FERNANDES, Tereza Liduina Grigório. Avaliação da aprendizagem de alunos com deficiência: estudo documental das diretrizes oficiais. 2010. 155 f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010. / Submitted by moises gomes (celtinha_malvado@hotmail.com) on 2012-07-17T15:09:40Z No. of bitstreams: 1 2010_dis_TLGFernandes.pdf: 883734 bytes, checksum: 9d5ae44d17cbe00afa557c2faa726101 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-17T16:18:10Z (GMT) No. of bitstreams: 1 2010_dis_TLGFernandes.pdf: 883734 bytes, checksum: 9d5ae44d17cbe00afa557c2faa726101 (MD5) / Made available in DSpace on 2012-07-17T16:18:10Z (GMT). No. of bitstreams: 1 2010_dis_TLGFernandes.pdf: 883734 bytes, checksum: 9d5ae44d17cbe00afa557c2faa726101 (MD5) Previous issue date: 2010 / The present study aimed to investigate, in documents from Brazilian Ministry of Education, guidelines regarding the learning evaluation of students with disability registered in Regular Education. Specifically, aimed to identify the conception of learning evaluation officially recommended for those students as well as recognize the evaluation strategies according to a proposal of Inclusive Education. Historically, a gradual evolution is verified from exclusion and segregation to the socioeducacional inclusion of people with disability. After political, social and educational pressures, countless legal measures were elaborated, national and internationally, to assure the fundamental right to education for those people. The Education constitutes an indispensable way to combat inequality and to promote the social and education inclusion of people with disability. For students with disability, the learning evaluation presents complex characteristics, because of their specificities. The inexistence of an appropriate evaluation collaborates to validate prejudices against that population. The main purpose of the learning evaluation should consist of analyzing the potentialities of development and learning of the students with disability, thinking about the necessary education resources in benefit of their learning. In that sense, it was proceeded a research of documental nature, and the object of study was constituted by documents of national expression in the area of Inclusive Education, with circulation among teachers and searchers of the subject. Therefore, publications of the Collection Saberes e Práticas da Inclusão and Inclusão: Revista da Educação Especial, organized for the General Office of Special Education with support of Brazilian Ministry of Education, from 2005 to 2008, were analyzed. The content analysis accomplished identified the following themes: i) models of learning evaluation; ii) objectives of learning evaluation; iii) planning of the evaluation; iv) evaluation instruments. The investigated official documents present a general proposal about evaluation strategies for Inclusive Education, although they emphasize actions for deaf people and people with intellectual disability. They consider the formative evaluation the most appropriate model for the learning evaluation of people with disability in Inclusive Education. / O presente estudo objetivou investigar, em documentos oficias do Ministério da Educação (MEC), diretrizes referentes à avaliação da aprendizagem de alunos com deficiência matriculados no Ensino Regular. Especificamente, intencionou identificar a concepção de avaliação da aprendizagem oficialmente preconizada para esse alunado e reconhecer as estratégias de avaliação para uma proposta de Educação Inclusiva. Historicamente, verifica-se uma evolução gradual no sentido da exclusão e segregação para a inclusão socioeducacional da pessoa com deficiência. Diante de pressões políticas, sociais e educativas, inúmeras medidas legais foram elaboradas, nacional e internacionalmente, para assegurar o direito fundamental de educação dessas pessoas. A Educação constitui um meio indispensável para combater a desigualdade e promover a inclusão social e educacional de pessoas com deficiência. Para o aluno com deficiência, a avaliação da aprendizagem apresenta características complexas, por causa de suas especificidades. A inexistência de uma avaliação adequada colabora para validar preconceitos em relação a essa população. A finalidade principal da avaliação deve consistir em analisar as potencialidades de desenvolvimento e aprendizagem do aluno com deficiência, ponderando acerca dos recursos educacionais necessários em benefício da sua aprendizagem. Nesse sentido, procedeu-se a uma pesquisa de natureza documental, sendo o objeto de estudo constituído por documentos de expressão nacional na área de Educação Inclusiva, que constituem veículo de circulação abrangente entre professores pesquisadores e estudiosos do assunto. Assim sendo, foram analisadas publicações da Coleção Saberes e Práticas da Inclusão e Inclusão: Revista da Educação Especial, organizadas pela Secretaria de Educação Especial (SEESP) com apoio do MEC, no período de 2005 a 2008. A análise de conteúdo realizada identificou os seguintes temas: i) modelos de avaliação da aprendizagem; ii) objetivos da avaliação da aprendizagem; iii) planejamento da avaliação; iv) instrumentos avaliativos. Os documentos oficiais investigados apresentam uma proposta geral sobre estratégias avaliativas para a Educação Inclusiva, embora enfatizem ações para pessoas surdas e com deficiência intelectual. Consideram a avaliação formativa o modelo mais adequado para a avaliação da aprendizagem de pessoas com deficiência na Educação Inclusiva.

