<p>This thesis is intended as a contribution to the discussion about science education, especially with regard to how care for nature can be understood, to what extend care for nature is included or excluded in the science education discourse and the importance of this in regard to an environmental education and a gender perspective. The empirical part of the thesis is carried out as a case study, where the discourse of physics is studied as a case within the discourse of science education. The discourse of physics is investigated by analyses of textbooks for lower secondary school in Sweden. </p><p>In the thesis, I present two ways of understanding care for nature. The first way is related to a systemic aspect of ethics that is based on principles. If the principles in use ascribe intrinsic value to nature, then the ethics can be seen as an expression of a systemic aspect of care for nature. The second way is related to an aspect of ethics based on care in ‘I-Thou encounters’ with nature, and is seen as a non-systemic aspect of care for nature. </p><p>Three forms of analyses are performed: 1) of the discourse and selective traditions in physics, 2) of orientations (attitudes) towards nature, and 3) of ways of knowing (indicating what meetings with nature students are offered in science education). </p><p>The analyses performed showed one discourse in physics education, consisting of two selective traditions. The systemic aspect of care for nature is excluded as the discourse has an anthropocentric foundation. The non-systemic aspect of care for nature is also excluded, as no I-Thou meetings are offered through the ways of knowing and no expression for the I-Thou attitude is found in either of the traditions. Further, ways of knowing and an ethical orientation associated with female gender are excluded. Thus, the discourse in physics does not contribute to obtaining the goals of the national syllabuses concerning gender equality and care for nature from the perspectives investigated.</p>

<p>Although many aspects of odor naming have received attention during the years, the participants' own cognitions (metamemory) about their naming attempts have not. (i) We showed that feeling of knowing (FOK) judgments accompanying odor naming failures are predictive of later recognition (Study I) or retrieval (Study III) of the missing name, but to a lesser degree than equivalent judgments about names of persons. “Tip of the nose” (TON) experiences do predict later odor name recall (Study I), but are otherwise poorly related to any partial activation of other information associated with the odor. (ii) We evaluated two theories proposed to explain the underlying basis of FOK judgments. Correlational analysis showed that FOK judgments about odor names are related to the perceived familiarity of the cue triggering the FOK (cue familiarity theory; Study III). FOK judgments are based on the amount of available information about the sought-for memory (accessibility theory; Study I and III). (iii) We demonstrated that the participants are overconfident in their odor naming attempts (Study I and II). This may to some degree be due to the arousing properties of the odors (Study II), suggesting that emotional variables should be taken into account when researching metamemory. (iv) Our inability to correctly name odors are typically not due to an uniquely poor association between odors and their proper names, but rather due to failures to identify the odors (Study III), that is, failures to retrieve “what it is”. It was also found that TOT experiences are unusual for odor names and more so than for person names. (v) We discuss potential differences between olfactory metamemory and metamemory for other modalities. The TON experience differs from the tip of the tongue (TOT) experience and the predictive validity is lower for metamemory judgments about odor names compared to other modalities.</p>

This thesis is intended as a contribution to the discussion about science education, especially with regard to how care for nature can be understood, to what extend care for nature is included or excluded in the science education discourse and the importance of this in regard to an environmental education and a gender perspective. The empirical part of the thesis is carried out as a case study, where the discourse of physics is studied as a case within the discourse of science education. The discourse of physics is investigated by analyses of textbooks for lower secondary school in Sweden. In the thesis, I present two ways of understanding care for nature. The first way is related to a systemic aspect of ethics that is based on principles. If the principles in use ascribe intrinsic value to nature, then the ethics can be seen as an expression of a systemic aspect of care for nature. The second way is related to an aspect of ethics based on care in ‘I-Thou encounters’ with nature, and is seen as a non-systemic aspect of care for nature. Three forms of analyses are performed: 1) of the discourse and selective traditions in physics, 2) of orientations (attitudes) towards nature, and 3) of ways of knowing (indicating what meetings with nature students are offered in science education). The analyses performed showed one discourse in physics education, consisting of two selective traditions. The systemic aspect of care for nature is excluded as the discourse has an anthropocentric foundation. The non-systemic aspect of care for nature is also excluded, as no I-Thou meetings are offered through the ways of knowing and no expression for the I-Thou attitude is found in either of the traditions. Further, ways of knowing and an ethical orientation associated with female gender are excluded. Thus, the discourse in physics does not contribute to obtaining the goals of the national syllabuses concerning gender equality and care for nature from the perspectives investigated.

