This case study examined both the implications of using genre pedagogy on students’ writing performance in IELTS-like tests as well as students’ perceptions of the genre method in the context of IELTS preparation course. The data were writing samples and the interviews with the students as well as the instructor’s teaching daily field notes. The implications and students’ perceptions of genre method were found relating to a variety of factors, such as students’ prior experience in IELTS preparation course. This study also proposed some future research directions such as the integration of IELTS preparation into the ESL courses. / Graduate

Therapy decision-making for patients with chronic diseases can be difficult. Such patients usually live with their illness(es) all their life, and therapies can only help them improve their condition by managing symptoms, not curing them. Patient-oriented approaches are common to caring for people with chronic conditions because patients’ priorities become relevant means of prioritizing therapies in the absence of a cure. While such type of approach is shown to be effective, it does not leverage evidence on the success of given therapies to achieve specific similar patient goals in the past. Evidence-Based Medicine (EBM) is a concept that was introduced to the medical field in the early 90s to invalidate previously accepted tests and therapies and replace them with new, more powerful, more accurate, more efficacious, and safer ones. Unfortunately, despite the prevalence of patient-oriented approaches for patients with chronic diseases, data collected on patients is not systematically leveraged to support therapy decisions. Combining evidence-based decision-making and patient-oriented approaches could potentially further improve patient outcomes by leveraging the most up-to-date data to recommend and discuss therapy options for patients with chronic conditions. The development and implementation of Learning Health Systems (LHS) is another solution to improving patient outcomes, one that the US Institute of Medicine strongly recommends. The development and implementation of a LHS to support therapy choice for patients with chronic conditions could improve related decisions by fostering continuous learning regarding which therapy may help better achieve which patient goals. However, a learning process that systematically leverages a relevant basis of evidence to support patient-oriented approaches has yet to be defined. As such, this study aims at articulating a learning process for therapy decision-making in the context of chronic conditions. The result is framework and a demonstration of its application using the Goal Attainment Scale (GAS) and synthetic data.

The purpose of this study was to investigate the effect of instruction based on 5E learning cycle model (LCI) compared to Traditional Instruction (TI) and gender on 11th grade students&rsquo / understanding of solubility equilibrium concept, students&rsquo / perceived motivation, use of learning strategies, and attitudes towards chemistry. There were 53 students in the experimental group instructed by the LCI and 56 students in the control group instructed by the TI. Solution Concept Test and Science Process Skills Test were administered to students in both groups as a pre-test. Attitude Scale towards Chemistry and Motivated Strategies for Learning Questionnaire were given to students in both groups before and after the treatment. Moreover, Solubility Equilibrium Concept Test was administered to both groups as a post-test and retention test two months after treatment. Treatment implementation continued for seven weeks. After the instruction, semi-structured interviews were conducted with six students from experimental group and six students from control group. Data were analyzed by using MANCOVA. The results revealed that LCI was more effective than the TI on students&rsquo / understanding and retention of the solubility equilibrium concepts. In addition, LCI improved students&rsquo / attitudes towards chemistry, intrinsic goal orientation, task value, self-efficacy for learning and performance, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation, time and study environment, and peer learning. Moreover, females found as more positive towards chemistry and better organization and help seeking. Furthermore, interview results indicated that students in experimental group demonstrated better scientific understanding of solubility equilibrium concepts compared to those in control group.

The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students&rsquo / understanding of state of matter and solubility concepts and attitudes towards chemistry as a school subject / and students&rsquo / perceived motivation and perceived use of learning strategies. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from Atat&uuml / rk Anatolian High School took part. The study was conducted during 2007-2008 spring semester. This study included two groups which were randomly assigned as experimental and control groups. Control group students were taught by traditionally designed chemistry instruction, while the experimental group students were instructed by 5E learning cycle model based instruction. In the experimental group, students were taught with respect to the sequence of 5E learning cycle model which are engagement, exploration, explanation, elaboration, and evaluation through the use of activities such as demonstrations, video animations, laboratory ectivities, and discussions. In the control group, traditionally designed chemistry instruction was implemented through teacher explanations and use of textbook. State of Matter and Solubility Concepts Test (SMSCT), Attitude Scale toward Chemistry (ASTC), and Motivated Strategies for Learning Questionnaire (MSLQ) were administered to both groups as a pre-test and post-test to assess the students understanding of state of matter and solubility concepts, students&rsquo / attitudes toward chemistry, students&rsquo / perceived motivations and students perceived use of learning strategies, respectively. Science Process Skills Test was given at the beginning of the study to determine students&rsquo / science process skills. The hypotheses were tested by using multivariate analysis of variance (MANOVAs). The results showed that instruction based on 5E learning cycle model caused significantly better acquisition of the scientific conceptions related to state of matter and solubility concepts than traditionally designed chemistry instruction. In addition, instruction based on 5E learning cycle model improved students&rsquo / attitudes as a school subject, intrinsic goal orientation, extrinsic goal orientation, task value, elaboration strategy use, organization strategy use. A Science process skill was determined as a strong predictor in understanding the concepts related state of matter and solubility.