OLIVEIRA, Sandra Maria Coelho. Avaliação da aprendizagem no ensino médio: do discurso oficial á prática docente - estudo de caso numa escola pública estadual. 2006. 145f. Dissertação (Mestrado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2006. / Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-07-19T14:34:49Z No. of bitstreams: 1 2006_DIS_SMCOLIVEIRA.pdf: 581431 bytes, checksum: e243455dbae97343e4efdad6e05b8a55 (MD5) / Approved for entry into archive by Maria Josineide Góis(josineide@ufc.br) on 2012-07-24T11:02:18Z (GMT) No. of bitstreams: 1 2006_DIS_SMCOLIVEIRA.pdf: 581431 bytes, checksum: e243455dbae97343e4efdad6e05b8a55 (MD5) / Made available in DSpace on 2012-07-24T11:02:18Z (GMT). No. of bitstreams: 1 2006_DIS_SMCOLIVEIRA.pdf: 581431 bytes, checksum: e243455dbae97343e4efdad6e05b8a55 (MD5) Previous issue date: 2006 / The present study had as general goal analyze the outcome of the official proposals related to the teaching practices on the learning process evaluation encompassing the basic procedures of State Schools, which were set up in the years 2000 and 2004 by the Basic Education Bureau of Ceará – SEDUC. Its aim was to identify the concepts of learning acquisition which support the teaching practice; identify whether or not the teachers are aware of the theoretical evaluation proposals set up by SEDUC; identify the teachers’ reactions to these proposals and, observe whether or not the means and procedures of evaluation followed by the teachers correspond to the ones set up by SEDUC. A lot of studies have been developed on this subject, where there is a rich theoretical development of research and studies. However, what call our attention is the division between the output and the classroom practice. If the theoretical research has been developed, being the support for the creation of new evaluation proposals for public schools set up by SEDUC, why does its practice keep repeating myths and ideas which have already been considered old-fashioned or theoretically contested? People believe that the assessment evaluation encompasses more than a technical discussion. It demands a political discussion about the educational goals, since the evaluation is a powerful tool not only in the reorganization of the Brazilian Education, but also as a tool for the enhancement of the learner and the teacher, integrated in the teaching-learning process. A qualitative-quantitative research was developed, as a case-study having 13 subjects as participants (9 teachers of secondary schools and 2 supervisors from E.E.F.M. João Mattos, a technician from SEDUC and a technician from CREDE de Fortaleza) during the year of 2005. The aim was to collect their ideas about the outcome of these proposals among teachers. First, they answered some questionnaires followed by semi-structured interviews with all subjects. The results show that there is still a tendency of reducing the evaluation procedures and also the tendency of being resistant to the evaluation proposal of 2000 and the acceptance of the2004’s proposal. The results also show that changes related to the assessment evaluation field should be qualified not only in relation to the making of these transformations but also in relation to material conditions in order to avoid the failure of only focusing on the immediate, pragmatic and, out of context technical improvement. Thus, the way to overcome the resistance to the construction of new evaluative practices, which should be implemented in our everyday school system, should take into consideration not only the teachers as subjects of creation, seen as mere doers, building spaces for their improvement, but allowing the theoretical-practical dialogue to give a new meaning to the evaluation practice; but also guarantee adequate work atmosphere making teachers able to develop in a democratic and conscious way the actions which may shed light on the improvement of the teaching-learning process as a result of an evaluative and instructive process practice. / Este estudo apresentou como objetivo geral avaliar a repercussão na prática docente das propostas oficiais implementadas pela Secretaria da Educação Básica do Ceará (SEDUC) em 2000 e 2004 acerca da avaliação da aprendizagem no âmbito do Ensino Médio da rede pública estadual. De modo mais específico, intencionou-se identificar as concepções de avaliação da aprendizagem que norteiam a prática docente; verificar se os professores estão informados sobre os fundamentos teóricos que orientam as propostas avaliativas instaladas pela SEDUC; identificar a reação docente às propostas de avaliação da SEDUC de 2000 e 2004; e observar se os instrumentos e procedimentos de avaliação utilizados pelos professores correspondem àqueles sugeridos pelas propostas da SEDUC. Muitos estudos são realizados sobre avaliação, podendo-se até afirmar que a produção teórica acerca desse tema é rica, entretanto o que se questiona neste trabalho é a dissociação entre essa produção e a prática escolar. Se a produção teórica avançou, servindo de referencial inclusive para a elaboração de novas propostas avaliativas implementadas pela SEDUC na rede oficial de ensino, por que a prática continua