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處於服務大量興起的時代，創新服務成為企業關注的熱門議題且如雨後春筍般發展。然而，一個新服務的成功並不在於它的獨特性，而是取決於它的使用率與普及化。當中，觀察到有趣的現象，人們對於新服務的使用行為取決於自身的認知與社會影響力相互作用而產生；社會影響力在個人行為表現上扮演關鍵的因素，引導個人了解認知差距並提供建議改善認知以促進個人產生使用意圖。在本研究中，整合行為改變模型(TTM)、傳播理論、框架效應而發展出一套理論架構，並應用視覺化方式呈現資訊提供個人快速理解重點，重塑個人對於新服務的認知，且引起他們願意使用新服務的想法。基於認知重塑的目標，本研究貢獻為設計一套能輔助個人進行行為意向改變與加速新服務使用率的系統。 / In the service growing era, service innovation becomes a popular topic on the businesses who want to develop innovative services for people. However, the success factor is not on how special a service is; but rather, depends on how much utility and popularity of the service. This study has observed the interesting phenomenon that people's behavior performance depends on their cognition and the social influence playing an important role on affecting the intention. In order to resolve this condition, this study connects the transtheoretical model (TTM) of behavior change, communication theories, and frame effect model to develop a framework and apply visualization to provide people with the integral information that can reframe their cognition to enhance their intention to accept the new service. Based on the cognition reframing, this study develops an artifact the can assist people to exercise the cognition adjustment that can reinforce the behavior intention change and facilitate the usage of new service.

Despite widespread use of web-based e-learning applications, insufficient attention is paid to their usability. There is a need to conduct evaluation using one or more of the various usability evaluation methods. Given that heuristic evaluation is known to be easy to use and cost effective, this study investigates the extent to which it can identify usability problems in a web-based e-learning application at a tertiary institution. In a comparative case study, heuristic evaluation by experts and survey evaluation among end users (learners) are conducted and the results of the two compared. Following literature studies in e-learning - particularly web-based learning - and usability, the researcher generates an extensive set of criteria/heuristics and uses it in the two evaluations. The object of evaluation is a website for a 3rd year Information Systems course. The findings indicate a high correspondence between the results of the two evaluations, demonstrating that heuristic evaluation is an appropriate, effective and sufficient usability evaluation method, as well as relatively easy to conduct. It identified a high percentage of usability problems. / Computing / M.Sc. (Information Systems)

Adolescent and sexual reproductive health has been identified as among the most important health and development priorities by the South African development (Department of Health, 1995; African National Congress, 1994). The South African government, like many governments in the sub-Saharan region view with concern the region’s rapid population growth and high birth rates particularly among adolescents. This study investigated the perceptions of young mothers regarding teenage pregnancy. Eight participants who live in Vredendal, a predominantly Coloured area in the Western Cape Province of South Africa, were selected for interviewing using convenient sampling. Transcripts of unstructured interviews were analysed using thematic content analysis. The findings of the study suggest that young mothers initially perceive teenage pregnancy negatively. These perceptions progressively changes to a positive one. Furthermore, the results indicate a limited awareness of available preventative interventions. Results further show participants tend to experience their relationships with significant others as positive. / Psychology / M. A. (Research Consultation)

Text in Afrikaans / Die invloed van die persoonskonstruk, lokus van kontrole, op die akademiese prestasie van leerlinge in die senior sekondere skoolfase is aangespreek. Literatuur bevestig 'n verband tussen lokus van kontrole en akademiese prestasie. Interne kontrole word met hoe akademiese prestasie en verantwoordelikheidsaanvaarding geassosieer. Persoonlikheidskenmerke van intern of ekstern georienteerde leerlinge, die invloed van lokus van kontrole op persoonlike perspektief, selfkonsep en akademiese prestasie toon dat internes hulself as bekwaam, effektief en suksesvol beskou terwyl eksternes meer negatiewe persoonskenmerke beklemtoon. Die CNS-IE en IAR vraelyste is gebruik om algemene- en akademiese lokus van kontrole onderskeidelik te meet. Leerlinge wat akademies volgens vermoe presteer, behaal hoer interne tellings as die wat onderpresteer. Geen een-tot-een verwantskap tussen lokus van kontrole en akademiese prestasie is tydens die empiriese ondersoek gevind nie. Daar is dus ander faktore wat saam met lokus van kontrole die akademiese prestasie van senior sekondere leerlinge beinvloed. / The influence of the personality construct, locus of control, on the academic achievement of pupils in the senior secondary school phase was investigated. Literature confirms a relation between locus of control and academic achievement. Internal control is associated with high academic achievement and acceptance of responsibility. Personality characteristics of internals and externals, the influence of locus of control on personal perspective, self-concept and academic achievement shows that internals view themselves as capable, ef cient and succesful while externals emphasise more negative personality characteristics. The CNS IE and IAR were used to measure general and academic locus of control. Academic achievers obtained higher internal scores than underachievers on both questionnaires. The results of the Empirical research indicate that locus of control is not the sole determinant of academic achievement. Therefore, other factors in conjunction with locus of control influence academic achievement. / Psychology of Education / M. Ed. (Voorligting)

