Cette recherche a consisté en le développement et la validation d'outils psychométriques servant à mesurer chez les étudiants une évolution dans les croyances épistémiques (c.-à-d. les croyances concernant les sciences, l'enseignement et l'apprentissage) et les attitudes épistémiques (c.-à-d. les conceptions, affects et valeurs envers des objets épistémiques comme la connaissance ou le savoir scientifique). Les valeurs et affects sont d'une importance primordiale dans l'éducation épistémologique, comme le sont les croyances ou les valeurs. Toutefois, ils semblent souvent négligés dans les approches pédagogiques ou dans la recherche. De plus, avant la présente recherche, il n'y avait pas d'instrument quantitatif fiable adapté au contexte français pour mesurer les croyances envers les sciences, l'enseignement et l'apprentissage. Pour ces raisons, nous avons développé dans la langue française un Questionnaire sur les Attitudes et les Croyances Epistémiques (QACE ou EBAI en anglais pour Epistemic Beliefs and Attitudes Inventory), qui est composé d'échelles de Likert et de différentiateurs sémantiques. Nous avons mené trois études. La première (Study 1) a été menée en France auprès de 283 étudiants pour explorer la structure de la première version du QACE (QACE1). Ensuite, cette version été utilisée pour évaluer l'impact de deux modules d'épistémologie sur les populations d'étudiants concernées. Les résultats ont indiqué une bonne consistance interne des échelles et leur capacité à mesurer des changements significatifs dans les attitudes et croyances épistémiques des étudiants. Dans une deuxième étude menée au Vietnam, nous avons examiné les propriétés psychométriques d'une traduction vietnamienne du QACE1 auprès de 228 étudiants ou professeurs (Study 2). Un résultat marquant est que les différentiateurs sémantiques se sont révélé être des outils novateurs simples et prometteurs pour mesurer les attitudes et croyances épistémiques. Cela peut être expliqué par leur robustesse psychométrique, leur forte sensibilité pour discriminer entre les groupes et la facilité avec laquelle on peut les adapter dans une autre culture. Troisièmement, la version préliminaire de l'instrument a été améliorée. Nous avons ensuite conduit en France une étude de validation de cette nouvelle version (QACE2) après de 729 étudiants (Study 3). Plusieurs construits théoriquement apparentés (comme le Epistemological Beliefs Inventory de Schraw et al., 2002; le Cognitive Complexity Indicator indiquant les position de Perry à partir du questionnaire Learning Environment Preferences de Moore, 1989; et l'échelle de dogmatisme de Shearman & Levine, 2006) ont été utilisés pour établir la validité du QACE2. Les résultats de la validation croisée sur les moitiés d'échantillons et de la fiabilité test-retest ont mis en évidence que le QACE2 est un outil fiable, stable et valide pour mesurer les croyances et attitudes épistémiques. Cette recherche a ouvert de nombreuses perspectives concernant, notamment, la vérification de la capacité du QACE2 à mesurer l'impact de modules d'épistémologie, la vérification de son adaptation à d'autres contextes francophones ou encore l'utilisation potentielle des différentiateurs sémantiques pour les recherches interculturelles sur l'épistémologie personnelle. / This research has focused on developing and validating psychometric tools to measure changes in university students' epistemic beliefs (i.e., beliefs about science, teaching, and learning) and epistemic attitudes (i.e., conceptions, affects, and values towards epistemic objects e.g., knowledge, scientific knowledge). Epistemic affects and values are of primary importance in epistemological education, as epistemic beliefs or conceptions do. However they seem to be often neglected in the pedagogical and research approaches. Moreover, before the present research, there was no reliable quantitative instrument to measure beliefs about science, learning and teaching specifically adapted to the French context. For these reasons, we developed the Epistemic Beliefs and Attitudes Inventory (EBAI), a set of Likert-type and semantic differential scales. We conducted three studies. The first study (Study 1) was conducted in France on 283 university students to explore the structure of the first version of the EBAI (EBAI1). The EBAI1 has then been used to evaluate the impact of two scientific epistemology related modules on the corresponding two students' populations. Results indicated robust internal consistencies of the scales and their ability to measure changes in students' epistemic beliefs and attitudes. In a second study, we preliminarily examined the psychometric properties of a Vietnamese translation of the EBAI1 in Vietnam with 228 participants, university students and teachers (Study 2). The results unravelled inadequacies of some scales to the Vietnamese context. One striking result is that the semantic differential scales appeared to be promising innovative and simple tools to measure epidemic attitudes and epistemic beliefs. We explain that by their strong psychometric properties, their high sensitivity in group discrimination, and the easiness to adapt them to another culture. Thirdly, the preliminary version