This thesis aims to examine students&rsquo / attitudes towards brain-based applications in the English Composition II course. For this purpose, a case study was carried out with a group of 23 first year students at the Department of Foreign Language Education at Middle East Technical University in the second half of the 2002-2003 academic year. After receiving writing training with a brain-based methodology for ten weeks, the students were given an attitude questionnaire which aimed at identifying their attitudes towards brain-based applications in the course. One week later, the iv researcher also conducted interviews with 10 of the 23 students separately to investigate students&rsquo / attitudes towards brain-based applications in the course further. The analysis of the data collected through the attitude questionnaire indicated that 93 % of the students showed significant positive attitudes towards the brain-based applications, while only 1 % of the students had negative attitudes towards the brain-based applications. The analysis of the results of the interviews also revealed that all students had positive feelings about the brain-based applications. Accordingly, the results indicated taking this composition course resulted in highly positive feelings such as confidence, relaxation, or being valued in the students. All students found writing meaningful and relevant to themselves. They stated to have acquired various skills during the course such as writing skills, computer skills, teaching skills, emotional intelligence, and an awareness of needs. They found these useful and meaningful for their lives in general, as students, and as teachers as part of their future profession.

<p>The information and communication technology, ICT, is opening new possibilities for the educational arena. Previous research shows that achieving positive educational outcomes requires more than simply providing access to computer hardware and software. How does this new technology affect the teaching and learning of physics? This thesis focuses on the field of geometrical optics. It reports two studies, both in Swedish upper secondary school. Important for the use of the ICT in physics education is the teaching strategy for using the new technology. The first study investigates with a questionnaire, how 37 teachers in a region of Sweden use computers in physics education and what intentions they follow while doing so. The results of this study show that teachers’ intentions for using ICT in their physics teaching were to increase students' interest for physics, to increase their motivation, to achieve variation in teaching, and to improve visualization and explanation of the phenomena of physics. The second study investigates students’ conceptual change in geometrical optics during a teaching sequence with computer-assisted instruction. For this purpose we choose the computer software "Constructing Physics Understanding (CPU)", which was developed with a base in research on students conceptions in optics. The thesis presents the teaching sequence developed together with the teacher. The study is based on a constructivist view of learning. The concepts analysed in this study were vision, image, ray and image formation. A first result of this study is a category system for conceptions around these concepts, found among the students. With these categories we found that students even at this level, of upper secondary school, have constructed well-known alternative conceptions before teaching, e.g. about a holistic conception of image. The results show also some learning progress: some alternative conceptions vanish, in some cases the physics conceptions are more often constructed after teaching. The students and the teacher also report that the CPU program gave new and useful opportunities to model multiple rays and to model vision.</p>

A pesquisa fornece uma contribuição à história do design brasileiro, no resgate dos processos de constituição dos Currículos Mínimos de Desenho Industrial de 1969 e 1987; procurando entender mais especificamente o papel que a categoria acadêmica e membros do campo do Desenho Industrial do período teriam exercido na solicitação, discussão, redação, revisão e publicação de ambos currículos. Embasando-se em fontes primárias e memórias dos envolvidos nos processos, a pesquisa se fundamenta metodologicamente nas premissas da História Social; adotando a Micro-história como método de abordagem nas delimitações de recortes gerais; a História Oral, como método de coleta de dados; e a História das Ideias para as definições do domínio da pesquisa. Constatou-se que a primeira versão do Currículo Mínimo em 1969 não teve interferências diretas do campo para sua escrita, nascendo de certa burocracia entre o Governo do Estado da Guanabara e o Conselho Nacional de Educação para o reconhecimento do curso de Desenho Industrial da Esdi (Escola Superior de Desenho Industrial); enquanto a nova versão do Currículo Mínimo, em 1987, teve importante participação das associações profissionais e escolas do período, que viram no currículo mínimo um importante suporte à reserva de mercado, em paralelo à regulamentação profissional. / This research seeks to contribute to the Brazilian design history by retrieving the making process of the Industrial Design Curriculum published in 1969 and 1987; attempting to understand more specifically the role that the academic circles and members of industrial design field at that period had on requesting, discussing, writing, editing and publishing not both curricula. The study is methodologically supported by the premises of social history and largely based on primary documentary sources and the memoirs of those involved - using Oral History as data collecting method, and the theoretical approach of Micro-History, placing its object of study within the History of Ideas. This study has found generally that the professional field had not interfered in the making of the 1969 Minimum Curriculum, which was drawn up by the state bureaucracy - the Government of the State of Guanabara (current Rio de Janeiro) and the National Council of Education - to grant the official approval to Esdi\'s Industrial Drawing course; whereas for the 1987 Curriculum schools and professional associations widely discussed and participated in the process, trusting in the curriculum as well as professional regulation as valuable tools to ensure market exclusivity.

