O presente trabalho apresentou nos capítulos teóricos a relação entre conhecimento e ciência, identificando algumas de suas características e de seus significados através dos tempos. O projeto da modernidade foi questionado e tentamos apontar que limites são esses. Além disso, verificamos a relação entre esses limites da ciência moderna e a teoria da complexidade. Definições de ensino e de aprendizagem, segundo alguns autores, foram apresentadas,assim como as relações existentes entre as concepções de conhecimento e o processo de ensino-aprendizagem foram explorados. Destacamos também o papel do professor e do aluno em cada uma das abordagens dando ênfase a esses papéis na pedagogia centrada na relação e na interação. Para falarmos das concepções docentes do conhecimento científico, do ensino e da aprendizagem numa abordagem reflexiva, contextualizamos a formação inicial e/ou continuada de professores. A questão que norteia a tese refere-se à identificação das concepções de ciência, ensino e aprendizagem de onze professores de ciências e/ou biologia da rede particular de ensino do município de São Paulo e suas representações sobre problemas da prática de ensino e de aprendizagem. Para atingir os objetivos a que nos propusemos nesta pesquisa, dois instrumentos foram utilizados, independentes, mas complementares. O primeiro deles foi o oferecimento de um curso de extensão sobre ensino de ciências para professores em serviço, e o segundo foi a aplicação de questionários. Os procedimentos metodológicos utilizados foram: descrever e analisar, sob a perspectiva da abordagem qualitativa, os encontros do curso de extensão e classificar e analisar as concepções de ensino-aprendizagem desses professores, verificando que representações esses têm da sua prática docente, segundo Becker (1993). Algumas de nossas conclusões em relação às características principais do curso de formação continuada de professores foi: que a ciência foi tratada como verdade transitória e dependente de vários contextos, os professores foram respeitados no que concerne a suas necessidades e insatisfações, contemplaram-se os conhecimentos prévios e, houve cuidado em integrar a teoria e a prática docente.Questionamentos foram feitos provocando conflitos que podem permitir a construção gradual e não linear do conhecimento, a partir do diálogo constante entre os envolvidos no curso de formação. Além disso, classificamos a concepção de ensino-aprendizagem dos professores participantes do curso como interacionista quando perguntamos diretamente o que é ensino-aprendizagem e quais os papéis de professores e alunos nesse processo. Parece que a maioria dos professores muda para uma classificação empirista quando a questão é um problema da prática, a ser resolvido. Voltamos a classificar os professores como interacionistas quando pedimos a eles que descrevam uma aula sobre sistema digestório. Encontramos uma possível explicação para tal situação no fato de as questões diretas sobre ensino-aprendizagem e papel do professor e do aluno serem muito semelhantes à natureza da questão do sistema digestório, isto é, perguntas diretas, e diferentes de uma situação problema do cotidiano. A explicação que encontramos para aparente paradoxo foi a utilização de slogans, segundo Scheffler (1974), por parte dos professores em situações em que as perguntas feitas são diretas e não solução para problemas. / The present work presented in its theoretical chapters the relation between knowledge and science, identifying some of its characteristics and meanings trough the ages. The project of modernity was questioned and we also tried to point what limits are these. Furthermore, we verified the relation between these limits of modern science and the theory of the complexity. Teaching and learning definitions, according to some authors, were presented and the existing relations between knowledge conceptions and the teaching-learning process were explored. We also highlighted the role of teachers and students in each one of the approaches, emphasizing these roles in the relation and interaction-centered pedagogy. To talk about the teachers conceptions on scientific knowledge, learning and teaching, concerning a reflexive approach, we contextualized the initial and/or continuous formation of teachers. The question guiding this thesis refers to the identification of science, learning and teaching conceptions of eleven science and/or biology teachers of São Paulo city private schools and their learning and teaching-practice problems. To achieve the objectives we proposed to this research, two instruments were used in an independent, but complementary, way. The first of them was the offer of an extension course about science teaching to teachers working, and the second one was the application of questionnaires. The methodological procedures used were describe and analyze, trough the perspective of a qualitative approach, the extension course meetings and then classify and analyze the teaching-learning conceptions of these teachers, verifying what kind of representations they have about they own teaching practice, according to Becker (1993). Some of our conclusions regarding the main points of the continuous formation courses of the teachers were: science was seen as a transitory truth and multiple context-dependent, the teachers were respected with regard to their necessities and dissatisfactions, the previous knowledge were covered and there was special care in integrate the teaching theory and practice, questions were made to provoke conflicts that may permit the gradual and non-linear knowledge construction, parting from constant dialogue between the ones involved in the formation course. Beside this, we classified the teaching-learning conception of the participating teachers of the course as interactionist when they were directly asked the meaning of teaching-learning and what are the roles of teachers and students in this process. It seems like the majority of the teachers change to an empiric classification when the question turns into a daily practice problem to be solved. We went back to the previous interactionist classification when they were asked to describe a class concerning the digestive system. We found a possible explanation to this peculiar situation in the fact that direct questions about teaching-learning and roles of teachers and students are very similar, in the essence, to the digestive system question, in other words, they are both direct questions, and differ from a daily-problem situation. The explanation to this apparent paradox were the use of slogans, according to Scheffler (1974), by the teachers, in situations that questions asked are direct and not problemsolving.