ABSTRACT EFFECTS OF 7E LEARNING CYCLE MODEL ACCOMPANIED WITH COMPUTER ANIMATIONS ON UNDERSTANDING OF DIFFUSION AND OSMOSIS CONCEPTS B&uuml / lb&uuml / l, Yeter Ph. D., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. &Ouml / mer Geban August 2010, 232 pages The main purpose of the study was to compare the effectiveness of the instruction based on 7E learning cycle model accompanied with computer animations and traditionally designed biology instruction on 9th grade students&rsquo / understanding and achievement related to diffusion and osmosis concepts and their attitudes toward biology as a school subject. Quasi experimental design was used in this study. A total number of 66 ninth grade students from four intact classes of a biology course taught by the same biology teacher in a private high school in Istanbul were enrolled. The study was conducted during spring semester of 2008-2009 academic year. This study included two experimental and two control groups. Experimental and control groups were randomly assigned. The students in the control group were instructed with traditionally designed biology instruction, while the students in the experimental group were instructed with 7E learning cycle model based instruction accompanied with computer animations. In the experimental group, students were taught with respect to the sequence of 7E learning cycle model which are elicit, engage, explore, explain, elaborate, evaluate, and extend through the use of activities such as demonstration, computer animations, laboratory activities, and discussions. In the control group, traditionally designed biology instruction was implemented through the teacher explanation, demonstrations, and use of textbook. Diffusion and Osmosis Diagnostic Test (DODT), Diffusion and Osmosis Achievement Test (DOACH), Attitude Scale Toward Biology (ASTB) were administered to both groups as a pre-test and post-test to assess students&rsquo / understanding and achievement of diffusion and osmosis concepts, and students&rsquo / attitudes toward biology respectively. Science Process Skill Test (SPST) was given at the beginning of the study to determine students&rsquo / science process skills. Moreover classroom observations were conducted. The hypotheses were tested by using analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA). The results indicated that instruction based on 7E learning cycle model accompanied with computer animations caused significantly better acquisition of the scientific conceptions related to diffusion and osmosis concepts than traditionally designed biology instruction. Science process skill was determined as a strong predictor in the concepts related to diffusion and osmosis. Moreover instruction based on 7E learning cycle model accompanied with computer animations was more effective for improvement of students&rsquo / attitudes as a school subject. However no significant effect of gender difference on students&rsquo / understanding, achievement, and attitudes toward biology as a school subject was found.

