Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-11-08T18:31:42Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) UFPE_Thesis_Banca - Versao CD.pdf: 2366448 bytes, checksum: a4140d14e1e225bd5040d825447a2a1b (MD5) / Made available in DSpace on 2016-11-08T18:31:42Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) UFPE_Thesis_Banca - Versao CD.pdf: 2366448 bytes, checksum: a4140d14e1e225bd5040d825447a2a1b (MD5) Previous issue date: 2015-07-30 / Diversos estudos mostram que o modelo educacional atual está bastante defasado: as escolas enfrentam concorrência com vários dispositivos eletrônicos; o índice de evasão escolar é bastante elevado; os alunos não conseguem se identificar como sendo parte do ambiente escolar; o aprendizado é limitado pelo ambiente dentro da sala de aula e não inclui possibilidades de aprendizado fora dela. Estes fatores, entre diversos outros, se tornam decisivos para que os jovens alunos se sintam desmotivados em aprender dentro da sala de aula, um fato que vem aumentando muito nos últimos anos. Algumas linhas de pesquisa afirmam que a escola deveria possuir um modelo curricular mais atraente, para isto, propõem várias propostas de reforma educacional, entre os quais uma em que a escola possa aproveitar as características dos jogos para funcionar de uma forma em que o aluno se sinta participando de um jogo, aumentando assim o engajamento do mesmo. Para que se faça bom uso destas características, é necessário um melhor entendimento de como elas influenciam positivamente no processo de ensino. O presente trabalho tem por objetivo analisar as características dos jogos que visam tornar o modelo de ensino mais eficaz, demonstrando suas qualidades mais importantes e como elas podem ser utilizadas para tornar o aprendizado mais atraente e envolvente para os alunos / Several studies shows that the actual educational model is obsolete: schools face competition with various electronic devices; the dropout rate is quite high; students cannot identify as being part of the school environment; learning is limited by the environment within the classroom and does not include learning opportunities elsewhere. These factors, among many others, become decisive for the young students feel motivated to learn in the classroom, a fact that has grown rapidly in recent years. Some lines of research argue that the school should have a more attractive curriculum model for this, propose several proposals for educational reform, including one in which the school can take advantage of the features of the games to work in a way that the student feel playing a game, thus increasing the engagement of the same. In order to make good use of these features, you need a better understanding of how they influence positively in the teaching process. This study aims to analyze the characteristics of games that aim to make the most effective teaching model, demonstrating its most important qualities and how they can be used to make the more attractive and engaging learning for students

Orientador: Doris Catharine Cornelie Knatz Kowaltowski / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-10T16:25:20Z (GMT). No. of bitstreams: 1 Graca_ValeriaAzziColletda_D.pdf: 22155430 bytes, checksum: f7703886150c7a1cd73b545de5c25f02 (MD5) Previous issue date: 2008 / Resumo: Avaliações pós-ocupação de prédios escolares constatam problemas no ambiente construído fruto de definições realizadas durante a fase de estudo preliminar, quando são tomadas decisões referentes à implantação do projeto como um todo. Estes problemas refletem o desconforto do ambiente educacional, tanto nas áreas administrativas, como nas áreas pedagógicas. Alguns dos problemas que dificultam ou influenciam as atividades pedagógicas se referem a aspectos de conforto ambiental. Neste tema podem-se destacar três subáreas: conforto acústico, conforto térmico e conforto visual. Cada subárea possui um campo de conhecimento específico (distinto) e se utiliza de métodos (de avaliação, de desempenho, de decisão, entre outros) e de dialetos próprios, pode-se dizer que existem especialistas que as desenvolvem. Recomenda-se que, durante o processo de projeto de prédio escolar, a avaliação de aspectos de conforto ambiental seja feita por estes especialistas. Os projetos de prédios escolares da rede estadual de São Paulo são regulamentados e supervisionados pela Fundação de Desenvolvimento Educacional (FDE), que fornece o programa arquitetônico e documentação padronizada aos arquitetos que desenvolvem os projetos. Esta pesquisa verificou como é realizado este processo sistematizado de projeto, através da pesquisa junto aos escritórios de arquitetura, e observou que os aspectos de conforto ambiental não são tratados como princípios de projeto, que o produto arquitetônico (a edificação) é fruto da união de várias áreas e subáreas, sendo que a integração de conforto térmico, acústico e visual carece de uma maior sistematização.Propôs-se para amenizar os problemas de implantação de salas de aula, a elaboração e aplicação de exemplos simplificados, que descrevem possíveis configurações de salas de aula para o projeto de prédio escolar, avaliados por especialistas de cada área (conforto térmico, acústico e visual). Optou-se por trabalhar com a avaliação de