The study investigated the perceptions of student nurses and supervisors with regard to the block system used in the general nurse diploma programme in Zimbabwe. Their perceptions were elicited so that the researcher could identify the positive and negative aspects of the blook system which respectively promote and inhibit or obstruct the teaching and learning of student nurses. The study was conducted at the Harare, Parirenyatwa, Mpilo and United Bulawayo Schools of Nursing and in Mashonaland East province. A cross·sectional descriptive survey research design was used to obtain accurate information about the block system. Data was collected from nurse teachers, clinical teachers and sisters in charge of wards/units by means of structured interviews and from community health nurses and student nurses by means of self-administered questionnaires. The following positive aspects of study blocks were identified: the availability of time for student nurses to acquire knowledge, skills and attitudes without fear of hurting patients, the availability and willingness of nurse teachers to teach, the attendance of study blocks as groups and straight off duties. During clinical area placements, the integration of theory and practice took place, and there were opportunities for student nurses to apply the knowledge and skills they learnt during study blocks and to work as members of health teams. The negative aspects of the study blocks that were identified included too much theory content taught in each study block, inadequate demonstrations, a shortage of nurse teachers, no periods for individual study, a theory-practice gap and the too-frequent use of the formal lecture teaching method. The negative aspects of the clinical area placements included the inadequate teaching/supervision of student nurses, excessive night duties for student nurses, a shortage of qualified staff: clinical allocation of student nurses not based on study block content, inadequate clinical teaching by nurse teachers, and unplanned clinical teaching. Most clinical teaching was performed by peers and the most junior professional nurses. / Health Studies / D.Litt. et Phil. (Advanced Nursing Sciences)

Submitted by Anderson Silva (avargas@icict.fiocruz.br) on 2012-05-04T18:41:23Z No. of bitstreams: 1 leda_g_mendonca_ioc_ebs_0005_2010.pdf: 2577656 bytes, checksum: 88dd4cb37e38e668cde15ae819d7c8eb (MD5) / Made available in DSpace on 2012-05-04T18:41:23Z (GMT). No. of bitstreams: 1 leda_g_mendonca_ioc_ebs_0005_2010.pdf: 2577656 bytes, checksum: 88dd4cb37e38e668cde15ae819d7c8eb (MD5) Previous issue date: 2010 / Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro.Rio de Janeiro, RJ, Brasil / O objetivo desse trabalho foi desenvolver e avaliar estratégias de ensino baseadas em arte, tais como o cinema e o teatro, para lecionar Boas Práticas de Fabricação aos alunos de graduação tecnológica em Química para a construção de roteiros aplicativos. Como meio de veiculação inicial foi utilizado um blog. Para embasar a discussão, procurou-se correlacionar as práticas pedagógicas propostas com Teoria da Aprendizagem Significativa (TAS), com a teoria da Arte-educação (Mídia-educação para o uso do cinema de animação) e a teoria do Teatro- educação, com a abordagem de teatro pedagógico (drama como método de ensino). O estudo lançou mão de questionários e relatos escritos como instrumentos de coleta de dados analisados à luz do referencial do Discurso do Sujeito Coletivo (DSC). Os resultados apontaram que os alunos que experimentaram as estratégias de ensino propostas apresentaram mais facilidade em compreender os conteúdos abordados do que aqueles que assistiram somente aulas convencionais. Os dois grupos de alunos observados e os professores que postaram comentários no blog concordaram que essas práticas pedagógicas têm um potencial ―aproximador‖ e ―faciltador‖. / This study had as objective to develop and evaluate pedagogical practices based on art such as cinema and theater, to teach Good Manufacturing Practices in technological graduate to prepare application guides. One blog was used as a first media for this propose. To improve this comprehension, the Meaningful Learning Theory, the art-education Theory (Media-education to use of the animation film) and education-theater, with the approach of pedagogical theater (drama as a teach method) was used here as bibliographic reference. The research made use of questionnaires and written reports as tools for data collection. The Collective Subject Discourse (CSD) was used for this analysis. The results appointed that students whom experimented this propose have more facility to understand the contents than the other that only received classic classes. All students and the teacher whose post comments in blog agree to consider these pedagogical practices may approximate and facilitate the content comprehension.