reproduzindo mitos e valores já contestados e superados teoricamente? Acredita-se que a avaliação da aprendizagem implica mais do que um debate técnico, envolve um debate político sobre suas finalidades educacionais, pois a avaliação pode ser um instrumento poderoso na reconstrução da Educação brasileira, servindo como elemento de promoção do educando e do educador, integrado ao processo de ensino aprendizagem. Nesse sentido, foi realizada uma pesquisa de natureza quali-quantitativa, sob a forma de um estudo de caso, com 13 sujeitos (9 professores do Ensino Médio e 2 supervisoras da E.E.F.M. João Mattos, uma técnica da SEDUC e uma técnica do CREDE de Fortaleza, durante o ano de 2005. A intenção foi coletar desses sujeitos suas percepções sobre a repercussão dessas propostas na prática docente. Inicialmente foram aplicados os questionários, seguidos de entrevistas semi-estruturadas com todos os sujeitos. Os resultados indicam que ainda permeia, nas práticas docentes, o reducionismo com relação às funções da avaliação e que houve resistência por parte dos docentes ante a proposta avaliativa de 2000 e aceitação à proposta de 2004. Mostram, ainda, que as transformações pretendidas no campo da avaliação da aprendizagem devem ser qualificadas duplamente, tanto em termos de formação quanto em termos de condições materiais, sob pena de limitar-se a um aperfeiçoamento técnico de orientação imediatista, pragmática e descontextualizada. Assim, o caminho para superar a resistência na perspectiva da constituição de novas práticas avaliativas a serem efetivadas no cotidiano escolar precisa levar em consideração os professores como sujeitos de criação e não como meros executores, criando espaços de formação que possibilitem o diálogo teórico-prático para que a prática avaliativa seja ressignificada, bem como a garantia de condições adequadas de trabalho para que, de fato, possam evoluir de forma democrática e consciente na elaboração e concretização de ações que promovam a melhoria do ensino-aprendizagem, mediante a efetivação de um processo avaliativo formativo

Made available in DSpace on 2014-06-11T19:33:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-02-26Bitstream added on 2014-06-13T19:44:17Z : No. of bitstreams: 1 calcas_danqp_dr_mar.pdf: 4857044 bytes, checksum: 05cce87b775b0fa340eac9c9a35275ae (MD5) / Nesta pesquisa pretendeu-se, mediante coleta e análise da percepção dos docentes, discentes e egressos e análise de conteúdo do PPP, verificar algumas questões curriculares do curso de Engenharia Civil e estabelecer uma correlação entre o Projeto Político Pedagógico e as formas de avaliação utilizadas. Trabalhou-se na perspectiva da pesquisa qualitativa do tipo estudo de caso analisando fatores intrínsecos ao ensino de Engenharia Civil da UNESP de Bauru. Com os formandos e egressos, foram utilizados questionários fechados, e com os docentes, entrevistas semi-estruturadas. Os dados obtidos foram analisados sob o foco de três categorias de análise: Formação Docente e Universidade, Mercado de Trabalho e Práticas Pedagógicas. Na análise da categoria Formação Docente e Universidade, observou-se que a melhoria da qualidade do curso, no que se refere aos aspectos humanos e didáticos, está diretamente ligada à melhoria da formação direcionada à docência, e o incentivo da universidade parece ser fundamental para promover a formação permanente do docente e a sua participação no Projeto Político Pedagógico. A análise, com foco no Mercado de Trabalho demonstrou que o mercado está em constante mudança e, portanto, o perfil do egresso deve ser repensado constantemente. A análise da categoria Práticas Pedagógicas dos docentes evidenciou que estas precisam de inovações que atendam às necessidades atuais dos formandos. De forma geral, notou-se um Projeto Político Pedagógico com alguns pontos falhos, que deve ser revisto pela instituição, principalmente no que diz respeito ao processo avaliativo. Não se pretendeu, nesta pesquisa, propor uma solução para os problemas observados no ensino de engenharia, mas oferecer subsídios para reflexões críticas... / The intention in this research was, through collection and analysis from the professor´s perception, students and egress ones and the analysis of the Pedagogical Political Project´s contents, verify some curricula questions in the Civil Engineering course and stablish a correlation between the Pedagogical Political Project and its forms of evaluation used. It was worked with the perspective of qualitative research such as case study because intrinsic factors to the Civil Engineering teaching process were analyzed at UNESP University in Bauru. With the graduate and egress ones the option was to work with closed-ended questionnaires and with professors the option was to work with semi-structured interviews. Me data obtained were analysed over three categories of analysis: University and Professor´s Formation, Job Market and Pedagogical Practices. For the category of analysis in University and Professor’s Formation, it was observed that the improvement of the course quality in what refers to human and didactics, is directly connected to the improvement of the specific graduation, to