Competitive advantage does not depend solely on the creation and storage of existing and new knowledge. Rather, it requires sustained exploitation and production. The challenge becomes driven towards maintaining some mechanisms to help in producing new, and sharing existing knowledge. Harnessing the power of managing and sharing knowledge enabled companies like Apple and IBM to gain competitive advantage over their competitors. While such challenges have been closely examined in the extant literature, the context of knowledge management and sharing in higher education institutions (HEI) has only been lightly considered. However, considering the highly unique features of HEIs context in terms of autonomy, climate, distinct leadership and role of academics as knowledge workers, it can be argued that examining knowledge-sharing in the context of higher education is greatly needed. The literature has shown fragmented nature of examining academics' KS determinants in contemporary research. Thus, the need to comprehensively examine those influencers is essential. This thesis seeks to address the research gaps and contribute to the literature by asking What antecedents influence the process of knowledge-sharing (KS) between academics in HEIs, and how can the process of KS in HEIs be improved? Through the use of a quantitative research methodology, the research has developed eleven hypotheses to investigate the above-mentioned question. The findings in this study revealed to a very great extent that academics themselves can contribute towards influencing knowledge production and management, and determine the levels to which the universities will be able to share knowledge internally. The research reveals that organizational factors (affiliation, innovativeness, fairness represented by organizational climate and HEI leadership) were stronger predictors of academics' knowledge-sharing than individual (perceived loss of knowledge power, knowledge self-efficacy, perceived reciprocal benefits and trust) or technological ones.

<p>ICT and digital artifacts is an important resource in the society, especially in schools. That is why we have chosen to study if and how teachers uses ICT and other digital technology in their education in the history subject. We think that both subjects are important because history is a subject that has to do with the past, the present and the future.</p><p>We made qualitative interviews with seven teachers from three different schools. We have analyzed if the teachers sees ICT as a burden or a resource in their education and also in which extend they have digital literacy. We have chosen to discuss different authors view on ICT in the education and digital literacy. We also examined the teaching plan Lpo94 to see what it says about media in the history subject.</p><p>In our analysis we have worked with different perspectives on learning and knowledge. These perspectives are a socio cultural perspective, the cognitive view and the behavioristic view.</p><p>The results indicate a connection between a socio cultural perspective and a cognitive view on learning and also in which extend ICT is used in the history education.</p>

ICT and digital artifacts is an important resource in the society, especially in schools. That is why we have chosen to study if and how teachers uses ICT and other digital technology in their education in the history subject. We think that both subjects are important because history is a subject that has to do with the past, the present and the future. We made qualitative interviews with seven teachers from three different schools. We have analyzed if the teachers sees ICT as a burden or a resource in their education and also in which extend they have digital literacy. We have chosen to discuss different authors view on ICT in the education and digital literacy. We also examined the teaching plan Lpo94 to see what it says about media in the history subject. In our analysis we have worked with different perspectives on learning and knowledge. These perspectives are a socio cultural perspective, the cognitive view and the behavioristic view. The results indicate a connection between a socio cultural perspective and a cognitive view on learning and also in which extend ICT is used in the history education.

