This thesis is aimed on transfer of pupils from lower to upper secondary school from the point of view of mathematics. It was chosen three pupils which attended the same lower secondary school and transfer to the same upper secondary school. Using questionnaires and mathematical test, which were given in September 2014 and January 2015, was reviewed their transfer from the point of view pedagogical-psychical and mathematical. These questionnaires were given to the teachers also. This transfer was mostly negative for pupils. The level of knowledge of mathematics was the same or even worse. It is caused by different teacher's access to teaching mathematics. We could hope that this situation will be changed in a couple months. KEYWORDS: Education, transfer, learning, school educational program, personality, behavior

Notre travail porte sur l’enseignement/apprentissage de la culture dans l’enseignement de la langue française et celui de la compétence interculturelle dans les départements de français des universités chinoises. Des incompréhensions et des malentendus apparaissent dans la communication entre les Chinois et les Français. Les étudiants chinois manifestent dans ce contexte d’enseignement / apprentissage du français des difficultés, autant d’ordre culturel que linguistique. A l’issue des entretiens réalisés en Chine et en France, nous nous sommes intéressée aux différences culturelles et aux dysfonctionnements relevés par les étudiants ainsi qu’à leurs attitudes et stratégies vis-à-vis de ces différences culturelles. Nous avons ensuite conduit une enquête auprès de l’équipe pédagogique en Chine et une analyse du manuel utilisé afin d’expliquer l’importance des différences constatées dans la méthode et les démarches d’enseignement. Nos deux hypothèses ont ainsi pu être validées : Les représentations des différences et des dysfonctionnements entre les étudiants chinois qui ont seulement un vécu scolaire du français (en Chine) et ceux qui ont vécu en France sont très différentes; l’importance de ces différences et l’intensité de ce décalage peuvent s’expliquer par le contenu et les démarches d’enseignement du français comme spécialité en milieu universitaire chinois qui préparent fort peu à la rencontre du milieu endolingue. Nous avons enfin proposé des pistes pédagogiques pour développer cette conscience interculturelle. / Our research concerns the education / learning of the culture in the teaching of the French language and that of the intercultural competence in the departments of French of the Chinese universities. Incomprehensions and misunderstandings appear in the communication between the Chinese and the French people. The Chinese students show in this context of education different kinds of difficulties, so much of cultural order as of linguistics. At the end of the surveys realized before in China and in France, we were interested in the cultural differences and in the dysfunctions found by the students as well as in their attitudes and the strategies towards these cultural differences.We then led an investigation with the teaching staff in China and an analysis of the manual worker used to explain the importance of the differences noticed in the method and the steps of teaching. Our two hypotheses were so able to be validated: the representations of the differences and the dysfunctions between the Chinese students who have only a school real-life experience of French (in China) and those who lived in France are very different; the importance of these differences and the intensity of this gap can be understandable by the contents and the methods of teaching French as speciality in chinese universities which prepare hardly for the meeting of the real environment. We finally proposed educational tracks to develop this consciousness.

<div>With rapidly increasing mobile computing devices and high speed networks, large amounts of digital information and intelligence from the surrounding environment have been introduced into our everyday life. However, much of the context and content is in textual and in 2D. To access the digital contents spontaneously, augmented reality~(AR) has become a promising surrogate to bridge the physical with the digital world. Thanks to the vast improvement to the personal computing devices, AR technologies are emerging in realistic scenarios. Commercially available software development kits~(SDKs) and hardware platforms have started to expose AR applications to a large population. </div><div> </div><div>In a broader level, this thesis focuses on investigating suitable interactions metaphors for the evolving AR. In particular, this work leverages the spatial awareness in AR environment to enable spatially-aware interactions. This work explores (i) spatial inputs around AR devices using the local spatial relationship between the AR devices and the scene, (ii) spatial interactions within the surrounding environment exploiting the global spatial relationship among multiple users as well as between the users and the environment. In this work, I mainly study four spatially-aware AR interactions: (i) 3D tangible interactions by directly mapping input to the continuous and discrete volume around the device, (ii) 2D touch input in 3D context by projecting the screen input to the real world, (iii) location aware interactions which use the locations of the real/virtual objects in the AR scene as spatial references, and (iv) collaborative interactions referring to a commonly shared AR scene. This work further develop the enabling techniques including a magnetic sensing based 3D tracking of tangible devices relative to a handheld AR device, a projection based 3D sketching technique for in-situ AR contents creation, a localization method for spatially mapping the smart devices into the AR scene, and a registration approach for resolving the transformations between multiple SLAM AR devices. Moreover, I build systems towards allowing pervasive AR experiences. Primarily, I develop applications for increasing the flexibility of AR contents manipulation, creation and authoring, intuitively interacting with the smart environment, and spontaneously collaborating within a co-located AR scene.</div><div> </div><div>The main body of the research has contributed to multiple on-going collaborative projects. I briefly discuss the key results and visions from these projects including (i) autonomous robotic exploration and mapping of smart environment where the spatial relationship between the robot and the smart devices is resolved, and (ii) human-robot-interaction in AR where the spatial intelligence can be seamlessly exchanged between the human and the robot. Further, I suggest future research projects leveraging three critical features from AR, namely situatedness, mobility, and the capability to support spatial collaborations.</div>