of the instrument was revised for improvement and strengthening. We then conducted, in France, a validation study of this new version (EBAI2) among 729 students (Study 3). Several theoretically related constructs (e.g., general epistemological beliefs measured by the Epistemological Beliefs Inventory, Schraw et al., 2002; Cognitive Complexity Indicator indicating Perry's positions measured by the Learning Environment Preferences, Moore, 1989; and dogmatism measured by the Dogmatism Scale, Shearman & Levine, 2006) were used to establish the construct validity of the updated instrument (EBAI2). Results of double-split cross-validation and test-retest reliability showed a high reliability and temporal stability of the EBAI2. In summary, the findings supported that the EBAI2 is a reliable, stable and valid tool to measure epistemic beliefs and attitudes. This research opened many perspectives such as, for instance, checking for the EBAI2 ability to measure the impact of scientific epistemology related modules, checking for its adaptation to other francophone contexts, or using semantic differentials for cross-cultural researches in personal epistemology.

Made available in DSpace on 2016-04-27T16:33:00Z (GMT). No. of bitstreams: 1 Adriana Patricio Delgado.pdf: 6956190 bytes, checksum: 3bd8d9df657b78fca680aaf7cd7ca1b6 (MD5) Previous issue date: 2015-02-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The present work aims to study the views about the teacher profession expressed by senior students of the Pedagogy Major from a private Higher Education Institution, located in the city of São Paulo. We aimed to design a profile of those senior students of the Pedagogy major from the mentioned institution, as well as investigate which identity(ies) those students, throughout the stage of initial formation, build and which conception(s) they attribute to the teacher profession. In order to develop the investigation, we used methodological procedures of qualitative research (by means of interviews and dialogued exercise of analysis, with varied groups of students, documents and situations of the profession); and of quantitative research (by means of questionnaires), having as subjects 90 senior students of the Pedagogy major that answered the questionnaire and 10 of those who were interviewed. Besides the field research, we also used, as an investigative resource, the analysis of legal and institutional documents of the formative structure of the Pedagogy major. This study was guided by the main hypothesis that the students enroll in the major with a romanticized and naturalized conception of the teacher profession, that has come from the process of primary and secondary socialization, and that conception would be kept almost unaltered during the initial formation, reflecting on fragile and non-critical practices and expressions, permeated by common sense knowledge and by acquired technical-scientific knowledge. Authors such as Berger and Luckmann (socialization process), Claude Dubar (professional identity), Maurice Tardif (teacher knowledges), Pérez Gómez (school culture and teacher culture) and Carlos Marcelo Garcia (teacher professional development) contribute to the theoretical support for the research development. The results confirm the investigated hypothesis / A presente pesquisa tem como objeto de estudo as visões expressas acerca da profissão docente por alunos concluintes do curso de Pedagogia de uma instituição de Ensino Superior privada, localizada no município de São Paulo. Busca traçar o perfil desses alunos, bem como investigar qual/quais identidade/s esses alunos, ao longo da etapa da formação inicial, constroem e qual/quais concepção/ões atribuem à profissão docente. Para o desenvolvimento do trabalho, recorreu-se a procedimentos metodológicos da pesquisa qualitativa (por meio de entrevistas e exercício dialogado de análise, com grupos variados de alunos, de documentos e situações da profissão) e da pesquisa quantitativa (via questionários), tendo como sujeitos dessa pesquisa, um grupo de 90 alunos concluintes do curso de Pedagogia que responderam ao questionário e destes, dez foram entrevistados. Além da pesquisa de campo, recorreu-se também, como recurso investigativo, a análise de documentos institucionais e legais norteadores da estrutura formativa do curso de Pedagogia. Orienta este estudo, a hipótese principal de que os alunos ingressam no curso com uma concepção romantizada e naturalizada da profissão docente, oriunda do processo de socialização primária e secundária, que pouco se altera ao longo da formação inicial, refletidas em práticas e expressões acríticas, ainda muito voltadas a saberes de senso comum, e fragilizada no que se refere aos conhecimentos técnico-científicos adquiridos. Autores como Berger e Luckmann (processo de socialização), Claude Dubar (identidade profissional), Maurice Tardif (saberes da docência), Pérez Gómez (cultura escolar e cultura docente) e Carlos Marcelo Garcia (desenvolvimento profissional docente), por meio de seus estudos, fornecem os aportes teóricos fundantes para o desenvolvimento da pesquisa. Os resultados obtidos confirmam a hipótese investigada

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.