Foreign direct investments that come with globalization bring benefits with them if opportunities are handled in the best manner. One opportunity rises with the institutional difference issue. Different countries have different institutional profiles. Institutional profiles briefly include culture, social norms or governmental regulations. When investing abroad, the bigger the institutional difference gets between the home country and the host country, the harder it gets to acquire the local institutional knowledge. This may result in a negative effect in the firm performance. To make the right decisions managers, being an important part of the decision making process, are required to have a profound understanding and knowledge of the local institutional environment. In here the investing companies have two options; either to use local managers or to acquire knowledge through the accumulation of experience. Building on the institutional theory, sixteen multinational companies operating in the manufacturing industry in Turkey are analyzed with the aim to contribute to the understanding of whether native managers or company experience is creating a better firm performance in consideration with handling the institutional differences. The results of this study point out that, the manager origin indeed influence the firm performance and native managers have a positive effect on the firm performance.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 269-289). Also available on the Internet.

Thesis (Ph.D.)--University of Missouri-Columbia, 2004. / Typescript. Vita. Includes bibliographical references (leaves 269-289). Also available on the Internet.

Needs that are shared by members of an organization can trigger an organizational learning process. To a large extent, needs are implicitly anchored in organizations and people can hardly articulate them. In this article, we present Bewextra, a method that allows for identifying hidden needs in organizations. Thereby, we trigger a knowledge conversion process, which is similar to Nonaka's SECI-spiral. In two case studies, we present how our Bewextra-process is applied to projects in educational contexts in Austria. In a first case study, we show that a combination of learning from past and future experiences extend the scope of the overall outcome. Since learning from future experiences requires a distinct environment (enabling spaces), we present a second case study. Here, we conducted a Bewextra-process with a large number of participants (n > 170), focusing on learning from future experiences.

Recent research expresses serious doubts on the concept of unlearning. It is argued that knowledge cannot be discarded or eliminated in order to make space for the creation of new knowledge. Taking into account the recent scepticism, we focus on the cognitive dimension of unlearning and propose an alternative conceptualization. Considering how far unlearning can go from a psychological/cognitive scientific perspective, we propose that unlearning is about reducing the influence of old knowledge on our cognitive capacity. This study: (a) investigates the unlearning process within the cognitive domain and on an individual level and (b) proposes unlearning process triggers that detract or facilitate the knowledge change process, which could subsequently contribute to unlearning on an organizational level.