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-03-30T12:19:55Z No. of bitstreams: 1 LUCAS BERNARDES BORGES.pdf: 1145132 bytes, checksum: 5e58032996946d4ffd18cac9d0eb0a9d (MD5) / Made available in DSpace on 2017-03-30T12:19:55Z (GMT). No. of bitstreams: 1 LUCAS BERNARDES BORGES.pdf: 1145132 bytes, checksum: 5e58032996946d4ffd18cac9d0eb0a9d (MD5) Previous issue date: 2016-09-01 / The teaching of physics in the context of secondary education in Brazilian education, is in a worrying situation, since most students achieve little learning and thus has difficulty in incorporating the concepts studied at school to their reality. This research had as object the teaching of Physics and having theoretical foundation in the ideas of the Russian authorDavydov, sought to answer the question: what contributions Davydov theory to enhance learning concepts in physics for high school students? In search of the answer, a field survey was conducted with a qualitative approach, with teachers and students of the Integrated Technical High School in Technical Maintenance and Hardware Support of a federal public institution located in the state of Goias. The field research consisted of a didactic experiment with reference to elements of the Davydov theory in the context of the Newton's laws. Data were obtained through observations of teaching and learning process in the classroom, interviews with students and teacher, and diagnosis of student learning. In the analysis of the data sought to change signs in the learning and development of students' thinking in relation to the studied content. It was concluded that students have difficulty internalizing concepts and, when confronted with concrete problems involving Newton's laws, they tend to stay the concepts of their everyday experience; however, the study activity of these laws, as a theoretical concept, and taking on the task activities aimed at their sociocultural experience, students now have reasons to learn how to think theoretically these concepts, although not all have fully developed this kind of thinking. There was a reorientation of teaching and learning process, as there was little interaction and participation of students in classes and increase dialogue and interaction of the whole class as a whole. Although not everyone fully achieved the formation of theoretical thinking, all had changes in their way of understanding the laws of Newton, established relations with its rich sociocultural contexts, being active in using this knowledge to guide their social practices. It is also concluded that effect teaching anchored in this theory requires profound changes in knowledge and teacher practice in the management of the teaching and learning process. Although the data of this research and the analysis and deriving reflections are marked by the researched context, the participants of the research and the analysis of the investigator, may serve as a reference for the promotion of changes in teaching physics in high school, especially in referred to overcome the traditional teaching practices, which do not consider the motives of the student, their activity and socio-cultural experience, its development and acquisition of intellectual autonomy, also providing clues to changes in the training of Physics teachers. / O ensino de Física, no contexto do Ensino Médio na educação brasileira, encontra-se em uma situação preocupante, uma vez que a maioria dos alunos alcança pouca aprendizagem e, consequentemente, apresenta dificuldade na incorporação dos conceitos estudados na escola à sua realidade. Esta pesquisa teve como objeto o ensino de Física e, tendo fundamentação teórica as ideias do autor russo Davydov, procurou responder à seguinte questão: quais contribuições da teoria de Davydov para melhorar a aprendizagem de conceitos de Física por alunos do Ensino Médio? Na busca da resposta foi realizada uma pesquisa de campo, com abordagem qualitativa, com professor e alunos do Ensino Médio integrado ao curso Técnico em Manutenção e Suporte em Informática, de uma instituição pública federal situada no estado de Goiás. A pesquisa de campo consistiu em um experimento didático tendo como referência elementos da teoria de Davydov e como conteúdo as leis de Newton. Os dados foram obtidos por meio de observações do processo de ensino e aprendizagem nas aulas, entrevistas com alunos e professor, e diagnóstico da aprendizagem dos alunos. Na análise dos dados buscou-se indícios de mudanças na aprendizagem e no desenvolvimento do pensamento dos alunos em relação ao conteúdo estudado. Concluiu-se que os alunos apresentam dificuldade em interiorizar conceitos e, ao serem confrontados com problemas concretos envolvendo as leis de Newton, tendem a permanecer utilizando conceitos de sua experiência cotidiana; entretanto, na atividade de estudo dessas leis, como conceito teórico, e tendo na tarefa ações que contemplam a sua experiência sociocultural, os alunos passaram a ter motivos para aprender a pensar teoricamente esses conceitos, ainda que nem todos tenham desenvolvido integralmente esse tipo de pensamento. Houve uma reorientação do processo de ensino e aprendizagem, visto que havia pouca interação e participação dos alunos nas aulas, bem como elevação do diálogo e interação de toda a turma em seu conjunto. Embora nem todos tenham alcançado integralmente a formação do pensamento teórico, todos obtiveram mudanças em seu modo de compreender as leis de Newton, estabeleceram ricas relações com seus contextos socioculturais, mostrando-se ativos na utilização desse conhecimento para orientar suas práticas sociais. Concluiu-se também que efetivar o ensino ancorado nessa teoria requer mudanças profundas no conhecimento e na prática do professor, e na gestão do processo de ensino e aprendizagem. Apesar dos dados desta pesquisa, bem como as análises e reflexões deles decorrentes, sejam demarcados pelo contexto pesquisado, pelos participantes da pesquisa e pelas análises do pesquisador, podem servir de referência para a promoção de mudanças no ensino de Física no Ensino Médio, sobretudo no que se refere à superação das práticas pedagógicas tradicionais, que não consideram os motivos do aluno, sua atividade e experiência sociocultural, seu desenvolvimento e aquisição de autonomia intelectual, fornecendo também pistas para mudanças na formação de professores de Física.