especialistas para uma conceituação específica. Para a integração dos aspectos de conforto ambiental, se propôs a aplicação da metodologia de projeto axiomático no desenvolvimento de estudo preliminar de projeto para escola de Ensino Fundamental e Médio do Estado de São Paulo, Brasil. Estas duas aplicações foram desenvolvidas na disciplina de projeto do curso de tecnologia em construção civil ministrado no CEFET-SP (Centro Federal de Educação Tecnológica de São Paulo). Os resultados se mostraram interessantes uma vez que despertou nos alunos, entre outros, a importância de aspectos de conforto ambiental, do gerenciamento de informação e do trabalho em equipe. A metodologia de projeto axiomático permitiu o reconhecimento, por parte dos alunos, das interferências de diferentes campos de estudo. Os exemplos de soluções foram utilizados na tomada de decisão, ora como restrição de projeto, ora como diretriz de projeto. O estudo de caso no ensino de projeto indica a possibilidade do uso de exemplos simplificados e da metodologia de projeto e axiomático ao ambiente profissional junto ao FDE / Abstract: The post-occupation-evaluations of school buildings in the State of São Paulo show that most schools have problems caused by decisions made at the preliminary design stage. These problems particularly cause discomfort to users in educational and administrative areas of the schools. Many environmental comfort (thermal, acoustic and lighting) problems affect pedagogical activities. Each comfort sub-area possesses its specific and distinct knowledge and uses its own methods for evaluation, performance measurement and design decision making. Due to the specificity of each environmental comfort experts are recommended to judge aspects of comfort in school building design. This theses presents the results of a research project which applied the use of simplified design examples, evaluated by experts of environmental comfort, and the axiomatic design method, to a preliminary design exercise of a primary school building for the State of São Paulo, Brazil. The exercise was developed in a design discipline of a civil construction technology course of CEFET-SP (Centro Federal de Educação de Tecnológica de São Paulo). Public school buildings in the State of São Paulo are regulated by a foundation FDE (Fundação de Desenvolvimento Educacional), which provides standardized documentation to professional designers. School designs are based on fixed architectural program information and the design process is supervised by FDE. Easy access to school buildings, the design team and documentation facilitated post-occupancy evaluations. These factors were important in the choice of the design exercise. Simplified examples of design solutions, evaluated by specialists of each area (thermal, acoustic and visual comfort) were developed to describe classroom configuration possibilities in school building design. Expert evaluation was introduced to enrich the typical professional design methods, devoid of comfort simulations or calculations, of school buildings projects supervised by FDE. Analysis of the FDE design method also showed that environmental comfort is only regarded superficially by indicated professionals and the axiomatic design method was considered an important introduction for systemization of design information into the creative design process. To test both the importance of the expert evaluated simplified design examples and the use of the axiomatic methods in the design process of school buildings a teaching experience was conducted in the civil construction course of CEFET-SP) in one of its design disciplines. The results showed that students as teams, quickly learned to assimilate the importance of environmental comfort in school building design, coming from the simplified examples. They were able through the use of the axiomatic design method to manage, at times conflicting, information in their design process / Doutorado / Arquitetura e Construção / Doutor em Engenharia Civil

Orientador: Doris Catharine Cornelie Knatz Kowaltowski / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Civil, Arquitetura e Urbanismo / Made available in DSpace on 2018-08-11T09:55:17Z (GMT). No. of bitstreams: 1 Bianchi_Giovana_M.pdf: 2268535 bytes, checksum: 01f5b4df44f505260264efb6a46fae58 (MD5) Previous issue date: 2008 / Resumo: A globalização impõe novos padrões para o profissional de projeto em arquitetura e exige maior produtividade e originalidade no processo criativo. O processo de projeto arquitetônico é complexo, com grande número de variáveis, e depende de decisões criativas que transformem informações em soluções projetuais. A resolução de problemas em arquitetura constitui um desafio que pressupõe o suporte de metodologias de projeto e de estímulo à criatividade. Este trabalho discute a solução criativa de problemas em processos de projeto. A literatura sobre criatividade é rica e apresenta metodologias de apoio à criação que buscam desenvolver a capacidade de conceber idéias e propostas novas, estabelecer relações entre elas, elaborá-las e finalmente avaliá-las e julgá-las. Estas técnicas de estímulo à criatividade são apresentadas nesta pesquisa em um amplo levantamento bibliográfico. Paralelamente a este levantamento, foi