This study aimed to explore the relationships between elementary students&rsquo / epistemological beliefs, learning approaches, self-regulated learning strategies, and their science achievement. In this investigation, a model of the potential associations among these variables was proposed and tested by using structural equation modeling. It was hypothesized that (a) students&rsquo / epistemological beliefs would directly influence their learning approaches, self-regulated learning strategies, and science achievement, (b) students&rsquo / adopted learning approaches and their use of self-regulated learning strategies would be related with science achievement, and (c) students&rsquo / learning approaches were expected to be related with their use of self-regulated strategies. A total of 1240 seventh graders from 21 public elementary schools throughout the &Ccedil / ankaya district of Ankara completed measures designed to assess students&rsquo / (a) epistemological beliefs (beliefs about the Certainty of Knowledge, Development of Knowledge, Source of Knowing, and Justification for Knowing) (b) adopted learning approaches (either rote or meaningful), (c) use of self-regulated learning strategies, and (d) science achievement. Separate confirmatory factor analyses were conducted to determine the structure of students&rsquo / epistemological beliefs and their adopted learning approaches. While the factor analyses of students&rsquo / responses to the epistemological beliefs questionnaire supported the multidimensional nature of these beliefs, some features distinct from the findings of the Western countries were identified. Socio-cultural influences were proposed to account for the observed differences in the factor structure obtained with the Turkish sample. The results of the structural equation modeling while supporting some of the proposed hypotheses, contradicted with others. Epistemological beliefs emerged as a major contributor to learning approaches and science achievement as expected, whereas those beliefs can not be used as a predictor of self-regulated learning strategies. In addition, students&rsquo / adopted learning approaches were found to be a predictor of their self-regulated learning strategies which in turn influence the science achievement in the model. Contrary to the expectations, learning approaches of the students were not found to be directly related with their science achievement.

This study is aimed to explore the relationships among elementary students&rsquo / epistemological beliefs of science, perceptions of learning environments, learning approaches and science achievement. For this purpose, a model of the associations among these variables was proposed and tested by structural equation modeling. In this model, it was hypothesized that a) students&rsquo / perceptions of their learning environments would directly influence their epistemological beliefs of science and learning approaches, b) students&rsquo / epistemological beliefs of science would directly influence their learning approaches and science achievement, c) students&rsquo / learning approaches would directly influence their science achievement. A total of 2702 students from 139 public elementary schools from istanbul, Ankara, izmir, Diyarbakir, Van, Antalya, Afyon, EskiSehir, and Samsun were administered three instruments to assess their epistemological beliefs of science, perceptions of learning environments, and learning approaches. Students&rsquo / previous year final report card grades were used as the indicator of their science achievement. Confirmatory factor analyses were conducted to determine the structure of students&rsquo / epistemological beliefs of science, perceptions of learning environments, and learning approaches. Although multidimensionality of epistemological beliefs of science was supported, a different factor structure was obtained for Turkish elementary school students compared to the theoretically proposed structure for the instrument. The results of the structural equation modeling generally supported the proposed hypotheses. The final model obtained in the study revealed that students&rsquo / perceptions of the classroom environments directly predicted students&rsquo / epistemological beliefs and learning approaches. Students&rsquo / epistemological beliefs predicted their learning approaches and science achievement, and students&rsquo / learning approaches influenced their science achievement.

The thesis aims to develop a deep learning model for facial emotion recognition using Convolutional Neural Network algorithm and Multiclass Classification along with Hyper-parameter tuning using Bayesian Optimization to improve the performance of the model. The developed model recognizes seven basic emotions in images of human beings such as fear, happy, surprise, sad, neutral, disgust and angry using FER-2013 dataset.

