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Jogos de raciocínio lógico-matemático em alunos da Escola Fundamental II / Games of Logical-mathematical thinking for Middle School studentsQueiroga, Talita Lima 24 January 2013 (has links)
Jogos e situações-problema podem ser utilizados para desafiar e estimular os alunos, podendo ser recursos úteis para uma aprendizagem diferenciada e significativa. Assim, a presente pesquisa teve como objetivo proporcionar a prática de dois jogos - o Kenken e o Feche a Caixa - em 10 oficinas para alunos da Escola Fundamental II. Nessas oficinas a pesquisadora observou como os alunos utilizavam seu raciocínio lógico-matemático para solucionar jogos e situações-problema, argumentavam suas respostas e lidavam com erros e acertos. A pesquisadora buscou compreender o que era jogo e o que era raciocínio lógico-matemático a partir do referencial teórico piagetiano. A análise dos dados foi feita com base no desempenho de cada participante nas diferentes atividades propostas, focando principalmente nas estratégias utilizadas, nos erros cometidos e no comportamento dos alunos frente aos desafios. Os resultados apontaram que os alunos aprenderam a jogar de acordo com as regras e objetivos e também desenvolveram algumas boas estratégias, mas não conseguiram dominar um dos jogos de forma lógica. Entretanto, foi possível inferir que esses jogos se mostraram bons instrumentos para fortalecer os processos de aprendizagem, pois envolviam conhecimentos matemáticos, aritméticos, geométricos e lógicos, além de serem bastante motivadores / Games and problem-situations can be used to challenge and stimulate students, being considered useful resources for a meaningful learning. Thus, the present study aimed to provide the practice of two games - Kenken and Shut the Box for Middle School students during 10 workshops. In these workshops the researcher observed how students used their logical-mathematical skills to play games and solve problem situations, and also how they argued their answers and dealt with their mistakes. The Piagetian theory was used by the researcher to understand what game and logical-mathematical thinking mean. Data analysis was based on the performance of each participant in all activities proposed, focusing mainly on the strategies used, the mistakes and the behavior of students facing the challenges. The results showed that students learned the rules and objectives and also developed some good strategies in both games but failed to logically dominate one of the games. However, it was possible to infer that these games are good tools to improve the learning processes because they involve mathematical, arithmetical, geometrical and logical knowledge, besides being quite motivating
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A ANÁLISE DO ERRO SOB A PERSPECTIVA DIDÁTICO-PEDAGÓGICA NO ENSINO-APRENDIZAGEM DA MATEMÁTICA: Um estudo de caso na 5ª sérieBerti, Nívia Martins 15 June 2007 (has links)
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Previous issue date: 2007-06-15 / This research investigates the fifth degree students’error in the math learning-teaching context. The research tried to answer th question: “What are the contributions to this process that the work of the teacher, inside the classroom, with the student’s error may bring? The main targets in this work were: to investigate the comprehension that the students have about their own errors and the relationship of it with the learning-teaching process, and, also, to
identificate and to describe passages of class and ways of pedagogical treatment given to these errors and strategies of students that may contribute to the development of operation and autonomy in the teaching-learning process by co-operation. The participants of the research were from one only class of fifth degree, from a statual public school, in Parana State, in the school year 2006. This is a qualitative research and a study of case with ethnographic
characteristics. In the investigation, we considered the student’s perspective about his own error and the operation observed from the resolution of a test and the discussion about the kind of answers were presented to the questions. This work brings us to the conclusion that: we may give attention to the answers of the students, promotin the Math learning, the operation, the co-operation and the autonomy of thinking; the difficulties found by students in solving the questions derive, the most of times, from the math teaching conditions that do not favor a critical analysis of results, and the exploration of operation strategies for the construction of concepts and mathematical algorithms; the socialization, among the students, of the results from a specific question with the further discussion in different perspectives,
with their active participation, about their “own errors” has increased a reflection about the actions of thinking and acception of others opinion. / Esta pesquisa teve como objeto de estudo o erro dos alunos de 5ª série no contexto do ensinoaprendizagem de Matemática e buscou respostas ao problema: Que contribuições o trabalho pedagógico com os erros dos alunos, em sala de aula, pode trazer para o processo de ensino aprendizagem da Matemática? Os objetivos da presente investigação foram: investigar a compreensão que os alunos possuem sobre seus próprios erros e as relações destes com o