Made available in DSpace on 2016-06-02T20:02:53Z (GMT). No. of bitstreams: 1 5679.pdf: 4162918 bytes, checksum: ac6b2b355a8fab7b17251dc590282ffb (MD5) Previous issue date: 2013-09-11 / The use of digital learning objects (DLO) in the classroom has become more relevant and frequent. Therefore, reflecting on pupils and teacher s attitude, in real-class situations about the insertion of new educational technologies has proved pertinent and up to date. This paperwork presents a didactic sequence about Physics of Waves using mainly PhET Interactive Simulations. The methodological approach is based on the Meaningful Learning Theory by Ausubel and coworkers and the Face-to-Face Collaborative Method developed by Moreira. The sequence was applied in two Physics classes of two different Brazilian High Schools which use a Teaching Structured System. All the activities are designed in the form of a preliminary, Interaction with the DLO, and outcome and planned for double 45-minute classes. The continuous use of Maps of Concepts in order to follow the evolution of concepts understanding of the student has allowed to conclude that there have been effective learning gains in the process of hierarchical organization and relationship between the concepts involved in the Physics of Waves. The work described here has shown that it is possible successfully insert DLO in the regular classrooms of a traditional private school. However, the most important result from this work has been the change in the attitudes of students and teacher and their behavior in the classroom. After this practice, the teacher has planned the classes more carefully, introducing new teaching initiatives, and the students have experienced a more active and protagonist role in the process of knowledge building. / O uso dos Objetos Virtuais de Aprendizagem (OA) em sala de aula tem se tornado mais relevante e frequente. Portanto, refletir sobre a atitude de alunos e professores, em situações reais de sala de aula e considerando a inserção de novas tecnologias educacionais, torna-se pertinente e atual. Esse trabalho apresenta uma sequência didática sobre Física Ondulatória, construída a partir das simulações disponibilizadas pela Universidade do Colorado (PhET Physics Interactive Simulations). A abordagem metodológica se baseia na Aprendizagem Significativa de Ausubel e no Método Colaborativo Presencial de Moreira. A sequência foi aplicada em aulas de física de duas distintas turmas do Ensino Médio que utilizam como material didático as apostilas do Sistema Anglo de Ensino. Todas as atividades foram construídas apoiadas em três momentos distintos: preliminar, interação e desfecho planejadas para aulas duplas de 45 minutos cada. Foi fundamental, para avaliação da compreensão dos alunos, o uso contínuo de mapas de conceitos. Ademais, pudemos concluir o que de fato eles haviam aprendido quanto à hierarquização e relação entre os conceitos da Física Ondulatória. O trabalho descrito aqui permite evidenciar a possibilidade de inserção de OA em salas de aula regulares de um ensino médio privado. E o resultado mais importante desse trabalho é, enfim, a mudança nas atitudes, tanto de professor, quanto de alunos, em relação ao comportamento em sala de aula. Depois dessa prática, o professor passou a planejar mais cuidadosamente a aula, tornando o processo autoral e os alunos experimentaram uma posição mais ativa e protagonista no processo de construção do conhecimento.

