Physical-Computing-Geräten wie Robotern und Mikrocontrollern wird eine wichtige Rolle als Lernmedium für Schülerinnen und Schüler zugesprochen. Zu lernende Kontexte sind ähnlich vielfältig wie die inzwischen existierenden Geräte. Die Komplexität der Systeme ist mannigfaltig und bisherige Forschung geht zumeist von dem Gerät als Forschungsgegenstand aus. Im Rahmen dieser Dissertation wird von einem geräteunabhängigen Physical- Computing-Prozess als Problemlöseprozess ausgegangen, um ein Fundament für nachhaltige und geräteunabhängige Forschung zu schaffen sowie Physical Computing als Unterrichtsgegenstand zu beschreiben. Aufgrund von Merkmalen, wie der Arbeit mit Sensorik und Aktuatorik sowie dem iterativen Testen und Evaluieren, scheint Physical Computing Ähnlichkeiten zu dem naturwissenschaftlichen Experiment aufzuweisen. Dieser Zusammenhang und die potentiellen Auswirkungen auf die Informatikdidaktik werden in den folgenden drei Ausprägungsformen untersucht. Basierend auf Modellen aus der Literatur wird ein Modell des Physical-Computing- Prozesses abgeleitet und mithilfe empirischer Studien adaptiert. Bei dem Vergleich der Prozesse der wissenschaftlichen Erkenntnisgewinnung und des Physical Computing können diverse Gemeinsamkeiten festgestellt werden. Insbesondere verlaufen die Prozesse parallel zueinander, was die Grundlage für einen MINT-Problemlöseprozess bildet. Bislang wurden konkrete Probleme von Schülerinnen und Schülern bei der Interaktion mit den Geräten peripher beschrieben. In dieser Arbeit wird eine Analyse von Problemursachen vorgenommen und auftretende Probleme werden kategorisiert. Probleme, die gleichzeitig mehrere Problemursachen haben, werden aufgedeckt und eine Problemtaxonomie zur Beschreibung von Problemursachen abgeleitet. Ein mehrstufiges Feedback-Modell zur Unterstützung des Problemlösens in Physical- Computing-Aktivitäten wird basierend auf der Problemtaxonomie entwickelt. Durch eine empirische Untersuchung wird es als unterstützend für den Physical-Computing-Prozess evaluiert und bildet damit ein Modell zur Entwicklung von kognitiven Tutorensystemen für Physical Computing. / Physical computing devices like robots and microcontrollers play an important role as learning devices for students. These devices as well as the learning contexts are multifaceted. The complexities of the systems are diverse and the existing research is usually concentrated on the devices. This thesis develops as a starting point a device-independent physical computing process by seeing it as problem-solving process. The goal is to construct a base for sustained and device-independent physical computing research and to describe physical computing as a school subject. The physical computing process seems to share similarities with the scientific inquiry process, because of characteristics like working with sensors and actuators and iterativ testing and evaluating. This relation and the implications on computer science education are explored in the following three facets. Based on existing literature, a model of the physical computing process is derived and supplemented by empirical data. In the comparison of the scientific inquiry and the physical computing processes substantial commonalities are identified. Hence, a base for a joint STEM problem-solving process is built. So far, concrete students’ problems during the activities with physical computing devices are described as a side product. In this thesis problem sources are uncovered and occurring problems categorized. Problems having more than one problem source are uncovered and a problem taxonomy is derived from that. Based on the problem taxonomy, a multilevel feedback model to support problem solving during physical computing activities is developed. With an empirical exploration, the taxonomy is evaluated. Results indicate that the taxonomy is supportive for achieving the physical computing process. Finally a model for a cognitive tutoring system for physical computing is outlined.

