Thesis (PhD)--Macquarie University, Faculty of Science, Dept. of Computing, 2009. / Bibliography: p. [265]-280.

Thesis (Ph.D.)--James Madison University, 2010. / Includes bibliographical references.

Submitted by LUCIANO PERES null (lucianoperes01@gmail.com) on 2016-09-29T02:09:08Z No. of bitstreams: 1 Dissertação Definitiva - 28 - 09.pdf: 7213494 bytes, checksum: 291f0fca234e8751f882025937ce0015 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-09-29T12:50:58Z (GMT) No. of bitstreams: 1 peres_l_me_sjrp.pdf: 7213494 bytes, checksum: 291f0fca234e8751f882025937ce0015 (MD5) / Made available in DSpace on 2016-09-29T12:50:58Z (GMT). No. of bitstreams: 1 peres_l_me_sjrp.pdf: 7213494 bytes, checksum: 291f0fca234e8751f882025937ce0015 (MD5) Previous issue date: 2016-09-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O uso de algumas tecnologias como ferramentas de ensino em salas de aula já não causa tanto entusiasmo, pois dificilmente os softwares educacionais fazem frente aos jogos com os quais os alunos estão familiarizados. Dentro desse contexto, o resgate de jogos de tabuleiros como instrumentos de auxílio do processo ensinoaprendizagem de Matemática se torna muito útil e segue na contramão dos jogos de computadores, pois há uma maior interação entre os alunos, contribuindo também para aumentar a capacidade dos mesmos de tomarem decisões e criarem estratégias. O presente estudo tem como objetivo analisar os resultados da utilização desses jogos nas aulas de Matemática e também como os mesmos podem contribuir na educação de alunos que possuem Necessidade Educacional Especial. Para tanto foram trabalhados dois jogos cujas origens são de países distintos: o Mancala (origem africana) e o Quoridor (também conhecido como bloqueio, de origem italiana). / The use of some technologies as teaching tools do not cause a lot of enthusiasm by now, since educational softwares hardly meet the standards of the games students are familiarized. In this context, the renewal of interest for board games as tools for helping the process of Mathematics teaching and learning becomes useful and is in the opposite direction of computer games, since there are a better interaction between students, and it contributes to increase their capacity of decision and strategy-making. This study aims to analyze the results of the utilization of these board games in Mathematics classes and how they can contribute for the education of students with special needs. Thus, two board games, of two different origins, were analyzed: the Mancala (from Africa) and the Quoridor (also known as “bloqueio”, of Italian origin).

