Este trabalho tem por objetivo levantar dados que permitam avaliar a qualidade do ensino nos Cursos de Ciências Contábeis. Dois aspectos são abordados dentre aqueles considerados como problema na atual estrutura dos cursos oferecidos pelas Instituições de Ensino Superior IES. O primeiro procura focalizar os conceitos relativos às questões pedagógicas, particularmente sobre a metodologia de ensino a ser adotada. Pretende-se mostrar a necessidade de um rompimento com a forma tradicional de se ministrar aulas, que é centrada no professor. Considerando todas as mudanças pela qual o mundo está passando e que determina uma mudança radical no perfil do formando na era da informação. O segundo aspecto é o de identificar o estado em que se encontram as IES no que diz respeito a apropriação da informática pelo ensino, a começar pela identificação da existência dos equipamentos à disposição de professores e alunos. / This work contributes to the study looking for quality improvements in Accountancy Course. In the actual structure of the courses offered in High School Institutes, two problematic aspects are aborded. The first point shows to Accountancy Teachers conceptions on pedagogic questions, particularly on Teaching Methodology to be followed. It is demanded a rupture with the traditional way of ministering classes, which is centralized in the teacher. Considering all the transformations ot de world, and the radical change that the Informatics Era determines to the performance of the graduands; de second point identifies the conditions that High School Institutes give to students and teachers, concerning Computer Aided Instruction (CAI) and avaliable computers for all.

Made available in DSpace on 2014-12-17T15:38:59Z (GMT). No. of bitstreams: 1 RosaAMC.pdf: 440716 bytes, checksum: 84a51f5a3e72b8b3414424b5c0e312dd (MD5) Previous issue date: 2006-05-19 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / School psychology can be considered a growing professional field in Brazil, in spite of the difficulties concerning both the role of the psychologists in the schools and the restrictions of the labor market. Professional training is one of the most problems faced by the area. The present study is an attempt to investigate the conceptions of school psychology and the practice of the school psychologists inside de educational agencies, from the point of view of the professional training, expressed by curricular supervised training. The reason for this choice was the important role played by supervised training in the process of professional training. To carry out this study, supervised training reports written in the 1980s and the 1990s used in the student evaluation process were examined. As the main results, we point out the co-existence during the 1980-decade of two models of psychological practice: the clinical and the educational, with the dominance of the first one. During the 1990-decade, we can observe the co-existence of the same models with the dominance (but not the hegemony) of the educational model, as shown by the activities of the students. In the 1980s, for instance, the most common activities were observation of the children (45.9%), teachers guidance (40.5%) and psychodiagnostic (37.8%). In the 1990s, the main activities were participation in staff briefings (66.6%), parents guidance (58.0%), teachers guidance (50.0%) and students counseling (41.6%). Aspects related to the importance of professional training - represented by curricular supervised training - to the professional practice are discussed / A Psicologia Escolar, apesar de apresentar dificuldades, principalmente relacionadas ao papel que deve ser desempenhado por seus profissionais nas institui??es educativas e ? inser??o dos mesmos no mercado de trabalho, ? uma ?rea em crescimento. A forma??o acad?mica, al?m de outras inst?ncias, desempenha um importante papel nos problemas enfrentados pela Psicologia Escolar. Este trabalho constitui-se em uma investiga??o das concep??es de Psicologia Escolar e da pr?tica nas institui??es educativas, sob o ponto de vista da forma??o acad?mica, representada pelo est?gio curricular supervisionado. O est?gio curricular supervisionado foi escolhido por ser uma etapa representativa dentro do processo da forma??o. Para realizar este estudo, analisamos os relat?rios de est?gio, documentos elaborados ao final do est?gio como requisito para aprova??o nesta atividade curricular, das d?cadas de 1980 e 1990. Como resultados principais, destacamos a coexist?ncia, durante a d?cada de 1980, de dois modelos de atua??o psicol?gica comuns no meio educativo, o modelo cl?nico e o educacional, com a predomin?ncia do primeiro modelo. Durante a d?cada de 1990, ocorre essa mesma coexist?ncia, por?m a predomin?ncia passa a ser do modelo educacional. Percebemos que este ?ltimo assume a posi??o de mais adequado, mas n?o consegue a consolida??o. As atividades praticadas pelos estagi?rios evidenciam essa mescla entre os dois principais modelos de atua??o. Na d?cada de 1980, por exemplo, as atividades mais comuns foram a observa??o das crian?as (45,9%), a orienta??o de professores (40,5%) e o psicodiagn?stico (37,8%), enquanto que em 1990, as atividades mais praticadas foram a participa??o em reuni?es com equipe t?cnica (66,6 %), a orienta??o de pais (58,0 %), a orienta??o de professores (50,0 %) e o atendimento individualizado com alunos (41,6 %). As conclus?es voltam-se para uma forma??o acad?mica, representada pelo est?gio curricular supervisionado, em sintonia com o exerc?cio profissional

