The current study examined the conceptions of learning held by upper primary children in government schools in Brunei. Previous studies have shown that the conceptions of learning held by students influence the ways in which they approach learning tasks and, in turn, impact on their learning outcomes. However, the majority of these studies were carried out with university and secondary school students, with little research involving primary school children. A phenomenographic research approach was used to describe the qualitatively different ways in which a group of sixteen upper primary children experienced learning in two government schools in Brunei. Data were gathered using scenariobased semi]structured interviews. Iterative cycles of analysis revealed three categories of description depicting three qualitatively different ways in which the children experienced the phenomenon. The three categories of description were: learning as acquiring information (Category 1), learning as remembering information (Category 2) and learning as doing hands]on activities (Category 3). These categories indicate a variation in the ways in which upper primary children experience learning in government schools in Brunei. The conceptions of learning held by the children provide a platform from which educators and policy]makers can consider possibilities for meaningful learning in government schools in Brunei.

This thesis examines the potential of a learning outcome-led model of curriculum design to influence how students perceive learning in education studies within a modular context of a new university. It identifies and compares the conceptions of learning held by students and lecturers on traditional and outcome-led modules, and it explores and specifies the design factors which shape these conceptions. The issue is located within the interpretivist paradigm for the research seeks understanding which derives from the perceptions, attitudes and beliefs that students and their lecturers hold about learning in a given context. But the methodology employed is not wholly consistent with this paradigm, for a qualitative approach is complemented by the use of factor analysis techniques to facilitate the identification of the design features which influence how students perceive learning. The approach is thus eclectic drawing on quantitative methods to examine what is essentially qualitative data. An innovative model of learning outcome-led design is proposed, implemented and modified as a result of the research. The learner is placed at the centre of the learning experience which is defined as incorporating three domains: the teaching context; the assessment régime; and the directed learning undertaken by students outside of taught sessions. The model incorporates a trichotomy of outcomes which define the subject -specific, the transferable skills and the generic academic outcomes which influence directly both the content and process of learning, and which successful students are expected to achieve on completion of a module. The findings show that five design features influence how students perceive learning: the clarity of expectations; congruence between the content and process of each domain of the learning experience; direction in respect to the learning activities which should be undertaken in each domain to achieve the outcomes; and the content and process of the teaching context. The data suggest that a much higher profile should be given to metacognitive skills in curriculum development in HE because how students perceive both the process and the content of learning profoundly influences their conception of learning and, consistent with the underpinning theory, how they approach learning and therefore ultimately the kind of outcomes they achieve. The research leads to recommendations for the modification of the three models of learning in context; Ramsden (1988), Biggs (1990b) and Prosser (1995), which are presented and analysed in the thesis. The findings suggest that the learning experience should be redefined to specify the three domains - the teaching context, assessment régime and directed learning - and that clarity of expectations, metacognitive skills and congruence between the content and process of learning in each of the domains should be articulated as directly influencing students' conceptions of learning. The models should also seek to indicate that learning outcomes influence how students perceive learning, and that therefore they feature both at the starting point and as the end product of a contextualised learning process. The findings relating to students' conceptions of learning show that the study of outcome-led modules has resulted in a much greater degree of congruence between how lecturers and students perceive learning in a given module and that fewer students studying outcome-led modules hold a quantitative conception of learning. This suggests that the outcome-led model does have the potential to improve teaching and learning and consequently that there is an educational rationale for curriculum development premised on this model.