realizado um estudo exploratório em escolas de arquitetura no Brasil e no exterior objetivando investigar se estes métodos são aplicados na formação de futuros projetistas. Os resultados do levantamento exploratório demonstram que a maioria das técnicas selecionadas pela pesquisa (brainstorming, analogia, mapa mental, lista de atributos) são conhecidas e aplicadas pelos docentes no ateliê de projeto, mas nem sempre introduzidas de forma deliberada ou contínua em todos os níveis de cursos de arquitetura. Entre as vantagens do uso destas técnicas, destacam-se: ampliação do repertório do aluno, discussão e reflexão em grupo, melhor organização dos problemas, exploração de múltiplas soluções e melhor compreensão das questões de projeto. A aplicação contínua destes métodos conduz a um processo de decisão mais consciente, produzindo resultados mais ricos e bem elaborados. Uma discussão sobre vantagens, desvantagens e resultados da aplicação destes métodos na opinião de docentes de projeto arquitetônico é apresentada como base para pesquisas futuras em ensino de projeto / Abstract: Globalization demands from the design professional more productivity and originality in the creative process. The design process in architecture is complex, involves a large number of variables, and depends on creative decisions that can convert information and data into design solutions. Problem solving in architecture is challenging and the support of design and creativity methodologies is essential. This research discusses the application of creative problem solving techniques in the design process. The publications about creativity are numerous and present methods that support and stimulate the development and assessment of new ideas. These creativity methods are presented in this work along with an investigation of their application by architecture courses in Brazil and abroad. The results of this field study confirm that most of the techniques selected for the investigation (brainstorming, analogy, mind map, attribute listing, bio mimicry) are known and applied in the design studio. In most cases, however, the application of these methods is not guided by formal parameters through the entire course. As advantages to the use of these techniques in design education, are listed by studio instructors: an increase in design repertoire, improved discussion and group reflections, better problem organization, increased exploration of multiple solutions and better comprehension of the design questions. With the continuous application of these techniques, students are lead to a more conscious decision making process and produce better and more elaborated design results. A discussion on advantages, difficulties and results of the application of these methods is presented as a base for further research which may contribute to the field of design methods / Mestrado / Arquitetura e Construção / Mestre em Engenharia Civil

This inquiry investigated four design educators’ perspectives and beliefs of global competence teaching and learning, and aimed to inform effective global competence curricula planning and instruction across disciplines. The literature uncovered multiple reasons to warrant design educator reflections: (a) similarities among global competence and design thinking characteristics, (b) design education accreditation emphasis on globally oriented standards, and (c) design thinking as a resource to improve practices across disciplines. Accordingly, the inquiry employed a qualitative design and a multiple case-study approach. Data collection methods included: (a) interviews, (b) image artifacts, and (c) researcher reflective memos. A comparative analysis used systematic coding to reveal core theme statements grounded in the data. The inquiry revealed all four design educators believed: (a) active learning and information gathering activities were effective ways to teach global competence, (b) interaction with others from different backgrounds contributed to global competence development, (c) a formal education experience changed the ways they view the world and empathize with others, (d) the critique was an effective global competence teaching and learning tool, and (e) the role of perception processes fostered ability to recognize qualities of other people and places. All four design educators’ image artifacts represented meanings and interpretations of global competence as human-centered, and expressed physical connection. Ultimately, three overarching discoveries emerged: (a) design educators use mindshifts to develop global competence, (b) design educators are makers of their global competence development, and (c) design educators are mature motivators of global competence development. The inquiry concluded with a model for design education global competence development grounded in the data and the literature. Implications for action connected to three higher education teaching and learning areas: (a) mindfulness, (b) the maker movement, and (c) mindsets. Overall, the four design educators’ information-rich narratives and practical curricula design applications presented in this inquiry aim to encourage other educators to relate the global dimensions of their own disciplines to current teaching and research practice.