[pt] Este trabalho tem como objetivo estudar as vozes discursivas envolvidas no ensino de gramática da língua portuguesa no contexto escolar: a voz do sistema educacional, de instituições escolares, de professores, de alunos e da família. O estudo dessas vozes que compartilham o mesmo universo discursivo e das concepções que expressam sobre questões relacionadas à gramática foi feito a partir das noções de voz, dialogismo e polifonia de Bakhtin (1981, 2000) e das contribuições de vários estudiosos a respeito do ensino de língua portuguesa (Bagno, 1999, 2002; Geraldi, 1987, 1996, 2002; Perini, 2001; Possenti, 1996, 2002). O corpus principal da pesquisa compõe-se de dados do discurso oral, tendo sido gravadas e transcritas 52 entrevistas, com professoras, alunos e mães de alunos de 5a a 8a série de duas escolas, uma particular e outra municipal. Uma vice-diretora e uma coordenadora foram entrevistadas, representando as duas escolas. O texto dos Parâmetros Curriculares Nacionais (PCNs) para a língua portuguesa foi anexado ao corpus coletado para esta pesquisa, buscando-se identificar, através deles, a voz do sistema educacional. O confronto de vozes foi feito a partir de cinco temas que afloraram dos dados: ensino de gramática, conteúdos, finalidades, modos de ensinar/aprender e variação lingüística. Investigamos cada uma das vozes discursivas de modo a perceber como o enunciado de uma voz reflete o enunciado de outra, enfatizando os aspectos em que tais vozes ecoam simultaneamente. Esse confronto de vozes nos possibilitou fazer a descrição e análise de diferentes percepções quanto ao ensino de gramática; identificar as contribuições das novas teorias lingüísticas incorporadas ao ensino de língua portuguesa; e verificar que as concepções de língua, gramática e ensino de língua direcionam o fazer pedagógico e que, para os alunos, o sucesso do ensino está relacionado ao modo como este é implementado em sala de aula. / [en] This research investigates the discursive voices involved in the teaching of Portuguese grammar in school contexts: the voice of the educational system, schools, teachers, students and families. The study of these voices which share the same discursive universe, as well as the conceptions they express about grammar, was based on Bakhtin`s (1981, 2000) notions of voice, dialogism and polyphony and on the contributions of research work about Portuguese language teaching (Bagno, 1999, 2002; Geraldi, 1987, 1996, 2002; Perini, 2001; Possenti, 1996, 2002). The main corpus of this study is composed of spoken discourse data that were recorded and transcribed. Interviews (N=52) with teachers, students and student mothers from 5th to 8th grades were conducted in two schools, a private and a public one. A vice-director and a coordinator were interviewed, representing each school. The text of the National Curriculum Parameters (PCNs) for the Portuguese language was added to the corpus in order to represent the voice of the educational system voice. The confrontation of voices is developed around five themes that emerged from the data: grammar teaching, contents, purposes, ways of teaching/learning and linguistic variation. We investigated each discursive voice in order to check how the discourse of a voice reflects the discourse of another voice, emphasizing the aspects in which such voices echo simultaneously. This confrontation of voices allowed us to describe and analyze the different perceptions related to grammar teaching; to identify the contributions of new linguistic theories to Portuguese teaching; to verify that language, grammar and language teaching conceptions affect pedagogic practice; and to realize that, for students, teaching success is related to the way this practice is implemented by teachers in the classroom.

An exploratory case study research design was followed to explore and categorize 23 pre-service physics teachers’ understanding in the fields of superconductivity and nanotechnology at the Sultan Qaboos University in Oman. To elicit their responses, a five-stage categorical framework analysis was used. The five stages included identification of the thematic framework, familiarization, coding, placing the categories on a chart and finally, interpretation. A conceptual survey test (Conceptual Survey of Superconductivity and Nanotechnology) was administered to the pre-service physics teachers to form four independently homogenous ability focus groups. This was followed by focus group discussions whose data were analyzed to group their conceptions in both the epistemological as well as ontological categories. From the focus group discussions, six categories were considered from previous studies, namely; lateral alternative conceptions, ontological conceptions, naïve physics, Ohm’s p-primes, mixed conceptions and loose ideas. Since this was a pre-instructional study, naïve physics ideas and lateral alternative conceptions were dominant. Naïve physics refers to the untrained student or human perception of various physical phenomena while lateral alternative conception refers the misconceptions individuals have on ideas that may be inconsistent with scientifically acceptable facts. Findings indicate that the pre-service teachers’ conceptions deviated from canonical scientific concepts, are diversified and inconsistent. The knowledge on pre-instructional conceptions will influence the development of evidence-based pedagogy, which is fundamental to the development of an effective physics education curriculum. / Institute for Science and Technology Education (ISTE) / M. Sc. (Physics Education)

No description available.

