Diante do crescente desenvolvimento da tecnologia da informação e da comunicação, o sistema educacional vem gradualmente modificando as estratégias de ensino-aprendizagem, adaptando para tanto, os tradicionais procedimentos e técnicas didáticas aos instrumentos tecnológicos fornecidos pelos ambientes virtuais de aprendizagem. O processo de avaliação e acompanhamento da aprendizagem nestes ambientes requer o uso de novas estratégias de ensino que congregue os recursos tecnológicos e a intervenção positiva do professor/tutor. Propõe-se um modelo de design instrucional estendido do \"Integrative Learning Design Framework On-line\" (ILDF) sob o enfoque da taxonomia dos objetivos educacionais de Bloom e do ciclo de aprendizagem vivencial de Kolb adaptado por Belhot para uma disciplina de pós-graduação em Engenharia de Produção. Este modelo foi implementado e avaliado na disciplina \"Metodologia de Pesquisa para Engenharia\" oferecida no primeiro semestre de 2008 para 14 alunos de pós-graduação de Engenharia de Produção e envolveu o planejamento, elaboração e disposição do material didático e de atividades orientadas no ambiente virtual de aprendizagem - Moodle. Sugere-se um protocolo de organização de estratégias dialógicas como os fóruns de discussões on-line e uma rubrica avaliativa sobre a qualidade, quantidade, relevância, forma das mensagens e dos níveis de conhecimento cognitivo dos alunos para a construção do conhecimento colaborativo. Os resultados revelam que, as estratégias dialógicas e exploratórias adotadas, promoveram a evolução dos alunos com relação aos níveis de desenvolvimento cognitivo e da aprendizagem vivencial e contribuíram para a construção do conhecimento de forma colaborativa e significativa. / Faced with increasing development of information technology and communication, the educational system is gradually changing the teaching-learning strategies, adapting to both the traditional procedures and techniques for teaching technologica tools provided by the virtual environment of learning. The evaluation process and monitoring of learning in this environment require the use of new teaching strategies for bringing together the technological resources and positive intervention of the teacher/tutor. The present work proposes a model of instructional design extended from the \"Integrative Learning Design Framework On-line\" (ILDF) under the focus of the taxonomy of educational objectives of Bloom and the Kolb´s cycle of experiential learning adapted by Belhot to a discipline of Production Engineering postgraduate program. This model was implemented and assessed during the course \"Research Methodology for Engineering\" offered in the first half of 2008 to 14 postgraduate students of Production Engineering and it involved the planning, preparation and disposal of teaching material and activities geared to virtual environment of learning - Moodle. It is suggested a protocol for organizing dialogical strategies as forums for discussions on-line and a evaluative rubric about quality, quantity, relevance, and the message structures, and the levels of cognitive knowledge of the students for the construction of collaborative knowledge. The results show that the dialogical and exploratory strategies adopted, have contributed to the progress of students with respect to the levels of cognitive development and the experiential learning and they have also contributed to the construction of knowledge in a collaborative and significant way.