Although many aspects of odor naming have received attention during the years, the participants' own cognitions (metamemory) about their naming attempts have not. (i) We showed that feeling of knowing (FOK) judgments accompanying odor naming failures are predictive of later recognition (Study I) or retrieval (Study III) of the missing name, but to a lesser degree than equivalent judgments about names of persons. “Tip of the nose” (TON) experiences do predict later odor name recall (Study I), but are otherwise poorly related to any partial activation of other information associated with the odor. (ii) We evaluated two theories proposed to explain the underlying basis of FOK judgments. Correlational analysis showed that FOK judgments about odor names are related to the perceived familiarity of the cue triggering the FOK (cue familiarity theory; Study III). FOK judgments are based on the amount of available information about the sought-for memory (accessibility theory; Study I and III). (iii) We demonstrated that the participants are overconfident in their odor naming attempts (Study I and II). This may to some degree be due to the arousing properties of the odors (Study II), suggesting that emotional variables should be taken into account when researching metamemory. (iv) Our inability to correctly name odors are typically not due to an uniquely poor association between odors and their proper names, but rather due to failures to identify the odors (Study III), that is, failures to retrieve “what it is”. It was also found that TOT experiences are unusual for odor names and more so than for person names. (v) We discuss potential differences between olfactory metamemory and metamemory for other modalities. The TON experience differs from the tip of the tongue (TOT) experience and the predictive validity is lower for metamemory judgments about odor names compared to other modalities.

No description available.

Denna studie syftar till att inom fältet knowledge management, samt ur ett situerat lärandeperspektiv, skapa en ökad förståelse för hur medarbetares tysta yrkeskunnande synliggörs, delas, integreras och reproduceras i organisationen. För att möjliggöra undersökandet av detta syfte har tre frågeställningar definierats; I vilka situationer synliggörs tyst yrkeskunnande? Hur delas tyst yrkeskunnande? Vilken roll spelar organisationskulturen för delande av tyst yrkeskunnande? Det empiriska materialet har samlats in genom nio semistrukturerade intervjuer på det undersökta fallföretaget. Resultatet från intervjuerna har analyserats med utgångspunkt i Säljös (2005) situerade lärandeperspektiv, Alvesson &amp; Kärremans (2001) modell Four Knowledge Management Approaches samt Nonaka &amp; Takeuchis (1995) SECI-modell. Studiens resultat visar att det förekommer tyst yrkeskunnande i verksamheten och att detta kunnande i stor utsträckning handlar om organisationskännedom, relationsmässiga kunnanden samt identifiering med förebilder. Vidare visar resultatet att det tysta yrkeskunnandet främst synliggörs, delas och reproduceras genom social interaktion där medarbetare får möjligheten att interagera med kollegor från olika delar av verksamheten. Resultatet visar också att tyst yrkeskunnande utvecklas i takt med att erfarenheten växer och att kunnandet är en form av erfarenhetsbaserad kunskap. Studien visar också att organisationskulturen har stor inverkan på delandet av det tysta yrkeskunnandet, som främjas genom en tillåtande kultur där delandet av kunskap uppmuntras och integreras i verksamheten i form av en levande coachingkultur. / The purpose of this study is to, within the field of knowledge management as well as from a situated learning perspective, create a better understanding of how employees tacit knowing is being made visible, shared, integrated and reproduced within the organization. To further specify the purpose of this study the three following questions have been created; In what situations are tacit knowing being made visible? How is tacit knowing shared? What role does the organizational culture have when tacit knowing is shared? The empirical data has been collected through nine semi-structured interviews at the examined company. The results of the interviews have been analysed on the basis of Säljö’s (2005) situated learning-perspective, Alvesson &amp; Kärreman’s (2001) model Four Knowledge Management Approaches and Nonaka &amp; Takeuchi’s (1995) SECI-model. The results of this study show that tacit knowing exists within the company and that this knowing is focused around organizational knowledge, interpersonal skills and the identification with role models. Furthermore, the results show that tacit knowing is mostly made visible, shared and reproduced through social interaction where employees have the opportunity to interact with colleagues from different parts of the organization. The study also shows that tacit knowing grows with experience and that it is a form of experience-based knowing. The study also shows that organizational culture has a major impact on the sharing of tacit knowing, promoted by an allowing and supportive culture in which the sharing of knowledge is encouraged and integrated into the organization in the form of a live coaching culture.