Surgie en 1996, "La main à la pâte" suggérait que l’école ne pouvait se suffire du lire écrire et compter sans un « raisonner » qui en constituerait son épine dorsale à travers l'enseignement des sciences. Ce projet innovant souhaitait concilier une formation intellectuelle par la construction de connaissances et de compétences, une formation morale par les valeurs construites et transmises, une formation sociale ou politique par l’éducation du sens critique.La recherche présentée se demande si cette opération peut et à quelles conditions être transférée au système scolaire ? Question complexe affaire de finalités, de contenu, d’organisation, de gouvernance. Question complexe car La main à la pâte n’est pas à l’heure actuelle à distance du système éducatif : un tiers des écoles primaires a pu être concerné par l’enseignement des sciences fondé sur l’investigation qu’elle encourage et accompagne.Dans un premier temps, est analysée La main à la pâte. On en retient l'importance de l’investigation raisonnée et des conditions socio-historiques de l'émergence des savoirs.Dans un second temps sont clarifiées les stratégies d’acteurs qui s’y déploient, illustrant une constante articulation entre des dimensions de co-formation et une visée éthique empreinte d’humanisme revendiquée par ses fondateurs.Ensuite est abordée La main à la pâte d’un point de vue politique en montrant comment plus globalement a été traité le lien science et société. Enfin, est questionné le possible transfert de ce modèle dans le système de l’ Education Nationale, tant du point de vue des enjeux de l’enseignement scientifique et de l’éducation citoyenne que La main à la pâte promeut, que sur le plan de la conception de l’organisation qu’elle incarne. / Born in 1996, La main à la pâte (Lamap) suggested that teaching could not limit itself to reading, writing and counting without some “coherent reasoning” which would constitute its backbone through the teaching of sciences. This innovating project hoped to reconcile an intellectual education: the construction of knowledge and competences, a moral education: the construction and transmission of values and a social/political education by enhancing critical thinking.This research thesis questions whether this operation can be transferred to the school system, and in which conditions. It is indeed a complex question, in terms of finalities, contents, organization and governance. It is a complex question because Lamap is not remote from the education system: one third of the elementary schools has already been concerned with inquiry based science education, which Lamap encourages and accompanies.First, we start with the analysis of Lamap, underlying the importance of the thought process and of the social/historical conditions for the emergence of knowledge.Secondly, the actors’ developing strategies are clarified, illustrating a constant articulation between dimensions of mutual training and the strong humanistic ethical philosophy asserted by its founders.Then Lamap is studied through the link between science and society, in a general political perspective. Lastly, we question the possible transfer of this model to the Education Nationale system, both in terms of the stakes of science education and citizenship education which Lamap promotes, and as far as the respective organization of these two systems.

This thesis is a narrative inquiry into the experiences of two childrens lives in school. I lived alongside the two children in their grade five classroom for eight months of their school year inquiring into the ways that their school experiences and their relationships with the teacher, classmates, and subject matter influenced the way they composed their stories to live by. In this thesis I share a personal reflection on the way my story to live by has been shaped by my experiences, specifically as a student, a teacher, and a researcher. I use field notes and taped conversations with each of the two boys to retell the stories they shared with me and apply them to literature and theory. I use Deweys Criteria of Experience within a narrative framework to help understand and retell the stories of the two boys as well as Clandinin, Pushor, and Murray Orrs commonplaces of narrative inquiry: place, temporality, and sociality. I explore Aokis planned and lived curriculum and Noddings ethic of care and fidelity in teaching as they applied to the inquiry.

This thesis uses analytic philosophical inquiry and autobiographical narrative inquiry to identify a conception of critical thinking (CT) that is “most adaptable” for teaching History 12, and then discusses the strengths and limitations. The CT literature includes several conflicting conceptions of CT, and I use two specific types of analytic philosophical inquiry, (conceptual analysis and conceptual structure assessment), to identify which conception is “most adaptable” for teaching History 12. After considering the degree to which each conception meets the criteria developed for the “most adaptable” conception of CT, I conclude that the Critical Thinking Consortium’s (TC²) conception is the most adaptable. Of all the conceptions developed thus far, the TC² approach is unique because it is designed solely as a pedagogical model for embedding CT throughout the curriculum of each subject and grade level. In the second section of the thesis, I use autobiographical narrative inquiry to reflect on the strengths and limitations of the TC² model after using the model to teach History 12 for a year. One of the foundational principles of the TC² conception is the notion that embedding CT throughout the curriculum is a powerful way of improving understanding. I determine that this contention is accurate because students improved their knowledge of the curriculum, the epistemology of history, and the adoption of CT in their everyday lives. Furthermore, use of the TC² conception helped improve my planning and assessment practices, and initiated a positive change of my role in the classroom.