本研究主要目的有三：（一）探討國小六年級學生在學習「地球的運動」前所具有的另類概念類型，及與空間能力的關係；（二）探討「地球的運動」單元各主要概念是否有發展的先後順序，及「地球形狀概念與重力概念發展」模式的適當性；（三）設計整合的概念改變教學策略，探討高、低空間能力者在不同教學層次與學習方式上的概念改變立即學習效果如何。進一步探討學習效果的持續性如何。並討論影響學生概念改變的可能因素，期能提供教學者及後續研究者之參考。 為完成前述研究目的，本研究進行研究一與研究二兩個研究，所使用的研究工具包括：地球的運動開放式紙筆測驗、地球的運動封閉式紙筆測驗、空間能力測驗、深層處理學生手冊和教學活動設計、淺層處理教學活動設計等，除空間能力測驗外，皆進行預試及修正。在研究一裡，採用問卷調查法及晤談法，以地球的運動開放式紙筆測驗，選取台北市萬興和萬福國小共235名學生為對象，考驗主要概念的發展順序。並依照空間能力測驗的結果找出前後各33﹪的學生列為高低空間能力者，考驗其在科學概念上是否有所差異。本研究一的主要結論如下： 1.高空間能力者在地球形狀、重力概念、晝夜成因、四季成因的科學概念，皆優於低空間能力者。 2.「地球形狀與重力概念的發展模式」是適當的，且各主要概念間有發展的順序存在，而學生的概念是「自然－文化－發展成熟度」三者的函數。 在研究二裡，採用準實驗研究法，首先設計「地球的運動」概念改變教學策略課程，並選取台北市萬興國小及萬福國小六年級各四個班級，共128位學生為對象，進行兩週的教學實驗，隨後進行紙筆測驗立即後測，間隔四週後進行延宕後測。根據研究所獲得資料進行分析，結論如下： 1.本研究之整合概念改變教學策略，有助於學生地球的運動相關概念的改變的立即效果和延宕效果。 2.接受深層處理的概念改變立即效果和延宕效果，皆優於接受淺層處理學習的效果。 3.配對合作學習效果會因為教學層次不同而有所不同，接受深層處理來學習時，配對合作的概念改變立即效果和延宕效果會優於個別學習。但當學生接受淺層處理時，配對合作學習與個別學習的概念改變立即效果和延宕效果並無差異。 4.配對合作學習效果會因為空間能力不同而有所不同，低空間能力學生，配對合作的概念改變立即效果和延宕效果會優於個別學習。但高空間能力學生，配對合作學習與個別學習的概念改變立即效果和延宕效果並無差異。 根據研究結果，本研究提出建議，以提供教育行政單位、國小自然科教師、課程設計者以及未來相關研究之參考。 / The purposes of this dissertation were: (1) to probe into the alternative conceptions of the students about earth's motion, and the relationship between these conceptions and spatial ability; (2) to identify the developmental sequence and model of the main concepts, and verify the model is adequate; (3) to design the instructional strategy of conceptual change and explore the learning effects that high- and low-spatial ability in different processing levels and learning styles. At last, the researcher identified the retention effect, and analyzed the factors that may influence on the conceptual change. For these purposes, the whole study was divided into study Ⅰ and Ⅱ. The instruments employed in this study included: The open-ended question test and the multiple-choice test of earth's motion, the spatial ability test, the curricula and student's manual for conceptual change teaching strategy. Except the spatial ability test, the item analysis and pilot study of the others were conducted to determine the reliability and validity, and promote the quality of this study. The study Ⅰ employed questionnaire survey and interview based on the open-ended question test of earth's motion. The participants were 235 sixth grade students from two elementary schools in Taipei. Through the data, the researcher investigated the developmental sequence of children's conceptual knowledge about the earth's motion. All students were classified as being of high- or low-ability group according to their performance on the spatial ability test. High- and Low-ability students scored upper and lower 33﹪ score of all students separately. Then the researcher examined the difference between high- and low-ability group on the performance of the open-ended question test. The main conclusions of study Ⅰ were as follows: 1. A t-test on the pretest indicated significant discrepancy for ability. In all concepts that included earth's shape, gravity concept, the causes of day/night and seasons, high- ability students outscored low-ability students. 2.The developmental model of earth's shape and gravity concept was adequate. There were developmental sequences among the main concepts. Student's conceptions are the function of physico-cultural and their developmental maturity. The study Ⅱ employed quasi-experimental design. At first, the researcher designed the teaching curricula of conceptual change. Then the researcher experimented on 8 classes of 128 students from two elementary schools in Taipei. Four intact classes were randomly assigned to different experimental groups in each school. Four groups were administered the pretest two weeks before the experimental treatment. After two weeks' instruction, all subjects accepted the posttest and delayed-test of earth's motion after 4 weeks. The results were as follows: 1.The instructional strategy of conceptual change that the researcher integrated had immediate and delayed effects. 2.Students learning by deep processing performed significantly better than the learning by superficial processing on the posttest and delayed-test. 3.The learning effect of cooperative dyads depended on the levels of processing. Students learning by deep processing environment, cooperative learning group did perform better than individual learning group on the posttest and delayed-test. Conversely, the result indicated no significant difference on the posttest and delayed-test between cooperative and individual learning. 4.The learning effect of cooperative dyads depended on the levels of spatial ability. Low-ability students with cooperative learning did perform better than those with individual learning on posttest and delayed-test. The performance of high-ability students showed no significant difference on posttest and delayed-test. Based on the results, these suggestions are proposed for educational administration institution, elementary teachers for science education, curricula designer, and future researchers.