This thesis is aimed on transfer of pupils from lower to upper secondary school from the point of view of mathematics. It was chosen three pupils which attended the same lower secondary school and transfer to the same upper secondary school. Using questionnaires and mathematical test, which were given in September 2014 and January 2015, was reviewed their transfer from the point of view pedagogical-psychical and mathematical. These questionnaires were given to the teachers also. This transfer was mostly negative for pupils. The level of knowledge of mathematics was the same or even worse. It is caused by different teacher's access to teaching mathematics. We could hope that this situation will be changed in a couple months. KEYWORDS: Education, transfer, learning, school educational program, personality, behavior

The primary aim of this study was to validate interactive computer-assisted learning packages (ICALP) in a self operated computer controlled educational resource (SOCCER) to undergraduate (UG) physiotherapy students of anatomy. The development of ICALP, Test and FeedBack items for SOCCER are described, as well as the mechanism of delivery with continuous positive reinforcement to randomly selected students. To meet this requirement, a computer managed learning environment (CMLE) was established to affirm the value of ICALP and SOCCER materials to replace traditional lectures in anatomy. Quantitative data is given to verify this hypothesis during the education of UG physiotherapy students of anatomy. Throughout 1992, the UG population was randomly divided into Lecture and ICALP groups, with mutual exclusion of each to the other, for ten areas of study. These results were validated by re-application to the succeeding UG population in 1993. The secondary aim of this study was in two-parts. Firstly, to verify that ICALP materials can be applied to transfer 2-D cognitive anatomical information in a self-paced format of autonomous learning. Secondly, to investigate a premise that previously acquired 2-D anatomical information may be transferred into a 3-D psycho-motor skill. Ample data is given to verify the first hypothesis, with sufficient evidence to support the second. The subsidiary aim of this study compared the educational and administrative cost-effectiveness of ICALP and SOCCER with traditional lectures used in anatomy. Evidence is given to demonstrate that the time saved in lectures can be replaced by a lecture-seminar approach to problem-based learning to empower UG2 students to achieve at a level beyond that which would normally be expected. Sufficient data is provided to affirm the cost-benefits of ICALP and SOCCER to academic staff, individual students, and ++ / administrators. The untested belief held by schools of anatomy that high ranking pre-entrants in English, English Literature, and Human Biology, are more likely to transpose 2-D anatomical information into a 3-D skill than high ranking pre-entrants in Mathematics, Chemistry and Physics was also investigated. Scrutiny of these data could not determine any discriminatory differences of ability to succeed in UG anatomy by either of these two categories.

