Students of chemistry encounter difficulties due to its abstract nature and the need to understand and communicate its concepts on macro, submicro, and symbolic levels using a range of representations and representational modes. Research suggests that when students are required to use multiple representations they have difficulties in understanding individual representations and in negotiating meaning through their use. This study sought to address these issues through the application of digital technologies. The main areas of research that provided a theoretical framework for this study were multiple representations in chemistry education and writing-to-learn in science. Other research in these areas has suggested that a better understanding of multiple representations might enhance students’ chemical literacy; however, limited research has investigated the impact of using digital technologies to create multimodal texts on students’ learning in chemistry, particularly the development of students’ skills in generating and integrating multiple representations. Until recently, much of the writing-to-learn research has focused on written composition. The knowledge-transforming model was proposed by Bereiter and Scardamalia (1987) to explain the influence of written composition on knowledge construction. However, having been developed prior to the time when students had ready access to digital technologies and a consequent capacity to create multimedia and digital texts, this model does not account for the production of such multimodal texts. This study examined the effect of learning experiences that utilised digital technologies to support students in using multiple representations and through writing-to-learn activities to create multimodal texts on learning outcomes in chemistry. The study was conducted in a metropolitan public co-educational high school in Queensland, Australia. Two Year 11 chemistry classes participated in the study, which was conducted in the first term of a 2-year course in which students learn chemistry as a separate discipline. The study consisted of a pilot study and an intervention study with two phases. The pilot study was used to trial the learning activities and data collection instruments and to gain an insight into instructional approaches that might be appropriate for the study. Phase 1 of the intervention study employed a pretest–posttest design. In this phase, students learned about chemical bonding and structure and their effects on the properties and behaviours of different materials. They also learned about the multiple representations used to understand and communicate about chemical bonding and structure. Within a modified crossover design, Phase 2 of the study employed mixed methods to compare the effects on learning outcomes when they created two different scientific texts: a digital poster and a laboratory report. Both text types required students to integrate multiple representations to report on their learning during laboratory investigations. These text types were chosen because they are commonly used by scientists to communicate their experimental findings. In Phase 1, students engaged in computer-based inquiries using both molecular modelling and simulation software to investigate phenomena such as intra- and inter-molecular bonding and their effects on properties, the differences between various types of bonds, the multiple representations used to describe and investigate bonding and structure, and to present their understanding to others. In Phase 2, students used a range of scaffolding resources to design and carry out two inquiries about the chemistry of biomaterials. In the first inquiry, students made and compared the properties of two different bioplastic films; in the second, students compared the relative fermentation rates of a range of carbohydrates. In both inquiries, students were required to report their findings and explain them on the submicro level using appropriate representations. Scaffolds included Science Writing Heuristics, which explicitly required students to consider which multiple representations would support their claims and explanations of data; digital resources for selecting, modifying, or creating representations; and genre templates. Pretest–posttest comparisons for both phases showed that the instructional approaches and resources used were effective for enhancing students’ learning outcomes. In all comparisons, the posttest performances were significantly higher. In the first phase, several of the identified alternative or missing conceptions about chemical bonding were effectively addressed, and in both phases, students’ conceptual understanding and their representational competencies were enhanced. The pretest–posttest comparisons for Phase 2 suggested that creating a diversified text – a digital poster – for explaining experimental results is at least as effective for enhancing understanding and representational competencies as creating a more traditional laboratory report. Other data were analysed to gain an insight into how or why the instructional strategies and resources used might have been effective. The student interviews revealed a number of advantages of using digital technologies, including promotion of higher order thinking, enhanced motivation and interest, the capacity of digital technologies to support and enhance visualisation, and the production of multiple representations in multiple modes. Students suggested that the digital resources allowed them to make links between macroscopic, molecular, and symbolic levels and to include a range of representations in their explanations. The evaluation questionnaire revealed similar trends. Analysis of the students’ texts suggested that the approaches used in Phase 2 were effective in supporting students’ content and rhetorical problem solving and the interactions between the two. Students utilised a range of representations, particularly structural diagrams, when making explanations of their macroscopic data on the submicro level. This study has implications for the instructional approaches used by chemistry teachers because it showed that integrating digital technologies into learning environments is effective when introducing students to the multiple representations used in chemistry and in the development of students’ chemical literacies. It also contributes to writing-to-learn research by focusing on multimodal communication and the benefits of creating multimodal texts for presenting, organising, and explaining data, and for representing knowledge. Significant findings of the study relate to the importance of digital technologies in generating multimodal texts and representations for instruction, scaffolding, and in student-centred inquiry-based learning. Further research might focus on the use of such resources for addressing other commonly identified alternative conceptions, the creation of other multimodal text types, the use of other digital technologies or authoring tools, or on the development of teachers’ technological pedagogical content knowledge, which is required for effective classroom implementation of these resources and strategies.