[pt] O cenário atual de consumo revela o quanto os objetos fazem parte da vida social. Avanços tecnológicos permitem o constante aprimoramento dos produtos industriais, liberando as pessoas da execução de ações e procedimentos atrelados a limitações naturais. Em acréscimo a isto, atualizações estilísticas motivam o público ao consumo. Entretanto, em sua trajetória industrial, alguns desses produtos seguem à revelia de eventuais alterações no paradigma que propiciou a recomendação de seu uso. A mamadeira, meio alternativo para a alimentação de bebês, é um exemplo disso. Embora desde o final dos anos de 1970 o consenso científico reconheça a superioridade do aleitamento materno e a inadequação da alimentação artificial como premissa médica e nutricional (salvo em raros casos, como os de mulheres portadoras do vírus HIV), a indústria continua concebendo novos modelos e incentivando sua adoção como prática segura. Esta tese reúne argumentos que demonstram a necessidade da avaliação periódica dos produtos industriais como diretriz contemporânea e como princípio e valor na formação universitária do profissional do design. Para tanto, há um esforço de contextualização da atividade perante áreas que propiciaram o surgimento da produção industrial e que movem a trajetória histórica do design até a atualidade. Abalizando a discussão e concedendo- lhe claras feições, a questão amamentação x mamadeira referencia o estudo. / [en] The current consumption scenery reveals how objects are an important part of social life. Technology breakthroughs make way for the constant improvement of industrial products, liberating people from actions and procedures associated with natural limitations. In addition, stylistic updates motivate consumers. However, some of these products linger in the market, despite alterations on the paradigms that encouraged their use. The baby bottle, an alternative way to feed babies, is an example. Despite the late 1970 s scientific agreement on the superiority of mother s milk and on the inadequacy of artificial feeding as a nutricional premiss (except in rare cases, such as women with HIV/AIDS), the industry continues to receive new models, and carries on encouraging its use as a safe practice. This thesis gathers arguments that show the need for a periodic evaluation of industrial products as a contemporary policy, and also as a principle in the education of design professionals. Therefor, there is an effort towards the contextualization of the activity in areas that contributed to the rise of industrial production and that move design s history till this day. By giving direction to the discussion, and by granting it a clear image, the issue of breastfeeding versus babybottle is the reference to the study.