A presente pesquisa, desenvolvida com base nos preceitos da História Social, teve o objetivo de resgatar a memória sobre os professores e professoras que lecionaram na área de projeto na FAU-USP de 1948 a 2018, promovendo a redescoberta de trajetórias de vida, histórias que haviam se perdido com o tempo e experiências em diversas áreas do conhecimento. A pesquisa documental e bibliográfica levou à construção de um banco de dados históricos com 251 registros de professores, visando a uma futura sistematização das fontes documentais para a construção de um Centro de Memória sobre o ensino de Projeto na FAU-USP. Como resultado da pesquisa, foram apresentados os perfis individuais dos docentes em forma de fichas pró-memória, ordenadas de acordo com a data de ingresso na FAU-USP. Cada ficha foi exportada e elaborada com base nas informações tabuladas no banco de dados. Em algumas fichas, essa apresentação foi complementada com citações, depoimentos, imagens e referências obtidas ao longo da pesquisa. A análise dos dados identificou diversidade de formações acadêmicas e áreas e atuação nos perfis dos professores do atual Departamento de Projeto (AUP), bem como entre os docentes das suas Cátedras equivalentes, anteriores à Reforma de 1962. Essa diversidade, em nosso ponto de vista, figura como ponto de partida para abordagens e perspectivas interdisciplinares de ensino no curso de Arquitetura e Urbanismo da FAU-USP, ao longo do tempo, assim como para as discussões que levaram à criação e evolução do curso de Design. Evidencia-se o tipo de profissional que era formado no passado e o que está se formando na atualidade; e também se manifestam as competências profissionais e os diversos instrumentos metodológicos utilizados no AUP, na formação dos diferentes perfis de profissionais que atuam na área de projeto. Nesse sentido, a pesquisa buscou abordar a importância do resgate de memórias para o campo da historiografia da Arquitetura e do Design. A recuperação analítico-crítica dessas memórias poderá estimular o confronto de correntes de pensamento, projetos, ideários, práticas didáticas e de pesquisa envolvidas com a formação do arquiteto, do urbanista e do designer, garantindo a constante atualização da concepção generalista e da diversidade de orientações profissionais que hoje caracterizam o AUP e, consequentemente, a FAU-USP. / The present research, based on the precepts of Social History, had the objective of recovering the memory about the teachers who taught in the FAU-USP Design area from 1948 to 2018, promoting the rediscovery of life trajectories, stories that had lost with time and experiences in several areas of knowledge. The documentary and bibliographical research led to the construction of a historical database with 251 teachers\' registers, aiming at a future systematization of documentary sources for the construction of a Memory Center on Design Teaching at FAU-USP. As a result of the research, the individual profiles of the teachers were presented in the form of pro-memory cards, sorted according to the date of entry into the FAU-USP. Each record was exported and elaborated based on the information inserted in the database. In some cards, this presentation is complemented with quotations, testimonies, images and references obtained throughout the research. The analysis of the data identified a diversity of academic formations and areas and performance in the profiles of the professors of the current Department of Design (AUP), as well as among the professors of their equivalent Chairs, previous to the 1962 Reformation. This diversity, in our point of view, is a starting point for interdisciplinary approaches and perspectives of teaching in the Architecture and Urbanism course of FAU-USP, over time, as well as for the discussions that led to the creation and evolution of the Design course. It is evident the professional that was formed in the past and what is forming in the present; and also the professional competences and the various methodological tools used in the AUP are shown, in the formation of the different profiles of professionals who work in the project area. In this sense, the research sought to address the importance of the rescue of memories for the field of historiography of Architecture and Design. The analytical-critical recovery of these memories may stimulate the confrontation of currents of thought, projects, ideas, didactic and research practices involved with the training of the architect, the urbanist and the designer, guaranteeing the constant updating of the generalist conception and the diversity of professional orientations that today characterize the AUP and, consequently, the FAU-USP.