<p>The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named &ldquo / Culture Secondary School&rdquo / have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learners&rsquo / pre- and post-test conceptions of fermentation with special reference to traditional beer or &ldquo / Umqombothi&rdquo / , an Attitudes to Science (ATS) questionnaire which was used to find out the learners&rsquo / worldviews, a Science Achievement Test (SAT) which was used to assess the learners&rsquo / generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners&rsquo / home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gatherred were both analyzed in terms of qualitative and quantitative descriptions.</p>

This dissertation focuses on continuity and change in a local knowledge culture, the nursing teacher education in Stockholm, during the years between 1958 and 1999, with a strong emphasis on conceptions of knowledge and learning. Concepts of analysis come from Basil Bernstein, Ludwik Fleck, Reinhart Koselleck and gender theory. The study is based on archived documents and interviews with nursing teacher educators. The results show continuity as well as change of the knowledge culture. The first period, 1958-1974, shows continuity in relation to the space of experience. Methodical knowledge is important. The second time period, 1975-1978, is characterized by great changes, starting with a distinct break when prior conceptions and values are discarded. The focus on important, external knowledge of the earlier period is replaced by the conception that the human being and her inner abilities and characteristics are the most important resources for the profession. Conceptions and values are not completely abandoned during the last time period, 1979-1999. Values connected to personality development remain, but new values appear as a consequence of state governance towards research basis. The spirit of time, new co-workers, changed state governance, the ideological characteristics of values as well as a female dominance within the education allow an understanding of the great change in conceptions and values in the middle of the 1970’s.  A stable staff of nursing teacher educators, the specific ideological and gender coded features of the values and a traditional distinctiveness and separation from other teacher education programs allow an understanding of the stability of the personality development element. The male gender coding of the content during the first period could be understood by the influence of physicians on the education, state governance towards education technology and harmony with the space of experience. During the whole of the studied time period, there are female coded conceptions regarding the work of the nursing teacher educators; collectivity, emphasis on practical action and control of - closeness to the student group. / När praktikgrundad kunskap möter högskolan

