立構面，最後求取各構面及指標權重，完成臺灣永續大學評估指標體系。根據研究之結果與分析，歸納主要結論如下： （一） 本研究建構之臺灣永續大學評估指標含「永續承諾與完整計畫」、「永續氛圍與營運規劃」、「永續課程與研究發展」、「永續環境與制度平等」及「永續推廣與專業培訓」等五大構面與48項指標。 （二） 五大構面於永續發展政策中所佔之分量與重要性，由高至低為「永續環境與制度平等」(22.51%)、的「永續氛圍與營運規劃」(20.96％)、的「永續課程與研究發展」(20.08％)、的「永續承諾與完整計畫」(18.42%)及「永續推廣與專業培訓」(18.08％)。 （三） 分析高等教育永續發展學者、永續政策行政主管及高等教育永續政策承辦人員的三方之意見。由綜合比較分析後發現： 1. 「永續承諾與完整計畫」構面的重要性具有高度共識。 2. 「永續課程與研究發展」是三方意見較具歧異之構面，於大學校園內工作之高等教育永續發展學者及永續政策行政主管較為重視此構面，而高等教育永續政策承辦人員則較為不重視。 3. 「1-3.永續發展計畫的制定」及「1-5.永續發展計畫的落實執行」受到三方群體皆高度重視的指標。 4. 「2-6.建立公開透明的課責機制」、「1-7.永續發展的刊物或文宣」與「3-1.開設永續發展相關課程」此三項指標則因各方利害關係人在大學永續發展中所扮演之角色不同而具有較大的差異。 本研究針對高等教育永續發展及未來研究方向提出具體建議。 關鍵字：永續大學、評估指標、概念構圖

The purpose of this study was to examine the conceptual understandings of 55 elementary preservice teachers for the concept of buoyancy. This study used Ausubel’s Assimilation Theory (Ausubel, 1963) as a framework for a 15-week intervention that used pre/post concept maps (Cmaps), pre/post face-to-face semi-structured interviews, and drawings as evidences for change of formation of cognitive structures. Using a convergent parallel design and mixed methods approach, preservice teachers’ conceptions were analyzed using these evidences. Results of the study show that preservice teachers held both scientific conceptions and misconceptions about buoyancy as a force before and after an instructional intervention. Of importance were the existence of robust misconceptions about buoyancy that included inaccurate scientific knowledge about the foundational concepts of gravity, weight, mass, and density. The largest gains in scientific knowledge included the concepts of gravity, surface area, opposing forces, and the buoyant force. These concepts were consistently supported with evidence from post-concept maps, post, semi-structured interviews, and drawings. However, high frequencies of misconceptions were associated with these same aforementioned concepts as well as additional misconceptions about buoyancy-related concepts (i.e., weight, density, displacement, and sinking/floating). A paired t test showed a statistically significant difference (t = -3.504, p = .001) in the total number of scientifically correct concepts for the pre-concept maps (M = 0.51, SD = .879) and post-concept maps (M = 1.25, SD = 1.542). The Cohen’s d effect size was small, .47. Even through gains for the pre/post concept maps were noted, a qualitative analysis of the results indicated that not only were there serious gaps in the participant’s scientific understanding of buoyancy, after the instructional intervention an increased number of misconceptions were presented alongside the newly learned concepts. A paired t test examining misconceptions showed that there was a statistically significant difference (t = -3.160, p = .003) in the total number of misconceptions for the pre-concept maps (M = 2.709, SD = 1.449) and post-concept maps (M = 3.363, SD = 2.094) after the intervention. The Cohen’s d effect size was small, .43. Taken together, these results revealed that, in general, the preservice teachers had understandings of buoyancy that align with children in preschool and elementary school (Biddulph and Osborne, 1983; Grimellini-Tomasini et al., 1990; Halford, Brown & Thompson, 1986; Hsin and Wu, 2011; Kohn, 1993; Rappolt-Schlichtmann et al., 2007; Yin et al., 2008). Based on these findings, implications for this study suggest that elementary preservice teacher candidates should be carefully screened to ensure they have mastered foundational scientific knowledge that they are expected to teach to children. As such knowledge is a prerequisite to the development of pedagogical content knowledge, it is unlikely that large numbers of robust misconceptions will be significantly reduced or eliminated during a science methods course that is designed to focus on pedagogical content knowledge.

La letteratura che studia perché le persone si impegnano nell’azione collettiva mostra due principali limitazioni: 1) l’utilizzo di un approccio di ricerca top- down e researcher-centered e 2) il mancato coinvolgimento attivo delle persone in ottica partecipata e co-costruita. Quanto detto mostrerebbe la necessità di applicare un approccio bottom-up che veda il coinvolgimento in prima persona degli attivisti. Il presente lavoro è un disegno di ricerca qualitativo multi-metodo concorrente nel quale sono state combinare due metodologie di ricerca: la Grounded Theory costruttivista (Studio 1) e il Concept Mapping (Studio 2), partendo dalla domanda di ricerca: quali sono le motivazioni che portano gli attivisti oggigiorno a impegnarsi nell’azione collettiva? Lo Studio 1 ha evidenziato, attraverso interviste semi-strutturate individuali, le componenti processuali che portano le persone a impegnarsi nell’azione collettiva. Lo Studio 2, attraverso uno sguardo sulla comunità degli attivisti e tramite un approccio partecipato, ha permesso di far emergere le motivazioni che portano gli attivisti a impegnarsi e come incentivare questo impegno. I risultati suggeriscono come l’azione collettiva non possa più vedere un lavoro e uno studio solo sul singolo che agisce in gruppo, ma dovrebbe prevedere un lavoro di comunità: del contesto, dell’associazione e delle persone che ne fanno parte. / The literature studying why people engage in collective action shows two main limitations: 1) the use of a top-down, researcher-centered research approach and 2) the lack of active involvement of people from a participatory, co-constructed perspective. This shows the need to apply a bottom-up approach with the active involvement of activists. The present work is a concurrent multi-method qualitative research design in which two research methodologies were combined: constructivist Grounded Theory (Study 1) and Concept Mapping (Study 2), starting from the research question: what are the motivations that lead activists today to engage in collective action? Study 1 highlighted, through individual semi-structured interviews, the processual components that lead people to engage in collective action. Study 2, through a focus on the activist community and through a participatory approach, uncovered the motivations that lead activists to engage and how to incentivize this engagement. Results suggest how scholars and professionals can no longer study and work in the collective action context only from the individual acting in a group point of view, but instead should involve community work: in the context, in the associations and with people who are part of it.