Made available in DSpace on 2016-03-15T19:31:05Z (GMT). No. of bitstreams: 1 Edilene de Oliveira Pereira Garciaprot.pdf: 2259516 bytes, checksum: 6ee36f6ce4ed872658b19a71adbefd6a (MD5) Previous issue date: 2015-01-01 / Fundo Mackenzie de Pesquisa / This study aims to understand the processes of learning in the context of the solidarity economy. The participants are entrepreneurs belonging to the Association of Craftsman and Artists of Diadema (Sao Paulo - Brazil). The research question is "how the learning processes of cooperation, self-management, solidarity and economic action are developed by entrepreneurs of solidarity economy belonging to an association of craftsmen in order to act in this type of economy? ". The overall objective is to identify, describe and analyze how they develop the learning processes of cooperation, self-management, solidarity and economic action. Specific aims are to identify who are the subjects of learning (how they are defined and where they are located), why they learn (the reasons that lead to learning), what they learn (what are the contents and what are the outcomes of learning) and how they learn (what are the key actions of the learning processes). This is a critical qualitative and interpretative study which theoretical framework is composed of two approaches: interpretive interactionism (Denzin, 2001) and social learning theory (Elkjaer, 2003). These approaches converge and put the experiences undergone by people in their everyday life as starting points for understanding social phenomena. The field research is contextualized from the concepts and landmarks presented by Singer (2002), França-Filho (2007), Lechat (2002), Gaiger (2003) and Silva (2011) and the Ministry of Labor and Employment of Brazil (BRAZIL, 2012). Interpretive interactionism is also used to guide the methodological procedures. The organization chosen to carry out the research was the Association of Craftsman and Artists of Diadema (São Paulo Brazil). It represents an opportunity to enter a field that today is little explored in studies of organizational learning. To capture the phenomenon eight interviews were conducted with seven craftswoman and with the president of the Association. The recorded material and transcripts originated life histories of thick description. The analysis of recurring features of life histories led to the recognition of five instances where there are the learning experiences of interaction - and the epiphanies which directly or indirectly lead to the learning of cooperation, self-management, solidarity and economic action. These instances are: the family, the individual, the other , the entity of social economy and local government . Learning processes as identified and analyzed in this study considers the influence of power operating in the context. In this sense, it was found that, under the AAAPD, the learning processes of the basic elements of solidarity economy remains tied to local government initiatives and strategies. The entity maintains strong dependency relationship with local government what constitutes the main difficulty in conducting its activities and disseminating, experiencing and manifesting collectively the principles of solidarity economy. This study helps to increase knowledge about learning in different organizational contexts from those of traditional private economy and the impact of social environments in these processes. It also serves as a reference for the use of interpretive interactionism as a theoretical-methodological approach in studies in the field of organizational learning. / Este trabalho propõe estudar processos de aprendizagem no contexto da economia solidária, tendo como participantes empreendedores pertencentes à Associação de Artesãos e Artistas Plásticos de Diadema-SP. A pergunta de pesquisa é: como se desenvolvem os processos de aprendizagem da cooperação, da autogestão, da solidariedade e da ação econômica de empreendedores da economia solidária pertencentes a uma associação de artesãos para atuarem nessa outra economia? . O objetivo geral é identificar, descrever e analisar o modo pelo qual se desenvolvem os processos de aprendizagem da cooperação, da autogestão, da solidariedade e da ação econômica por esses empreendedores. Como objetivos específicos, identificar quem são os sujeitos de aprendizagem da economia solidária (como são definidos e onde se localizam), por que eles aprendem (que motivos os levam a aprender), o que aprendem (quais conteúdos aprendem e quais são os desfechos disso) e como aprendem (quais são as ações-chave dos processos de aprendizagem). Trata-se de um estudo qualitativo e interpretativo crítico cujo arcabouço teórico é integrado por duas abordagens: o interacionismo interpretativo (Denzin, 2001) e a teoria da aprendizagem social (Elkjaer, 2003). Essas abordagens são convergentes e colocam as experiências vividas pelas pessoas no seu cotidiano como pontos de partida para a