Com base em estudos qualitativos e levando em consideração o contexto político, social, educacional e cultural da cidade de São Paulo nas décadas de 1950, 1960,1970 e 1980, esta tese aborda e discute aspectos relevantes da existência do Iadê - Instituto de Arte e Decoração (de 1959 a 1987), notadamente o ensino de projeto em seu Colégio Técnico de Desenho de Comunicação.Pretendemos resgatar historicamente o instituto, sobretudo em suas relações com o campo do design paulistano, com base em relatos de ex-alunos, ex-professores, ex-dirigentes e ex-funcionários e na análise de documentos de arquivos pessoais e institucionais. A abordagem da estrutura pedagógica do Iadê foi estudada no paradigma interpretativista. A pesquisa é organizada em seis partes principais: a primeira concentra-se no contexto cultural, social, industrial e econômico da cidade já estabelecida como grande metrópole; a segunda é voltada para o âmbito educacional, envolvendo os cursos livres, técnicos e superiores existentes no campo das artes visuais, da publicidade, da decoração e da comunicação visual; a terceira destaca a implantação do Instituto de Arte e Decoração, seus fundadores e a estrutura conceitual de seu Curso de Decoração a partir de 1959; a quarta, trata do conceito pedagógico do Colégio Técnico de Desenho de Comunicação em sua trajetória, de 1969 a 1987, e do perfil dos estudantes e professores que ali atuaram; a quinta parte aborda o ensino de projeto aplicado e, por fim, a sexta traz uma reflexão sobre a trajetória cumprida pela instituição, suas conquistas, seu legado e as causas de seu desparecimento prematuro. / Based on qualitive studies and taking the 1950s-1980s political, social, educational and cultural context in São Paulo city into consideration, this doctoral thesis discusses the Iadê - Instituto de Arte e Decoração (1959-1987) relevants aspects, notably the project teaching at its the Technical High School of Communication Design. We intend to rescue historically the Iadê, above all its dealings with the design field in São Paulo, according to former students and past staff (teachers, employees and directors) reports and to analysis of personal and institucional data archives. The approach of Iadê pedagogical structure was studied under the paradigma interpretativist and the the surch was organized under six parts: the first one focuses in cultural, social, industrial and economic context of the São Paulo city already established as a metropolis; the second one is aimed at educational scope involving the free, technical and colleges courses in the visual arts, advertising, decorationg and visual communication fields; the third one underscores the Aidê implantation, its founders and the conceptual estructure of its Decoration Course (1959); the fourth part concerns the Technical High School of Communication pedagogic concept in its trajectory, from 1969 to 1987, and the its past students and teachers profile; the fifith part approaches the teaching of project apllied there; and the last part presentes a reflection about the Aidê trajectory, its achievements, its legacy and the its premature extinction.

The information and communication technology, ICT, is opening new possibilities for the educational arena. Previous research shows that achieving positive educational outcomes requires more than simply providing access to computer hardware and software. How does this new technology affect the teaching and learning of physics? This thesis focuses on the field of geometrical optics. It reports two studies, both in Swedish upper secondary school. Important for the use of the ICT in physics education is the teaching strategy for using the new technology. The first study investigates with a questionnaire, how 37 teachers in a region of Sweden use computers in physics education and what intentions they follow while doing so. The results of this study show that teachers’ intentions for using ICT in their physics teaching were to increase students' interest for physics, to increase their motivation, to achieve variation in teaching, and to improve visualization and explanation of the phenomena of physics. The second study investigates students’ conceptual change in geometrical optics during a teaching sequence with computer-assisted instruction. For this purpose we choose the computer software "Constructing Physics Understanding (CPU)", which was developed with a base in research on students conceptions in optics. The thesis presents the teaching sequence developed together with the teacher. The study is based on a constructivist view of learning. The concepts analysed in this study were vision, image, ray and image formation. A first result of this study is a category system for conceptions around these concepts, found among the students. With these categories we found that students even at this level, of upper secondary school, have constructed well-known alternative conceptions before teaching, e.g. about a holistic conception of image. The results show also some learning progress: some alternative conceptions vanish, in some cases the physics conceptions are more often constructed after teaching. The students and the teacher also report that the CPU program gave new and useful opportunities to model multiple rays and to model vision.