This thesis is about knowing in biology in higher education and research. The gene concept is used as an example of knowledge content that is common to both biological research and education. The purpose is to study how knowing about the gene is expressed in different forms of knowledge contexts at the university. This is important to study in order to understand documented learning problems regarding the gene concept but also to better understand the relation between knowledge in research and teaching. Knowledge has to be transformed to become an educational content, a process that is of special interest within the field of Didaktik. The thesis is based on three qualitative case studies. Study I is an analysis of a textbook in biology. The purpose is to examine the content as presented to the students to see how its structure may contribute to the problems students have. How does the gene concept function as a scientific representation and at the same time as an object for learning in a biology college textbook? A phenomenographic approach is used to study implicit variation in gene concept use when the textbook treats different sub disciplines. The results show conceptual differences between them. The different categories of the gene found–as a trait, an information structure, an actor in the cell, a regulator in embryonic development or as a marker for evolutionary change–mean that we deal with different phenomena. The gene as an object is ascribed different functions and furthermore these functions are intermingled in the textbook. Since, in the textbook, these conceptual differences are not articulated, they likely are a source of confusion when learning about genes. Study II examines the gene concept use in a scientific context, as exemplified by five research articles from a scientific journal. Using an adaptation of Hirst’s criteria for forms of knowledge, the study characterizes how the scientific contexts for the gene concept use vary. What kinds of different gene concept use in these contexts can be discerned? When comparing the articles, it becomes evident that the gene concept is used to answer different kinds of questions. The meanings of the gene concept are connected to various knowledge projects, their purposes and the methods used. Shifts of methodologies and questions entail a concept that escapes single definitions and “slides around” in meanings. These contextual transformations and associated content leaps are here referred to as epistemic drift. Study III follows an integrative research project in biology.  What are the characteristic content conditions for knowledge development? What different ways in using the gene concept can be distinguished? By using the analytic methodology developed in study II, the scientific contexts are categorized according to their knowledge project, methods used and conceptual contexts. The results show that the gene concept meanings and the content vary in focus, are more or less explicitly formulated, or possible to formulate, and consist of different skills. One didactic conclusion is that by being more overt about the conditions for problem solving within a specific subdisciplin (i.e. fruitful questions to ask, knowledge needed to answer them, and methods available), students may be given opportunities to get a broader perspective on what it means to know biology. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 3: Manuscript.</p><p> </p>

Made available in DSpace on 2016-06-02T19:39:55Z (GMT). No. of bitstreams: 1 6707.pdf: 1608490 bytes, checksum: 9a6d6a5245e1297d665efec3d07c2a6c (MD5) Previous issue date: 2015-02-26 / Financiadora de Estudos e Projetos / The early teaching career is a phase of professional development of great importance, since it is a moment in which the teacher will build some of its features, your professional identity and a unique style of teaching. It is characterized by the emergence of conflicts and doubts and also of discovery and learning. In this, as in other phases of his career, the collaboration in the formation of teachers is essential to deal with the complexity of the educational work and the problems of pedagogical practice. This research seeks to understand the construction of the teaching literacy teachers at the beginning of their careers and how they configure their knowledge in the process of continuing education provided in narratives