Although there are numerous instruments available for assessing classroom learning environments at the tertiary level, no instrument has been specifically designed and validated for measuring the business management education learning environment (Brennan & Ahmad, 2005). My aims were (1) to design, develop and validate an instrument, the Business Management Education Learning Environment Inventory (BMELEI), for assessing business management students’ perceptions of the psychosocial learning environments of university seminars and tutorials and (2) to relate learning environment to attitudes towards the subject and attitudes towards the case study teaching strategy. This study is distinctive in that it involved both quantitative and qualitative methods. The BMELEI and two attitude scales were administered to 480 final-year undergraduate and postgraduate business studies students in 30 classes at both Curtin University of Technology and Edith Cowan University in Perth, Australia. The qualitative component of the study involved semi-structured interviews with 42 randomly-selected participants from the above universities. Factor analysis supported a six-factor structure (Student Cohesiveness, Teacher Support, Involvement, Task Orientation, Cooperation and Equity) with scale alpha reliabilities ranging from 0.78 to 0.90 for the actual form and from 0.80 to 0.92 for the preferred form using the individual as unit of analysis. Students’ attitudes were found to be positively associated with classroom learning environment. / Also differences were found between students’ perceptions of the actual and preferred classroom environment, and between male and female students’ perceptions of the actual and preferred classroom environment. Findings suggested that students preferred a more positive and favourable classroom learning environment than they perceived as being actually present.

The purpose of this research was to investigate first-year tertiary programming students' perceptions of their learning environment, based on the subgroups of gender and "new arrivals" (immigrant and international students of diverse nationalities, culture and educational backgrounds). The literature provides strong evidence that the nature of the learning environment for females studying computing can be uninviting and may be influential in the low rates of female enrolments and retention compared with males. Studies indicate that the cultural norms and artefacts of computing, the minority status of women in computing courses, attitudes, language, experience and institutional context all contribute to a learning environment that proves unattractive and can be detrimental for some women. In recent years, there has been an increased enrolment by New Zealand educational institutions of new arrival students. Research suggests that new arrival students, who leave their home country to live and study in a foreign land, experience difficulties in their learning environment and often have problems adjusting to living and studying in their host country. This research used a mixed-method design to investigate first-year computer programming students' perceptions of their learning environment at three tertiary institutions in Wellington, New Zealand. A survey, the College and University Classroom Environment Inventory (CUCEI), was completed by 239 students, yielding quantitative data about students' perceptions of their Actual and Preferred learning environment. In addition, 28 students, selected to represent gender and new arrival subgroups, participated in interviews and 11 hours of observation were conducted in programming classrooms. / The findings from the survey indicated that students perceived their learning environment with some satisfaction but they suggested improvements relating to the innovation and individualisation dimensions of their learning environment. The perceptions of the student subgroups, defined by gender and as new arrivals were investigated. Although the findings from multivariate analysis of variance of the CUCEI results did not identify differences between the subgroups the interviews revealed wider equity issues and concerns that highlighted differences amongst students of the sex and origin subgroups. Recommendations, based on the study's findings, include suggestions to improve institutional policy relating to the organisation of teaching practice and some cautions about the further use of the survey. The findings have important implications for creating a more equitable and positive learning environment for all students.

Thesis (M.Ed. Mgt.)--Unitec New Zealand, 2006. / Includes bibliographical references (leaves 120-132).

Thesis (M.A.)--Trinity International University, 2006. / Abstract. Includes bibliographical references (leaves 117-120).