Submitted by SIMONE APARECIDA DA COSTA SADER null (simonesader@gmail.com) on 2018-03-23T19:37:55Z No. of bitstreams: 1 dissertacao completa.pdf: 17620832 bytes, checksum: b1fc1b6874c57b7c8cf68619de682010 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-03-26T13:26:22Z (GMT) No. of bitstreams: 1 sader_sac_me_rcla.pdf: 17578741 bytes, checksum: 0fa01601076b939f31d0b3703b2b900a (MD5) / Made available in DSpace on 2018-03-26T13:26:22Z (GMT). No. of bitstreams: 1 sader_sac_me_rcla.pdf: 17578741 bytes, checksum: 0fa01601076b939f31d0b3703b2b900a (MD5) Previous issue date: 2018-02-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nesse trabalho, dizemos e mostramos, por um caminho “desestruturalizado”, quer dizer, um caminho não linear pelos padrões da Academia, que a escola é uma farsa! Bebemos na fonte de Deleuze (1988), que apresenta a palavra aprender como verbo, ou seja, como a ação na qual o indivíduo toma para si o conhecimento. Para uma aproximação do processo de pensar e de aprender a Matemática Escolar foram utilizados cartografias e mapas narrativos. Elaborados a partir da imersão de seis meses dentro de uma escola estadual, no interior paulista, pudemos observar uma turma do segundo ano do Ensino Médio onde alguns alunos utilizam o YouTube e WhatsApp para tirar dúvidas de Matemática. Outro ponto que levantamos foram quais práticas e táticas que a professora utilizava dentro de sala de aula. Outra prática encontrada na escola consistia na ausência de alunos às sextas-feiras. Observamos também que era “natural” ter mapa de sala de aula e o uso do uniforme. Pudemos observar que não foi somente Matemática que os alunos aprenderam nessa classe. Aprendiam “normas”, “regras”, “classificações” e “subjetivações”. Apresentamos práticas de insurreições ao poder instituído. Para descrever os movimentos descritos acima foram realizadas entrevistas com oito alunos e dados do nosso diário de campo. / In this work, we say and show, by a "de-structured" way, that is, a non-linear path by Academy standards, that school is a farce! We drink from the source of Deleuze (1988), who presents the word learn as verb, that is, as the action in which the individual takes the knowledge for himself. Cartographies and narrative maps were used to approximate the process of thinking and learning in School Mathematics. Elaborated from the immersion of six months within a state school in the inland of São Paulo, we could observe a second year high school class where some students use YouTube and WhatsApp to ask questions about Mathematics. Another point that we raised was what practices and tactics the teacher used within the classroom. Another practice found at the school was the absence of students on Fridays. We also noted that it was "natural" to have a classroom map and the use of a uniform. We could observe that it was not only math that students learned in this class. They learned "rules", "regulations", "classifications" and "subjectivation". We present practices of insurrections to the instituted power. To describe the movements described above we conducted interviews with eight students and data from our field diary. / CAPES: 1560853 / CAPES: 1468073

This thesis uses complexity theory to explore education in the context of a changing curriculum called ‘Opening Minds’. This new curriculum was introduced in the case study school in response to a wider curriculum change which emphasised ‘learning to learn’ and the development of ‘skills for the 21st Century’. In this study, a ‘complexity thinking’ theoretical framework was adopted, drawing especially on the work of Osberg and Biesta (Osberg et al., 2008, Osberg and Biesta, 2007, Biesta and Osberg, 2007) and Davis and Sumara (2006; 2007), paying particular attention to concepts of emergence and complexity reduction. Complexity theory, through the ‘logic of emergence’ offers a challenge to mechanistic approaches to understanding the world which, despite the work of postmodern and poststructural scholars in education, remains dominant in educational practice. The Opening Minds curriculum that is the focus of this case study demonstrated the potential to challenge this mechanistic approach, as the teachers expressed a desire to work in different, flexible and creative ways: this thesis therefore explores complexity theory’s challenge to a mechanistic approach in this particular case. It also addresses the relationship between Opening Minds and science education using complexity thinking. To facilitate exploration and analysis of the case, concepts of temporal and relational emergence and complexity reduction to develop a ‘complexity thinking’ understanding of concepts of agency/structure, power, identity and reflexivity. This entailed reconceptualisation of these ideas in a temporal-relational sense that explicitly incorporates a