processo de ensino-aprendizagem e, também, identificar e descrever passagens de aula e formas de tratamento pedagógico dado aos erros e estratégias dos alunos que contribuam para o desenvolvimento da operatividade e da autonomia no processo ensino-aprendizagem, por meio da co-operação. Os participantes da pesquisa pertencia à 5a série de uma escola estadual paranaense no ano de 2006. Trata-se de uma pesquisa qualitativa e um estudo de caso com características etnográficas. Utilizamos como instrumento de pesquisa para a coleta de informações um questionário exploratório sobre as opiniões dos alunos a respeito de seus
erros e o processo de ensino-aprendizagem; um teste com questões matemáticas; observações livres em sala de aula e a socialização e discussão sobre as estratégias apresentadas às situações-problema. A pesquisa nos permitiu concluir que: é possível, em sala de aula, darmos atenção às respostas dos alunos promovendo o aprendizado da Matemática,a operatividade, a co-operação e o pensamento autônomo; as dificuldades encontradas pelos alunos derivam, em grande parte, das condições do ensino da Matemática que não favorecem a análise crítica de resultados e a exploração de estratégias operativas para a construção de conceitos e algoritmos matemáticos; a socialização entre os alunos, dos resultados obtidos, numa determinada situação-problema com a discussão de diferentes perspectivas, tendo o aluno participação ativa, sobre os seus "próprios erros", favorece a reflexão sobre as ações e a descentração do pensamento.
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A linguagem visual do livro didáticoTeixeira, Narle Silva 06 October 2008 (has links)
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Previous issue date: 2008-10-06 / This search presents as theme the visual language of school-books, perceived as all the
expression and organization of the school contents through the basic visual elements (point,
line, volume and texture) including photographies. We did the search about the performance
of this language in the school-books on the fourth year of Elementary School of the Pintanguá
Project Collection, having as premise the following understanding: the language shown in the
school-book has a direct interference in the knowledge formation of the student and his
learning dynamics. To do the direct observation search on the books, we used the contents
analysis technique starting on the category methods by boxes of Bardin (2006), in that one for
previous reading they are defined the categories and during the observation the register units
are classified according to that of pre-definitions. The analysis is quantitative and qualitative
because we worked with both frequency registers and the qualitative analyzing of the
registered data, having the intuit of mapping a graphic profile of the books and, at the same
time, analysis the possible effects of the present visual language. The search had as theoretical
framework the comprehension of Piaget´s genetic epistemology and graphic design
composition techniques based on the Gestalt Theory as an organizer of a visual composition.
The empirical search data are presented in two moments: the first one has some image
qualitative analysis and the books activities according to the category of the search; the
second moment presents the list of quantitative of visual resources shown by the books in
such a way that we could realize several interpretations, for example, the larger utilization of
photographies and pictures in the Portuguese Language book and tendency to not much
pregnance in the Mathematics book. In the end of the analysis it was possible to punctuate the
predominance of different strategies of communication used by the books, to indentify the
illustrations styles used in the books and to do inferences about the importance of the visual
language in a context of education, including the observation of the different actors in this
process. / A presente pesquisa tem como tema a linguagem visual do livro didático, entendida como
toda a expressão e organização do conteúdo escolar por meio dos elementos visuais básicos
(ponto, linha, plano, cor, volume e textura) incluindo fotografias. Pesquisamos sobre o
comportamento desta linguagem nos livros didáticos do 4° ano do Ensino Fundamental da
Coleção Projeto Pitanguá, tendo como premissa o entendimento de que a linguagem
apresentada pelo livro tem interferência direta no processo de formação do conhecimento pela
criança e em sua dinâmica de aprendizagem. Para a realização da pesquisa de observação
direta nos livros usamos a técnica de análise de conteúdo a partir do método de categorização
por caixas de Bardin (2006), em que por leitura prévia são definidas as categorias e durante a
observação as unidades de registros vão sendo classificadas de acordo com tais prédefinições.