in collaborative group online. It was analyzed from the perspectives of teacher s participants: a) evidence of sources of lifelong learning school specifically for literacy; b) knowledge and practices literacy teachers; c) the importance of narratives in the process of training the participants on your perspective. The results of this research allow to configure the online continuing education course "Teachers Beginners and licensing: Narratives of training in Mathematics and the Portuguese language" as an area of formation and reflection, because if check the contributions of these to the professional development of participants teachers. Among the contributions, the course made it possible to investigate significant moments of the season of schooling, specifically, during the literacy and, identify and analyze evidence of learning sources with the goal of understanding the knowledge that guide the guiding principles of their pedagogical actions at the beginning of their careers. Allowed also, identify and understand literacy teacher s practices and knowledge reported by literacy teachers contributing to understand the construction of the teaching career. Finally, made it possible to understand the importance of narratives in the process of formation of the participants, because when teachers write their narratives from its trajectory of personal life, school, academic and professional, they will discover the meanings attributed to the facts that they lived and, thus, are rebuilding the understanding you have of yourself. To narrate their experiences have negotiated with himself and with others assigning new meanings to these experiences, contributing to the construction of pedagogical practice and the construction of a unique way of being a teacher. / O início da carreira docente é uma fase do desenvolvimento profissional de grande importância, pois é um momento em que o professor irá construir algumas de suas características, sua identidade profissional e um estilo próprio de ensinar. É caracterizado pela emergência de conflitos e dúvidas e também de descobertas e aprendizagens. Nesta, como em outras fases da carreira, a colaboração na formação permanente dos docentes é essencial para lidar com a complexidade do trabalho educativo e com as situações problemáticas da prática pedagógica. Nesta pesquisa busca-se compreender a construção da docência de professoras alfabetizadoras em início de carreira e como se configuram os seus saberes em processo de formação continuada veiculados em narrativas num curso de formação online. Analisou-se, a partir das perspectivas das professoras participantes, a) indícios de fontes de aprendizagem ao longo da escolarização, especificamente, durante a alfabetização; b) saberes e práticas alfabetizadoras; c) a importância das narrativas no processo de formação das participantes na sua perspectiva. A metodologia utilizada é de cunho qualitativo e apoia-se no estudo de narrativas de professores. Os resultados desta pesquisa permitem configurar o curso Professores Iniciantes e Licenciando: Narrativas de Formação em Matemática e Língua Portuguesa como um espaço de formação e reflexão, pois se verificou as contribuições deste para o desenvolvimento profissional das professoras participantes. Dentre as contribuições, o curso possibilitou investigar momentos significativos da época da escolarização, especificamente durante a alfabetização, e identificar e analisar indícios de fontes de aprendizagem com o objetivo de compreender os saberes que orientam os princípios norteadores de suas ações pedagógicas em início de carreira. Possibilitou também, identificar e compreender as práticas alfabetizadoras e os saberes relatados pelas professoras alfabetizadoras contribuindo para compreendermos a construção da carreira docente. Para finalizar, possibilitou compreender a importância das narrativas no processo de formação das participantes, pois quando os docentes escrevem suas narrativas a partir de sua trajetória de vida pessoal, escolar, acadêmica e profissional, eles vão descobrindo os significados atribuídos aos fatos que viveram e, assim, vão reconstruindo a compreensão que tem de si mesmo. Ao narrarem suas experiências, dialogaram consigo mesmo e com os outros atribuindo novos sentidos a essas experiências, contribuindo para a construção da prática pedagógica e para a construção de um modo único de ser professor.