This thesis is a narrative inquiry into the experiences of two childrens lives in school. I lived alongside the two children in their grade five classroom for eight months of their school year inquiring into the ways that their school experiences and their relationships with the teacher, classmates, and subject matter influenced the way they composed their stories to live by. In this thesis I share a personal reflection on the way my story to live by has been shaped by my experiences, specifically as a student, a teacher, and a researcher. I use field notes and taped conversations with each of the two boys to retell the stories they shared with me and apply them to literature and theory. I use Deweys Criteria of Experience within a narrative framework to help understand and retell the stories of the two boys as well as Clandinin, Pushor, and Murray Orrs commonplaces of narrative inquiry: place, temporality, and sociality. I explore Aokis planned and lived curriculum and Noddings ethic of care and fidelity in teaching as they applied to the inquiry.

This thesis uses analytic philosophical inquiry and autobiographical narrative inquiry to identify a conception of critical thinking (CT) that is “most adaptable” for teaching History 12, and then discusses the strengths and limitations. The CT literature includes several conflicting conceptions of CT, and I use two specific types of analytic philosophical inquiry, (conceptual analysis and conceptual structure assessment), to identify which conception is “most adaptable” for teaching History 12. After considering the degree to which each conception meets the criteria developed for the “most adaptable” conception of CT, I conclude that the Critical Thinking Consortium’s (TC²) conception is the most adaptable. Of all the conceptions developed thus far, the TC² approach is unique because it is designed solely as a pedagogical model for embedding CT throughout the curriculum of each subject and grade level. In the second section of the thesis, I use autobiographical narrative inquiry to reflect on the strengths and limitations of the TC² model after using the model to teach History 12 for a year. One of the foundational principles of the TC² conception is the notion that embedding CT throughout the curriculum is a powerful way of improving understanding. I determine that this contention is accurate because students improved their knowledge of the curriculum, the epistemology of history, and the adoption of CT in their everyday lives. Furthermore, use of the TC² conception helped improve my planning and assessment practices, and initiated a positive change of my role in the classroom.

No description available.

Using elements of design experiment research and autoethnography, this action research project investigated how viewing learning as complex participation in a community of practice characterized by mathematical inquiry impacted my teaching practice in a grade 10 Applied Mathematics class in a rural Manitoba high school. This report of the research project describes and analyzes both my attempts to change my teaching practice by drawing on theories of learning mathematics as complex participation in a community of practice and the changes that resulted from these attempts. The analysis focuses on the characteristics of a community of practice characterized by mathematical inquiry, how I attempted to foster such a community, what challenges I faced when I changed my teaching practice in this way, and how insights from this practitioner research project can inform the teaching of mathematics as well as theorizing about the learning of mathematics.

Using elements of design experiment research and autoethnography, this action research project investigated how viewing learning as complex participation in a community of practice characterized by mathematical inquiry impacted my teaching practice in a grade 10 Applied Mathematics class in a rural Manitoba high school. This report of the research project describes and analyzes both my attempts to change my teaching practice by drawing on theories of learning mathematics as complex participation in a community of practice and the changes that resulted from these attempts. The analysis focuses on the characteristics of a community of practice characterized by mathematical inquiry, how I attempted to foster such a community, what challenges I faced when I changed my teaching practice in this way, and how insights from this practitioner research project can inform the teaching of mathematics as well as theorizing about the learning of mathematics.

The focus of this qualitative, arts-based inquiry was to understand how disabling illness might be transformed through art. A/r/tography -- art/research/teaching and writing, was the method used to explore and understand the meaning(s) held within the art: Border Crossings -- a conceptual, figurative, sculptural installation. The installation embodied the experience of disabling illness, symbolically depicting power relationships, identities, subjectivities and the multi-dimensional nature of being, of one coming up against the institution, the illness and the self. Guided by the work of Heidegger (Hermeneutic Circle), Deleuze and Guatarri (Rhizome and The body without Organs) and Foucault (Power Relationships), the A/r/tographer examined the installation through the lens of the poststructural feminist writers Grosz, Davis, Gatens, Weedon, Moss and Dyck with a focus on the body/subjective to explore notions central to understanding being in a body. A further analysis through art theorists Eisner, Allen and A/r/tographers Irwin and Springgay’s aesthetic perspectives, explicated the nuance of how art transformed the ill researcher and larger community. The results of the inquiry revealed a multi-dimensional, generative process of opening multiple thresholds of complexity, understanding and transformation of the experience of disabling illness for inquirer, and the art participant/observers/larger community. The research illuminates the value of A/r/tography as a potent means of inquiry into lived experience and how art enhances the understandings and possibilities for the transformation of the experience of disabling illness/lived experience. / Graduate