Orientador: Ana Mariza Benedetti / Banca: Heliana Ribeiro de Mello / Banca: Maria Helena Vieira-Abrahão / Resumo: A presente pesquisa teve como objetivo observar a concepção de ensino da gramática de uma professora de LI e de seus alunos em um contexto de ensino fundamental de escola pública bem como analisar como as crenças dos participantes com relação à gramática (BARCELOS, 1995, 2001, 2006; NUNAN, 1998, 1999; LARSEN-FREEMAN, 1993, 1997) interferiam em suas ações em sala de aula, ou seja, na abordagem de ensinar da professora e de aprender dos alunos (ALMEIDA FILHO, 1993, 2005) e suas influências na motivação (DÖRNYEI, 2001) para a aprendizagem da língua. Este estudo foi realizado em duas fases: a primeira, vinculada a um projeto de formação reflexiva de professores de língua inglesa em serviço, apresenta características de pesquisa-ação colaborativa e a segunda, realizada ao término das atividades de tal projeto, apresenta características de natureza etnográfica. Os instrumentos e procedimentos de coleta de dados utilizados no desenvolvimento desta pesquisa foram: questionários, entrevistas semi-estruturadas gravadas em áudio, observação e gravação das aulas em vídeo, diários da pesquisadora, sessões de visionamento, logs, gravação em áudio das reuniões do grupo de formação de professores ao qual o presente trabalho está vinculado, bem como os diários desta pesquisadora sobre estas reuniões. Os dados revelaram alguns encontros entre as crenças da professora e de seus alunos, porém detectou-se um desencontro entre a abordagem da professora e o gosto pela gramática em uma das turmas analisadas, na qual observou-se uma menor motivação. O trabalho de formação continuada implicou reforço de algumas crenças e mudanças pouco significativas na prática de ensino da docente participante. / Abstract: The present study aimed at observing a teacherþs and her studentsþ concepts of grammar teaching in an elementary public school, as well as analyzing how such beliefs (BARCELOS, 1995, 2001, 2006; NUNAN, 1998, 1999; LARSEN-FREEMAN, 1993, 1997) interfered with their actions in the classroom, i.e., with the teacherþs teaching approach and the studentsþ culture of learning (ALMEIDA FILHO, 1993, 2005), and influenced the motivation for language learning (DÖRNYEI, 2001). It was developed in two stages: the first one is linked to a reflective development project for in-service English teachers and presents characteristics of colaborative action-research. The second one, developed after the ending of the project, presents ethnographic bases characteristics. The instruments and procedures for data collection were: questionnaires, audio recorded semi-structured interviews, observation and video recording of classes, researcherþs diaries, viewing sessions, logs, audio recording of the teacher development group meetings (to which this study is linked), and the researcherþs diaries on those meetings. Data have shown some correspondence between the teacherþs and her studentsþ beliefs. However, less motivation was observed in one of the groups, where there was some conflict between the teacherþs approach and the studentsþ beliefs about grammar. The teacherþs continuing development work suggested the reinforcement of some of her beliefs and some minor changes in her practice. / Mestre

The purpose of this study was to explore the effects of inquiry-based high school chemistry course and gender differences with respect to students&rsquo / understanding of atom concept, learning approaches, motivational goals, self-efficacy, and epistemological beliefs. In this study, 47 ninth grade students from classes of a chemistry course were taught by the same teacher in Private Y&uuml / ce Science High School in the 2003-2004-spring semester were enrolled. There were two groups in the study. Two instruction methods used in this study were randomly assigned to each group. The experimental group who received Inquiry-Oriented Instruction (IOI) consisted of 22 students while the control group who received Traditionally Designed Chemistry Instruction (TDCI) consisted of 25 students. To examine the effect of the treatment on dependent variables / students&rsquo / understanding of atom concepts measured by Chemistry Achievement Test (CAT), meaningful learning and rote learning measured by Learning Approach Questionnaire (LAQ), learning-goal orientation, performance-goal orientation and self-efficacy measured by Achievement Motivation Questionnaire (AMQ), and epistemological beliefs measured by Science Knowledge Questionnaire (SKQ). t-test and ANOVA were used to test hypotheses of the study. The results showed that the students who used the inquiry oriented instruction had significantly higher scores with respect to achievement related to atom concept than the students who taught with the traditionally designed chemistry instruction. On the other hand, inquiry oriented instruction did not effect students&rsquo / learning approaches, motivational goals, self-efficacy, and epistemological beliefs. And also, the present study failed to find neither difference between boys and girls nor interaction between treatment (IOI vs. TDCI) and gender with respect to students&rsquo / understanding of atom concept, learning approaches, motivational goals, self-efficacy, epistemological beliefs.