sensitivity to emergence. Specifically, an additional dimension to Emirbayer and Mische’s (1998) construction of multidimensional agency was added: that of creative agency. The research was conducted as a case study in which a ‘bricolage’ approach to data collection and analysis was used as part of an explicitly ‘complex’ methodology, addressing questions of the challenge of complexity reduction and ethics in research drawing on complexity theory. The findings indicated a challenge for teachers in negotiating tensions as they attempted to adopt approaches that could be considered ‘emergent’ alongside other ‘mechanistic’ practices. These tensions were explored in detail in relation to the concept of ‘reflection’, and in the interaction between science and Opening Minds. Bringing together the empirical and theoretical work in this study, it is suggested that mechanistic and emergent aspects may helpfully be viewed as a ‘vital simultaneity’ within the educational relationship (Davis, 2008) with the interaction between them facilitated by creative agency within a ‘pedagogy of interruption’ (Biesta, 2006). It was further argued that reflection could be used in responsive and flexible ways to support both learning and assessment as a crucial aspect of a pedagogy of interruption. Such a ‘contingently responsive and creative pedagogy’ may support the interaction between science and Opening Minds productively. It is suggested that complex approach to a pedagogy of interruption could support teachers in engaging with the creative and diverse elements of science or learning to learn curricula whilst maintaining the mechanistic aspects of teaching that support students in learning key concepts and skills.

Cette recherche se situe dans le contexte de l’enseignement supérieur international et pose la question de l’accueil des étudiants étrangers en France. Cette question a donné lieu à de nombreuses analyses et propositions. Le contexte préoccupant d’une tendance à la baisse des effectifs d’étudiants accueillis suscite aujourd’hui un débat de fond qui amène un nouveau climat de réflexion. Les initiatives déjà prises par la France, pour l’accueil des étudiants étrangers, doivent être replacées dans le cadre d’une compétition acharnée, engagée par le système éducatif de la plupart des pays développés pour attirer les meilleurs étudiants.Pour donner une vue d’ensemble de la problématique des étudiants chinois en France, la thèse se scinde en quatre parties. Aspects sociaux : culture et histoire. Aspects éducatifs : Systèmes éducatifs entre deux pays (Chine et France. Etudiants Chinois en France Professionnalisation des enseignants du FLE. « L’Éducation » est un parcours « d’Apprentissage » qui est un passage d’un état de déséquilibre à un état de nouvel équilibre et qui se caractérise par une compréhension et des possibilités d’action plus importantes. « Apprendre » signifie donner du sens à une réalité posée comme complexe et que « Je dois m’approprier ». L’adulte en éducation-formation vient avec son bagage cognitif et affectif. Ses références sont marquées, par des attitudes et des valeurs propres. Les enjeux d’adulte en éducation-formation ne sont pas seulement des enjeux professionnels, mais ce sont des enjeux humains, c'est-à-dire, c’est une ambition personnelle et un parcours de vie. / This research takes the international Education system and it questions the welcoming of international students in France. This subject has produced many analyses and proposals. The alarming reduction in the number of foreign students is a source of fundamental discussion bringing a fresh climate of reflection. The actions taken in France to welcome foreign students have to be integrated in a hard competition where the Education systems of most developed countries are engaged to attract the best students.To give an overall view on the issue of Chinese student in France, the thesis is split into four parts.Social aspects: culture and historyEducation aspects: Education systems of two countries (China and France)Chinese students in FranceProfessionalization of teachers in French as a foreign language"Education" is a Learning pathway, which is a transition from a state of imbalance to a new state of balance featuring better understanding and capacity for action. "Learning" means giving sense to a reality standing as complex but which "I have to adopt".The adult in [education-formation] comes with his cognitive and emotional luggage. Its references are marked by attitudes and eigenvalues. This question is related to the knowledge and the authority, self-image and selfhood: one individual must step back regarding "I", "I am" and "I ought to be".The challenges for adults in [education-formation] are not only professional challenges but also human ones. I.e. it is both a personal ambition and a life course.