teaching and the university encouragement seems to be fundamental to promote the Professor’s permanent formation and its participation within Pedagogical Political Project. The analysis focused on the Job Market demonstred that the market is in constant change and because of that the egress profile must be constantly revised. The Pedagogical Practices category of analysis bespoke that the professors’ pedagogical practices seem to need innovation to accommodate the graduate’s present needs. In general, it was noticed one Pedagogical Political Project with some weak points, what must be reviewed by the Institution attentively, mainly when regarding evaluation process. This research didn’t have the intention to come up with a solution to problems observed in the engineering teaching process... (Complete abstract click electronic access below)

Made available in DSpace on 2014-12-17T14:36:01Z (GMT). No. of bitstreams: 1 EdnaMSR.pdf: 2566386 bytes, checksum: cd31ef55382b12037b68acccfc8e3ce3 (MD5) Previous issue date: 2006-12-27 / This work focalize the institutional and educational evaluation, aiming to investigate the Municipal System Institutional Evaluation Performance of Teresina City Piau? (2001-2005), and to reflect about Institutional System Performance and its contribution to compose a new learning evaluation practice. In this sense, classifies elements about the evaluation practice in two Elementary Education municipal public schools, involving Education Municipal Bureau technicians as managers, pedagogues, teachers and students. Based on the ethnographic studies principles in the educational area, the work employs investigative procedures like document analysis, interviews with groups and individuals and also participator s comments. Intending to comprehend the complexity produced by the institutional and education evaluation processes, the wok reveals the Institutional Evaluation legal and educational political basis and the several positions assumed by the Learning Evaluation, as a classification tool or as a learning enhancement. This work points, as results, to a evaluation culture bipolarity carried out by the Municipal Education System as a explicit control and regulation toll, related to the classification and learning in a interaction process that operates both in the pressure and the reflection, as a culture practice established between excellence of logic and learning. The evaluation history has been construct on the evaluation actions dialectics, joint simultaneously between the Institutional Evaluation Performance and the learning evaluation. The senses, meanings and actions bipolarity is a interaction process product sustained between the institutional evaluation, under the scholar ranking application, and the learning evaluation. In this relativity, the teacher evaluation practice is found, ruled by interesting, thoughts and actions on the school evaluation, allowing a higher security and support to the learning results. Grounded in the researched reality, its possible to say that the teacher s evaluation practice is diversified, with different characteristics, when it is done in the learning search and in the learning intention. In the first case, reflects, rearranges and constructs new actions that lead the student to produce learning. In the second, shows the will, the wish of learning, but is a weak action, producing a not really significant learning and development; as a result, remains the mark approach as a determinant in the student future. The work s hope is to contribute not just to rethink these two evaluations dimensions the institutional and the learning ones but also to organize the school and to improve the pedagogic process / A presente disserta??o enfoca a avalia??o institucional e da aprendizagem, com o objetivo de investigar o processo da Avalia??o Institucional de Desempenho do Sistema Municipal de Educa??o de Teresina-PI (2001-2005), e refletir sobre a Avalia??o Institucional de Desempenho e sua contribui??o ? constru??o de uma nova pr?tica avaliativa da aprendizagem. Para tanto, sistematiza elementos acerca de sua pr?tica avaliativa em duas escolas p?blicas municipais de Ensino Fundamental, envolvendo t?cnicos da Secretaria Municipal de Educa??o, diretores, pedagogos, professores e alunos. Fundamentada nos princ?pios dos estudos etnogr?ficos na ?rea da Educa??o, utiliza procedimentos investigativos, tais como a an?lise de documentos, entrevistas coletivas e individuais e tamb?m observa??es dos participantes. Na possibilidade de apreender a complexidade produzida pelos processos avaliativos institucional e da aprendizagem em intera??o permanente, revela as bases pol?tica, legal e educacional da Avalia??o Institucional e as diversas posturas assumidas pela Avalia??o da Aprendizagem, seja esta compreendida como instrumento de classifica??o seja como impulsionadora de aprendizagem. Este estudo aponta, como resultados, a bipolaridade da cultura avaliativa exercida pela rede municipal de ensino, no sentido em que esta se explicita, ou seja, instrumento de controle e regula??o em rela??o ? classifica??o e aprendizagem; processo interacional que incide tanto na