Made available in DSpace on 2014-06-11T19:26:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-07-30Bitstream added on 2014-06-13T20:34:52Z : No. of bitstreams: 1 souza_mop_me_sjrp.pdf: 926786 bytes, checksum: 652086ef30c19f7508b39654455225cf (MD5) / A presente pesquisa teve como objetivo observar a concepção de ensino da gramática de uma professora de LI e de seus alunos em um contexto de ensino fundamental de escola pública bem como analisar como as crenças dos participantes com relação à gramática (BARCELOS, 1995, 2001, 2006; NUNAN, 1998, 1999; LARSEN-FREEMAN, 1993, 1997) interferiam em suas ações em sala de aula, ou seja, na abordagem de ensinar da professora e de aprender dos alunos (ALMEIDA FILHO, 1993, 2005) e suas influências na motivação (DÖRNYEI, 2001) para a aprendizagem da língua. Este estudo foi realizado em duas fases: a primeira, vinculada a um projeto de formação reflexiva de professores de língua inglesa em serviço, apresenta características de pesquisa-ação colaborativa e a segunda, realizada ao término das atividades de tal projeto, apresenta características de natureza etnográfica. Os instrumentos e procedimentos de coleta de dados utilizados no desenvolvimento desta pesquisa foram: questionários, entrevistas semi-estruturadas gravadas em áudio, observação e gravação das aulas em vídeo, diários da pesquisadora, sessões de visionamento, logs, gravação em áudio das reuniões do grupo de formação de professores ao qual o presente trabalho está vinculado, bem como os diários desta pesquisadora sobre estas reuniões. Os dados revelaram alguns encontros entre as crenças da professora e de seus alunos, porém detectou-se um desencontro entre a abordagem da professora e o gosto pela gramática em uma das turmas analisadas, na qual observou-se uma menor motivação. O trabalho de formação continuada implicou reforço de algumas crenças e mudanças pouco significativas na prática de ensino da docente participante. / The present study aimed at observing a teacherþs and her studentsþ concepts of grammar teaching in an elementary public school, as well as analyzing how such beliefs (BARCELOS, 1995, 2001, 2006; NUNAN, 1998, 1999; LARSEN-FREEMAN, 1993, 1997) interfered with their actions in the classroom, i.e., with the teacherþs teaching approach and the studentsþ culture of learning (ALMEIDA FILHO, 1993, 2005), and influenced the motivation for language learning (DÖRNYEI, 2001). It was developed in two stages: the first one is linked to a reflective development project for in-service English teachers and presents characteristics of colaborative action-research. The second one, developed after the ending of the project, presents ethnographic bases characteristics. The instruments and procedures for data collection were: questionnaires, audio recorded semi-structured interviews, observation and video recording of classes, researcherþs diaries, viewing sessions, logs, audio recording of the teacher development group meetings (to which this study is linked), and the researcherþs diaries on those meetings. Data have shown some correspondence between the teacherþs and her studentsþ beliefs. However, less motivation was observed in one of the groups, where there was some conflict between the teacherþs approach and the studentsþ beliefs about grammar. The teacherþs continuing development work suggested the reinforcement of some of her beliefs and some minor changes in her practice.

Объектом исследования являются методы машинного обучения, позволяющие фильтровать данные, и методы разработки информационных платформ. Фильтрация данных подобного типа применяется в такой области, как поисковые системы, чтобы на основе запроса выдать пользователю релевантные результаты. Предмет исследования – разработка модели машинного обучения, фильтрующей текстовые данные, и информационной платформы для отображения отфильтрованных данных. Особенностями исследования являются открытая реализация полного проекта, то есть она доступна каждому, и возможность его модификации. Для обучения модели был использован самостоятельно составленный набор научных работ, информационная платформа была разработана с нуля. Итоговая модель LSTM, выбранная методом сравнения метрик, показала результат предсказания соответствия целевой тематике в 90%, что позволяет говорить о ее возможном внедрении в соответствующие Интернет-ресурсы, так как они гарантированно уменьшат объем научных работ, проверяемых вручную. / The object of the research is machine learning methods that allow filtering text data obtained from the information platform. Filtering of this type of data is used in such an area as search engines to give relevant results to the user based on a query. Within the framework of this dissertation, it was proposed to apply machine learning methods to filter a set of scientific papers based on their title and target label in the form of the subject of the work. The features of the study are the open implementation of the full project, that is, it is available to everyone, and the possibility of its modification. A self-compiled set of scientific papers was used to train the model, the information platform was developed from scratch. The final LSTM model, chosen by the method of comparing metrics, showed the result of predicting compliance with the target topic in 95%, which allows us to talk about its possible implementation in the relevant Internet resources, since they are guaranteed to reduce the volume of scientific papers checked manually.