The investigation subject, conceptions on learning) originated from identified current ideas along our personal and professional trajectory in Early Childhood Education schools. By this search we aim to investigate learning conceptions of children, parents and teachers of Early Childhood Education and first year of Basic school. We aim also to identify the learning conceptions in National Curriculum Guidelines for Early Childhood Education- NCGECE (2010) and their probable implications to the conceptions of the children, their parents and teachers in a federal public school in Uberlândia-MG, Brazil, named ESEBA1. The study was structured based on qualitative approach and case study. We used Focus Group and document analysis as research instruments. The focus group allowed us to hear and to observe interactions between the participants in order to know their conceptions on learning in Early Childhood Education. We applied psychopedagogical diagnosis technique, named as educative pair as a point of departure in the study. We carried out a general interpretation on drawings, with psychopedagogical look and listening, so that we could achieve the research goals. Analyzing the NCGECE (2010) gave us clues to understand the guidelines of the current policies for Early Childhood Education. Methodological trajectory guided our look to organize data in thematic categories and subcategories. The first one, named as Learning is interacting by means of a mediator, we tried to specify the role of a mediator teacher in the children s development and learning. The second one, called Learning is living with different contexts and space, we studied the learning conceptions in different contexts, spaces and scenarios in school. The third category, Learning is experiencing and sharing experiences with family and school, we express the distinct experiences in school, the interaction to the families and teachers. The fourth category, Learn in kindergarten and first year of elementary school: isolated steps or process?, the complexity of the data triggered the organization of three thematic subcategories, named with extracts of the participants: in the first one, named as Did you know that my mum is teaching me to read and write? , we discuss the anticipation of learning processes in Early Education, due to social and politic pressure and expectations. In the second one, called Playtime is over. Now you\'ll have to study!, we expose the dichotomy between playing and studying. And in the last subcategory, The multiple languages that we are all connected to, we present ideas for the distinct forms of learning. However, we point out that the conceptions on learning are permeated with images and concepts originating from both the traditional and the interactionist paradigm. Both paradigms constitute the ideas and actions of each one, from the interactions to each other and to the knowledge objects. There is not a homogeneous and linear conception on what learning is. The conceptions are not static, but they are modified along lifetime according to the form of interacting to the world. There is not a right paradigm or a wrong one. There are conjectures on the need of dialogue, exchanging knowledge by means of the continuous formation of the families and teachers. / O tema de investigação, concepções de aprendizagem, originou-se das ideias correntes identificadas ao longo da trajetória pessoal/profissional nas escolas de Educação Infantil. Objetivamos, então, por meio desta pesquisa, investigar as concepções de aprendizagem de crianças, seus pais e professores na Educação Infantil e primeiro ano do Ensino Fundamental. E, identificar as concepções de aprendizagem nas DCNEI (2010) e as suas possíveis implicações diante das concepções das crianças, de seus pais e dos professores para a Educação Infantil da ESEBA, em Uberlândia. A pesquisa foi estruturada com base na abordagem qualitativa e na modalidade de pesquisa Estudo de Caso. Utilizamos Grupo Focal e análise documental como instrumentos que contemplaram as intenções da pesquisa. O Grupo Focal nos permitiu ouvir e observar as interações entre os participantes para conhecer suas concepções de aprendizagem em relação à Educação Infantil. Aplicamos uma técnica de diagnóstico psicopedagógico, denominada de par educativo, como ponto de partida do instrumento. Realizamos uma interpretação geral do desenho, com olhares e escuta de psicopedagoga, de tal modo que procuramos atingir os objetivos do estudo. Analisar as DCNEI (2010) nos ofereceu pistas para compreender as orientações das políticas atuais para a Educação Infantil. A trajetória metodológica orientou nossos olhares para a organização dos dados em categorias e em subcategorias temáticas. Na primeira categoria, Aprender é interagir e contar com a figura do mediador, procuramos desvendar o papel do professor mediador para o desenvolvimento e aprendizagem das crianças. Na segunda, Aprender é conviver com distintos contextos e espaços, tratamos das concepções de aprendizagem situadas em diferentes contextos, espaços e cenários da escola. A terceira categoria, Aprender é compartilhar e vivenciar experiências com a família e a escola, manifesta as distintas experiências vivenciadas na escola, as interações com os familiares e professores. Na quarta categoria, Aprender na Educação Infantil e primeiro ano do Ensino Fundamental: etapas isoladas ou processo? a complexidade dos dados desencadeou a organização de três subcategorias temáticas, nomeadas com extratos de falas dos participantes: Tia sabia