Orientador: Jorge Megid Neto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T03:37:40Z (GMT). No. of bitstreams: 1 Belizario_AlyneFrancoBrandao_M.pdf: 3779577 bytes, checksum: 0b82dc1d093bb2ab1e196e8dc1cfaf82 (MD5) Previous issue date: 2012 / Resumo: Estudos sobre as pesquisas acadêmicas no campo do Ensino de Ciências têm indicado a carência de produção direcionada aos anos iniciais do ensino fundamental. Além disso, são raras as investigações abrangendo o "método de projetos" e a abordagem interdisciplinar. Nesse contexto, o objetivo desta pesquisa foi desenvolver um Projeto sobre "Horta" com crianças do 2º ano do Ensino Fundamental e analisar a produção de conhecimentos das crianças do ponto de vista cognitivo, social e afetivo, bem como o processo de produção da prática pedagógica da professora. O problema de pesquisa assenta-se na seguinte questão: "quais conhecimentos crianças e professora constroem em um Projeto de Horta no 2º ano do Ensino Fundamental?" No Projeto Horta as atividades e a prática da professora foram baseadas numa proposta construtivista e interdisciplinar, desenvolvida de acordo com as sugestões, interesses, participação dos alunos e por meio de atuação reflexiva e investigativa da professora-pesquisadora. Assim, a pesquisa caracteriza-se como de intervenção, com interface entre a pesquisa experimental de grupo único e a pesquisa-ação. Teve como suporte as teorias construtivista de Piaget e socioconstrutivista de Vygotsky e seus seguidores. Para compreender o construtivismo no Ensino de Ciências autores como Alda Pereira, Michael Matthews e Eduardo Mortimer também deram fundamentos. O trabalho envolveu crianças do 2º ano do Ensino Fundamental, durante um ano letivo. As atividades desenvolvidas junto às crianças foram: observação do ambiente; experimentação; construção de maquetes; medição; dramatização; visitação a uma horta comercial e a um Viveiro de Plantas para "estudo do meio"; implantação de uma horta escolar e a manutenção da mesma ao longo do ano letivo; implantação de um sistema de minhocário; desenhos; entre outras. Foram aplicados diversos métodos, estratégias e técnicas de ensino, como atividades problematizadoras; diálogos coletivos; levantamento de hipóteses e de conhecimentos prévios; trabalhos em grupo; cooperação; troca de experiências e de idéias; contato direto com o ambiente "horta"; registros coletivos e individuais. Os dados coletados foram analisados segundo três categorias: Conhecimentos construídos pela criança; O percurso metodológico de ensino do Projeto Horta; O percurso da professora-pesquisadora no Projeto Horta. Os resultados indicam que as crianças mostraram avanços nos conteúdos conceituais, procedimentais e atitudinais segundo a tipologia de Pereira (2002) e Coll et al. (1998). Verificamos que o trabalho de projetos é uma forma de favorecer a aprendizagem significativa de modo interdisciplinar favorecendo a construção de conhecimentos. Durante o desenvolvimento do Projeto Horta houve mudanças de concepções e atitudes dos alunos; eles mostraram motivação, envolvimento e interesse na aprendizagem não só de conteúdos de Ciências, mas também de Matemática, Língua portuguesa, História, Geografia e Arte. Além disso, os estudos facilitaram o processo de alfabetização das crianças. Quanto à professora-pesquisadora, reforçou procedimentos pedagógicos de anos letivos anteriores, porém numa atitude mais reflexiva e investigativa, iluminada por novos aportes teóricos até então desconhecidos por ela. Propiciou maior abertura de participação dos alunos ao longo do projeto, bem como de interação aluno-aluno e aluno-professor. Enfim, construiu conhecimentos sobre o conteúdo específico transformadora do seu fazer profissional cotidiano. / Abstract: Studies on the academic researches in the field of Science Teaching have indicated the lack of production directed to the early stages of elementary school. In addition, investigations covering the "method of projects" and the interdisciplinary approach are rare. In this context, the aim of this research was to develop a Project on "Vegetable Garden" with children from the 2nd year of Elementary School and to analyze the production of children's knowledge on the cognitive, social and affective points of view, as well as the production process of the teacher's pedagogical practice. The research problem settles on the following question: "what knowledge children and teacher assemble from a Vegetable Garden Project in the 2nd year of Elementary School?". In the Vegetable Garden Project the teacher's activities and practice were based on a constructivist and interdisciplinary proposal, developed in accordance with the suggestions, interests, and participation of the students and by means of reflexive and inquiring operation of the teacher-researcher. Thus, the research is characterized as intervention, with interface between the experimental research of single group and action research. As its support, Piaget's constructivist and Vygotsky and his followers' social constructivist theories were used. To perceive the constructivism in Science Education, authors like Alda Pereira, Michael Matthews and Eduardo Mortimer have also given foundations. The work involved children in the 2nd year of Elementary School during a whole school year. The activities developed with the children were: environmental observation; experimentation; construction of models; measurement; drama; visitation to a commercial vegetable garden and to a Plant Nursery for "environmental study"; implantation of a school vegetable garden and the maintenance of the same throughout the school year; a worm farm system was also implanted; drawings; among others. Several methods, strategies and techniques of teaching were applied, such as problematizing activities; collective dialogs; survey of hypotheses and prior knowledge; work groups; cooperation; exchange of experiences and ideas; direct contact with the "vegetable garden" environment; collective and individual records. The collected data were analyzed according to three categories: knowledge built by the child; the methodological route education of the Vegetable Garden Project; the path of the teacher-researcher's path in the Vegetable Garden Project. The results indicate that the children showed improvements in conceptual, procedural and attitudinal concepts according to the typology of Pereira (2002) and Coll et al. (1998). We could verify that projects work is a way to promote meaningful learning in an interdisciplinary approach fomenting the building of knowledge. During the Vegetable Garden Project development there have been changes of conceptions and attitudes of the students; they showed motivation, involvement and interest in learning not only of Science content, but also Mathematics, Portuguese Language, History, Geography and Arts. Moreover, the studies have facilitated the process of children's literacy. As the teacher-researcher, pedagogical procedures from previous school years have been strengthened; however in a more reflexive and investigative attitude, brightened by new theoretical contributions so far not known by her. A larger opening of students' participation throughout the project was propitiated, as well as the student-student and student-teacher interactions. Ultimately, she has built knowledge about the specific content responsible for the changes of her professional routine. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

This Diploma Thesis deals with the education system in the company. The aim of this thesis is to characterize the system of employee's education in a company called ŠKODA PRAHA Invest s.r.o. and to propose improvements based on the theoretical knowledge. The sub-aim, established after consulting the HR Department of the company, is to propose improvements of the system of technical education. To reach this aim a questionnaire for the employees was used. This thesis is divided into theoretical and practical parts. Theoretical part summarizes knowledge regarding the education system in the company and its parts - analysis of training needs, projecting the education, realization of the training activities and evaluation of the education. Practical part of this thesis deals with the analysis of the system of employee's education in ŠKODA PRAHA Invest s.r.o. and with the results of the questionnaire. Proposed improvements follow.

