Thesis (Ph. D.)--Washington State University, August 2008. / Includes bibliographical references (p. 86-91).

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on October 20, 2009). Thesis advisor: Dr. James (Sandy) Rikoon. Includes bibliographical references.

Thesis (Ph. D.)--University of Oklahoma, 1992. / Includes bibliographical references ([321]-335).

Thesis (Ph. D.)--Public Policy, Georgia Institute of Technology, 2005. / Bozeman, Barry, Committee Chair ; Rogers, Juan, Committee Member ; Gaughan, Monica, Committee Member ; Stephan, Paula, Committee Member. Vita. Includes bibliographical references.

Thesis (M. S.)--Industrial Design, Georgia Institute of Technology, 2009. / Committee Chair: Neta Ezer; Committee Member: Ellen Yi-Luen Do; Committee Member: Jon Sanford. Part of the SMARTech Electronic Thesis and Dissertation Collection.

Thesis (Ph. D.)--University of California, Los Angeles, 2004. / Vita. Includes bibliographical references (leaves 206-216).

Thesis (M.ED.) --University of Limpopo, 2011 / A deep level approach to learning leads to quality learning outcomes. Teachers should use appropriate teaching strategies to encourage learners to use deep level approaches to learning. The Conceptual Change Model (CCM) approach is one such strategy for the teaching of science concepts. Deep level approaches are a necessity when dealing with a difficult science concept like photosynthesis. The purpose of this study was to investigate Grade 10 learners’ achievements in photosynthesis using the CCM approach in order to minimize misconceptions and develop a broader and deeper understanding of the photosynthesis process in the high school context in a semi-rural South African school. The learners’ attitudes towards the CCM approach in the teaching of Life Sciences were explored. This study aimed to answer the following main question: what are the achievements of Grade 10 learners’ in photosynthesis as core knowledge? The CCM approach included worksheets based on all five steps of the CCM process: commit to an outcome, expose beliefs, confront beliefs, accommodate the concept and extend the concept. The sample consisted of 78 Grade 10 learners. The research was carried out with a quasi-experimental/control group design and lasted for six weeks. The achievement test and questionnaires were used as instruments to collect data. The analyses of results show that experimental and control group’s pre-test academic achievement scores were similar and there was no significant difference between them (p < 0.05), but when the academic achievement of the post-test results of the EG and CG were analyzed, it was clear that there is a significant difference. The results from post-tests suggest that learners from the EG, taught using the CCM approach, show significantly greater achievements in photosynthesis than learners from the CG. In addition, learners from EG show a positive attitude towards Life Sciences after CCM teaching approach, but not from the CG taught using traditional approach. These findings have implications for a science teacher and recommendations are made to improve the teaching of photosynthesis as core knowledge.