Submitted by Marcia Silva (marcia@latec.uff.br) on 2015-11-04T16:56:38Z No. of bitstreams: 1 dissert Ricardo Pereira de Mattos.pdf: 1092137 bytes, checksum: 6653fcc8f830e0d1957be78e40be0de7 (MD5) / Made available in DSpace on 2015-11-04T16:56:38Z (GMT). No. of bitstreams: 1 dissert Ricardo Pereira de Mattos.pdf: 1092137 bytes, checksum: 6653fcc8f830e0d1957be78e40be0de7 (MD5) Previous issue date: 2012-01-26 / O exercício profissional das atividades de engenharia requer compromissos com a gestão de riscos. Neste estudo buscou-se verificar de que forma a educação dos engenheiros contempla os conhecimentos necessários para uma atuação responsável, que considere os aspectos de saúde e segurança dos trabalhadores, bem como de outras pessoas que possam estar sujeitas aos riscos relacionados a seus projetos, produtos e serviços. O objetivo da pesquisa, a partir do levantamento dos requisitos para uma atuação responsável dos engenheiros, é identificar possíveis lacunas a serem preenchidas pelas escolas de engenharia e pelas empresas para contemplar de forma eficaz os aspectos de saúde e segurança dos trabalhadores no processo de formação profissional dos engenheiros. Para alcançar esse objetivo, fez-se uma revisão da literatura, abordando a importância do tema da segurança das pessoas e dos processos, as características da engenharia e dos engenheiros e os requisitos de sua formação. Em seguida, um estudo de caso foi apresentado, com a análise da formação complementar de engenheiros de petróleo, adotada por uma empresa brasileira do setor de petróleo e gás (Petrobras), por intermédio de sua universidade corporativa. Procurou-se identificar se nesta formação complementar estavam presentes os aspectos de saúde e segurança, compatíveis com o setor de elevado grau de risco no qual a empresa realiza as suas operações. A revisão da literatura evidenciou, tanto em trabalhos acadêmicos quanto em documentos legais e normativos, que a sociedade espera dos engenheiros um perfil de atuação humanista, sustentável e responsável. E que a ciência e a tecnologia não são neutras, ou seja, as decisões e os projetos podem trazer impactos à saúde e segurança das pessoas que devem ser avaliados de forma integrada. Por isso, o ensino de engenharia deve contemplar o desenvolvimento das competências vinculadas à gestão da segurança. A análise do estudo de caso permitiu concluir que a empresa já inseriu no processo de formação dos engenheiros de petróleo, os conteúdos voltados à saúde e segurança, na forma de disciplinas específicas, tanto no processo de formação inicial de seus novos empregados, quanto na educação continuada. Entretanto, face ao elevado grau de risco de suas operações, constata-se que ainda há espaço para ampliar este enfoque, não só com um aumento da carga horária destinada a esses aspectos, mas com a incorporação do conceito da transdisplinaridade, isto é, contemplando este enfoque dentro das demais disciplinas. / The professional practice of engineering requires commitment to risk management. This study aims to determine how the education of engineers includes the expertise to responsible action, to consider aspects of health and safety of workers, as well as others who may be subject to the hazards related to their projects, products and services. The objective of the research, based on a survey of the requirements for responsible action of the engineers, is to identify possible gaps to be filled by engineering schools and companies to effectively cover the aspects of health and safety of workers in the process of training engineers. To achieve this goal became a literature review, addressing the importance of the issue of safety of people and processes, the characteristics of engineering and engineers and their training requirements. Then a case study was presented, with the analysis of additional training of petroleum engineers, adopted by a brazilian company in the oil and gas (Petrobras), through its corporate university. Sought to identify whether this additional training was attended by health and safety aspects, consistent with the sector high degree of risk in which the company conducts its operations. The literature review showed, both in academic work and in legal and normative documents that society expects of engineers a humanist, sustainable and responsible performance. And that science and technology are not neutral, that is, decisions and projects can bring impacts to health and safety of persons who should be assessed in an integrated manner. Therefore, the education of engineers should consider the development of skills related to safety management. The analysis of the case study showed that the company has already entered the process of formation of petroleum engineers, the content focused on health and safety in the form of specific disciplines, both in the process of training its new employees, and in continued education. However, given the high degree of risk in its operations, it appears that there is still room to expand this approach, not only with an increased workload aimed at those aspects, but with the incorporation of the concept of transdisciplinarity, ie considering this approach within other disciplines.

