Conceptual development and conceptual change processes are described by a longitudinal study on preschool children’s conception of the earth. Conceptual change is often described as a causal process in which changes in an embraced system of beliefs result in a new system of beliefs. A normative line of research has been dominating the research field of conceptual change. There has been a search for specific conceptions that are missing in the learners’ reasoning or that prevent conceptual change from occur. Here, the learner’s capacity of reasoning is focused. The children’s reasoning is described in its own right (Driver &amp; Easley, 1978). It is argued that conceptual change is to be understood as an intentional activity with regard to the learner, that is, what the learner is doing when trying to understand something. Children were interviewed annually from four to six years of age. There were 37 children participating, of which 29 were followed during all three years. The children were interviewed about their conceptions of the earth. The results directs the focus of conceptual change from specific conceptions to structural changes. The children processed a lot of conflicting information. However, there does not appear to be any specific conflict that causes the process of conceptual change to occur. Rather, conceptual change is about the reorganization of the sum total of beliefs and to find adequate contexts to which they relate. Conceptual change involves a simultaneous processing of information and complex conception as well as revisions and changes at a model level, and all of this processing is related to contexts for description and explanation. The result also indicates some core stability in reasoning over the course of the investigation. / <p>At the time of the doctoral defence the folowing papers were unpublished and had a status as follows: Paper 1: Manuscript; Paper 2: Manuscript.</p>

Submitted by Josiane ribeiro (josiane.caic@gmail.com) on 2015-04-08T18:23:42Z No. of bitstreams: 1 Dissertação - Andre Pinho.pdf: 421437 bytes, checksum: 457410505314c9079152d95bd5a1e36a (MD5) / Rejected by Vitor de Carvalho (vitor_carvalho_im@hotmail.com), reason: Citação incorreta. on 2015-04-10T17:32:53Z (GMT) / Submitted by Josiane ribeiro (josiane.caic@gmail.com) on 2015-04-10T17:46:23Z No. of bitstreams: 1 Dissertação - Andre Pinho.pdf: 421437 bytes, checksum: 457410505314c9079152d95bd5a1e36a (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-04-29T17:55:04Z (GMT) No. of bitstreams: 1 Dissertação - Andre Pinho.pdf: 421437 bytes, checksum: 457410505314c9079152d95bd5a1e36a (MD5) / Made available in DSpace on 2015-04-29T17:55:05Z (GMT). No. of bitstreams: 1 Dissertação - Andre Pinho.pdf: 421437 bytes, checksum: 457410505314c9079152d95bd5a1e36a (MD5) Previous issue date: 2014 / Esta dissertação visou investigar as compreensões em relação a contextualização no ensino de Química. Termo que permeia constantemente os documentos oficiais e apostas na área de Educação da disciplina, porém, pouco estudado. Teve por objeto de estudo artigos publicados ao longo dos últimos quinze anos na Revista Química Nova na Escola, com o intuito de perceber o movimento em relação as propostas de contextualização.As reflexões deste trabalho estão ancoradas nos estudos de Duarte, Luckmann e Berger, Freire, Ricardo, entre outros autores que abordaram aspectos ligados ao tema em questão. A partir de suas contribuições foi possível um maior entendimento dos dados obtidos. Foi utilizada ametodologia qualitativa da Análise Textual Discursiva, com o intuito de captar as diferentes idéias emergentes dos objetos analisados. Os artigos estudados mostraram que as propostas de contextualização possuem quatro perspectivas divergentes: com foco no cotidiano, sócio-científica, com enfoque no meio ambiente e sócio-histórica. Percebeu-se que algumas apostas se apresentam de maneira mais ampla e problematizadora, em contrapartida a outras que se reduzem a mera exemplificação de conceitos científicos. A pesquisa permitiu um maior entendimento e visão em relação as intencionalidades das propostas que visam contextualizar o ensino de Química. Entretanto, ainda há muito para se refletir em relação a contextualização e seu papel nas metodologias que buscam promover aprendizagens significativas. / This thesis aimed to investigate the understandings regarding contextualization in teaching chemistry.The term which is constantly seen on official documents and betted on in Education discipline, but little studied. The object of this study, were articles published over the last fifteen years in the Magazine Química Nova na Escola, in order to perceive the movement regarding the proposed contextualization. The reflections of this work are anchored in studies of Duarte, Berger and Luckmann, Freire, Ricardo, among other authors on aspects related to the topic in question. From their contributions a better understanding of the data was possible. The methodology used was the Textual Discourse Analysis, in order to capture the different emerging ideas of the objects analyzed. The articles studied showed that the proposed contextualization, have four different perspectives: focusing on daily life, social-science, focusing on the environment and socio-history. It was noticed that some bets have a broader field for discussions and query, in contrast to others that are reduced to mere example of scientific concepts. The research led to a greater understanding and insight regarding the intentions of the proposals to contextualize the teaching of chemistry. However, there is still much to reflect on in relation to context and its role in the methodologies which seeks to promote meaningful learning.