This thesis presents two empirical studies of four pairs of design students collaborating on two small products design sessions in both face-to-face and distributed settings while using computer-mediated communication (CMC) technologies and a Collaborative Virtual Environment (CVE). To gain insight about the way designers communicate and collaborate, the observation focused on how much time the students worked "together" and "individually" in the design process. Each design process was video recorded and analyzed with a video analysis software Observer XT. The first study shows that both teams worked together to arrive at a design concept then they divided the work for each person to work independently (either the 3D modeling task or the 2D graphic task) to produce the final design. Teams worked together less than fifty percent of the overall work time because they could not share design information effectively using the computing technology tools on the collaborative design process. Findings of the first study suggested plausible design criteria for communication tools for distributed collaboration that supports interaction and sharing design information. The second study used the same methodology and experimental procedures as those used in study. However, participants were provided a shared tool such as NetMeeting Whiteboard and Shared program that support shared sketching abilities or shared viewing of 3D objects. The study shows that teams spent more time working together when using programs that support shared sketching abilities or shared viewing of 3D objects. The shared program and the whiteboard function from NetMeeting helped the design teams to share more information. Participants commented that this program helped facilitate the collaborative process by enabling them each to perform multiple tasks such as talking with their teammates and observing 3D object in a shared view at the same time. Participants also reported that they found the distributed setting a more engaging environment to work with teammates because they were "forced to be engaged" and "forced to communicate better," and that they "concentrated more using hand gestures on camera." Although two studies showed that current CVE (Unreal) did not lead to effective collaboration, several potential features such as creating virtual mock-ups for the brainstorming within a virtual environment were introduced. Participants consider real time 3D visualization effective in the design process and thus very promising in the collaborative setting if they can share ideas easily within a 3D virtual environment.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:53:49Z No. of bitstreams: 1 CRUZ_Vanessa_2016.pdf: 38265512 bytes, checksum: 5192d46cdc2758274956bb62816114c9 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:53:57Z (GMT) No. of bitstreams: 1 CRUZ_Vanessa_2016.pdf: 38265512 bytes, checksum: 5192d46cdc2758274956bb62816114c9 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:54:03Z (GMT) No. of bitstreams: 1 CRUZ_Vanessa_2016.pdf: 38265512 bytes, checksum: 5192d46cdc2758274956bb62816114c9 (MD5) / Made available in DSpace on 2017-08-11T16:54:08Z (GMT). No. of bitstreams: 1 CRUZ_Vanessa_2016.pdf: 38265512 bytes, checksum: 5192d46cdc2758274956bb62816114c9 (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This research aims to understand the process of professional development of Basic Education teachers, inserted in a research group. This qualitative and interpretative study was carried out with four elementary education teachers who belong to the Group of Studies and Research on Formative and Educational Practices in Mathematics (GEPRAEM), Federal University of São Carlos (UFSCar), Sorocaba campus - SP. Data construction used group documents such as: schedules, meetings meetings, research reports, and teacher productions. To deepen the data, audio recordings of face-to-face meetings and semi-structured interviews were conducted with the four participating Basic Education teachers. The analysis used the data triangulation technique, using the theoretical framework on professional development (CHRISTOPHER DAY, 1999 AND 2005, MARCELO AND VAILLANT (2009 AND 2012), and research professor (ANDRÉ, 2001; DINIZ, 2006). Indicate that the practices experienced by the teachers in the research group, such as elaboration of narratives, research projects, scientific articles and reports of experience, participation in events, reading and discussion of theoretical and methodological references, generate individual and collective learning, such as Collaborative attitudes, reflection and investigation of the practice, academic literacy, participation in events, to understand an object from multiple perspectives, to see itself as a researcher, composing a process of professional development in a teacher training with investigative posture. / Esta pesquisa tem como objetivo compreender o processo de desenvolvimento profissional de professores da Educação Básica, inseridos em um grupo de pesquisa. Este estudo de natureza qualitativa e interpretativa foi realizado com quatro professores de educação básica integrantes do Grupo de Estudos e Pesquisa sobre Práticas Formativas e Educativas em Matemática (GEPRAEM) da Universidade Federal de São Carlos (UFSCar), campus Sorocaba – SP. A construção dos dados utilizou documentos do grupo como: cronogramas, memórias das reuniões presenciais, relatório de pesquisa, e produções dos professores. Para aprofundamento dos dados foram realizadas gravações em áudio das reuniões presenciais e entrevistas semiestruturadas com os quatro professores da Educação Básica participantes. A análise optou pela técnica de triangulação de dados, utilizando o referencial teórico sobre o desenvolvimento profissional (CHRISTOPHER DAY, 1999 E 2005; MARCELO E VAILLANT (2009 E 2012); e professor pesquisador (ANDRÉ, 2001; DINIZ, 2006). Os resultados indicam que as práticas vivenciadas pelos professores no grupo de pesquisas, tais como elaboração de narrativas, projetos de pesquisas, artigos científicos e relatos de experiência; participações em eventos; leitura e discussão de referenciais teórico-metodológicos; geram aprendizados individuais e coletivos, tais como atitudes colaborativas; reflexão e investigação da prática; letramento acadêmico; participação em eventos; compreender um objeto a partir de múltiplos olhares; enxergar-se como pesquisador; compondo um processo de desenvolvimento profissional em uma formação de professores com postura investigativa.