press?o quanto na reflex?o; como uma pr?tica cultural estabelecida entre a l?gica da excel?ncia e da aprendizagem. Assinale-se que a hist?ria da avalia??o se constr?i na dial?tica das a??es avaliativas, conjugadas entre a Avalia??o Institucional de Desempenho e a avalia??o da aprendizagem. A bipolaridade de sentidos, significados e a??es ? produto do processo interacional mantido entre a avalia??o institucional, sob a aplica??o do ranking escolar, e a avalia??o da aprendizagem. Nesta relatividade, encontra-se a pr?tica avaliativa do professor, pautada em processares de coes?o de interesses, id?ias e a??es avaliativas da escola, permitindo maior seguran?a e apoio aos resultados da aprendizagem. Com base na realidade pesquisada, pode-se dizer que o fazer avaliativo dos professores mostrou-se diversificado e com caracter?sticas diferentes, quando avaliaram em busca da aprendizagem e avaliaram na inten??o da aprendizagem. No primeiro caso, refletem, reorganizam e criam novas a??es que fazem o aluno produzir aprendizagem. No segundo caso, apresentam vontade, o desejo da aprendizagem, mas a a??o ? fr?gil, produzindo uma aprendizagem e um desenvolvimento n?o muito significativos; em conseq??ncia, permanece o enfoque da nota como definidora do futuro do aluno. Espera-se, desta forma, haver contribu?do n?o s? para repensar essas duas dimens?es da avalia??o institucional e da aprendizagem mas tamb?m para a organiza??o da escola e a melhoria do processo ensino-aprendizagem

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2015-03-20T14:16:34Z No. of bitstreams: 2 Dissertação - Fernando Roberto Jayme Alves - 2013.pdf: 4546347 bytes, checksum: 5791ab84e3b15b55096cd6bef165938f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-03-20T14:31:30Z (GMT) No. of bitstreams: 2 Dissertação - Fernando Roberto Jayme Alves - 2013.pdf: 4546347 bytes, checksum: 5791ab84e3b15b55096cd6bef165938f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-03-20T14:31:33Z (GMT). No. of bitstreams: 2 Dissertação - Fernando Roberto Jayme Alves - 2013.pdf: 4546347 bytes, checksum: 5791ab84e3b15b55096cd6bef165938f (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-12-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The seasons of the year are an astronomical topic of great relevance to geographical studies. Approach the seasons from the Earth's surface requires understanding of the apparent annual movement of the Sun on the celestial sphere. It is a broad subject that, in most cases, is not satisfactorily understood by students or even by teachers. Several studies have pointed to various problems about the teaching and learning of the seasons. The causes range from poor training of teachers regarding astronomical themes to the high level of abstraction that these contents require in order to be understood. On the other hand, the planetariums constitute prime locations for the (re)construction of knowledge, because they meet appropriate conditions for pedagogical practice of topics involving the celestial phenomena. This is a space whose function is the teaching and dissemination of interdisciplinary scientific knowledge, being the astronomical more evidenced. In this perspective, we conducted a case study within the Planetarium of UFG whose general objective is to investigate, through the learning of students evaluated, if really this space science is effective for teaching the seasons of the year and what are their contributions in this context, whether they are positive or not. The Planetarium of UFG has an optical-mechanical projector with topocentric reference, in other words, a system of reference centered at the place of observation, on the Earth's surface. The empirical work involved 56 students through the application of two questionnaires directly related to a class held inside the dome of the planetarium. It was found that 24 students have achieved a good learning at the summit, 19 had a median learning and 13 had a poor learning. Although they remained several conceptual confusions, the lesson in the dome provided students with the development of a more decentralized and reversible reasoning of spatial relations between the observer and the directions of the geographical space, indicated by apparent annual movement of the Sun in the sky. Thus, we intend to discuss throughout this work the capacity of the Planetarium of UFG have to contribute to the learning of the seasons through the topocentric reference, making conceptual changes from the previous ideas found in students investigated. / As estações do ano constituem um tema astronômico de grande relevância para os estudos geográficos. Abordar as estações a partir da superfície terrestre requer a compreensão do movimento anual aparente do Sol na esfera celeste. Trata-se de um assunto amplo que, na maioria das vezes, não é compreendido satisfatoriamente pelos alunos ou até mesmo pelos professores. Vários estudos têm apontado para diversas dificuldades acerca do ensino e da aprendizagem das estações do ano. As causas variam desde a má formação dos professores a respeito dos temas astronômicos até ao elevado nível de abstração que tais conteúdos exigem para serem compreendidos. Por