abstract: The profession known as industrial design is undergoing a transformation. Design thinking and strategy are replacing form giving and styling. Critics are calling for curricular reform to meet the changing needs of practice, yet surprisingly little knowledge is available about how and why design teachers do what they do. In an effort to frame the problem of (re)designing design education, this study provides a framework for understanding the pedagogical beliefs and preferences of design students and educators utilizing Bruner’s four folk pedagogies. This study also provides evidence that the practices of industrial design teachers exhibit what Cross (2006) has described as ‘designerly ways of knowing.’ / Dissertation/Thesis / Doctoral Dissertation Design 2020

Submitted in fulfilment of the requirements for the degree DOCTOR OF EDUCATION in the Department of Foundations of Education of the Faculty of Education at the University of Zululand, 2000. / The aim of this investigation was to establish the role of art in aesthetic education in South Africa. From the literature study it became clear that modern societies are gradually turning into technotronic societies as electronic news networks and computers bring about radical changes, accompanied by value shifts. Technological societies can be potentially beneficial by increasing personality aspects such as self-actualisation, but can also be detrimental to mankind's development by creating social and pedagogical problems. In a modem society scientific knowledge, technology and prosperity (wealth) define power, and "a brave new world" has appeared in which a person can achieve his objectives by means of his own power and intellect, and does not need God or his fellow man. Human contact is replaced by technology (automatisation, electronic, mass media), resulting in the creation of an inhuman technological society. On the one hand technology has multiplied the casual meeting of people and cultures, whilst on the other hand it has led to increased loneliness of people and a formality in human relationships, increasing the distance between people in an extremely complex world, In this study certain aesthetic objectives experienced in art education were highlighted as well as possibilities of career opportunities, should the secondary school curriculum include art as a subject Attention was given to Design Education as the global name for all works of art, with special emphasis on art forms which can be regarded as authentically South African, These art forms include handcrafts, the manufacturing of textiles, jewellery and furniture, as well as design in printing, packaging and advertising. It was shown that Design Education in schools should be regarded not merely as an interesting career but as a subject that can contribute to the economy of the country and also be instrumental in making life more meaningful to people in general Career opportunities in the following fields were discussed in details: industry, interior decorating, ceramics, jewellery rnanufacturing, clothing, textiles, entertainment, film, video and audio taping and the fine arts. The main purpose of education should be to lead learners to optimal realisation of their unique potential. Art education will not only be instrumental in educating learners about developments in the scientific and technological fields but will also allow them to use and apply their skills to their own benefit as well as to that of others. For the purpose of the empirical investigation a self-structure questionnaire was utilised. An analysis was done of 150 questionnaires by the educators of secondary schools in KwaZulu-Natal The data thus obtained was processed and interpreted by means of descriptive and inferential statistics, in conclusion, a summary and certain findings emanating from the literature study and the empirical investigation were presented. Based on these findings, the following recommendations were made; • Works of art should be accorded equal status with other subject areas of the curriculum and this should be reflected in the allocation of resources. • Principals of schools and art educators should construct policies and procedures of governing all the art subjects in schools, particularly in relation to the allocation of time and facilities. • Patterns of assessment should emphasise the principles and objectives of art education and of the nature of aesthetic experience and development. • The appropriateness and usefulness of criterion-referenced tests in arts should be fully investigated.

The ability to think creatively has been recognized as a skill necessary for design students’ personal and professional development and success. Therefore, in recent years, the core educational aim of design education in China shifted emphasis from training students in skills such as drawing and painting, toward encouraging them to be creative and become problem-solvers. Based on a non-equivalent control group, pretest- posttest design, this quasi-experimental study examined the effectiveness of a creativity course in developing creative thinking in Chinese university design students. The researcher developed a ten-week course plan in concordance with Davis’ AUTA model (1982) (a model of creativity development based on Awareness, Understanding, Techniques, and Self-Actualization) to improve students’ creative thinking. This research design used a convenience sample of two first-year design classes that comprised a treatment group of 31 students and a control group of 31 students, making a total of 62 participants. The treatment group took the ten-week creativity training course, whereas the control group did not attend the course. ANCOVA was used to analyze the pretest and posttest scores for the Figural Torrance Tests of Creative Thinking. The results showed there were significant differences between the treatment group and control group on overall posttest scores and three subscores of creativity thinking in Fluency, Originality and Elaboration. Although there were no significant differences in two subscores of creative thinking, the treatment group did show improvement on all five subscores. The results demonstrated that the ten-week creativity training course improved design students’ creativity level, especially in the overall creative thinking. Recommendations for both educational policy makers and educators based on this study include: a) allowing creativity enhancing instruction as separate courses to become an integral part of the design educational process and no longer consider it as the inessential of the design curricula; b) providing students more opportunities to use creative skills and creative thinking techniques to solve real design problems; c) providing pre-service and in-service teacher training programs to implement creativity instruction effectively.

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