nÃo hà / presente trabalho, intitulado O Programa Institucional de Bolsa de IniciaÃÃo à DocÃncia â PIBID e seus impactos sobre a formaÃÃo inicial de professores, teve como objetivo geral compreender como a experiÃncia formativa do PIBID/UECE tem aperfeiÃoado os saberes da docÃncia aprendidos pelos alunos bolsistas que estÃo matriculados nos cursos de licenciatura do CECITEC. De modo especÃfico: refletir sobre os limites e possibilidades do PIBID no tocante à formaÃÃo dos futuros professores e sobre a contribuiÃÃo da articulaÃÃo teoria e prÃtica nesse processo; analisar como as atividades propostas pelo PIBID contribuem para a aprendizagem dos saberes docentes; analisar, atravÃs do Programa, como os bolsistas compreendem a atuaÃÃo profissional docente no contexto da sala de aula. O estudo teve como aporte teÃrico: os saberes docentes e a aprendizagem da docÃncia. A realizaÃÃo da pesquisa baseou-se na abordagem qualitativa. Nela participaram como sujeitos quarenta e nove licenciandos, trÃs professores universitÃrios e oito professores da educaÃÃo bÃsica, bolsistas do Programa. Os procedimentos utilizados para a coleta de dados foram: a entrevista atravÃs de questionÃrio, com questÃes fechadas e abertas. AlÃm desse procedimento, recorreu-se à anÃlise de documentos. O estudo parte do pressuposto que o Programa tem possibilitado aperfeiÃoamento na formaÃÃo inicial dos licenciandos bolsistas. Os resultados mostram que as aÃÃes vivenciadas no Programa possibilitaram aos bolsistas percepÃÃes variadas sobre o trabalho dos professores, onde o exercÃcio reflexivo fundamentou-se na realidade da escola e na prÃtica dos professores. Inicialmente, identificamos o perfil dos licenciandos do contexto estudado e suas impressÃes sobre o Programa. O contexto em que as aÃÃes do PIBID sÃo realizadas proporcionaram aos bolsistas um melhor entendimento da articulaÃÃo teoria e prÃtica no processo formativo. Identificou-se o desenvolvimento de quatro estratÃgias didÃtico-pedagÃgicas: inserÃÃo do licenciando na sala de aula; planejamento de atividades para intervenÃÃo; construÃÃo de materiais e estratÃgias didÃtico-pedagÃgicas para ser aplicadas na prÃtica de sala de aula; e grupos de estudo. Verificou-se que os licenciandos construÃram saberes pedagÃgicos, disciplinares, curriculares e experiÃncias atravÃs das aÃÃes do Programa. A experiÃncia de participar do PIBID possibilitou aos bolsistas perceber o que de fato à ser professor, as dificuldades e a complexidade do trabalho e quais saberes precisam mobilizar para assumir uma sala de aula, contribuindo para construir a identidade docente. Portanto, concluÃmos que os subprojetos do PIBID/CECITEC oportunizaram para seus bolsistas aprendizagens significativas sobre o trabalho docente, contribuindo efetivamente para uma melhor articulaÃÃo entre teoria e prÃtica, constituindo-se como um forte avanÃo na polÃtica de formaÃÃo inicial de professores. / The present work, entitled The Teaching Initiation Institutional Program (PIBID) and its impacts on initial teacher education, had as its general objective to understand how the formative experience of PIBID / UECE has improved the teaching knowledge learned by scholarship students are enrolled in the CECITEC degree courses. Specifically: to reflect on the limits and possibilities of PIBID regarding the training of future teachers and on the contribution of articulation theory and practice in this process; to analyze how the activities proposed by PIBID contribute to the learning of the teaching knowledge; to analyze, through the Program, how the fellows understand the professional teaching performance in the context of the classroom. The study had as theoretical contribution: the teaching knowledge and the learning of teaching. The research was based on the qualitative approach. In this research participated as subjects forty-nine undergraduate students, three university professors and eight basic education teachers, scholars of the Program. The procedures used to collect data were: interview through a questionnaire, with closed and open questions. In addition to this procedure, we used document analysis. The study assumes that the Program has made possible the improvement in the initial training of the scholarship holders. The results show that the actions undergone in the Program enabled the scholars to have varied perceptions about the work of the teachers, where the reflexive exercise was based on the reality of the school and the teachers' practice. Initially, we identified the profile of the undergraduate students from the studied context and their impressions about the Program. The context in which the actions of the PIBID are carried out gave the scholars a better understanding of the theory and practice articulation in the formative process. It was identified the development of four didactic-pedagogical strategies: insertion of the undergraduate students in the classroom; planning of activities for intervention; construction of materials and didactic-pedagogical strategies to be applied in classroom practice; and study groups. It was verified that the undergraduate students constructed pedagogical, disciplinary, curricular knowledge and experiences through the actions of the Program. The experience of participating in PIBID enabled the scholars to understand what it is to be a teacher, the difficulties and complexity of the work and what knowledge they need to mobilize to take on a classroom, contributing to build the teaching identity. Therefore, we conclude that the subprojects of PIBID / CECITEC provided their scholars with meaningful learning about teaching work, effectively contributing to a better articulation between theory and practice, constituting a strong advance in the policy aimed to initial teachers training.