Made available in DSpace on 2015-04-01T11:58:32Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3622375 bytes, checksum: a0684d7652d48d2cf3bd26338585a1d3 (MD5) Previous issue date: 2010-12-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work aims to investigate the incorporation of computer in learning/teaching process of architectural design, in the schools of architecture of Paraiba, by the reasearch and analisis of its use by students, in the developing of their graduate works, defended and aproved in 2009. In order to substantiate this research, was initially studied the introduction of computer in architectural design teaching in Brazil, and then establish a recent overview of the issue, by the analysis of articles that discuss the theme found in seminars GRAPHICA, PROJETAR and SIGraDI, in its editions of 2009. The study also sought to identify the approach of the disciplines of computer technology applied to architecture in these schools, as well as their relationship with the design studios. The investigation of graduate work was done from two aspects: (1) Analysis of the product, which showed the characteristics of the document sent to the institution, regarding the instruments used by the student for the graphical expression and representation of the proposal, and (2) Analysis of the process, where was identified the procedures adopted by the student for the development of his project, regard to the use of computer during the stages of design and representation of the architectural object. The research also sought to raise the vision of the teachers, through interviews with them. The results obtained allowed to establish ideas about the profile of the use of computer in the design process of the students of Paraíba and therefore under the design teaching in these schools, besides making some considerations about possible future prospects. / Este trabalho tem como objetivo investigar a incorporação do computador no âmbito do processo de ensino/aprendizagem do projeto arquitetônico nas escolas de arquitetura paraibanas, a partir da investigação e análise de seu uso pelos alunos durante o desenvolvimento dos trabalhos finais de graduação, defendidos e aprovados no ano de 2009. Com a finalidade de fundamentar esta investigação, foi inicialmente estudada a introdução do computador no ensino do projeto no Brasil, para em seguida estabelecer um panorama recente da questão, a partir da análise dos artigos que abordam a temática encontrados nos Seminários GRAPHICA, PROJETAR e SIGraDI, em suas edições de 2009. O estudo também buscou identificar a abordagem das disciplinas de informática aplicada à arquitetura nestas escolas, bem como sua relação com os respectivos ateliês de projetos. A investigação dos trabalhos de graduação foi feita a partir de dois eixos: (1) Análise do produto, que observou as características do documento apresentado à instituição, no tocante ao instrumental utilizado pelo aluno para a expressão/representação gráfica da proposta, e (2) Análise do processo, onde se buscou identificar os procedimentos adotados pelo aluno para o desenvolvimento do seu projeto, no tocante ao uso do computador durante as etapas de concepção e representação do objeto arquitetônico. A pesquisa também buscou levantar a visão dos orientadores acerca da questão, através de entrevistas junto a estes professores. Os resultados obtidos permitiram estabelecer reflexões acerca do perfil de utilização do computador no processo projetual dos alunos das escolas paraibanas e, por conseguinte, no âmbito do ensino do projeto nestas escolas, além de possibilitar tecer algumas considerações sobre possíveis futuros desdobramentos.