A tese analisa como a Pedagogia de Projetos interfere na aprendizagem dos alunos e da professora e nas práticas pedagógicas de Geografia. Nesse trabalho, utilizo a metáfora da organização de um projeto para construir a pesquisa. Inicio construindo a mobilização em um capítulo em que explico o sentido de escolher o portfólio como instrumento para coleta de dados e encaminho a discussão dos referenciais teóricos a partir dos quais fundamentei o estudo − as ideias de Hernandez, Levy, Maturana, Villas Boas, Callai e Cavalcanti. Em seguida, examino a prática do trabalho com Pedagogia de Projetos e as desestabilizações que esse trabalho produziu em minhas certezas, destacando a leitura e escrita como inibidores do ensinar Geografia, as fragilidades pedagógicas camufladas pela indisciplina e os questionamentos sobre ensinar ou aprender a Geografia. Ainda nesse capítulo, destaco a Pedagogia de Projetos e suas articulações com a Geografia, bem como as aprendizagens produzidas no movimento das interações com os portfólios dos alunos e os bilhetes da professora. No capítulo final, estabeleço uma conversa com os pensamentos que me produziram, para examinar os deslocamentos pedagógicos gerados pelos projetos de pesquisa, às vezes impulsionando, outras vezes inibindo as ações do professor. O caminho dessa investigação não se constituiu de forma linear. Como na lógica dos projetos de pesquisa, foram construídas redes, exibidas no emaranhado de idas e vindas que articularam os achados coletados nos diferentes instrumentos: portfólios dos alunos e da professora pesquisadora, cadernos informais de registro de conversas com colegas e outros professores, relatórios de pesquisa dos alunos e os planejamentos, tanto da proposta, quanto das aulas. A execução da Pedagogia de Projetos gerou deslocamentos em dois sentidos: aqueles que pontuaram sua validade e alcance em relação à contemporaneidade e os que criaram desestabilizações à efetivação da proposta, imobilizando algumas ações. Esses deslocamentos produziram três eixos que merecem ser destacados como aprendizagens emanadas da pesquisa: a formação, o ensinar e aprender Geografia e as práticas contemporâneas. Os escritos no portfólio produziram um processo reflexivo importante para reorganizar as ações pedagógicas, compreender as atitudes dos alunos, repensar minhas certezas em relação à Pedagogia de Projetos e estabelecer estratégias de atuação na escola, definindo avanços e recuos. / This thesis analyzes the way that Project Pedagogy interferes in both students‟ and a teacher‟s learning as well as in the pedagogical practices in Geography. In this work, I used the metaphor of the organization of a project to construct the research. I started constructing mobilization, in a chapter that explains the meaning of choosing the portfolio as an instrument for data collection, and discusses the theoretical references on which I grounded this study, i.e. ideas by Hernandez, Levy, Maturana, Villas Boas, Callai and Cavalcanti. Next, I examined the practice of working with Project Pedagogy and the destabilizations it caused in my certainties. I highlighted both reading and writing as inhibitors of Geography teaching, the pedagogical fragilities camouflaged by indiscipline, and questionings about teaching or learning Geography. Still in this chapter, I highlighted the work with projects and its articulations with Geography, as well as learning produced through the interactions with the students‟ portfolios and the teacher‟s notes. In the final chapter, I established a conversation with the thoughts that produced me, in order to examine the pedagogical displacements generated by the projects, sometimes stimulating, sometimes inhibiting the teacher‟s actions. The path of this investigation was not linearly traced. As with the project logic, networks were built, exhibited in a web of movements forward and backward that articulated the findings obtained through different instruments: students‟ and researcher-teacher‟s portfolios, informal notebooks where conversations with classmates and other teachers were recorded, students‟ research reports, and plans of both the proposal and classes. The practice of project pedagogy caused displacements in two senses: those that claimed its validity and reach in relation to contemporaneity, and those that generated destabilizations in the proposal, thus immobilizing some actions. These displacements produced three axes that are worth mentioning as learning stemming from the research: education; teaching and learning geography; and contemporary practices. The portfolio writings produced an important reflexive process to reorganize pedagogical actions, understand students‟ attitudes, rethink my certainties in relation to the project pedagogy, and establish strategies for action at school, by defining advances and drawbacks.

