Orientador: Dione Lucchesi de Carvalho / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T12:30:29Z (GMT). No. of bitstreams: 1 GoncalvesJunior_MarcosAntonio_D.pdf: 7234019 bytes, checksum: 033616069cae738395a0ecbc5937dd10 (MD5) Previous issue date: 2015 / Resumo: De 2008 a 2010, recebi, em minhas aulas de matemática, alunos de um curso de licenciatura que cursavam o Estágio Supervisionado II. Supervisionei-os em seu estágio e orientei-os em seu Trabalho Final de Curso. Tal processo me levou a desenvolver com eles um trabalho conjunto, olhando nossas aulas numa perspectiva de investigação-ação e colaboração. Assim, juntos, escrevemos um diário de aula descritivo e reflexivo sobre as aulas em todas as etapas do estágio: observação, semirregência e regência. Passados alguns anos, passei a perscrutar esses diários de aula, procurando investigar esse processo de formação, narrando-o, contando sobre o processo de constituição identitária dos futuros professores, descrevendo o trivial simples do dia a dia da sala de aula, bem como as tensões da prática de colaborar e investigar a própria prática. Em certa altura, por figurar como personagem nas histórias que contava, dei-me conta de que não investigava os estagiários, mas, sim, a mim mesmo, minhas contradições, minhas identidades no papel de professor de matemática, de supervisor (formador de professores) e de pesquisador em Educação Matemática. Desse modo, desenvolvi uma investigação sobre mim mesmo, por meio de uma pesquisa narrativa em que meus "eus" são objeto de estudo. Por meio de uma conversa comigo mesmo, procuro construir uma narrativa como forma de compartilhar uma experiência, de produzir uma experiência e como forma de compreender o vivido em relação à formação de professores de matemática durante o estágio supervisionado / Abstract: Between 2008 and 2010, I received prospective mathematics teachers in my math classes who were attending Student Teaching II, a course in a program that prepares mathematics teachers. As their student teaching supervisor, I also was their Final Project advisor. Together, with those student teachers, we approached a perspective of action research and collaboration in our teaching practice. Thus, we wrote a descriptive and reflective class diary regarding all student teaching periods: Observation, Pre-teaching and Teaching. After a few years, I began to peering into those class diaries inquiring this teacher preparation process by narrating it, by giving an account about the prospective teacher's process of identity construction, by describing the commonplace's everyday life of our classes and also the tensions of this collaborative practice of investigate our own practice. Unexpectedly, once I was a character in the stories I was telling about what we experienced, I realized that I was not only investigating the future teachers, but myself, my contradictions, may identities as a mathematics teacher, as a cooperating teacher, as a Mathematics Education researcher. So I made a self-study by a narrative inquiry about my 'selves'. By talking with myself I wrote a narrative as a way to share an experience, to create an experience and as a way to understand what we live in this process of become a teacher during the Student Teaching Course / Doutorado / Ensino e Práticas Culturais / Doutor em Educação