A análise caracterizou-se como quanti-qualitativa por trabalharmos tanto com o
registro de freqüência como com a leitura qualitativa dos dados registrados no intuito de
mapearmos um perfil gráfico dos livros e, ao mesmo tempo, analisarmos os possíveis efeitos
da linguagem visual presente. A pesquisa teve como quadro teórico a compreensão da
epistemologia genética de Piaget e das técnicas de composição do design gráfico que, por sua
vez, consideraram a Teoria da Gestalt como organizadora de uma composição visual. Os
dados da pesquisa empírica são apresentados em dois momentos: num primeiro, destacamos
algumas análises qualitativas de imagens e atividades dos livros de acordo com a
categorização da pesquisa, e num segundo momento, são apresentados os quadros dos
registros quantitativos dos recursos visuais empregados nos livros, tornando possível realizar
várias leituras como, por exemplo, a utilização maior das imagens fotográficas e ilustrações
no livro de Língua Portuguesa e a tendência à baixa pregnância no livro de Matemática. Ao
fim das análises, foi possível pontuar a predominância das diferentes estratégias de
comunicação pelos livros, identificar os estilos de ilustrações empregados e fazer inferências
sobre a importância desta linguagem num contexto mais amplo da educação, incluindo a
observação dos papéis dos diferentes atores desse processo.
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Metodologia de projetos em experimento com sistema de plantio direto da alface / Projects methodology on experiment with direct seeding system of lettuce.Souza, Jos? Adilson Gon?alves de 26 November 2015 (has links)
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Previous issue date: 2015-11-26 / The full formation of professionals on agricultural area consists on the possibility to insert
pedagogical practices of learning in the Agriculture Technic Course?s students, as a strategic
factor on the sustainable social development of a country, being decisive in the construction of
their cultural, scientific and technological identity. In this study, it was aimed to evaluate the
student?s knowledge construction using the Projects Methodology in the direct seeding system
of lettuce, in order to contribute to the knowledge construction of these professionals and also
to provide technological information that will subsidize the increase of lettuce?s production
and quality. The study was managed at IFFluminense ? campus Bom Jesus of Itabapoana-RJ,
with the participation of the students of Concomitant Agriculture Technic Course. So the
experiment with lettuce cultivation on direct seeding system was implanted in two stages: in
the first one, it was done the plantation of plant species for mulch formation and, in the
second stage, 25 days after the plant species lodging, the lettuce seedlings were transplanted.
In the first stage, the mass production of dry matter in the aerial part of the species was
evaluated, while in the second stage it was evaluated the phytosociological survey of weeds
on the 21st day after the transplantation and the lettuce production characteristics. All along
the study, analysis tool was used to monitor the knowledge gains, both transmitted and
acquired, through questionnaires and reports obtained during the conduction of field
experiment with the lettuce cultivation. The highest mass production of dry matter in cover
crops was obtained with the treatment using corn species. The species of cover crops which
promoted greater reduction on weeds infestation, compared to the conventional plantation,
were the following treatments: cowpea + corn; crotalaria + corn; cowpea + wheat. When
checking the weight of fresh mass of the aerial part of the lettuce, the treatments that had
better results were the conventional plantation and the one with crotalaria. When analyzing
the several teaching methods, it was found that the best one was the projects methodology,
with 90% of acceptance. When checking the students? performance level in terms of fulfilling
the objectives that were set to them, in the first and in the second stage of the experiment it
was found that 70% and 90%, respectively, clearly overcame the objectives. The students?
interaction with the project contributed to the construction of learning and socialization with
the practical realities proposal. Therefore, the students observed that the direct seeding system
of the lettuce was viable and efficient in the study, besides having a positive effect on the
productivity and low impact upon the soil and on the environment / A forma??o plena de profissionais da ?rea agr?cola consiste na possibilidade de inserir pr?ticas
pedag?gicas de aprendizagem aos estudantes do Curso T?cnico em Agropecu?ria, como fator
estrat?gico no desenvolvimento social sustent?vel de um pa?s, sendo decisivo na constru??o
da sua identidade cultural, cient?fica e tecnol?gica. Nesse trabalho, objetivou-se avaliar a
constru??o de conhecimentos dos discentes utilizando a Metodologia de Projetos no sistema
de plantio direto de alface, de modo a contribuir na constru??o de conhecimento desses
profissionais e, tamb?m, disponibilizar informa??es tecnol?gicas que ir?o subsidiar o aumento
da produ??o e qualidade da alface. O trabalho foi conduzido no IFFluminense ? campus
Bom Jesus do Itabapoana-RJ, com a participa??o dos estudantes do Curso T?cnico em