Considerando o crescente problema de saúde pública relacionado à dependência química em crack e à proliferação de locais conhecidos no Brasil como cracolândias, esta tese visa estudar o impacto do uso das tecnologias da informação e comunicação no processo de ressocialização, especificamente através do desenvolvimento de um exclusivo objeto de aprendizagem, aplicado em uma comunidade terapêutica, com um grupo de toxicômanos em álcool e drogas em vulnerabilidade social. O presente trabalho objetiva identificar se, ao manipularem tal software, os drogadictos são capazes de apontar alguma diferença significativa entre as características do modelo proposto, levando em consideração que sua interface foi construída com a apropriação de valores apontados como relevantes durante entrevistas, tanto pelos adictos em recuperação, quanto pelos demais profissionais, em uma investigação-piloto realizada no Rio Grande do Sul. Em São Paulo, após a construção do objeto de aprendizagem, construído no modelo OASIS – Objeto de Aprendizagem Significativa de Informação para Sociedade, durante diferentes meses e com um novo grupo de voluntários, foram propostas e testadas hipóteses relacionadas à percepção dos sujeitos sobre os elementos que compõem este objeto de aprendizagem. Por fim, espera-se que a experiência possa despertar novas pesquisas nesta temática para que a aplicação das orientações contidas na construção desse software possa ser expandida. / Given the growing public health problem related to crack addiction, and the proliferation of places known in Brazil as “Cracolândias”, this thesis proposes to study the impact of the use of information and communication technologies, specifically through the development of an exclusive learning object during the process of rehabilitation in a therapeutic community - a group of addicts in drug and alcohol in social vulnerability through training to work – making use of professional education videos. Thus, this study aims to determine if, when manipulating such software, drug addicts are able to point, or not, any significant difference between the characteristics of the proposed model, considering that its interface was built upon values considered relevant during the interviews, both by recovering addicts as well as by other professionals in a research pilot in Rio Grande do Sul. After construction of the learning object, the research continued in São Paulo for several months with a new group of volunteers. This research proposes and tests hypotheses related to the perception of the subjects on the elements that make up this learning object model built in OASIS - Significant Learning Objects for Information Society. Finally, it is expected that this experience may trigger new research related to this issue, in which the application of the guidelines contained in the construction of such software can be expanded.