O ensino de ciências por investigação representa um importante caminho para a promoção da alfabetização científica. A argumentação é uma das principais habilidades que podem ser desenvolvidas por meio dessa abordagem de ensino, e também aproximar os estudantes do processo da construção do conhecimento científico. O presente trabalho tem o objetivo de investigar relações entre diferentes graus de abertura de atividades investigativas e a qualidade de argumentos desenvolvidos ao longo desse processo. Ele foi realizado no contexto de Iniciação Científica Júnior, com estudantes do ensino fundamental II. Foram propostas duas aplicações das atividades investigativas: uma chamada de sequencial, respeitando a ordem sequencial proposta na literatura, dos graus 1 ao 3 de abertura; e outra, chamada de invertida, em que as atividades foram propostas dos graus 3 ao 1. As análises foram conduzidas com base em duas ferramentas: uma fundamentada no padrão argumentativo de Toulmin (TAP), proposta por Osborne, Erduran e Simon (2004), que caracteriza a qualidade estrutural dos argumentos, e outra, que avalia a qualidade do conhecimento científico utilizado para embasá-los, adaptada do trabalho de Zohar e Nemet (2002). As análises apontaram que os estudantes são capazes de desenvolver argumentos ao se envolverem em atividades investigativas. Porém, alguns fatores influenciaram na qualidade desses argumentos, como o grau de abertura das atividades e os comandos presentes em seus enunciados. Os argumentos construídos envolveram pelo menos dois componentes do TAP, principalmente nas atividades de maior grau de abertura. Porém, identificou-se a dificuldade de os estudantes introduzirem os seguintes elementos: qualificador e refutação. Nas duas formas de aplicação, tanto em relação à qualidade estrutural quanto à do conhecimento científico, os argumentos de mais qualidade foram identificados nas atividades de graus 2 e 3 de abertura, as quais fomentavam maior protagonismo dos estudantes. Logo, as atividades investigativas não proporcionam uma maior qualidade dos argumentos quando propostas de maneira gradual. Os resultados evidenciam a importância das atividades investigativas, em seus diferentes graus de abertura, como propostas que fomentam e qualificam a argumentação no ensino de ciências. / The inquiry-based science education represents an important way for the scientific literacy. Argumentation is one of the main skills that can be developed through this teaching approach, and also bring students closer to the process of building scientific knowledge. This study has the objective of investigating relations between different levels of inquiry activities and the quality of arguments developed throughout this process. It was carried out in the context of Scientific Initiation, with middle school students. Two methods of the investigative activities were proposed: one called \"sequential\", respecting the sequential order proposed in the literature, from levels 1 to 3; and the other, called \"reversed\", in which the activities were proposed from levels 3 to 1. The analyzes were conducted on the basis of two tools: one based on the Toulmin argumentative pattern (TAP), proposed by Osborne, Erduran and Simon (2004), that characterizes the structural quality of the arguments, and another, that evaluates the quality of the scientific knowledge used to support them, adapted from the work of Zohar and Nemet (2002). The analyzes pointed out that students are able to develop arguments by engaging in inquiry activities. However, some factors influenced the quality of these arguments, like the levels of inquiry and the commands present in their statements. The arguments developed by students involved at least two components of the TAP, mainly in the more open levels. However, we identified that it was difficult for students to introduce the elements qualifier and rebuttal. In both forms of application, in terms of structural quality and scientific knowledge, the highest quality arguments were identified in the levels 2 and 3 of inquiry, which provided more autonomy for the students. Therefore, inquiry activities do not provide a higher quality of arguments when proposed in a gradual manner. The results show the importance of inquiry based activities, in their different levels, to foment and qualify the argumentation in science education.

abstract: The purpose of the project was to explore the extent to which an asynchronous online professional development (PD) model focusing on instructor presence would improve feedback and interactions with students. The study is grounded in Community of Inquiry theory, which situates learning at the intersection of teaching presence, social presence and cognitive presence. The study aimed to improve student success by empowering instructors to integrate engaging strategies and technology tools into fully online courses. The participants were 4 higher education instructors teaching in fully online degree programs delivered to 160-200 undergraduate students. For eight weeks the 4 instructors participated in the PD. The goals of the PD were to learn strategies for improving instructor presence and integrating student engagement opportunities in a collaborative online format. Data was collected from pre- and post-intervention offerings of the instructors’ courses to determine the impact of participation in the PD. Results suggest that the PD model was an effective intervention to increase presence and engagement. Presence and engagement were found to have increased in participants’ courses. Interactive video was found to serve multiple purposes including increasing instructor presence and student engagement, facilitating feedback between instructors and students, and elevating the level of cognitive presence of students. As a result, instructors and students both indicated a perception of improved interactions and feedback. / Dissertation/Thesis / Doctoral Dissertation Educational Leadership and Policy Studies 2020

This research project incorporates a series of mindfulness and contemplative workshops withinthe established curriculum of an advanced art studio methods course for pre-service arteducators. Educational research studies suggest that individuals who complete a mindfulnesscourse of study experience increased mental and physical stamina; enhanced memory retention;and decreased irritability, anxiety, depression, and chronic stress. Research also indicates thatindividuals who practice mindfulness have improved relationships and bolstered immunesystems (Williams & Penman, 2012. These studies suggest that mindfulness training can makepositive contributions to teaching and learning, enabling teachers and students to perform at theirbest capacity in their respective roles. Many studies hypothesized that mindfulness trainingwould enhance student well-being and learning in particular. The hypothesis of the current studywas that an arts-integrated mindfulness curriculum will enhance student learning, art practice,and attitudes toward teaching and learning. This was an exploratory study designed to investigatepossible connections between art-making and mindfulness.