Learning to program is recognised nationally and internationally as a complex task that novices find challenging. There exist many endeavours to support the novice in this activity, including software tools that aim to provide a more supportive environment than that provided by standard software facilities, together with schemes that reduce the underlying complexity of programming by providing accessible micro-worlds in which students develop program code. Existing literature recognises that learning to program is difficult because of the need to learn the rules and operation of the language (program formulation), and the concurrent need to interpret problems and recognise the required components for that problem (problem formulation). This thesis describes a new form of learning support that addresses that dual task of program and problem formulation. A review of existing teaching tools that support the novice programmer leads to a set of requirements for a support tool that encompasses the processes of both program and problem formulation. This set of requirements is encapsulated in a conceptual framework for software tool development. The framework demonstrates how the requirements of a support tool can be met by performing a series of automated analyses at different stages in the student's development of a solution. An extended series of observations demonstrates the multi-faceted nature of problems that students encounter whilst they are learning to program and how these problems can be mapped onto the different levels of programs and problem formulation. These observations and the framework were used to inform the development of SNOOPIE, a sample instantiation of the framework for learning Java programming. This software tool has been fully evaluated and demonstrated to have a significant impact on the learning process for novice Java programmers. SNOOPIE is fully integrated into a current introductory programming module and a future programme of work is being established that will see SNOOPIE integrated with other established software tools.

Made available in DSpace on 2016-04-28T20:57:10Z (GMT). No. of bitstreams: 1 Aliciene F M Cordeiro.pdf: 961449 bytes, checksum: 93161441fe55b1b3eddf9012fd6f740f (MD5) Previous issue date: 2007-05-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The interventions carried out in the beginning of the nineteenth century involving the Aveyron s savage , who was called Victor, have been immortalized through Doctor-pedagogue Jean Marc-Gaspard Itard s words. The reports on the work he developed with Victor as well as other documents are the basis of the present research which intends to discuss Itard s contributions to the relations among education, the learning process and the human being development in the constitution of man as a cultural and historical being. In the social historiographical perspective, the following study has sought for the articulation of three, however not mutually excluding, levels of analysis. Firstly, the inner level, which involves the concepts, method, practices, in short, the straight-related aspects to Itard s work; secondly, the methodological basis in which the elements above acquired a certain conformation; and finally the articulation between Itard s work and the Parisian society of the eighteenth century considering the relationships produced in that particular time and place as well as all the aspects that had them established. Itard was a man of his time who had an enormous scientific commitment and was conformed in the sensualist epistemological basis: his ideas as well as his experience were overwhelmed by social, political, economical and cultural influences which resulted from the reality they were in. His work had its beginning in a time when men started being the center of scientific investigations. He contributes with important thoughts about the classificatory criteria used as instruments that define the kind of relationship that we are supposed to establish with the ones who have been evaluated. Through his practice, Itard presents an alternative to segregation, having us think upon social, historical and cultural paths built and supported by Psychology, Medicine and Education for those who failed the patterns determined by that society / As intervenções realizadas no princípio do século XIX envolvendo o selvagem do Aveyron , denominado Victor, ficaram imortalizadas nas palavras do médico-pedagogo Jean Marc-Gaspard Itard. Tendo como base os dois relatórios redigidos sobre seu trabalho com Victor bem como outros documentos, o objetivo central deste trabalho é discutir as contribuições de Itard sobre as relações entre educação, aprendizagem e desenvolvimento na constituição do homem como ser histórico e cultural. Na perspectiva historiográfica social, buscou-se articular três, mas não mutuamente exclusivos, níveis de análise: o nível interno que se refere aos conceitos, pressupostos, método, práticas, enfim aqueles aspectos relacionados diretamente à obra de Itard; a base metodológica na qual esses elementos adquiriram uma determinada conformação e a articulação entre a obra de Itard e a sociedade parisiense de 1800, considerando as relações produzidas nesse tempo-espaço específico e as forças que as determinaram. Itard foi um homem de sua época, com grande comprometimento científico, conformado na base epistemológica sensualista: suas idéias e sua prática sofreram determinações sociais, políticas, econômicas e culturais da realidade da qual faziam parte. Sua obra teve início em um momento histórico em que o homem se tornava centro das investigações científicas. Ela traz importantes reflexões sobre os critérios classificatórios utilizados como instrumentos que determinam o tipo de relação que devemos estabelecer com aqueles que são avaliados. Por meio de sua prática apresenta uma alternativa à segregação asilar, fazendo-nos pensar sobre os caminhos sociais, históricos e culturais traçados com ajuda da Psicologia, Medicina e Educação para aqueles que fracassavam perante os padrões estabelecidos por aquela sociedade