outro lado, os planetários constituem locais privilegiados para a (re)construção do conhecimento, pois reúnem condições adequadas para a prática pedagógica de temas que envolvem os fenômenos celestes. Trata-se de um espaço cuja função é o ensino e a difusão do conhecimento científico interdisciplinar, sendo o astronômico de forma mais evidenciada. Nesta perspectiva, realizou-se um estudo de caso no âmbito do Planetário da UFG cujo objetivo geral é investigar, por intermédio da aprendizagem dos alunos avaliados, se realmente este espaço de ciência é eficaz para o ensino das estações do ano e quais são suas contribuições neste contexto, sejam elas positivas ou não. O Planetário da UFG possui um projetor óptico-mecânico com referencial topocêntrico, isto é, um sistema de referência centrado no local de observação, na superfície terrestre. O trabalho empírico envolveu 56 alunos por meio da aplicação de dois questionários diretamente relacionados a uma aula realizada dentro da cúpula do planetário. Verificou-se que 24 discentes conseguiram alcançar um bom aprendizado na cúpula, 19 obtiveram um aprendizado mediano e 13 tiveram um aprendizado ruim. Embora tenham permanecido várias confusões conceituais, a aula na cúpula proporcionou aos alunos o desenvolvimento de um raciocínio mais descentralizado e reversível das relações espaciais entre o observador e as direções do espaço geográfico, indicadas pelo movimento diário e anual aparente do Sol no céu. Desse modo, pretende-se discutir ao longo deste trabalho a capacidade que o Planetário da UFG tem em contribuir para o aprendizado das estações do ano por meio do referencial topocêntrico, realizando mudanças conceituais a partir das ideias prévias constatadas nos alunos investigados

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-02-16T11:44:49Z No. of bitstreams: 2 Cintya_Luiz2017.pdf: 1995648 bytes, checksum: 90514cbc65e75dff50f314fefae997f9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-16T11:44:49Z (GMT). No. of bitstreams: 2 Cintya_Luiz2017.pdf: 1995648 bytes, checksum: 90514cbc65e75dff50f314fefae997f9 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / There are challenges that must be investigated to contribute to the initial education of science teachers. One of these is evaluation. Thus, we point to the commitment and responsibility of transforming teacher education through reflective practice.In this way, educating a reflective teacher contributes to possible changes in educational practical, especially the evaluative one. Therefore, it is relevant, even in the initial formation of teachers, the academic to experience practical situations, articulating the scientific knowledge of the subject that he will teach.In order to promote this articulation between the university and the schools and to contribute to the improvement of teachers education, the Institutional Scholarship Program for Teaching Initiation, known as Pibid was developed by the Coordination for the Improvement of Higher Education Personnel (Capes) -which is responsible for coordinating efforts to improve the quality of Brazil’s faculty and staff in higher education through grant programs.Considering the context of initial teacher education presented, and with the assumption that the reflective practice of the teacher of science contributes to changes in his / her evaluation practice, and also that evaluation can help to develop a reflexive practice, our research problem was: How the study on a reflexive and evaluative practice in the initial formation of teachers is related to teaching intheuniversity graduate's speech?The research was guided by the objective of identifying the understandings about the evaluation and the reflexive practice present in the discourse of graduates, as well as investigate implications of the evaluative and reflexive practice in the initial formation of teachers. To do so, the data were constituted by applying an initial and final questionnaire and the audio and video recordings of the meetings developed in the focal group formed by 12 Biological Sciences graduates participating in the Pibid / Biology Subproject of the Western Paraná State University (Unioeste).The data were analyzed based on the Textual Discursive Analysis and allowed newinsights about the initial teacher training in relation to the reflexive teacher study and evaluation of the learning, revealing the implications of the teaching practice of the university professor in the training of the graduates In the disciplinary context were submitted To contradictory assessments compared to those that are challenged to elaborate. This fact caused anguish among the graduateswhen they learned of the necessity of the teaching practice about the evaluation, but impotent for not knowinghow to do it. In this sense, we understand that reflexive practice allows the teacher's ability to investigate the practice itself, as well as the social factors that permeate it, in order to generate changes in beliefs and theories about the act of evaluating what is inculcated in the graduates. We know this process of changes in understanding is not easily transformed. However, we understand reflexive