The purpose of this study was to examine the longitudinal impacts of the Science Writing Heuristic (SWH) approach on student science achievement measured by the Iowa Test of Basic Skills (ITBS). A number of studies have reported positive impact of an inquiry-based instruction on student achievement, critical thinking skills, reasoning skills, attitude toward science, etc. So far, studies have focused on exploring how an intervention affects student achievement using teacher/researcher-generated measurement. Only a few studies have attempted to explore the long-term impacts of an intervention on student science achievement measured by standardized tests. The students' science and reading ITBS data was collected from 2000 to 2011 from a school district which had adopted the SWH approach as the main approach in science classrooms since 2002. The data consisted of 12,350 data points from 3,039 students. The multilevel model for change with discontinuity in elevation and slope technique was used to analyze changes in student science achievement growth trajectories prior and after adopting the SWH approach. The results showed that the SWH approach positively impacted students by initially raising science achievement scores. The initial impact was maintained and gradually increased when students were continuously exposed to the SWH approach. Disadvantaged students who were at risk of having low science achievement had bigger benefits from experience with the SWH approach. As a result, existing problematic achievement gaps were narrowed down. Moreover, students who started experience with the SWH approach as early as elementary school seemed to have better science achievement growth compared to students who started experiencing with the SWH approach only in high school. The results found in this study not only confirmed the positive impacts of the SWH approach on student achievement, but also demonstrated additive impacts found when students had longitudinal experiences with the approach. By engaging in the argument-based classrooms where teachers value students' prior knowledge, encourage students to take control of their learning, and provide non-threatening environment for students to developing big ideas through negotiation, student's achievement can be enhanced. The results also started to shed some light on sustainability of the SWH approach within the school district.

This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the SWH (Science Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a convenient sampling method because the data were collected previously from the SWH project. Each group had thirty teachers. A total of sixty teachers participated in the study. Student responses were part of the study to evaluate the effect of open-ended question types but students were not direct participants in the study. Each teacher was asked to send a recorded video clip of their class at the end of each semester (spring and fall) over two years. Each teacher sent four video clips for the project. A total of two hundred forty video clips was analyzed to gather the information regarding the three categories. The first category was teacher talk time. It was measured in seconds only when teachers interacted with students with the topic. The second category was the structure of questions (question types). It consisted of two question types (open-ended and close-ended). Under the open-ended question category, there were three sub-question types: (1) asking for explanation (AE), (2) asking for self-evaluation of reasoning (AF), and (3) asking for self-evaluation of others' reasoning (AFO). Under the close-ended question category, there were two sub-question types: (1) asking for factual information (AI) and (2) asking for confirmation (AC). Each sub- question type was counted numerically. The last category was student responses. Student responses consisted of higher-order thinking and lower-order thinking. Under the higher-order thinking category, there were three sub-types: (1) explanation responses (E), (2) self-evaluation of reasoning responses (SE), and (3) self-evaluation of others' reasoning responses (SEO). Under the lower-order thinking category, there was one sub-type: simple responses (S). Each sub type was counted numerically. Based on the descriptive results (the length of teacher talk time in seconds, the number of question types, and the number of student responses), repeated measures ANOVA was conducted to find any differences and patterns for teacher talk time, structure of questions and student responses between the treatment and control groups over the period of the project and across time (four different time points). The results showed that there were clear differences for teacher talk time, the structure of questions, and student responses between the treatment and control groups over the period of the project and across time. The treatment group teachers talked less and used more open-ended questions than the control group teachers. The treatment group students displayed more higher-order thinking responses than the control group students.