Significant changes have taken place in higher education over dte past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate Ieamer needs and dte process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Active Ieamer participation in dte learning process is necessary for effective learning to take place. Only dten can the desired outcome be reached. For a Ieamer to actively participate in the learning process, the Ieamer must know how to learn, and how to function as an independent Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is necessary. The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updatlng or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative. Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning process and provide for systematic education. Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning st;ytes and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education. / Health Studes / D. Litt. et Phil. (Advanced Nursing Sciences)

Esta tesis tiene como finalidad entender cómo determinados instrumentos y procedimientos de aprendizaje, que implican el uso de la lectura y la escritura, son usados como herramientas de aprendizaje en los contextos educativos formales. Concretamente, nos centramos en el estudio de la toma de apuntes, dado que se trata de uno de los instrumentos y procedimientos de aprendizaje más frecuentemente utilizado por los estudiantes en educación superior. Se analizan algunos de los elementos que configuran el uso de este instrumento y procedimiento de aprendizaje y se identifican las posibles relaciones entre determinadas variables implicadas en las condiciones de dicho uso como, por ejemplo, la representación de los estudiantes, el enfoque de aprendizaje, los procesos de anotación que realizan, los usos que hacen de dichas anotaciones y los resultados de aprendizaje que obtienen al abordar una tarea académica concreta. El abordaje metodológico adoptado es de carácter naturalista, observacional, descriptivo y contextual. El análisis detallado tanto de las representaciones que manejan los estudiantes como de los procedimientos de anotación y uso efectivo que llevan a cabo con sus anotaciones en el momento de realizar una tarea académica concreta, junto con el análisis del contexto de enseñanza y aprendizaje en el que se enmarcan dichos aspectos, constituyen la base empírica de nuestro trabajo. Los resultados obtenidos permiten observar algunas tendencias respecto de las relaciones entre el enfoque de aprendizaje de los estudiantes y los procedimientos de anotación y uso de los apuntes que realizan. Concretamente, se observa que en general los estudiantes con enfoque profundo anotan la información preferentemente de forma incompleta, literal y fundamentalmente a partir de la información visual presentada por el docente, mientras que sus compañeros con enfoque superficial utilizan diferentes procedimientos de anotación. Asimismo, los estudiantes con enfoque profundo tienden a parafrasear, en mayor medida que sus compañeros con enfoque superficial, la información contenida en sus apuntes antes de incorporarla en el producto escrito que deben realizar en la situación analizada, y a realizar acciones vinculadas con el control de conformidad, es decir, se aseguran de que el contenido de sus apuntes es coherente con el producto elaborado. Finalmente, se pone de manifiesto que algunos estudiantes, bajo determinadas condiciones y según las características del contexto de enseñanza y aprendizaje, modifican su enfoque de aprendizaje y adoptan conductas más propias de un enfoque diferente al identificado inicialmente. / This thesis sets out to understand how certain learning instruments and procedures involving the use of reading and writing are employed as learning tools in formal educational contexts. In particular, it focuses on the study of note-taking, as this is one of the learning instruments and procedures most frequently used by students in higher education. It examines some of the elements shaping the use of this learning instrument and procedure and identifies the possible relations between certain variables of the conditions under which it is used, such as the students’ representation, learning approach and note-taking processes, the uses the students make of their notes and the learning outcome they achieve in performing a particular academic task. The theoretical approach adopted is naturalistic, observational, descriptive and contextual. The empirical basis for the work is provided by a detailed analysis of the representations held and the note-taking procedures employed by the students, and the actual use they make of their note-taking in carrying out a specific academic task, together with an examination of the teaching and learning context in which all this occurs. The results obtained revealed certain trends regarding the relationship between the students’ learning approach, their note-taking procedures and the use they made of their notes. In particular, it was found that, in general, students with a deep approach tended to note the information literally but incompletely, mostly on the basis of the visual information presented by the teacher, whereas students with a superficial approach employed different note-taking procedures. In addition, students with a deep approach tended to paraphrase the information in their notes before including it in the written product required of them in the situation under study to a greater extent than those with a superficial approach, and performed compliance-checks to ensure that their written products were consistent with the contents of their notes. Lastly, it was found that certain students, in certain conditions depending on the characteristics of the teaching and learning context, modified their learning approach and engaged in behaviours more in keeping with a different approach from the one initially identified.

Significant changes have taken place in higher education over the past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate learner needs and the process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Active learner participation in the learning process is necessary for effective learning to take place. Only then can the desired outcome be reached. For a learner to actively participate in the learning process, the learner must know how to learn, and how to function as an independent learner. To reach these goals, sound knowledge of individual differences in learning styles is necessary. The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updating or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative. Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning styles, and to provide an organised frame of reference to guide the learning process and provide for systematic education. Based on insight and knowledge gained through inductive and deductive reasoning, the Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning styles and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education.