The California-Nevada Annual Conference of the United Methodist Church exhibits a faster rate of decline than the already declining Protestant church in the United States. American consumerism and the professionalization of the church reveal a broken ecclesiology and missiology. Yet immigrant congregations display a set of apostolic practices that often correspond with growth and multiplication and an effective Wesleyan missional ecclesiology. Using Positive Deviance Theory, this thesis builds a robust 18-month process of generous impartation and contextual adoption between Fijian congregations, representing one particular immigrant group, and another partner congregation. The congregations will share their unique apostolic practices in intentional gatherings over time, shaped by intercultural theology and a vibrant Wesleyan missiology and enacted in incarnational relationships. The projected result is contextualized apostolic practices in both congregations that contribute to their growth and vitality.

Kuso videos as an emergent Internet genre have gained its popularity among a great number of online participants, especially via the most popular video-sharing website, Youtube. The present study explores the meaning-making mechanism that operates in the production of kuso videos, which are worthy of note inasmuch as they have been more and more widely used in response to issues arising in Taiwanese society. Different from previous research on monomodal representation of kuso (e.g. written, graphic kuso), the present research takes the previous studies as a point of departure and will analyze a multimodal and multimedial kuso video uploaded onto Youtube. The analysis will center around its performance, power, and meaning potentials and seek to answer the following research questions. (1) From a multimodal social-semiotic perspective, how are the meaning potentials of kuso videos being performed in the process of meaning-making? (2) In multimodal kuso videos, what accounts as a mode and what are the affordances of a specific mode? Or, is it necessary to define mode as a separate unit which creates meaning potentials in the whole multimodal production? (3) In social-semiotic production of kuso videos, who is in control in the process of meaning-making? In other words, in the meaning-making process, how is the identity of kuso video being contextualized and being negotiated with other participants? (4) How are decontextualization, recontextualization, and identity contextualization interconnected to each other in the production and the distribution of kuso videos? To analyze the meaning-making process and meaning potentials of the target kuso video, multisemiotic models (Halliday, 1978; Lim, 2002) as well as Bakhtin¡¦s (1981; 1986) genre theory are applied as the basis of the analytical framework while ¡§projective act of identity¡¨ (Coupland, 2007) is used to account for the how identity is contextualized in the video. In addition, the present research proposes the Functional Multisemiotic Model to illustrate with examples how layers of remix operate in the processes of decontextualization, recontextualization, and identity contextualization and to elucidate what semiotic functions they serve at three levels (i.e. ideational, textual, and interpersonal levels). On the whole, this research may shed light on the intricate meaning-making process in multimodal kuso analysis.