Syftet med föreliggande avhandlingsarbete är att få större kunskap om några av förutsättningarna för förskolans pedagogiska verksamhet och få veta mer om vad som faktiskt sker ute i förskolans barngrupper. I avhandlingen kartläggs tolv förskollärares föreställningar om förskolan och uppfattningar om arbete, lek och inlärning samt hur de agerar i barngrupp med avseende på dessa begrepp. Föreställningar och uppfattningar hos tjuogoen lärarkandidater har också kartlagts, dels vid böljan av deras förskollärarutbildning, dels efter avslutad utbildning.1981 presenterade Socialstyrelsen en ny arbetsplan för förskolan. Den kan betraktas som ett försök till lösning av olika problem inom förskolan som utvecklats under en period av ca tio år. Arbete, lek och inlärning framställdes i arbetsplanen som centrala begrepp vilka gav struktur och innehåll åt förskolans pedagogiska verksamhet. I avhandlingen fokuseras föreställningar och uppfattningar. Dessa kan definieras som strukturerande och integrerande principer av övergripande art som är avgörande för hur en individ tolkar och värderar omvärlden. Förskollärarnas och lärarkandidaternas föreställningar och uppfattningar kartlades genom intervjuanalyser. En särskild kortsorteringsuppgift konstruerades och gavs i samband med intervjuerna. Förskollärarna observerades också i barngrupp.Resultatet visar att några av förskollärarna hade föreställningar om förskolan som "en institution för kompensation" eller som "en institution för utveckling". De flesta av dem såg förskolan som "en institution för anpassning". De hade även skilda uppfattningar om arbete, lek och inlärning. De olika uppfattningskategorierna kan sägas ge uttryck för ett mer eller mindre "pedagogiserat" eller "psykologiserat" synsätt; "vuxencentrerat" eller "barncentrerat" synsätt Observationerna visar att förskollärarna inte helt agerade i enlighet med den syn de gav uttryck för i intervjuerna. De agerade mer lika varandra i praktiken än vad man hade anledning att anta. De flesta av dem uttryckte i sin praktik att förskolan är en institution för "anpassning", endast få gav uttryck för "utveckling" och ingen alls för "kompensation". De uppfattningar som främst kom till uttryck i praktiken var att arbete är "förelagd uppgift", lek är en "terapeutisk nödvändighet" och inlärning är "social träning". I avhandlingen diskuteras resultaten i belysning av förskolans utveckling under 1970-talet. Professionalisering, yttre förutsättningar för verksamheten och förskolans tradition är begrepp som också används i diskussionen och för förklaring av resultaten. / The purpose of this dissertation is to acquire greater knowledge of some of the conditions of the educational activities of pre-school as well as of what is actually going on in pre-school. The study examines twelve pre-school teachers' notions of pre-school and conceptions of work, play and learning and how they interact with children with respect to these concepts. The notions and conceptions of a group of twenty-one trainee teachers have also been studied at the beginning and at the end of their training. In 1981 a new plan for pre-schooling was presented by The National Board of Health and Welfare which can be regarded as an attempt at solving pre-school problems arisen the last ten year period. Work, play and learning were the central concepts in the plan, providing pre-school, day-nurseries and part-time-groups, with structure and content. In the study, notions and conceptions are key-words. They can be defined as structuring and integrating, comprehensive principles determining how an individual interprets and evaluates the surrounding world. Notions and conceptions are examined through interview analyses. A special classification item was designed and administered in connection with the interviews. The pre-school teachers were also observed interacting with the group of children for fifteen hours.The results show that some of the pre-school teachers had notions of pre-school as "an institution for compensation" or as "an institution for development". Most of them regarded pre-school as "an institution for adjustment". They also had different conceptions of work, play and learning. The categories of conceptions express a more or less "educationalized" or "psychologized" attitude, an "adult-referenced" or "child-referenced" attitude. Regarding the conceptions of activities it is maintained that the trainee teachers have become "educationalized" in the course of their training. They expressed fewer notions that can be described as "child-referenced" or " psychologized". The observations show that the pre-school teachers did not act quite in accordance with the view they expressed in the interviews. They acted more uniformly than could be expected. The practices of most pre-school teachers indicated pre-school as "an institution for adjustment", only rarely "development", never "compensation". The most frequent conceptions expressed in their practices were that work is "assigned tasks", play is a "therapeutic necessity" and learning is "social training". The results are dicussed in the light of the development of pre-school in Sweden during the 1970s. Professionally, frame-factors, tradition in pre-school are important concepts for the understanding of the results. / digitalisering@umu

Place, culture, identity: A critical discourse analysis of media representations in Västerbotten The aim of this thesis is to analyse how representations in newspaper media constructs and reconstructs conceptions of place, culture and identity in the county of Västerbotten located in northern Sweden. The study is based on 26 different newspaper articles from two local agencies located in Västerbotten, Folkbladet and Västerbottens-kuriren. Adopting the method Critical Discourse Analysis (CDA), this paper explores how differentiation is made through the use of language and how media divides and represents different characteristics as symbolic of the municipality Umeå, the hinterland (inlandet) and the county of Västerbotten. Even though the study shows that there are multiple different opinions regarding the "true" culture and identitity of the different spaces, the study reveals the presence of a political neoliberal agenda that aims to redefine the locals idea of culture in the different communities for marketing purposes. It is found that media representations are influenced by a political attempt to present the geographical spaces as a part of a new and exotic cultural centre in Europe, wherefor the articles reflect an ongoing conflict of definition between locals and politicians in Västerbotten.