que a minha mãe está me ensinando a ler e a escrever?! ; nessa discutimos sobre a antecipação de processos de aprendizagem na Educação Infantil em função das pressões /expectativas sociais e políticas. Na seguinte, Acabou a brincadeira. Agora vocês vão ter que estudar !, expusemos a dicotomia entre o brincar e o estudar. E na última subcategoria E, as múltiplas linguagens... estamos ligados nisso tudo , apresentamos as ideias para as distintas formas de expressão e aprendizagem das crianças. Contudo, assinalamos que as concepções de aprendizagem estão permeadas de imagens e conceitos originários tanto do paradigma tradicional como do interacionista. Ambos os paradigmas se constituem nas ideias e ações de cada um, a partir das interações com o outro e com os objetos de conhecimento. Pontuamos que não há uma concepção homogênea e linear sobre o que seja aprendizagem. As concepções não são estáticas, mas se modificam ao longo da vida, de acordo com a forma de interação no mundo. Salientamos que não há um paradigma certo ou errado. Conjecturamos, sim, sobre a necessidade de a escola dialogar, trocar conhecimentos por meio da formação permanente de famílias e de seus professores. / Mestre em Educação

This thesis is a report about the research study; it aims to map students' views of the future, importance of goals, learning instrumentality, attribution of choice goals and conceptions of learning by students. This text also deals with the relations of these variables. The research was conducted with 106 students of the same age from a grammar school. These students attended first class of the four-year study programme and fifth class of the eight-year study programme. The variables were compared between boys and girls and between students of four and eight year study programmes. The research study used quantitative and qualitative methods. A modified version of the Inventory of motivational goals importance and learning instrumentality (De Volder, Lens, 1982) was used. It was supplemented by questions about the attributional tendencies. Another method was essays, its subject was "one day in students' future". This method was supplemented by some questions. The qualitative analysis of the data was centred upon content and time analysis and aspects such as satisfaction, realism, elaborateness and alternativeness. The conceptions of learning were analysed by students' answers to the following question: "What do you actually mean by learning?". The categories of conceptions of learning were obtained...

Made available in DSpace on 2014-07-29T15:00:23Z (GMT). No. of bitstreams: 1 Dissertacao Flavia Damascena S Silva.pdf: 906339 bytes, checksum: ab62967dd4a983d33625898ca5c8c1a8 (MD5) Previous issue date: 2011-08-23 / The main objective of this research was to analyze and understand the role of assessment of learning in the training of teachers, especially those that work in higher education in the area of teachers training. Considering the entire evaluation context with their contradictions and controversies and the different concepts I decided to study the assessment of learning process in an undergraduate course of Biological Sciences, from the State University of Goiás, Brazil. The study included teachers and students of the 2nd, 3rd and 4th grades in that course. The proposal was to investigate the documents guiding of evaluation practice of teachers and trainers, in order to grasp the concepts of teachers and academics on the assessment of learning. To develop this proposal the following research questions was formulated: What are the conceptions of learning assessment from teacher trainers and students of Biological Sciences course in this University and yet, what are the consequences of these conceptions in teachers' practice and training of undergraduates? To answer these questions was carried out a qualitative study, whose method was the case study that considers relevant to observe and understand the subjects in their context of social and historical; I was also a participating in this study since it was considered for analysis of data my own experience beyond the academic experiences lived throughout my professional practice. It was noted that scholars tend to understand the assessment, by reference to the pedagogical practices of their teachers, and also that these teachers understand the assessment, looking more instrumental aspects than pedagogical, social and political aspects. Teachers expressed their understanding of assessment of learning as a continuous process, using different instruments of evaluation and the proof as the most appropriate and used by them. About the reflections on the concepts and assessment practices of teachers in the training of scholars, it was apparent that they assimilated the concept of continuous assessment that uses different instruments and the use of the proof as a more appropriate assessment tool for the assessment of learning. Thus, scholars tend to reproduce the evaluation practices of their teachers trainers. The study made it clear that there is a lack of theoretical and pedagogical guidelines regarding the assessment of learning for the training of undergraduates, and in the practice of teacher trainers. This study also demonstrated that teachers trainers have an important role in the construction of conceptions of academics in relation to the subject of evaluation and that these teachers need pedagogical training, in relation to the assessment of learning, so that their assessment practices can be directed to a