Esta tese tem como objetivo central investigar como a flexibilidade cognitiva se opera no processo de elaboração de modelos matemáticos de relações jurídicas em domínios complexos ou mal estruturados com enfoque transdisciplinar e que conhecimentos matemáticos podem ser mobilizados. Para tanto, uma pesquisa qualitativa foi realizada com bacharelandos do 1º semestre do Curso de Engenharia Ambiental de uma Instituição Particular de Ensino Superior, localizada no município de São Paulo (SP), durante um Curso de Formação Acadêmica e Profissional. A fundamentação teórica está embasada na Teoria da Flexibilidade Cognitiva de Spiro e colaboradores (1988, 1992, 2003) e nas ideias de Robert (1987) sobre níveis de funcionamento de conhecimentos matemáticos. Em relação à Modelagem Matemática, primordialmente nos embasamos nas concepções de D´Ambrosio (1986, 1996, 2009, 2013) sustentadas pelas ideias de Barbosa (2001, 2002, 2003, 2004) e Bassanezi (1994, 2002), entre outros. Para análise da flexibilidade cognitiva foram elaborados indicadores com base nos trabalhos de Sternberg (1985, 1988, 1993, 2000, 2005) sobre a Teoria Triárquica da Inteligência e de Ennis (1991, 1993, 1996, 2011) sobre pensamento crítico. Os resultados demonstram que o grupo de alunos pesquisado apresenta dificuldades em mobilizar os conhecimentos intramatemáticos na modelagem matemática de relações jurídicas, provavelmente decorrente de falhas na assimilação de conteúdos matemáticos ao longo de sua formação escolar. Identificamos ainda dificuldades em relacionar a linguagem materna com a linguagem algébrica na elaboração dos modelos matemáticos, bem como na validação dos modelos matemáticos. No entanto, apresentaram indícios favoráveis ao pensamento criativo, prático e crítico, o que favorece consideravelmente a flexibilidade cognitiva e o desenvolvimento de habilidades para se lidar com situações novas em domínios complexos ou mal estruturados. Assim, consideramos o resultado dessa pesquisa satisfatório com relação ao nível introdutório, pois o grupo de alunos pesquisado apresentou indícios de flexibilidade cognitiva durante o processo de modelagem, sendo necessário favorecer a promoção de outras atividades com enfoque transdisciplinar que possibilitem o avanço no desenvolvimento da flexibilidade cognitiva, sobretudo em relação ao pensamento analítico que se refere à abstração. / This thesis main objective is to investigate how cognitive flexibility operates in the elaboration process of legal relationships mathematical models in complex or ill-structured domains with a transdisciplinary view and which kind of mathematical knowledge can be mobilized. Therefore, during a course of Academic and Vocational training, a study was conducted with 1st semester students of Environmental Engineering of a private higher education institution, located in the São Paulo City SP). The theoretical foundation is based in Spiro and Colleagues Cognitive Flexibility Theory (1988, 1992, 2003) and in the ideas of Robert (1987 ) on the working levels of mathematical knowledge. Regarding Mathematical Modelling we have initially based ourselves in conceptions of D\' Ambrosio (1986, 1996, 2009, 2013) supported by the ideas of Barbosa (2001, 2002, 2003, 2004) and Bassanezi (1994, 2002 ), among others. Indicators have been developed, to analyze Cognitive Flexibility, based on Sternberg works (1985, 1988, 1993, 2000, 2005) of the Triarchic Theory of Intelligence and of Ennis (1991, 1993, 1996, 2011) on critical thinking. The results have demonstrated that the researched group of students presented difficulties on mobilizing the intra-mathematical knowledge in the mathematical modeling of legal relationships , probably due to fails in the assimilation of mathematical content during their education. We could also identify students difficulties in relating their mother language with the algebraic language in the elaboration of mathematical models as well as in their validation. However, the students have presented favorable signs to creative, practical and critical thought which considerably favours cognitive flexibility and the development of skills to deal with new situations in complex or ill-structured domains. Thus, we consider the results of this research satisfactory regarding the introductory level, as the researched group of students have shown signs of cognitive flexibility during the modeling process. So we have found that promotion of other activities with a transdisciplinary approach should be favoured to enable to students an advancement to develop cognitive flexibility, particularly with relation to analytical thinking which refers to the abstraction.