practice as an alternative for the graduatesand teachers to change the evaluative practices that are merely reproduced. / Há desafios que devem ser investigados para contribuir na formação inicial de professores de Ciências. Um desses é a avaliação. Nesse sentido, apontamos para o compromisso e a responsabilidade de uma formação de professores transformadora por meio da prática reflexiva. Assim, educar um professor reflexivo contribui para possíveis mudanças das práticas docentes, principalmente,a avaliativa. Por isso,é relevante,ainda na formação inicial de professores, o acadêmico vivenciar situações práticas, articulando o conhecimento científico da disciplina que irá lecionar. Com o intuito de promover esta articulação entre a universidade e as escolas e contribuir para o aperfeiçoamento da formação dos professores, foi desenvolvido pela Coordenação de Aperfeiçoamento Pessoal de Nível Superior(Capes) o Programa Institucional de Bolsas de Iniciação à Docência (Pibid). Diante desse contexto da formação inicial de professores apresentado, e com o pressuposto de que a prática reflexivado professor de Ciências contribui para mudanças em sua prática avaliativa e também que a avaliação pode contribuir no exercício da reflexão, nosso problema de investigação foi: Como o estudo sobre a prática reflexiva e avaliativa na formação inicial de professores é relacionado à docência no discurso de licenciandos? A pesquisa foi orientada pelo objetivo de identificar as compreensões acerca da avaliação e da prática reflexiva presente no discurso de licenciandos, bem como investigar implicações da prática avaliativa e reflexiva na formação inicial de professores. Para tanto, a constituição dos dados se deu por meio de aplicação de questionário inicial e final e as gravações em áudio e vídeo dos encontros desenvolvidos no grupo focal formado por 12 licenciandos de Ciências Biológicas participantes do Subprojeto Pibid/Biologia da Universidade Estadual do Oeste do Paraná(Unioeste).Os dados foram analisados com base na Análise Textual Discursiva e possibilitaram novas compreensões acerca da formação inicial de professores em relação ao estudodo professor reflexivo e avaliação da aprendizagem, desvelando as implicações da prática docente do professor universitário na formação do licenciando. No contexto disciplinar foram submetidos a avaliações contraditórias em comparação as que são desafiados a elaborarem. Esse fato gerou angústia entre os licenciandos ao saberem da necessidade da transformação da prática docente acerca da avaliação, porém impotentes por não saber como fazê-la. Nesse sentido, compreendemos que a prática reflexiva possibilita a capacidade de o professor investigar a própria prática,como também, os fatores sociais que a permeiam, a fim de gerar mudanças nas crenças e teorias sobre o ato de avaliar que estão incutidas nos licenciandos, porém esse processo de mudanças na compreensão não é facilmente transformado. Contudo, compreendemos a prática reflexiva como alternativa para que os licenciandos e professores mudem as práticas avaliativas que são meramente reproduzidas.

The purpose of this study was to examine the effectiveness of Instrumental Enrichment, an educational program developed by Reuven Feuerstein, which attempts to improve an individual's ability to reason. A meta-analysis was performed on studies that had been conducted between the years 1979 to 1996. Thirty-six studies were analyzed according to their results from measurements in the cognitive/visual-perceptual, academic achievement and affective domains. The results from the meta-analysis were mixed. There were significant combined effect sizes of 0.24 for non-verbal ability, 1.41 for verbal ability, and 0.60 for one combination of full-scale ability. Significant effect sizes for measures of visual perception and visual-motor ability were 0.42, 0.71 and 1.68. There were also significant effect sizes for general achievement and for one combination of math achievement at 0.26 and 0.29 respectively. The intellectual achievement locus of control effect size was significant at 0.33. (Cohen (1988) considers an effect size of 0.20 to be small, that of 0.50 to be of medium size, and that of 0.80 to be large.) All effect sizes for reading were non-significant as was that for the Learning Potential Assessment Device. All other measures, such as those for self-confidence, self-concept, motivation and attitudes, in the affective domain were non-significant. One effect size for motivation and attitudes was significantly negative, indicating that the control group outperformed the treatment group. The results are discussed in terms of near- and far-transfer of learning. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