<p>In 2000, more then 4 million Swedish citizens were given the responsibility to invest a part of their earned money in the new premium pension system. With limited knowledge in financial markets was it now up to the people themselves to decide how to invest. Due to the citizens lack of knowledge lead them to a passive behavior. This meant a new role for the financial institutions and the advising that followed. Since the start, there has been constant debates on how well the system has been working and who it has been beneficial to.With the new role of the pension advisors the problem question was stated as: considering the customers’ knowledge and understanding of the financial factors, how has the advising of premium pension funds evolved since 2000? With the sub question: what role will the future of pension funds advising have?The aim of the study is to research how the knowledge among the Swedish public has changed, how the perception of risk has altered, how the trust and confidence among financial advisors have changed, what importance new laws and regulations have had, and how the relations between customer and advisors has developed with the uneven knowledge. The future of pension advising will be investigated.This study has a qualitative approach with seven semi-structured interviews with different institutions that are related to pension saving. Due to the nature of the study a hermeneutic approach and abductive perspective is obliged.The respondents have observed the level of knowledge among the public to be low, however has it gotten better. The laws and licenses implemented has changed how pension advisors are working, and increased the confidence for advisors. For the future, a majority of the advisors are calling for the government to take the responsibility on educating the public in private economy. This would, according to the respondents, simplify the advisors job. The insufficient level of knowledge has created both problems and opportunities for advisors. The trouble with a product/service such as advising its complexity, which makes it hard for the institutions to explain, and for the customers to understand it. Therefore, the authors agree with the respondents, to educate the Swedish citizens in order for them to understand the opportunity that is in front of them.</p>

In 2000, more then 4 million Swedish citizens were given the responsibility to invest a part of their earned money in the new premium pension system. With limited knowledge in financial markets was it now up to the people themselves to decide how to invest. Due to the citizens lack of knowledge lead them to a passive behavior. This meant a new role for the financial institutions and the advising that followed. Since the start, there has been constant debates on how well the system has been working and who it has been beneficial to.With the new role of the pension advisors the problem question was stated as: considering the customers’ knowledge and understanding of the financial factors, how has the advising of premium pension funds evolved since 2000? With the sub question: what role will the future of pension funds advising have?The aim of the study is to research how the knowledge among the Swedish public has changed, how the perception of risk has altered, how the trust and confidence among financial advisors have changed, what importance new laws and regulations have had, and how the relations between customer and advisors has developed with the uneven knowledge. The future of pension advising will be investigated.This study has a qualitative approach with seven semi-structured interviews with different institutions that are related to pension saving. Due to the nature of the study a hermeneutic approach and abductive perspective is obliged.The respondents have observed the level of knowledge among the public to be low, however has it gotten better. The laws and licenses implemented has changed how pension advisors are working, and increased the confidence for advisors. For the future, a majority of the advisors are calling for the government to take the responsibility on educating the public in private economy. This would, according to the respondents, simplify the advisors job. The insufficient level of knowledge has created both problems and opportunities for advisors. The trouble with a product/service such as advising its complexity, which makes it hard for the institutions to explain, and for the customers to understand it. Therefore, the authors agree with the respondents, to educate the Swedish citizens in order for them to understand the opportunity that is in front of them.

The purpose of this study is to investigate the effect of web supported statistics education environment for graduate level students. The aim was to develop a web support system to ease the graduate students&#039 / understanding of statistical concepts. This study also examined the perceptions of the students about web supported instruction. Although there are some studies conducted about technology aided statistics education, they are insufficient in the amount according to other areas. Besides these few studies were conducted mainly among lower grades. There is a need to find out and overcome students&rsquo / learning difficulties about statistical concepts in graduate levels. The intention of the study was to construct a web support system for traditionally offered Educational Statistics course in order to decrease both instructor and students efforts to communicate, present, reach and use the resources. The subjects of the study were 21 graduate students of Educational Statistics course offered. None of the subjects was offered an on-line course before. The study used both quantitative and qualitative measurements to analyze the effectiveness of the site and perceptions of the users. The results of the study indicated that there was an improvement in students&rsquo / achievement related to educational statistics through web supported instruction. Besides, the perceptions of the students were collected with interview questions about the functions and usability of the system. The highly positive perceptions of the students showed that, it is necessary for the students to have such a course support system. The framework was developed not only support for traditionally offered courses, but also support for lifelong learning processes. The researcher believed that the study revealed the most realistic usage pattern of a course support system. The results can be used by the instructors in order to offer the best web support system with minimum effort. Moreover, the proposed system can be used in any learning content management systems without the need for technical knowledge.