compreensão dos fenômenos sociais. O campo de pesquisa foi contextualizado a partir dos conceitos e marcos históricos apresentados por Singer (2002), França-Filho (2007), Lechat (2002), Gaiger (2003) e Silva (2011) e pelo Ministério do Trabalho e Emprego (BRASIL, 2012). O interacionismo interpretativo também é utilizado para orientar os procedimentos metodológicos. A organização escolhida para realização da pesquisa foi a Associação de Artesãos e Artistas Plásticos de Diadema-SP (AAAPD). Pesquisar aprendizagem junto a uma associação de artesãos representou a oportunidade de adentrar num campo que hoje é pouco explorado no âmbito dos estudos de aprendizagem em organizações. Para a captura do fenômeno foram realizadas oito entrevistas, das quais sete com artesãs e uma com a AAAPD. Os materiais gravados e transcritos originaram as histórias de vida de descrição densa. A análise das características recorrentes das histórias de vida levou ao reconhecimento de cinco instâncias de aprendizagem nas quais se localizam as experiências de interação e também as epifanias que, de forma direta ou indireta, conduzem à aprendizagem da cooperação, da autogestão, da solidariedade e da ação econômica. Essas instâncias são: a família, o próprio indivíduo, o outro, a entidade de economia solidária e o poder público local. Os processos de aprendizagem tal como foram identificados e analisados neste estudo consideram as influência de poder operando no contexto. Nesse sentido, verificou-se que, no âmbito da AAAPD, os processos de aprendizagem dos elementos de base da economia solidária se mantém atrelados às iniciativas e estratégias de governo do poder público local, com quem a entidade mantém forte relação de dependência, que, por sua vez, constitui a principal dificuldade na condução de suas atividades e na disseminação, vivência e manifestação coletiva desses princípios. Este estudo possibilita ampliar o conhecimento sobre aprendizagem em contextos organizacionais diferentes daqueles da economia privada tradicional e o impacto dos ambientes sociais nesses processos. Ele também serve como referência para a utilização do interacionismo interpretativo como abordagem teórico-metodológica em estudos no campo da aprendizagem organizacional.

The government of the Federal Democratic Republic of Ethiopia proclaimed a new curriculum for reconstructing the education system. The programme aimed at changing the predominantly-used teacher-centred instructional strategies to student-centred, active learning methods. This motivated the main research question of this study namely What are Ethiopian students’ learning styles and attitudes towards active learning approaches? The specific research questions that were investigated were: • What are the learning styles of students in Grade 10 public and private schools and at second year university level, and do these students prefer certain learning styles? • What are the attitudes of students at Grade 10 public and private schools, and at second year university level in respect of active learning approaches? • Do significant relationships exist between the students’ learning styles and their attitudes towards active learning as regards the four dimensions of the Index of Learning Styles (ILS), namely active-reflective, sensing-intuitive, visual-reflective and sequential-global? • Are there significant differences in the students’ learning styles and their attitudes towards active learning in respect of gender, different education levels and types of schools? In order to answer these questions, the study made use of an exploratory, descriptive design. By means of questionnaires data were collected from a purposefully and a conveniently selected sample of 920 students from Grade 10 government and private schools and second year university students in Hawassa, Ethiopia. The sample comprised of 506 males and 414 females, 400 students from Government schools and 249 from private schools, and 271 from the university. The data were analysed by means of descriptive statistics (means and correlations) and inferential statistics (analysis of variance). The results indicated that the majority of the students’ learning styles were balanced between the two dimensions of the ILS scales. As secondary preference, they tended towards moderate categories, and a small section of the students preferred the strong categories of the scales. Secondly, the study determined that the sampled students in general, demonstrated a positive attitude towards active learning. Thirdly, by means of the study a significant relationship was ascertained between the students’ attitudes towards active learning and the active-reflective dimension of the ILS. Fourthly, significant differences were indicated in the students’ learning styles and attitudes towards active learning in respect of their gender, their education level and the types of schools. / Psychology of Education / D. Ed. (Psychology of Education)