Made available in DSpace on 2014-12-17T14:36:37Z (GMT). No. of bitstreams: 1 FranciscoATS_DISSERT_.pdf: 2461406 bytes, checksum: 8103c11dd552d0c65bf3fb4420f4c09f (MD5) Previous issue date: 2012-03-02 / This research has as its object of study practiced in the daily curriculum of Youth and Adults in their midst and considered discussion of the concepts of knowledge as regulation and emancipation. The camp of our research relates to the knowing / doing the teachers of this modality of education, in the Escola Centro Educacional Dr. Amorim-CEPA, the city of Ass?/RN and is articulated to the emerging desire to understand how cooperating teachers have thought, organized and practiced the curriculum in order to consider the many complex situations that are present in everyday school life. Our tour was guided by the need to study the relationship between the regulated curriculum and practiced in everyday adult education, as well as to understand, from the knowing / doing of the teachers, the conceptions that guide their teaching practices and, therefore, reflect on this Reality curriculum in order to better signify then. In this sense, we turn to the fundamentals of qualitative research, adopting the procedures of documentary research, participant observation and semi-structured interview, which allowed us to enter a universe of complex dimensions, senses, and that add significant difference, because the forms of use of various practitioners are and unique, in that enroll in school life and define their brand identities. The predominance of a traditional teaching practice nature by a process of training and teaching experience, the lines of flight, volatilities and inventiveness promoted by the circumstances of everyday life are some of the conclusions we draw from the data collected. This reality, we infer that the practice of teachers varies between regulation and emancipation, being this time, many challenges to be faced, namely the process of continuing education, the conceptual understanding of the subject curriculum and the existence of relational different knowing / doing produced, used and created in/from the school routine of Youth and Adults / Este trabalho de investiga??o tem como objeto de estudo os curr?culos praticados no cotidiano da Educa??o de Jovens e Adultos e considera em seu bojo de discuss?o as concep??es do conhecimento de regula??o e emancipa??o. O nosso campo de pesquisa se relaciona aos saberes/fazeres das professoras da referida modalidade de ensino, no Centro Educacional Dr. Amorim-CEPA, no munic?pio de Ass?/RN e est? articulado com o desejo emergente de entender como as professoras investigadas t?m pensado, organizado e praticado os curr?culos de modo a considerar as diversas situa??es que se fazem presentes no cotidiano escolar. Nosso percurso foi orientado pela necessidade de refletir acerca da realidade curricular da EJA, a fim de melhor compreender e signific?-la, estudar as rela??es complexas do curr?culo regulamentado na pr?tica cotidiana das professoras da EJA, bem como compreender, a partir dos saberes/fazeres das professoras, as concep??es que norteiam suas pr?ticas pedag?gicas e curriculares. Neste sentido, recorremos aos fundamentos da pesquisa qualitativa, adotando os procedimentos da pesquisa documental, entrevista semiestruturada e observa??o participante, que nos permitiu adentrar num universo de dimens?es, que agregam sentidos e significados diferenciados, pois as formas de uso dos praticantes s?o diversas e singulares, na medida em que inscrevem no cotidiano escolar suas marcas e definem suas identidades. A predomin?ncia de uma pr?tica pedag?gica com cariz tradicional resultante de um processo de forma??o e experi?ncia docente; as linhas de fuga, volatilidades e inventividades promovidas pelas circunst?ncias do cotidiano s?o algumas das conclus?es a que chegamos a partir dos contextos investigados. Dessa realidade, entendemos que a pr?tica das professoras oscila entre a regula??o curricular prescritiva e emancipat?ria, constituindo uma rede de saberes/fazeres/poderes, complexa e desafiadora a ser compartilhada nos processos de forma??o continuada, no aprofundamento conceitual da tem?tica curr?culo e na compreens?o relacional da exist?ncia de diferentes saberes/fazeres criados, usados e produzidos no/do/com os cotidianos escolares da Educa??o de Jovens e Adultos