Agropecu?ria concomitante. Assim, foi implantado um experimento com a cultura de alface
em sistema de plantio direto em duas fases: na primeira fase, foi realizado o plantio de
esp?cies de plantas para forma??o da cobertura morta e, na segunda fase, ap?s 25 dias do
acamamento das esp?cies de plantas, foram transplantadas as mudas de alface. Na primeira
fase, foi avaliada a produ??o de massa de mat?ria seca da parte a?rea das esp?cies. J? na
segunda fase, foram avaliados o levantamento fitossociol?gico das plantas espont?neas, aos
21 dias ap?s o transplantio, e as caracter?sticas de produ??o da alface. Foi utilizado, ao longo
do trabalho, ferramenta de an?lise e acompanhamento de ganhos de conhecimentos
transmitidos e adquiridos atrav?s de question?rio e relat?rios obtidos na condu??o de
experimento de campo com a cultura de alface. A maior produ??o da massa de mat?ria seca
das plantas de cobertura foi com o tratamento da esp?cie de planta milho. As esp?cies de
plantas de cobertura que promoveram maior redu??o da infesta??o de plantas espont?neas, em
rela??o ao plantio convencional, foram os tratamentos feij?o-mi?do + milho; crotal?ria +
milho; feij?o-mi?do + trigo. Ao verificar o peso da massa fresca da parte a?rea da alface, os
tratamentos que apresentaram melhores resultados foram o plantio convencional e a
crotal?ria. Ao analisar os v?rios m?todos de ensino, verificou-se que o melhor m?todo de
aprendizagem foi a metodologia de projetos com 90% aceita??o. Ao verificar o n?vel de
desempenho dos alunos em termos de cumprimento dos objetivos que lhe foram fixados, na
primeira e segunda fase do experimento, constatou-se que 70% e 90%, respectivamente,
superaram claramente os objetivos que foram fixados. A intera??o dos estudantes com o
projeto contribuiu para a constru??o da aprendizagem e socializa??o com a realidade pr?tica
proposta. Assim, os estudantes constataram que o sistema de plantio direto de alface foi vi?vel
e eficiente no estudo e tem efeito positivo na produtividade e baixo impacto sobre o solo e o
ambiente.
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A experiência formativa - PEC Formação Universitária Municípios - e a articulação dos saberes docentesPereira, Roseli Aparecida de Oliveira 09 August 2006 (has links)
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Previous issue date: 2006-08-09 / This paper aims to analyse the knowledge of teachers of Basic School (Cycle I) who participated of the Project PEC Formação Universitária Municípios. For this, the present study has a predominantly qualitative matrix and it intends to make a
reflection on the way done by these teachers during the course and the changes that could have occurred in the educational practice of them. Having as reference the studies on knowing and knowledge teaching, we investigate the curricular and methodological proposal of the Program PEC and its consequences in the articulation and mobilization of knowing and knowledge under the view from the teachers-pupils. Beginning from the analysis of educational literature, we set up the historical influences in the formation of teachers and also the research established in the knowledge construction made by those teachers in their educational practical. The methodological way prioritized a qualitative study with the participation of teachers - by interviews - to understand the formative process and its importance in the practical transformation of the educational practice of each one. The analysis of data presents in previous chapters of this paper gives an interpretation of the interwied teachers speech. Finally, in the final chapter, considering the theories and the experiences deeply lived for us as a researcher, we can say that the perspective of the formative process is essential to an educative practice which intends to be transformer and creative. / Este trabalho tem por objetivo analisar a articulação de saberes de professores do Ensino Fundamental (ciclo I) que participaram da experiência formativa PEC Formação Universitária Municípios na rede de ensino do município de São Paulo. Para isso, o presente estudo tem um cunho predominantemente qualitativo e pretende fazer uma reflexão sobre o caminho percorrido durante o curso e as mudanças que ocorreram na prática educativa desses professores. Tendo com referência os estudos sobre saberes e conhecimentos docentes, investigamos a proposta curricular e metodológica do Programa de Formação e seus reflexos na
articulação e mobilização de conhecimentos e saberes, sob a ótica dos professoresalunos. Partindo da análise da literatura educacional, contextualizamos as influências históricas na formação de professores e as pesquisas fundadas na construção de saberes pelos professores em sua prática educativa. O caminho metodológico priorizou um estudo qualitativo com a participação de professoras - por meio de entrevistas -, como forma de compreender o processo formativo e sua importância na transformação da prática educativa, tendo em vista a qualidade de ensino. A análise de dados apresenta uma interpretação contextualizada na
argumentação das entrevistadas. Finalmente, nas considerações finais, à luz das teorias e das experiências por nós vivenciadas como pesquisadora, entendemos que a perspectiva dos sujeitos do processo formativo é essencial para uma prática educativa transformadora e criativa.