Guided inquiry is a teaching practice gaining popularity in the college setting, particularly within STEM classes, although it is a strategy that can be used across a broad spectrum of disciplines. Increasingly, courses are being offered online (asynchronously), which can present challenges for instructors seeking to help students become intellectually engaged, reaching deeper understandings of course concepts and the relationships among them. Guided inquiry may be one tool instructors can use to encourage students’ deeper exploration of course material. The purpose of this practice session is to explore how guided inquiry can be applied in an online setting, with discussion regarding its benefits and challenges. Examples from social science classes will be provided.

Client inquiry is a fundamental procedure for gathering audit evidence. Since inquiries are not audio- or video-recorded in practice, auditor memory is vital to the accuracy of evidence gathered in this manner. Due to the potential for error during memory encoding and retrieval, the effect of memory on judgment, and the cognitive complexity of conducting a face-to-face inquiry, examining factors affecting auditor memory of client inquiries is important. In this dissertation, I examine two factors likely to affect auditor memory of a client inquiry. First, encoding style is a low-level cognitive function representing how much stimuli an individual perceives before applying prior knowledge (schemata) to assist with encoding to long-term memory, affecting information noticed and remembered. Differences in auditors’ encoding style may explain variance in memory accuracy of evidence gathered from a client inquiry. Second, audit professionals often make hand-written or typed notes during client inquiries, and subsequently review the notes, which may affect memory. To address these issues, I first gather interview evidence from six professional auditors to determine how practicing auditors plan, prepare for, conduct, and document evidence from client inquiries. I then develop and execute a video-based experiment with 33 senior auditor participants, 23 masters-level accounting students, and 47 undergraduate-level accounting students to investigate whether encoding style and note taking affect auditor memory accuracy of, and audit judgments resulting from, a client inquiry. I find multiple significant results. First, I find that encoding style affects memory accuracy such that auditors quickly utilizing prior knowledge during an inquiry results in greater memory accuracy than auditors slowly utilizing prior knowledge. This finding suggests that quickly utilizing prior knowledge helps auditors to manage the cognitive complexity of a client inquiry. Second, I find that participants who take notes during an inquiry, and subsequently review his or her notes taken, have lesser memory accuracy than participants who do not take notes. This finding suggests note taking distracts participants during an inquiry, hindering memory accuracy. Third, I find that memory accuracy affects audit judgments such that memory accuracy is positively related to judging the client’s explanation as reasonable, and negatively related to judging the probability of material misstatement and likelihood to increase substantive testing. Finally, I find that encoding style has a significant indirect effect on audit judgment through memory accuracy. This study makes several contributions to audit practice and academic literature. First, this study contributes a discussion of how auditors conduct client inquiries based on interviews with very-experienced auditors from multiple accounting firms, representing various firm sizes. No prior research provides qualitative evidence of how auditors conduct inquiries. Second, this study contributes to the audit literature by finding that encoding style and note taking affect auditor memory accuracy of a client inquiry. Although the findings do not support hypotheses suggested by theory, the findings suggest further research in the topic is warranted. Third, this study contributes to the psychology literature by finding that encoding style affects memory in an information-robust, professional context, extending the generalizability of the encoding style construct beyond the abstract tasks with which it has been previously examined.

The aim of this thesis is to study how self-narratives work as displaying identity construction and meaning making in school. The study draws from a theoretical frame made up by narrative inquiry, the theory of Communities of Practice and Ervin Goffman’s dramaturgical model of role-taking and positioning on the educational scene. The method used is narrative inquiry. In total, 96 sixth grade pupils in four different schools in Sweden, have written a text based on a PowerPoint presentation titled “Tell about yourself in school”. The data is analyzed with an emphasis on the organization and structure of the narrative as well as on its content. The findings reveal that the pupils in the study are active identity constructors and meaning makers when they are given the opportunity to tell about themselves and their experiences in school. These pupils position themselves in their narratives by choosing who they want to be and how they wish to be perceived by others. These roles are thus not solely selected by the narrator itself but are also influenced by the school community with its expectations, culture and social norms. Furthermore, the analyses yielded that pupils currently move within a complex landscape of communities of practice in the school’s context where they are continually compelled to make decisions, take stands and reflect upon their lives. To nurture meaningful relationships with peers and with others in school is viewed by the pupils in the study as the main element for meaning making in school.

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