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.

The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment of student-centred approach to teaching in higher education in Ethiopia. The study was grounded on the assumption that instructors are unlikely to adopt student-centred approach to teaching unless their conceptions of teaching are developed and/or unless the teaching environment is supportive. To address the objective of the study, data were collected using a mixed methods research design using a sequential exploratory strategy. Based on this strategy, data were obtained first qualitatively from 20 instructors through interviews and classroom observations and then quantitatively from 160 instructors and 170 students through questionnaires. The data from the interviews and the classroom observations were analysed qualitatively using a phenomenographic approach and content analysis respectively whereas the data from the questionnaires were analysed statistically using SPSS. From this, frequencies, mean scores and percentages were computed in order to summarise and interpret responses. In addition, independent samples test and one-way ANOVA were applied to examine the differences in conceptions of and approaches to teaching among instructors. Furthermore, Pearson correlation coefficient was applied to examine the relationship between instructors‟ conceptions of teaching and their teaching practices. From the results, it was found that instructors‟ conceptions of teaching in the four universities incline towards the student-centred conception of teaching though there were also instructors whose conceptions of teaching were the traditional teacher-centred. Regarding teaching practices, although the instructors claimed that their teaching practices were student-centred, the results of the study appear to suggest that meaningful instructional practices were still under the influence of the traditional conception of teaching. In addition, numerous factors were found to be impeding the proper implementation of student-centred instruction including the background of the students, the instructors‟ obsession with lecturing and lack of enabling environment. Based on the findings, teaching improvement programs that develop instructors‟ conceptions of teaching were suggested. Furthermore, a supportive environment that enables instructors to translate their changed conceptions of teaching into their teaching practices was recommended. Finally, recommendations for further studies were provided. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment of student-centred approach to teaching in higher education in Ethiopia. The study was grounded on the assumption that instructors are unlikely to adopt student-centred approach to teaching unless their conceptions of teaching are developed and/or unless the teaching environment is supportive. To address the objective of the study, data were collected using a mixed methods research design using a sequential exploratory strategy. Based on this strategy, data were obtained first qualitatively from 20 instructors through interviews and classroom observations and then quantitatively from 160 instructors and 170 students through questionnaires. The data from the interviews and the classroom observations were analysed qualitatively using a phenomenographic approach and content analysis respectively whereas the data from the questionnaires were analysed statistically using SPSS. From this, frequencies, mean scores and percentages were computed in order to summarise and interpret responses. In addition, independent samples test and one-way ANOVA were applied to examine the differences in conceptions of and approaches to teaching among instructors. Furthermore, Pearson correlation coefficient was applied to examine the relationship between instructors‟ conceptions of teaching and their teaching practices. From the results, it was found that instructors‟ conceptions of teaching in the four universities incline towards the student-centred conception of teaching though there were also instructors whose conceptions of teaching were the traditional teacher-centred. Regarding teaching practices, although the instructors claimed that their teaching practices were student-centred, the results of the study appear to suggest that meaningful instructional practices were still under the influence of the traditional conception of teaching. In addition, numerous factors were found to be impeding the proper implementation of student-centred instruction including the background of the students, the instructors‟ obsession with lecturing and lack of enabling environment. Based on the findings, teaching improvement programs that develop instructors‟ conceptions of teaching were suggested. Furthermore, a supportive environment that enables instructors to translate their changed conceptions of teaching into their teaching practices was recommended. Finally, recommendations for further studies were provided. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)