training that can break with the prevailing models of the old purely summative assessment practices to a qualitative and formative model. / A proposta desta pesquisa foi a de melhor compreender a avaliação da aprendizagem na formação de professores, sobretudo daqueles que atuam na educação superior, na área de licenciatura. Diante do contexto avaliativo cheio de controvérsias e contradições e de diferentes concepções optei por estudar a avaliação da aprendizagem em um curso de licenciatura em Ciências Biológicas da Universidade Estadual de Goiás, Unidade Universitária de Iporá. Este trabalho tem como sujeitos os professores e alunos das 2ª, 3ª e 4ª séries. A proposta foi investigar os documentos orientadores e a prática avaliativa dos professores formadores, com vistas a apreender suas concepções e as dos acadêmicos sobre a avaliação da aprendizagem. Para desenvolver essa proposta formulei a seguinte questão de pesquisa: Quais as concepções de avaliação da aprendizagem de professores formadores e alunos do curso de Ciências Biológicas da UnU de Iporá e quais os reflexos dessas concepções nas práticas dos professores e na formação dos licenciandos? Para isso foi realizado um estudo de caráter qualitativo, cujo método foi o estudo de caso, tendo em vista a relevância de se observar e compreender os sujeitos da pesquisa em seu contexto de relações sociais e históricas, tendo no pesquisador também um instrumento de pesquisa, levando-se em consideração sua vivência e as experiências adquiridas em sua prática profissional. Foi constatado que os acadêmicos tendem a compreender a avaliação, tomando como referência as práticas pedagógicas de seus professores e, também, que estes professores entendem a avaliação, considerando mais seus aspectos instrumentais do que os aspectos pedagógicos, sociais e políticos. Os professores manifestaram o entendimento da avaliação da aprendizagem como sendo contínua, utilizando-se de diferentes instrumentos avaliativos e da prova como o instrumento mais adequado e mais usado por eles. Sobre os reflexos das concepções e práticas avaliativas dos professores na formação dos acadêmicos, foi perceptível que estes assimilaram a concepção de avaliação contínua que se utiliza de diferentes instrumentos e ao uso da prova como instrumento avaliativo mais adequado para a avaliação da aprendizagem. Assim, os acadêmicos tendem a reproduzir as práticas avaliativas de seus professores formadores. Ficou explícita a ausência de orientações teóricas e pedagógicas no que concerne à avaliação da aprendizagem tanto na formação dos licenciandos, como na dos professores formadores. Este estudo demonstrou que os professores formadores tem um papel relevante na construção das concepções dos acadêmicos no que concerne a avaliação e que esses professores carecem de uma formação pedagógica, em especial no que se refere à avaliação da aprendizagem, para que suas práticas avaliativas sejam direcionadas para uma formação dos acadêmicos em avaliação, que possa romper com os modelos predominantes das velhas práticas avaliativas puramente somativas e classificatórias.

For decades, urban public schools have been plagued by systemic and structural challenges that continue today. Scholars, policymakers, and the general public have pointed to problems of learning in urban schools and to low expectations for urban students' learning, but little attention has been given to how urban students themselves conceptualize learning. This study sought to fill the void by asking a group of urban students about their views of learning. A phenomenographic approach was employed to examine the qualitatively different ways in which 20 urban elementary fifth-grade students expressed their conceptions of learning and of their learning approaches. Consistent with phenomenography, the study was intended to understand the collective expressions of individuals' conceptions regarding a phenomenon, and emphasis was on the mapping of variation across the conceptions. Semi-structured interviews with open-ended questions, conducted individually, elicited the students' conceptions of the meaning of learning and their learning approaches. In a "search for meaning" approach, analyses were based on students' transcribed responses forming a pool of quotations. These quotations were divided first into "what" and "how" categories—"what" is learning and "how" does learning occur—and then into subcategories. The results were a set of categories organized in a two-level hierarchy. The three "what" conceptions were as follows: learning as increasing knowledge, learning as growing as a person, and learning as applying knowledge. The three "how" conceptions were the following: learning by persevering, learning by using active learning strategies, and learning by participating in social interactions. These conceptions comprised an outcome space representing the six different ways that these urban school students expressed their conceptions of learning inside and outside of school contexts. Whereas much attention in the educational literature has been directed to teachers setting high expectations for urban students, students in this study seemed to be setting high expectations for themselves, which included college and career. Although prior research has pointed to a need for urban students to develop more positive mindsets regarding engagement and motivation, students in this study tended to express some major metacognitive insights into their own learning. Educational implications are suggested based on the findings.