Orientador: Cristina Carneiro Rodrigues / Banca: Leila Cristina de Mello Darin / Banca: Alvaro Luis Hattnher / Resumo: A produção de significados pelo tradutor não se dá de maneira aleatória, mas ele, como sujeito sócio-historicamente constituído, faz escolhas e traça caminhos para produzir textos que sejam apropriados em relação à contextualização dada ao texto traduzido na cultura de chegada. Tal contextualização pode ser entendida como os parâmetros ���� os objetivos que se tem para ela, o público-alvo da publicação e o contexto de inserção dos leitores ���� que subjazem às opções estratégicas do tradutor. A discussão acerca da contextualização da tradução é relevante para a prática do profissional de tradução, na medida em que as especificidades de cada texto exigem que as estratégias do tradutor sejam ajustadas para que o texto possa ser considerado apropriado e admissível na cultura de chegada para um públicoalvo específico. O presente trabalho pretende mostrar que a contextualização da tradução determina o estabelecimento das estratégias pelo tradutor, tal que suas escolhas resultem num texto que esteja de acordo com os parâmetros estabelecidos. Busca-se, também, analisar as diferentes possibilidades de leitura que podem ser relacionadas ao uso de uma ou outra estratégia. Para isso, selecionaram-se para análise traduções direcionadas de Viagens de Gulliver para o português do Brasil. Acredita-se que esse tipo de reflexão é relevante para o ensino de tradutores aprendizes, já que, durante sua formação, muitas vezes a prática tradutória se dá de maneira descontextualizada e, em sua vida profissional, os textos terão contextualizações diferentes e o desenvolvimento de diferentes estratégias pode levar o leitor a fazer diferentes interpretações, que também são de responsabilidade do tradutor / Abstract: Translator's production of meanings is not random, but as a social constituted subject, translator chooses his ways for producing texts that are suitable to the contextualization given to the translated text in target culture. This contextualization may be seen as the parameters ����the purposes for the text in target culture, translation's audience and the context in which its readers may be inserted ����which underlie translator's strategic choices. The discussion about translation contextualization is relevant in translator's activity as the specificities of each text ask for adjustments in translator's strategies in order to the target text could be considered suitable and admissible in the target culture for a specific target audience. The present work seeks to show that translation contextualization determine the strategies usage so that the target text can be in accordance to the established parameters. It also aims to analyze the different possible readings that could be related to the use of one or another strategy. To do it, Gulliver's Travels specific translations into Brazilian Portuguese were selected for the analysis. It's believed that this kind of reflection is relevant to translator's teaching as in his professional life texts will be differently contextualized and the development of strategies for text production may lead the reader to different readings, which are also translator's responsibility / Mestre

Made available in DSpace on 2014-07-29T15:13:38Z (GMT). No. of bitstreams: 1 Dissrtacao Jose Oto Konzen.pdf: 1477614 bytes, checksum: af1ccf81716f43a926c36191920b8dbe (MD5) Previous issue date: 2011-07-13 / This work is part of the Line of Research on "Fundamentals of educational processes" and questions John Dewey&#8223;s ethical educational project, which converts scientific procedure into a regulating principle of individual and institutional relationships through which it seeks to reconcile the tensions that are at the basis of modern thought in order to restore unity. This work is theoretical and aims to understand the logical and historical meaning of that logical reconciliation proposed by the author, together with the generalization of the formal procedure. Its development rests on the central works of the author and gathers a number of thinkers from the philosophical tradition in order to analyze the meaning of the changes related to the formalization of knowledge, truth and subjectivity and to assess their impact on ethics and education. The result points to the need to recover the possibility of conceiving knowledge, subjectivity and truth on historical basis, and being capable of straining the limits of formal procedure, whose guidelines are presented in the last chapter, based on Theodor Adorno&#8223;s critical thinking. / O trabalho integra a Linha de Pesquisa Fundamentos dos Processos Educativos e problematiza o projeto ético-educativo de John Dewey, que converte o procedimento científico em princípio de regulação das relações individuais e institucionais, através do que busca reconciliar as tensões que estão na origem do pensamento moderno, para restabelecer-lhe a unidade. O trabalho é de natureza teórica e objetiva compreender o sentido lógico e histórico da reconciliação lógica proposta pelo autor, associada à generalização do procedimento formal. Seu desenvolvimento apóia-se nas obras centrais do autor e mobiliza um conjunto de pensadores da tradição filosófica para analisar o sentido das mudanças associadas à formalização do conhecimento, da verdade e da subjetividade e para avaliar seus impactos sobre a eticidade e a educação. O resultado aponta para a necessidade de resgatar a possibilidade de conceber o conhecimento, a subjetividade e a verdade em bases históricas, capaz de tensionar com os limites do procedimento formal, cujas linhas mestras são apresentadas no último capítulo, baseado na concepção teórico-crítica de Theodor Adorno.