Made available in DSpace on 2014-12-17T14:36:46Z (GMT). No. of bitstreams: 1 WylllysAFB.pdf: 1565132 bytes, checksum: 6dc756702eee6ce498fc47db24f96a39 (MD5) Previous issue date: 2007-09-05 / This thesis objective systemize and discuss the ecological knowledge constructed by means of tradition knowledge with basis in a complex ecology (MORIN, 2002b). The conception of tradition knowledge (ALMEIDA, 2001c) corresponds to a diversity of knowledgement, of men and women, constructed from heteroclite elements of the geographic way, making use of analogies and homologies which serves as the base for this scientific inquiry. These knowledge are extremely related the context where these people are inserted. To construct an ecology of complex base is to understand that the reality is not given previously, and that its construction assumes indissociability among the elements that composes it, that is, between nature and society, material and immaterial elements. To incorporate the disorder, the uncertainty, the unpredictable and the auto-echo-organization as guide principles of a new ecology, constitutes in a new vision of the biological science and the scientific ecology in direction to a science of complexity. The work focuses the ecological knowledge of the Piat? lagoon, municipality of A?u, in the State of Rio Grande do Norte, having as interlocutor of this boarding Mr. Francisco Lucas da Silva (known in the local as Chico Lucas), fisherman and agriculturist, who was born, and lives until today, in the community of Areia Branca, around the lagoon. Having for base the method as strategy (MORIN, 2001a), the research construction was performed through the realization of more than 10 trips carried out between the years of 2005 and 2007. In these trips the ecological aspects of the environments such as, the flora and the fauna, as well as the environmental impacts on the lagoon, were obtained in recorded dialogues and interviews with Chico Lucas, which were later transcripts. The information from there showed a natural and social complex reality, little known by Cartesian science, since it brings a wealth of details of daily life full, over all, for tradition knowing of the people that had lived there and the ones who remain living there. The thesis looks to understand the strategies of thought and the knowledge production referring to traditional knowing and its ability of interchange between different cognitive operators. The ecological knowledge that emerges of these knows reveals a systemic perception of the environment, presenting the beings and phenomena in its peculiarities and its degrees of complexity, but immutable in its indissociability / Esta tese objetiva sistematizar e discutir o conhecimento ecol?gico constru?do por meio de saberes da tradi??o com base numa ecologia complexa (MORIN, 2002b). A concep??o de saberes da tradi??o (ALMEIDA, 2001c) corresponde a uma diversidade de conhecimentos, de homens e mulheres, constru?dos a partir de elementos heter?clitos do meio geogr?fico, fazendo uso de analogias e homologias e que serve de base para essa investiga??o cient?fica. Esses conhecimentos s?o extremamente ligados ao contexto em que est?o inseridas essas pessoas. Construir uma ecologia de base complexa ? compreender que a realidade n?o est? dada previamente, e que sua constru??o sup?e indissociabilidade entre os elementos que a comp?em, ou seja, entre natureza e sociedade, elementos materiais e imateriais. Incorporar a desordem, a incerteza, a imprevisibilidade e a auto-ecoorganiza??o como princ?pios reitores de uma nova ecologia se constitui numa abertura da ci?ncia biol?gica e da ecologia cient?fica rumo a uma ci?ncia da complexidade. O trabalho focaliza os conhecimentos ecol?gicos da lagoa do Piat?, munic?pio de Assu, no Estado do Rio Grande do Norte, tendo como interlocutor dessa abordagem o Senhor Francisco Lucas da Silva (conhecido localmente por Chico Lucas), pescador e agricultor, que nasceu, e vive at? hoje, na comunidade de Areia Branca, no entorno da lagoa. Tendo por base o m?todo como estrat?gia (MORIN, 2001a), a constru??o da pesquisa foi sendo erguida ao longo de mais de 10 viagens realizadas entre os anos de 2005 e 2007. Nessas viagens os aspectos ecol?gicos dos ambientes, a flora e a fauna, bem como os impactos ambientais negativos que sofre a lagoa foram externados em di?logos realizados com Chico Lucas, os quais foram gravados, e posteriormente transcritos. As informa??es da? advindas fizeram emergir uma realidade natural e social complexa, pouco conhecida pela ci?ncia cartesiana, visto que traz uma riqueza de detalhes da vida cotidiana permeada, sobretudo, por saberes da tradi??o dos que a? viveram e dos moradores que ali permanecem. A tese procura compreender as estrat?gias de pensamento e a produ??o do conhecimento referentes aos saberes da tradi??o e ? sua habilidade de articula??o entre diferentes operadores cognitivos. O conhecimento ecol?gico que emerge desses saberes revela uma percep??o mais sist?mica do ambiente, vez que apresenta os seres e fen?menos em suas peculiaridades e em seus graus de complexidade, mas inabal?veis em sua indissociablidade