Na cidade de São Paulo, as inundações, consideradas a consequência das chuvas intensas e da impermeabilização do solo urbano, têm causado impactos consideráveis. As contínuas e frequentes inundações e as intervenções para contê-las, de alto custo para o Poder Público, justificam a busca de uma abordagem complementar à puramente técnica-hidráulica, que dê atenção aos aspectos sociopolíticos inerentes à drenagem urbana e ao manejo de águas pluviais, o foco principal desta pesquisa. Seus objetivos são: uma análise crítica sobre a incorporação do sociopolítico na malha de disciplinas do curso de Engenharia Civil; uma análise crítica da visão dos profissionais envolvidos, direta ou indiretamente, com a gestão urbana sobre a incorporação de aspectos sociais no planejamento e na implantação de obras de drenagem urbana; e se estes aspectos são incorporados aos projetos de obras de drenagem e se atores sociais localizados na área de uma bacia hidrográfica valorizam esta incorporação. A pesquisa concluiu que, ainda que aspectos sociopolíticos estejam incorporados na malha de disciplinas dos cursos de Graduação em Engenharia Civil e ainda que os profissionais da gestão urbana valorizem os aspectos sociais tanto quanto os aspectos técnicos das obras de drenagem, o planejamento e a implantação de obras de drenagem em construção na área da bacia hidrográfica, foco geográfico desta pesquisa, não incorporam os aspectos relativos ao sociopolítico. A bibliografia consultada e os exemplos concretos apresentados mostram a importância da incorporação dos aspectos sociopolíticos nas intervenções. Os conceitos discutidos ajudaram a formular recomendações para a incorporação do sociopolítico na malha das disciplinas e nos projetos de obras hidráulicas. São recomendações que visam, além da preservação ambiental e do atendimento ao interesse público, maximizar os benefícios da solução técnica. / In the city of São Paulo, intensive rains and urban impervious cover are being held responsible for flooding events which have been causing increase in runoff volume and in peak discharge. The high costs of technical hydraulic interventions to contain the frequent flooding impacts justify the search for an alternative approach: the incorporation of the sociopolitical complexities of urban stormwater drainage, the main theme of this research. Its objectives are: understand if and how sociopolitical complexities are being incorporated to Civil Engineering education; how professionals directly or indirectly involved in urban stormwater management see the incorporation of sociopolitical complexities in planning and implementation of stormwater drainage construction works and, finally, if these complexities are integrated in the projects being planned and being implemented in an urban watershed area. The research concluded that Civil Engineering education incorporate courses which open space for the discussion of sociopolitical aspects; that professionals involved in urban management value the incorporation of sociopolitical aspects in planning and implementation of storm water construction projects, but that in the watershed area where projects are being implemented such aspects are not taken into account. The bibliography and the concrete examples examined show the importance of incorporating sociopolitical aspects in drainage construction projects. The concepts brought forward help identify recommendations for the incorporation of sociopolitical aspects in Civil Engineering education and in the planning and implementation of stormwater constructions projects. These are recommendations which aim at increasing environmental preservation, meeting the public interest and maximizing the benefits of the technical solution.

<p>This thesis is an article-based (3-paper format) dissertation. In the first article, the research team adapted an input-process-outcome (IPO) model of group-level processes in the classroom, as a theoretical framework, to examine students’ experiences regarding pre-college engineering curricula, classroom environments, and their experiences with the creative process in the two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to semi-structured interview data from 16 participants, an Input-Process-Outcome Model of Collaborative Creativity (IPOCC model) was developed. In this study, I grouped our findings under Inputs, Group Processes, Outcomes, and Mediating Factors. The IPOCC model expands the 4P model of creativity to incorporate more collaborative contexts. According to the 4P model, creativity can be viewed from four different perspectives: Person, Process, Product, and Press. The IPOCC model suggests that in K-12 collaborative practice, creativity involves group-level considerations in addition to individual-level components. The IPOCC model offer insights for educators in terms of input components, group processes, and mediating factors that can facilitate learners’ engagement in creative teamwork. Findings of this study indicated that a combination of challenging tasks, open-ended problems, and student teamwork provides a rich environment for learners’ engagement to think creatively.</p> <p>The purpose of the second study was to systematically investigate how novice/K-12 students’ visual representation of design ideas has been operationalized, measured, or assessed in the research literature. In the different phases of screening in this systematic review, inclusion, exclusion, and quality criteria were applied. From an initial sample of 958 articles, 40 studies were included in the final step of the coding process and qualitative synthesis. Applying provisional and open coding, three broad themes, and 23 characteristics were identified that have been used by researchers to conceptualize sketching of ideas, in novice/K-12 design activities: Communicating Ideas, Visual-Spatial Characteristics, and Design Creativity. We propose this Three-pronged Design Sketching (3-pDS) framework to examine K-12 design sketches. </p> In K-12 settings, one major challenge of conducting research on the influence of engineering education programs and curricula involves assessment. There is a need for developing alternative, effective, and reliable assessment measures to evaluate students’ design activities. The third study aimed to address this need by developing the idea-Sketching Early Engineering Design (i-SEED) Scale to assess pre-college learners’ freehand sketches in response to a design task. Applying the Three-pronged Design Sketching (3-pDS) as a theoretical framework, the purpose of this study was to examine evidence of content validity, construct validity, and internal consistency of the i-SEED Scale data. The data collection took place in a residential summer enrichment program for students with gifts and talents at a Midwestern university. Following different stages of scale-development design, a sample of 113 design sketches were scored in this study, and the scores were used to provide evidence of the validity of the data for the i-SEED Scale. The sketches were generated by 120 middle- and high-school students in a collaborative design-oriented course. Exploratory factor analysis results supported a three-factor model for the i-SEED Scale, including Visual-Spatial Characteristics, Design Creativity, and Communicating Ideas.