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Examining the integration of talk and writing for student knowledge construction through argumentationChen, Ying-Chih 01 July 2011 (has links)
The purpose of this study was to examine students' understanding of argumentation when talk and writing were provided as learning tools, as well as to explore how talk and writing can best support students' construction of scientific knowledge. Most current studies have examined discourse patterns over a short interval of only a few class periods or compared only the students' initial and final products to assess the quality of their argument structure. Few studies have examined how students develop their understanding of argumentation over time and how their understanding might result in overcoming those challenges. Moreover, talk and writing have been offered as two critical learning tools to support students' argumentative practice. So far, few studies have explored how those two learning tools could be combined to better support students in constructing scientific knowledge. The research questions that guided this study were: (1) How do students develop an understanding of the components of argumentation for public negotiations over time when participating in an argument-based inquiry classroom? (2) In what ways do talk and writing support scientific knowledge construction in an argument-based inquiry classroom?
This sixteen-week study was grounded in interactive constructivism and utilized qualitative design to identify students' understanding of argumentation, trace their learning trajectories, examine potential use of the combination of talk and writing, and analyze the cognitive processes involved when talk and writing were used as learning tools. Due to the lack of studies that focus on the elementary level, this study was conducted in a fifth-grade classroom that used the Science Writing Heuristic (SWH) approach with 22 students participating. Six students were selected for interviewing intensively. Multiple sources of data were collected, including classroom observations, semi-structured interviews, students' writing samples, and the researcher's field notes. To strengthen the interpretations, data analysis was conducted using three different approaches: (1) the constant comparative method, (2) the enumerative approach, and (3) in-depth analysis of knowledge construction trajectory (KCT) episodes.
The results showed that as fifth-grade students had more opportunities to practice, they could develop a more sophisticated understanding of argumentation, use talk and writing as learning tools to negotiate their ideas with peers, engage in more complex cognitive processes, and take ownership for their learning in science. Three major findings are discussed: (1) increased understanding of argumentative components in public negotiations, (2) increased ability to craft written arguments, and (3) five patterns in the use of talk and writing for knowledge construction and cognitive processes.
The findings have informed theories about argumentative practice, the use of language as a learning tool, and science learning from six aspects: (1) understanding of argumentation, (2) ability to craft written arguments, (3) use of talk and writing, (4) cognitive processes, (5) meaning of negotiation, and (6) methodology consideration. This study provides insights into the design of an argument-based environment in which students can develop successful argumentative practices. A long-term professional development program in the support of teachers implementing argument-based inquiry is suggested.
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Managing interorganisational relationships an in-depth study in a hospital contextOwen, Karen, n/a January 2005 (has links)
Can interorganisational relationships be managed for effective functioning? This is
the problem investigated in this research. Organisations world-wide are adopting
co-operative relationships with other organisations. These interorganisational
relationships are viewed as a way to enhance their own business performance
(Williamson 1985, 1991; Dyer 1997; Gulati 1998; Barringer & Harrison 2000; Das
& Teng 2000; Quinn 2000; Stuart 2000; Johnson, Korsgaard & Sapienza 2002).
Despite this, the success rate for interorganisational relationships is not high (Hutt,
Stafford, Walker & Reingen 2000; Quinn 2000; Hitt, Ireland & Vaidyanath 2002)
with many of them failing to achieve their objectives. Understanding how to
manage these boundary-spanning arrangements is important to realising the
objectives of the business strategy.
The research setting is a large private hospital in Australia. It works with a
network of external service organisations that provide the Hospital with a range of
clinical and non-clinical support services including: Diagnostic Imaging, Pathology
Pharmacy, Food Services, Environmental Services, and Human Resources support.
This research explores how these different relationships were managed in their
operating period: 1998 to 2002. It reveals the dynamic and often ad hoc way, in
which managers made sense of the collaborative service context, and how
managers influenced the process of interorganisational relationship formation.
Extant research about interorganisational relationships comes from a variety of
fields. For this research it is most relevant to draw from the research fields of
organisational theory, organisation behaviour, sociology, psychology and
management. These fields contribute findings that provide useful knowledge upon
which to build further understanding about how managers contribute to construct
interorganisational relationships functioning (Ring & Van de Ven 1992, 1994;
Walsh 1995; Chikudate 1999a, 1999b; Boddy, Macbeth & Wagner 2000; Hutt,
Stafford, Walker & Reingen 2000; Lasker, Weiss & Miller 2001).