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T13:58:13Z No. of bitstreams: 1 Dissertacao Claudia Menezes.pdf: 2202796 bytes, checksum: b63552daaa759c77fc35cc7aed9870e7 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-20T17:54:58Z (GMT) No. of bitstreams: 1 Dissertacao Claudia Menezes.pdf: 2202796 bytes, checksum: b63552daaa759c77fc35cc7aed9870e7 (MD5) / Made available in DSpace on 2013-05-20T17:54:59Z (GMT). No. of bitstreams: 1 Dissertacao Claudia Menezes.pdf: 2202796 bytes, checksum: b63552daaa759c77fc35cc7aed9870e7 (MD5) Previous issue date: 2008 / A pesquisa intitulada A organização dos espaços de ensinar e aprender numa escola de educação infantil do município de Jequié – Bahia teve como objetivo central analisar a organização dos espaços escolares e diagnosticar a sua interferência nos processos de ensino e aprendizagem. O estudo evidencia a relação histórica, política, cultural e social da educação infantil com a arquitetura escolar, os avanços e retrocessos da legislação brasileira e das políticas públicas voltadas para a educação das crianças pequenas e para o espaço escolar, a importância da ludicidade e do espaço no desenvolvimento infantil. Discute, ainda, a articulação do currículo das instituições infantis e os espaços de ensinar e aprender, a formação dos profissionais deste segmento e a relação com o trabalho pedagógico e com os espaços de aprendizagem. A pesquisa tem um caráter qualitativo, fundamentada na abordagem fenomenológica e no método etnográfico, tendo como opção metodológica o estudo de caso. Esta pesquisa teve como locus uma das escolas de educação infantil do município de Jequié, na qual foram aplicados os dispositivos da observação participante, entrevista semi-estruturada e grupo focal. Participaram da pesquisa a diretora e os professores da escola estudada, a Secretária de Educação e a Coordenadora Pedagógica do referido município. Os dados coletados foram analisados através da interpretação da análise do conteúdo, apresentando resultados significativos para o desenvolvimento da educação infantil. Os estudos e as reflexões realizadas possibilitaram afirmar com segurança que a arquitetura das instituições infantis revela o percurso histórico da educação infantil brasileira; permanece a distância entre a legislação, as políticas públicas e a realidade das escolas infantis; existe uma interação entre o desenvolvimento infantil, a ludicidade e os espaços escolares; o espaço escolar deve estar contido na proposta pedagógica de educação infantil; a forma como estão organizados e geridos os espaços escolares interferem nos processos de ensino e aprendizagem e, quando inadequados, contribuem para a precariedade da educação infantil. / Salvador

No contexto atual, o ensino de ciências favorece a construção de conteúdo, o desenvolvimento de habilidades e competências próprias para a formação da cidadania. Nessa perspectiva, o trabalho fundamente-se na observação por uma prévia teorização em sala, possibilitando despertar no educando o senso de responsabilidade para uma futura intervenção e transformação do seu meio. A pesquisa aborda as contribuições da aula de campo parceira na construção do processo de ensino e aprendizagem dos educandos. O trabalho é resultado de questionários aplicados a 5 professores (3 do Fundamental I e 2 Fundamental II) e, 56 alunos do Fundamental I 5º ano. Os dados mostraram que os professores consideram a aula de campo uma boa estratégia metodológica no processo de ensino aprendizagem. Destarte, através dos questionários aplicados, antes da aula prática na área de Caatinga, os alunos assinalaram duas ou mais opções negativas, demonstrando senso comum e mostrando noções estereotipado da mesma a partir do conhecimento dela pelos meios de comunicação. Entretanto, após a aula de campo, as opções assinaladas diminuíram consideravelmente, alguns continuam com a ideia de que não gostariam de morar na Caatinga, demonstrando que os mesmos não se veem como parte integrante desse ambiente e, infelizmente uma aula de campo não é suficiente para desmistificar essa visão pré-concebida Assim, há a necessidade de a aula prática (de campo) sobre os ecossistemas locais deixem de ser um momento pontual, e venha a fazer parte, algum dia, regularmente do ensino nas escolas do município do Crato- Ceará, levando os educandos dessa região, desde o Ensino Fundamental a compreender a importância da Caatinga para poder viver melhor nela e com ela. Esse é um problema que só poderá ser resolvido pelo poder público. Desta forma, notou-se um ganho no processo de ensino e aprendizagem, além de um aumento da autoestima dos educandos a partir da comparação dos desenhos por eles realizados para representar a caatinga. Portanto, o referido trabalho pretende contribuir como elemento formador dos futuros pesquisadores da área ou aqueles que pretende transformar suas aulas mais dinâmicas e produtivas. / In the current context, the teaching of Science favors the construction of the subject, the development of skills and proper competences to the formation of citizenship. In this perspective, the work has its fundament in the observation for a previous theory in class, allowing the awakening of a sense of responsibility in the learner for a future intervention and transformation of his environment. The work discusses the contributions of a practical field class, as a partner in the construction of a teaching process and student learning. The work is a result of questionnaires applied to 5 teachers (3 from Elementary School