Nutzerzentrierung in der Produktentwicklung ist ein seit Jahrzehnten intensiv beforschtes Feld mit dem wesentlichen Ziel, Nutzeranforderungen möglichst ganzheitlich zu ermitteln und beschreiben. Damit soll den potentiellen Anwendern ein Produkt geliefert werden können, das einen tatsächlichen Bedarf bestmöglich adressiert oder entsprechende Begehrlichkeiten weckt und somit einen hohen Markterfolg verspricht. In der Praxis lässt sich dennoch beobachten, dass oftmals eine eher technische Perspektive, in welcher der Mensch irgendwie enthalten ist, den Entwicklungsprozess dominiert. Der Beitrag dient als Ergebnisbericht einer praxisbezogenen, interdisziplinären Lehrveranstaltung mit dem Ziel, bereits in der akademischen Ausbildung stärker für die Anwenderperspektive zu sensibilisieren. Die im Pilotkurs partizipativ gestaltete Lehrveranstaltung zu nutzerzentrierter Anforderungserhebung wurde im zweiten Durchlauf pandemiebedingt auf Remotelehre und virtuelle Kollaboration umgestellt. Die Effekte beider Formate werden im Beitrag unter verschiedenen Aspekten bilanziert und die Ergebnisbewertung erfolgt als Reflektion des Standardcurriculums.

<p>Black men experience numerous systemic challenges in pursuit of their education, yet they also possess strength to achieve academic goals. The purpose of this autoethnographic study is to describe the meaning of my experiences at an undergraduate engineering program at a historically White institution to increase awareness of the ways that Black men experience undergraduate engineering programs at historically White institutions. The overarching research question is: How do I make meaning of the formative experiences along my engineering education journey at an historically White institution through the lens of African American Male Theory? To answer this question, I chose critical autoethnography because it enabled me to use my role as the researcher along with my own experiences as part of the topic and group of study. Through this methodology, I described my experiences through the lens of African American Male Theory, which was not available to me at the time the events were occurring. I analyzed personal memory data (e.g., poems, speeches, applications, resumes and interview transcripts) and my researcher journal to provide a thorough personal account of my collegiate experiences and relative perspectives on those experiences. The findings of this study provide an in-depth understanding of how I experienced an engineering program at an HWI in such a way that offers insights to better support Black men in engineering. As such, this study calls for holistic support for Black male students in engineering through interventions such as culturally relevant curriculum, narrative evaluation, standards of inclusion for classrooms, culturally competent counselors, and hiring minoritized faculty. Finally, this study appeals for more research to investigate how Black men experience freedom while pursuing their engineering degree at HWIs. </p>

No description available.