A presente pesquisa, desenvolvida com base nos preceitos da História Social, teve o objetivo de resgatar a memória sobre os professores e professoras que lecionaram na área de projeto na FAU-USP de 1948 a 2018, promovendo a redescoberta de trajetórias de vida, histórias que haviam se perdido com o tempo e experiências em diversas áreas do conhecimento. A pesquisa documental e bibliográfica levou à construção de um banco de dados históricos com 251 registros de professores, visando a uma futura sistematização das fontes documentais para a construção de um Centro de Memória sobre o ensino de Projeto na FAU-USP. Como resultado da pesquisa, foram apresentados os perfis individuais dos docentes em forma de fichas pró-memória, ordenadas de acordo com a data de ingresso na FAU-USP. Cada ficha foi exportada e elaborada com base nas informações tabuladas no banco de dados. Em algumas fichas, essa apresentação foi complementada com citações, depoimentos, imagens e referências obtidas ao longo da pesquisa. A análise dos dados identificou diversidade de formações acadêmicas e áreas e atuação nos perfis dos professores do atual Departamento de Projeto (AUP), bem como entre os docentes das suas Cátedras equivalentes, anteriores à Reforma de 1962. Essa diversidade, em nosso ponto de vista, figura como ponto de partida para abordagens e perspectivas interdisciplinares de ensino no curso de Arquitetura e Urbanismo da FAU-USP, ao longo do tempo, assim como para as discussões que levaram à criação e evolução do curso de Design. Evidencia-se o tipo de profissional que era formado no passado e o que está se formando na atualidade; e também se manifestam as competências profissionais e os diversos instrumentos metodológicos utilizados no AUP, na formação dos diferentes perfis de profissionais que atuam na área de projeto. Nesse sentido, a pesquisa buscou abordar a importância do resgate de memórias para o campo da historiografia da Arquitetura e do Design. A recuperação analítico-crítica dessas memórias poderá estimular o confronto de correntes de pensamento, projetos, ideários, práticas didáticas e de pesquisa envolvidas com a formação do arquiteto, do urbanista e do designer, garantindo a constante atualização da concepção generalista e da diversidade de orientações profissionais que hoje caracterizam o AUP e, consequentemente, a FAU-USP. / The present research, based on the precepts of Social History, had the objective of recovering the memory about the teachers who taught in the FAU-USP Design area from 1948 to 2018, promoting the rediscovery of life trajectories, stories that had lost with time and experiences in several areas of knowledge. The documentary and bibliographical research led to the construction of a historical database with 251 teachers\' registers, aiming at a future systematization of documentary sources for the construction of a Memory Center on Design Teaching at FAU-USP. As a result of the research, the individual profiles of the teachers were presented in the form of pro-memory cards, sorted according to the date of entry into the FAU-USP. Each record was exported and elaborated based on the information inserted in the database. In some cards, this presentation is complemented with quotations, testimonies, images and references obtained throughout the research. The analysis of the data identified a diversity of academic formations and areas and performance in the profiles of the professors of the current Department of Design (AUP), as well as among the professors of their equivalent Chairs, previous to the 1962 Reformation. This diversity, in our point of view, is a starting point for interdisciplinary approaches and perspectives of teaching in the Architecture and Urbanism course of FAU-USP, over time, as well as for the discussions that led to the creation and evolution of the Design course. It is evident the professional that was formed in the past and what is forming in the present; and also the professional competences and the various methodological tools used in the AUP are shown, in the formation of the different profiles of professionals who work in the project area. In this sense, the research sought to address the importance of the rescue of memories for the field of historiography of Architecture and Design. The analytical-critical recovery of these memories may stimulate the confrontation of currents of thought, projects, ideas, didactic and research practices involved with the training of the architect, the urbanist and the designer, guaranteeing the constant updating of the generalist conception and the diversity of professional orientations that today characterize the AUP and, consequently, the FAU-USP.