Orientadores: Maurício Urban Kleinke, Maria José Fontana Gebara / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T09:33:11Z (GMT). No. of bitstreams: 1 Oliveira_CaioFerraride_M.pdf: 3926072 bytes, checksum: 3a6d1f3d06e2eb079aafb12bef2ece45 (MD5) Previous issue date: 2014 / Resumo: Esta pesquisa teve por finalidade analisar se a contextualização adotada na prova de Ciências da Natureza do Exame Nacional do Ensino Médio (Enem) possui impacto no desempenho dos candidatos. Para esta análise, foram criadas, a partir de uma leitura dos Parâmetros Curriculares Nacionais do Ensino Médio, quatro categorias de contexto: Cotidiano; Tecnológico; Científico; Exercícios. As questões da prova de Ciências da Natureza do Enem 2010 foram classificadas de acordo com os contextos e foi analisado o desempenho de cerca de um milhão de candidatos que iriam cumprir o Ensino Médio no ano em que prestaram a prova. Esse grupo de estudantes foi separado de acordo com a rede escolar que cursou o ensino médio, o grau de escolaridade do pai, da mãe e o nível de renda familiar. O desempenho por contexto foi medido a partir da média dos índices de acertos nas questões de cada categoria o qual mostrou uma relação entre desempenho e contexto sendo que as questões mais fáceis foram de contexto Cotidiano, Tecnológico, Exercícios e Científico, na ordem. Esta sequência não variou em função das características socioeconômicas ou familiares dos candidatos. Além da análise de desempenho, foi realizada uma medida de distância entre os candidatos em função da rede escolar e de indicadores socioeconômicos associados à renda familiar e escolaridade dos pais. As distâncias foram determinadas utilizando a distância de Cohen e apontaram que as questões de contexto Cotidiano e Exercícios possuem as maiores distâncias de desempenho entre os estudantes em função dos indicadores socioeconômicos / Abstract: This research aims to examine whether the contextualization adopted in the Natural Sciences test of the National Secondary Education Examination (Enem) has an impact on the performance of candidates. For this analysis, four categories of context were created from a reading of the National Curriculum Parameters from High School,: Everyday life, Technological, Scientific and Exercises. The items of the Natural Sciences test of Enem 2010 were classified according to the contexts and the performance of about one million candidates that would finish high school in 2010 were analyzed. This group of students was separated according to the school network ¿ public or private ¿ that they attended during high school, schooling level of father and mother, and family income. The performance in each context was measured from the average rate of correct answers on questions from each category. This analysis showed a relationship between performance and the context in which the questions were easier, Everyday Life, Technological, Scientific and Exercises contexts, respectively. This sequence did not vary according to the family¿s socioeconomic characteristics or school network attended. Besides performance analysis, a statistical distance between the candidates¿ performance was performed according to the school network and socioeconomic indicators associated with family income and parental education. The distances were determined using the Cohen distance and suggested questions on Everyday contexts and Exercises have the greatest distances in performance between students in terms of socioeconomic indicators / Mestrado / Ensino de Ciencias e Matematica / Mestre em Multiunidades em Ensino de Ciências e Matemática

This work is closely related to the idea of thinking outside the box as design is often referred to do. By questioning the definition of something one can challenge the meaning of that particular object, and what it might become. The aim of this work is to explore dressing through objects to generate alternative ways to construct fashion. By using objects as the starting point for ideas and construction this work wants to find something new by investigating something real, such as the objects themselves. The alternative ways on how to construct fashion could also be seen in how fashion is created based on an object instead of the body. The body comes secondary in the process of construction. The result shows upon different perspectives on how objects are made to perform something they normally don’t. This is done to push what fashion could be and to find new ideas, solutions and expressions within fashion.

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<p dir="ltr">In response to the escalating demand for proficient programming skills in today's technological landscape, innovative educational strategies have emerged to mitigate the challenges inherent in mastering programming concepts. Contextualization, a pedagogical approach embedding learning within real-world contexts, has demonstrated efficacy in enhancing student engagement and understanding. However, its implementation in programming education encounters hurdles related to diverse student backgrounds and resource-intensive material preparation. To address these challenges, this paper proposes leveraging learnersourcing, a collaborative approach wherein students actively contribute to the creation of contextualized learning materials. Specifically, we investigate the viability of implementing a learnersourcing workflow in an advanced database programming class during the Spring semester of 2022 with a group of 23 students enrolled, where students are tasked with generating contextualized worked-out examples. The results reveal that students successfully incorporated diverse contexts into their WEs, demonstrating the potential of learnersourcing to enrich educational content. However, challenges such as vague problem descriptions and formatting errors were identified, emphasizing the need for structured support and guidance. Self-assessment ratings tended to overestimate clarity and educational value, while peer assessments exhibited variability among assessors. Ambiguities in evaluation criteria and limited granularity of rating scales contributed to inconsistencies in assessments. These findings underscore the importance of addressing challenges in learnersourcing implementation, including providing explicit guidance, scaffolding support, and integrating real-time feedback mechanisms. Additionally, efforts to enhance the reliability of self and peer assessments should consider standardization measures and clear evaluation criteria. Future research should explore alternative approaches to improve the validity and consistency of assessments in learnersourcing contexts.</p>