Made available in DSpace on 2016-04-27T14:31:09Z (GMT). No. of bitstreams: 1 Silvia de Toledo Silva.pdf: 5239913 bytes, checksum: f81ed58cdf156de4d4c55d8de3fe0042 (MD5) Previous issue date: 2013-06-07 / The present thesis had as objective to distinguish the literacy process on the early years cycle of the basic education, between 2010 and 2011, to know if at the end of this path, the students were independent writers, producing alphabetic script hypothesis. For this, it was chosen the qualitative research, drawing on action research, as the observation tool of the alphabetic scripts at a school, named as "School A", at Poá city, on the east side of São Paulo Metropolitan Area. The objective of the research was to draw on the literacy process realized on the beginning cycle of the basic education, between 2010 and 2011, answering the question: "Will two years cycle promote the development of six and seven years students, so that at the end of the cycle the students are producing texts with writing hypothesis in alphabetic level?". Research was founded among others, by the assumptions of Freire (1986, 1994) Ferreiro and Teberosky (1985, 1993); Kleiman (1995), Soares (1999, 2011), Rojo (1998, 2009), Freitas (2003); Mainardes (2007, 2009). According to the analysis of the collected material, the official results had shown that at the end of two years, 100% of the shown sample subjects had their wrinting hypothesis tested in alphabetic level, but the obtained results led diagnose that only 22.2% of the research subjects reached the target set; 33.3% partially reached it and 44.4% did not reached the target, counteracting the result described in the Map of Survey of Classes. The research also provided to evidence important factors that must be reviewed urgently as: Teacher Training on Assessment and Learning Cycles; Turnover of Teachers, were evident and collaborated with the inefficient outcome of literacy cycle observed. Thus the implementation of Public Contest with Career Plan certainly end the turnover of teachers, providing in-service training, to obtain better results in the process of literacy. The relevance of this study lies in its contribution to the improvement of the results of school performance cycle in School "A" extending the reflection of the results and proposed solutions to the Municipal Education aiming at real literacy of students / A presente tese teve por objetivo caracterizar o processo de alfabetização no ciclo dos anos iniciais do Ensino Fundamental, no período 2010/2011, para saber se ao final desse percurso, os educandos produziriam hipóteses de escritas alfabéticas com autonomia. Para tanto, optou-se pela pesquisa qualitativa, servindo-se da pesquisa-ação, como instrumento de observação das ocorrências de alfabetização em uma escola municipal, denominada Escola A , do município de Poá, Zona Leste da Grande São Paulo, respondendo à questão: Será que o ciclo de dois anos favorecerá o desenvolvimento da alfabetização dos alunos de seis e sete anos, de forma que ao final do ciclo, os alunos estejam produzindo com autonomia, textos com hipóteses de escrita em nível alfabético? A investigação esteve alicerçada entre outros, pelos pressupostos de Freire (1986, 1994); Ferreiro e Teberosky (1985,); Kleiman (1995); Soares (1999, 2011); Rojo (1998, 2009); Freitas (2003); Mainardes (2007, 2009). De acordo com as análises do material coletado, os resultados oficiais demonstravam que, dos sujeitos participantes da amostra investigada, ao final dos dois anos, 100% tinham suas hipóteses de escrita, avaliadas em nível alfabético, porém os resultados obtidos propiciaram diagnosticar que 22,2% dos sujeitos participantes da pesquisa, atingiram a meta estabelecida; 33,3% atingiram parcialmente e 44,4% não tingiram a meta, contrariando o resultado descrito no Mapa de Sondagem das Classes. Dessa forma, fatores como: Necessidade de Formação Docente sobre Avaliação e Ciclos de Aprendizagem e Rotatividade de professores (as), foram evidentes e colaboraram com o resultado ineficaz da alfabetização no ciclo observado. Assim, a implementação de Concurso Público com Plano de Carreira, certamente acabaria com a rotatividade dos docentes, propiciando a formação em serviço, visando melhores resultados no processo da alfabetização. A relevância deste trabalho reside em sua contribuição para com a melhoria dos resultados do rendimento escolar do ciclo na Escola A , estendendo a reflexão dos resultados e soluções propostas, à Secretaria Municipal de Educação objetivando a real alfabetização dos educandos

Knowledge formation and transformation among IT professionals has not received adequateattention in the current studies even though it plays important role in development in bothInformation Technology and business sectors. Therefore, the exploration of knowledgeformation and transformation among IT professionals through empirical study to verify theproposed theoretical framework is useful practically and academically. This study gives theproposed framework a fresh way to understand the learning and sharing processes among ITprofessionals. In addition, this study also explores influential factors that have impact onknowledge formation and transformation among IT professionals.

The purpose of this study was to investigate the comparative effects of prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT), and traditional instructions (TI) on 8th grade students&rsquo / understanding of genetics concepts and on their perceived motivation and perceived use of learning strategies. This study was carried out during 2006-2007 fall semester at a public elementary school in Ankara. A total of eighty-one 8th grade students from three intact classes were involved in the quantitative part of this study. Students in the first and second experimental groups instructed with HPD-LC and CCT, respectively. The students in control group received TI. In the qualitative part, pre- and post-instructional interviews held with six students were interpreted by using a multidimensional interpretive framework of conceptual change. In this study the Genetics Concept Test was administered as pre-test, post-test, and delayed post-test in order to examine the effects of instructional strategies on students&rsquo / genetics understanding and retention. The Motivated Strategies for Learning Questionnaire was administered as pre-test and post-test to examine the effects of instructional strategies on students&rsquo / motivation and use of learning strategies. The results of mixed between-within subjects ANOVA revealed that students in both experimental groups understood the genetics concepts and retained their knowledge significantly better than students in control group. One-way MANOVA results revealed that HPD-LC students used elaboration strategies significantly more than CCT students. Interview analysis by considering ontological, epistemological, and social/affective perspectives of conceptual change indicated that some students from each group underwent conceptual change concerning the genetics concepts.