O presente trabalho propõe uma investigação sobre as origens do ensino de design, no âmbito de bacharelado na cidade de São Paulo, tomandose como referências: documentação primária dos cursos (grades curriculares, ementas das disciplinas, projetos pedagógicos, trabalhos acadêmicos), bibliografia específica, contextos históricos e depoimentos dos personagens que participaram de suas histórias. Desse modo, objetiva-se buscar conhecer os princípios do ensino paulistano do design com foco na formação profissional / acadêmica oferecida e verificar possíveis relações entre as primeiras Instituições que implantaram disciplinas ou cursos de desenho industrial (design de produto e design gráfico) com a finalidade de identificar uma possível (ou mais) matriz conceitual do ensino regular de design. A partir de uma abordagem qualitativa pretende-se resgatar a história da implementação do ensino paulistano de design e a contribuição dos que fizeram parte da abertura e desenvolvimento desse ensino nos primeiros anos da formação acadêmica em nível superior. As informações recebidas dos participantes nas montagens dos cursos e as obtidas paralelamente dos registros ainda existentes na academia, objetiva possibilitar melhor compreensão sobre o perfil profissional que se pretendia no cenário paulistano da época. Com isso, esta pesquisa pretende contribuir com os estudos e reflexões sobre as elaborações atuais e futuras dos cursos e de planos educacionais no campo do design por meio de um resgate de suas origens. / This work presents a research into the origins of the teaching of design at college in São Paulo City having as a reference: basic course documents (curricula, amendments, pedagogic projects, academic works), especial bibliographies , historical context and the talks of the people engaged in those facts. This way one aims to the very beginning of the design teaching in São Paulo with focus on the professional and academic background off ered and on verifying the probable relations among the early Institutes that implemented disciplines or courses of industrial design (product and graphic design ) searching in order to identify a possible matrix of concepts of the regular teaching of design. From a qualitative approach the work intends to rescue the setting up of the teaching of design in São Paulo and the contribution of those who took part of the birth and development of this teaching in the early years of the academic formation at university level. The knowledge acquired from the contributors in the assembling of the courses and that one simultaneously obtained from records still existing at the academy has as a target to make possible a better understanding over professional skills desired in São Paulo scenario at the time. Thus, this work intends to contribute to the researches and thoughts over the elaboration of present and future courses and to the educational planning in the field of design through the rescue of its origins.

O presente trabalho propõe uma investigação sobre as origens do ensino de design, no âmbito de bacharelado na cidade de São Paulo, tomandose como referências: documentação primária dos cursos (grades curriculares, ementas das disciplinas, projetos pedagógicos, trabalhos acadêmicos), bibliografia específica, contextos históricos e depoimentos dos personagens que participaram de suas histórias. Desse modo, objetiva-se buscar conhecer os princípios do ensino paulistano do design com foco na formação profissional / acadêmica oferecida e verificar possíveis relações entre as primeiras Instituições que implantaram disciplinas ou cursos de desenho industrial (design de produto e design gráfico) com a finalidade de identificar uma possível (ou mais) matriz conceitual do ensino regular de design. A partir de uma abordagem qualitativa pretende-se resgatar a história da implementação do ensino paulistano de design e a contribuição dos que fizeram parte da abertura e desenvolvimento desse ensino nos primeiros anos da formação acadêmica em nível superior. As informações recebidas dos participantes nas montagens dos cursos e as obtidas paralelamente dos registros ainda existentes na academia, objetiva possibilitar melhor compreensão sobre o perfil profissional que se pretendia no cenário paulistano da época. Com isso, esta pesquisa pretende contribuir com os estudos e reflexões sobre as elaborações atuais e futuras dos cursos e de planos educacionais no campo do design por meio de um resgate de suas origens. / This work presents a research into the origins of the teaching of design at college in São Paulo City having as a reference: basic course documents (curricula, amendments, pedagogic projects, academic works), especial bibliographies , historical context and the talks of the people engaged in those facts. This way one aims to the very beginning of the design teaching in São Paulo with focus on the professional and academic background off ered and on verifying the probable relations among the early Institutes that implemented disciplines or courses of industrial design (product and graphic design ) searching in order to identify a possible matrix of concepts of the regular teaching of design. From a qualitative approach the work intends to rescue the setting up of the teaching of design in São Paulo and the contribution of those who took part of the birth and development of this teaching in the early years of the academic formation at university level. The knowledge acquired from the contributors in the assembling of the courses and that one simultaneously obtained from records still existing at the academy has as a target to make possible a better understanding over professional skills desired in São Paulo scenario at the time. Thus, this work intends to contribute to the researches and thoughts over the elaboration of present and future courses and to the educational planning in the field of design through the rescue of its origins.