This research uses an interpretivist methodology that enables the researcher to
explore the dynamic nature of the Manager's sense-making in the construction of
six interorganisational relationships. For the purposes of this research,
interorganisational relationships are defined as new structures that emerge through
the social interaction of actors involved in shared service delivery. The
collaborative context of interorganisational relationships stimulates managers'
sense-making by challenging institutionalised ways of behaving. This sensemaking
process builds new knowledge stores and contributes to emerging, new
management routines. The process is transformative and enables the emergence of
interorganisational relationships.
It emerges from this research that managers take cues from their context. These
cues are used to interpret and make assessments that enable decisions about those
actions that they take to construct the interorganisational relationships. A
manager's processing of contextual cues, through interpretive frames and
dispositional sense-making filters, is an inter-subjective, socially constructive
process. The 'self' is a dimensional influence in the managers' sense-making and
management behaviours and is implicated through the notion of contextual
interpretive frames and dispositional sense-making filters. A model of
interorganisational relationship management as a transformational process is
developed. The association between contextual influences and managers'
behaviours will raise awareness for professional practitioners of the challenges
involved in managing across organisational boundaries and in turn, may contribute
to more successful implementation of interorganisational business relationships.
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Ways we respect caribou: hunting in Teetł’it Zheh (Fort McPherson, NWT)Wray, Kristine Elizabeth Joyce Unknown Date
No description available.
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Ways we respect caribou: hunting in Teetł’it Zheh (Fort McPherson, NWT)Wray, Kristine Elizabeth Joyce 06 1900 (has links)
The Porcupine caribou herd is the focus of multiple stakeholder groups, all of which have different ways of understanding and valuing caribou. This thesis focuses on the knowledge and perspectives that the Teetł’it Gwich’in of Teetł’it Zheh (Fort McPherson, NWT) bring to Porcupine caribou co-management. This paper-based thesis has two major aims: first, to explore how the Teetł’it Gwich’in construct knowledge about caribou; and second, to explore Teetł’it Gwich’in rules-in-use with respect to caribou hunting. A comparison is made between Gwich’in methods of knowledge construction and rules-in-use with those of the Government of the Northwest Territories (GNWT), and the Porcupine Caribou Management Board (PCMB), with the intent of understanding difficulties in co-management. The thesis offers the concept of the Gwich’in Knowledge Complex, a knowledge complex created from multiple sources of information about caribou, including scientific information (mainly from the PCMB and the GNWT) as well as Traditional Knowledge. / Rural Sociology
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Concepção e prática do ensinar matemática nos anos iniciais do ensino fundamental : estudo de caso em um curso de pedagogia a distânciaSerres, Fabiana Fattore January 2010 (has links)
A presente dissertação, cujo objetivo principal é analisar como as alunasprofessoras conceberam e praticaram o ensino da Matemática no decorrer das interdisciplinas de Matemática do Curso de Pedagogia a Distância da Universidade Federal do Rio Grande do Sul (PEAD-UFRGS), é uma pesquisa de natureza qualitativa e perspectiva teórica interpretativa utilizando como estratégia um estudo de caso. A análise dos dados foi feita com base na epistemologia genética de Jean Piaget buscando compreender o processo da construção do conhecimento pelos sujeitos desta pesquisa. A análise foi realizada a partir dos registros das alunasprofessoras no decorrer das interdisciplinas de Matemática do Curso PEAD-UFRGS. Os resultados da pesquisa mostram que as alunas-professoras reconstruíram suas concepções do ensinar Matemática, demonstrando terem se apropriado da proposta interativa e problematizadora das interdisciplinas de Matemática, ainda que parcialmente, e incorporado esta metodologia em suas práticas pedagógicas priorizando a construção do conhecimento pelos seus alunos. / The present dissertation whose aim is to analyze how students-teachers conceived and practiced the teaching of Mathematics as the discipline of the distance course of Pedagogy from the Universidade Federal do Rio Grande do Sul progress, consists of a qualitative research and an interpretative theoretical perspective having as strategy a case study. Data analysis was conducted based on the genetic epistemology of Jean Piaget, seeking to understand the process of knowledge construction by the subjects of this study. The records gathered from the studentteachers during the Mathematics subjects of the distance course of Pedagogy from Universidade Federal do Rio do Sul were analyzed. The results of this study show that the student-teachers have rebuilt their conceptions about the Mathematical teaching, demonstrating their appropriation of the interactive and problematizing approach of the mathematical disciplines, even if only partially, and have incorporated this methodology into their pedagogical practices prioritizing the construction of the knowledge by their students.
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