The purpose of the study was to investigate the impact of 5E learning cycle on sixth grade students&rsquo / mathematics achievement on and attitudes toward mathematics. The study was carried out in a public school in one of the towns of the Central Anatolia Region with 28 sixth-grade elementary school students. One group pretest-posttest design was used. Mathematics Achievement Test and Mathematics Attitude Scale were administered to collect the necessary data. The instruction will be applied by the researcher five hours per week in a 15-week. The data were analyzed by using one-way repeated measures analysis of variance and a paired-samples t-test. According to the results of the study it was found that there was a statistically significant change in mathematics achievement of sixth grade students who participated in the instruction based on 5E learning cycle over three time periods (pre-intervention, post-intervention, and follow-up). There was only no statistically significant mean difference between post-intervention and follow-up mathematics achievement. Furthermore, there was a statistically significant decrease in mean scores of attitudes toward mathematics from prior intervention to after intervention.

Made available in DSpace on 2016-01-26T18:49:43Z (GMT). No. of bitstreams: 1 DISSERTACAO _ANGELITA_PUBLICAR_doc.pdf: 269983 bytes, checksum: 26d1768c88cb0460e9a2076a223d5807 (MD5) Previous issue date: 2007-10-16 / We conducted a qualitative research (Case Study), which has as object of our concern to assess the adequacy of the learning styles of students in a School of Dentistry for a private university, in the state of São Paulo, Brazil. We aimed to identify the predominant learning styles, according to the classification proposed by David A. Kolb (1984), students in the School of Dentistry, each of which is associated with a way to solve the problems posed for learning. We use as theoretical, studies of experimental learning theory of David Kolb and others. The instruments used to collect data were the Bibliographical Research on the subject and through the application of a questionnaire based on the Learning Styles Inventory, developed by David Kolb, the 175 students, 127 and 48 of the first term of the 8th term, referred to the School of Dentistry The results revealed that students in the population of the study, the predominant size of the abstract learning, identified by the Learning Styles assimilated and Convergent 83% of students. The distribution of Learning Styles among students of both genders were similar, following similar patterns of distribution of the directions of Learning Styles around the sample space. We also conclude that the vast majority of students represented by Styles assimilated and Convergent exhibit characteristics of study that a positive value proposition of hypotheses and the justifications for the learning through problem solving, the Dental Course. This work allowed the reflection on the learning styles students in a School of Dentistry as a method of teaching - learning. / Realizamos uma Pesquisa Qualitativa (Estudo de Caso), que apresenta como objeto de nossa preocupação a análise da adequação dos Estilos de Aprendizagem dos alunos em um Curso de Odontologia de uma Universidade privada, do interior do estado de São Paulo, Brasil. Objetivamos identificar os Estilos de Aprendizagem predominantes, de acordo com a classificação proposta por David A. Kolb (1984), nos alunos do Curso de Odontologia, cada um dos quais associado a uma maneira de solucionar os problemas propostos para a aprendizagem. Utilizamos como referencial teórico, os estudos da Teoria da Aprendizagem Experimental de David Kolb, entre outros. Os instrumentos utilizados para a coleta de dados foram a Pesquisa Bibliográfica sobre esta temática e por meio da aplicação de um questionário baseado no Inventário de Estilos de Aprendizagem, elaborado por David Kolb, a 175 estudantes, sendo 127 da 1a termo e 48 do 8a termo, do referido Curso de Odontologia Os resultados revelaram que, na população de estudantes do estudo, predominou a dimensão da aprendizagem abstrata, identificada pelos Estilos de Aprendizagem Assimilador e Convergente, em 83% dos alunos. A distribuição dos Estilos de Aprendizagem entre os estudantes dos sexos masculino e feminino foi semelhante, seguindo padrões equivalentes de distribuição das orientações dos Estilos de Aprendizagem em todo o espaço amostral. Concluímos também, que a grande maioria dos alunos representadas pelos Estilos Assimilador e Convergente, exibem características de estudo que valorizam positivamente a proposição de hipóteses e das justificativas para o aprendizado por meio da resolução de problemas, no Curso Odontológico. O presente trabalho permitiu a reflexão sobre os Estilos de Aprendizagem discentes, em um Curso de Odontologia como metodologia de ensino aprendizagem.