Orientador: Dilson Amâncio Alves / Banca: Sergio Azevedo de Oliveira / Banca: Carlos Alberto Castro Júnior / Resumo: Este trabalho apresenta um programa interativo para a simulação do fluxo de potência e do fluxo de potência continuado. O programa foi desenvolvido no ambiente MATLAB e a simulação é realizada por meio de uma interface gráfica. A interface gráfica não só proporciona um bom desempenho computacional, mas também torna o programa mais amigável para o usuário. Através dela o usuário pode editar os arquivos de entrada e saída e visualizar e analisar os resultados obtidos diretamente na tela do computador. A partir do diagrama unifilar dos sistemas, a interface gráfica permite que o usuário: mude os parâmetros do sistema (dados de barras e de linhas de transmissão); remova uma linha de transmissão com um simples clicar sobre ela; visualize os perfis de tensão nas barras, e os fluxos de potência ativa e reativa nas linhas de transmissão. Todas estas características fazem do programa desenvolvido uma ferramenta recomendada para fins educacionais. / Abstract: This work presents an interactive computing program for power flow and continuation power flow simulations. The power flow and continuation power flow programs were developed in the MATLAB environment and the simulation is accomplished through a graphical user interface. The graphical user interface provides not only a good computational performance, but also an user-friendly teaching software. With the use of this interface the user can edit the input and output data files of the selected systems and can visualize and analyze the results of the program directly in the computer screen. Directly from the system one-line diagrams, the graphical user interface allows the user: to change the parameters of the system (bus and lines system data); to remove the transmission line clicking directly on it; to visualize the bus voltage profile, and the active and reactive power flows. All these characteristics make the developed program recommended for educational purposes. / Mestre

<p></p><p>In this dissertation, I argue that there is value in treating students as implementors during processes of educational innovation. I lay the groundwork for this argument through a review of literature comparing best practices in the implementation of innovations in higher education with best practices from active learning, blended learning, and collaborative learning research. This is followed by a phenomenographic and narrative analysis: a deliberate combination of phenomenography and narrative analysis methods for the interpretation of data and representation of findings, leveraging the strengths of each approach to account for the other’s shortcomings. The result of this work is an outcome space containing a hierarchical framework typical of phenomenography describing the various ways in which the participating students experienced implementation within the context of a blended learning environment called <i>Freeform</i>. The presentation of this framework is followed by a series of constructed narratives which contextualize how the hierarchical framework may be evidenced in student experiences of implementation in higher education. </p> <p><br></p><p>The hierarchical framework contains six categories of description: Circumstantial Non-Adoptive, Circumstantial Adoptive, Preferential Non-Adoptive, Preferential Adoptive, Adaptive, and Transformative. Proceeding from Circumstantial Non-Adoptive and Circumstantial Adoptive to Transformative, each subsequent category of the model characterizes implementation experiences that are increasingly impacted by students’ own self-awareness of their personal learning needs and subsequent self-directed learning behavior. This represents a departure from previous implementation research in engineering education for a number of reasons. First, it demonstrates that there is value in considering students’ roles as implementors of educational innovations, rather than tacitly treating them as subjects to be implemented upon. Second, the use of the word “circumstantial” intentionally acknowledges that the external (environmental) factors that influence implementation can be distinct to individual implementors while remaining contextual in nature. Third, it demonstrates that the processes of implementation which students undergo can lead to concrete changes in learning behavior that extend beyond the scope of the implementation itself.</p><p><br></p><p>Narrative analysis is used to develop a series of narratives that embody the implementation experiences communicated by student participants. These narratives are constructed using disparate ideas, reflections, and tales from a variety of participants, emplotting representative characters within constructed stories in a way that retains the student perspective without adhering too closely to any individual participant’s reported experience. This approach serves two goals: to encourage readers to reflect on how the categories of the hierarchical framework can be demonstrated in students’ experiences, and to reinforce the fact that individual students can exhibit implementation experiences and behaviors that are characteristic of multiple categories of the framework simultaneously. It is important to remember that the categories included in the framework are not meant to characterize students themselves, but rather to characterize their interactions with specific pedagogical innovations. </p><p></p><p> </p><p><br></p><p>The study concludes by interpreting these results in light of literature on implementation and change, proposing new models and making suggestions to faculty to inform the future implementation of educational innovations. Faculty are encouraged to treat students as implementors, and to exercise best practices from implementation literature when employing educational innovations in the classroom. This includes adopting practices that inform, empower, and listen to students, intentionally employing strategies that allow students to exercise their own agency by understanding and utilizing innovations effectively. Prescribing specific innovations and forcing students to use them can be detrimental, but so can freely releasing innovations into the learning environment without preparing students in advance and scaffolding their resource-usage behaviors. Instructors and researchers alike are encouraged to consider implementation from a new perspective, students as implementors, and faculty as facilitators of change. </p><p><br></p>