and 2 from Middle School and to 56 students from 5th grade). The data shows that teachers consider practical outdoor class a good strategy in the process of teaching and learning. Thus, by the questionnaires applied before the practical field class in the Caatinga Biome area, the students pointed out two or more negative options, demonstrating common sense and showing stereotyped notions of it based on their knowledge of the media. However, after the field lesson, the options indicated have decreased considerably, some continue with the idea that they would not like to live in the Caatinga, demonstrating that they do not see themselves as an integral part of this environment and, unfortunately, a field class is not enough to demystify this preconceived vision Thus, there is a need for a practical (field) class on local ecosystems stop being an occasional moment, and becoming a regular part of teaching in schools in Crato-Ceará, taking students from that region, since Elementary School, to understand the importance of the Caatinga in order to live better in it and with it. This is a problem that can only be solved by the governement. In this way, a gain was observed in the teaching and learning process, as well as an increase in the students' self-esteem, based on the comparison of the drawings they made to represent the Caatinga. Therefore, this work intends to contribute as a formative element of the future researchers of the area or those who intend to transform their classes in more dynamic and productive ones.

xiii, 105 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In this study I examined whether priming salient characteristics in martial arts students' martial arts identity would influence their motivation to learn conflict resolution skills. Through a factorial, between-subjects experimental design I evaluated the effects of priming three different characteristics of a martial arts identity on 242 martial arts students, including 'peace' and 'competition' characteristics (experimental conditions) and an exercise" characteristic (control condition). I also examined whether the strength of the specific martial arts identity primed would moderate this relationship and assessed the impact of the conditions on participants' value and self-efficacy for conflict resolution skills, as these are theoretically related to motivation to learn. By using both multivariate analyses of covariance and binary logistical analysis, I assessed for outcome differences among the conditions. Results demonstrated that participants primed with the notion that `peaceful' characteristics were related to a martial arts identity were significantly more likely to want additional training in conflict resolution skills in comparison to participants primed with the notion that `competitive' characteristics were related to a martial arts identity. When experimental conditions were compared to the control condition, effects differed by sex. The peace prime significantly predicted that men would want additional training in conflict resolution skills, but not women. The competition prime significantly predicted that women would not want additional training in conflict resolution skills, but this was not true for men. Contrary to hypotheses, strength of identity was not a significant moderator of these relationships, and significant differences between experimental and control conditions were not found for the outcome measures of participant value and self-efficacy of conflict resolution skills. Ceiling effects and measurement issues may explain the lack of significant findings on a continuous measure of motivation to learn, but the dichotomous motivation to learn outcome variable was significantly influenced by the prime conditions in the hypothesized directions. Results of this study have the potential to improve the content and delivery of conflict resolution training with the purpose of improving participant participation and engagement. Study results, strengths, limitations, and implications for future research and practice are discussed. / Committee in charge: Benedict McWhirter, Chairperson, Counseling Psychology and Human Services; Ellen McWhirter, Member, Counseling Psychology and Human Services; Lauren Lindstrom, Member, Counseling Psychology and Human Services; Thomas Dishion, Outside Member, Psychology

abstract: This action research study (a) explored how institutionally labeled “at-risk” Latina/o students described their experiences in an opportunity to learn environment within an academic intervention program, (b) examined how these students experienced caring relationships with their teachers in an opportunity to learn environment when compared to their other core academic classes, and (c) investigated how school leaders created conditions to further support these students’ academic success on a larger scale. This action research study utilized a sequential phenomenological qualitative approach. Critical Race Theory, Critical Pedagogy, and Care theory served as the theoretical frameworks for this study. The blending of these theories worked to push Latina/o students’ narrative reflections to emerge as constitutive and instructive voices speaking back against the inequalities in the educational setting, and offered counterstories about the caring dynamics of Latina/o students in the classroom. Participants included high school students identified as “at-risk” and in an academic intervention class / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2016