I dagens stadsplanerings saknas det allmänt erkännande metoder för hur utvärdering av social hållbarhet i planering ska gå till. Forskning inom planering belyser att det även finns en brist på utvärdering efter genomförandeskedet i stadsplaneringen. Det finns även en insikt inom forskningen att resultat av planer kan få oväntade effekter, denna insikt har ökat efter att de sociala aspekterna integrerats mer i planeringen. En positiv aspekt av utvärdering i efterhand är att den ger nytta i form av ett lärande, planeringsteorin har visat ett behov av effektanalys för att förklara resultat. Vidare lever vi i en komplex föränderlig värld som således påverkar stadbyggnadsprocessen, det finns en komplexitet som kommer av projektets omfattning över tid.  Dessa problemformuleringar ligger till grund för denna studie. Syftet är således att skapa ökad förståelse för hur svenska kommuner arbetar med utvärdering av stadsbyggnadsprojekt i relation till mål kring social hållbarhet. Vidare undersöks även vad som sker efter att en utvärdering ägt rum - det vill säga om det finns ett lärande i samband med utvärdering. Studien åskådliggör hur utvärderingar genomförs genom att exemplifiera fyra kommuner som arbetar med utvärdering i olika omfattning. Kommunernas metoder för att utvärdera framhävas samt deras sätt att arbeta med lärande i organisationen. Studien belyser även sambandet mellan sociala projektspecifika mål i relation till utvärdering. Vidare berörs temat om utmaningar med utvärdering, detta framgår både från kommuner som intervjuats samt via enkät. De vanligaste utmaningarna är främst: vem som bär ansvaret för en utvärdering, att det är svårt att mäta, att kommuner har hög arbetsbelastning, ekonomiska hinder, att politiken ej lagt resurser eller inte visar intresse samt utmaningar med lärandet efter en utvärdering.  Studiens empiriska material grundar sig i en kvalitativ ansats bestående av åtta intervjuer och tolv enkätsvar från svenska kommuner. Samt en intervju med tjänsteperson från Boverket, intervjun med Boverket berör frågor inom samma tema som kommunerna besvarar. Det empiriska materialet kompletterats med relevanta dokument från kommunerna och Boverket vid behov.  I denna studie framgår även förbättringspotential för framtida arbete med utvärdering av social hållbarhet i stadsbyggnadsprojekt. Det första förslaget handlar om att kommuner bör arbeta med tydliga konkreta sociala hållbarhetsmål för att veta vad de ska utvärdera. Det andra förslaget berör en gemensam syn på utvärdering, att den följaktligen inte bör uppfattas som bestraffning. Det tredje temat nämner indikatorer, dessa bör fokusera på den lokala kontexten samt finnas med avsikt att leda till reflektion och förbättring. Den fjärde åtgärden belyser att goda exempel i stadsplaneringen bör framhävas samt att ett strategiskt urval av projekt bör väljas ut vid utvärdering. Slutligen beskrivs lärandet som en gemensam process som bör ske kollektivt istället för endast individuellt. Avslutningsvis redogörs värdet av lärande utvärdering inom projekt samt i relation till framtida projekt. / Modern urban planning lacks generally recognized methods for evaluating the social sustainability of urban development projects. Research has also shown there is also a lack of evaluation after the implementation stage in urban planning. There is an insight within research that the results of plans can have unexpected effects. This insight has increased after the social aspects were integrated more into the planning. Evaluation can be valuable to planners by providing benefits in forms of shared experiences and learning. Planning theory has shown a need for impact analysis to explain unexpected results in planning projects. Furthermore, we live in a complex changing world which thus affects the urban planning process. These processes are usually very long and can affect projects in various unexpected ways. These problems form the basis of this study. The aim of the study is to create an increased understanding of how Swedish municipalities work with evaluation of social sustainability in urban development projects, furthermore, what happens after an evaluation is also examined - that is, whether there are any learning elements in relation to evaluation in practice. The study illustrates how evaluations are carried out with four examples of municipalities that work with evaluation to different extents, the study highlights the municipalities’ evaluation methods, as well as the municipalities’ ways of working with learning in the organization. The study also highlights the connection between evaluation and social project-specific goals. Furthermore, the study emphasizes the challenges municipalities often face with evaluation through a qualitative approach combining interviews and surveys. The most common challenges the study found were: difficulty determining who is responsible for an evaluation, difficulty determining evaluation criteria, high municipal workload, financial cost, lack of resource allocation or political interest, and difficulty communicating knowledge received after an evaluation. The study is based on eight interviews and twelve survey responses from Swedish municipalities, as well as an interview with an person from the Housing Agency Boverket. The interview with Boverket contains the similar questions as those asked to the municipalities. The material has been supplemented with relevant documents from the municipalities and the Swedish Housing Agency where necessary. The study shows potential for improvement in evaluation of social sustainability in urban development projects and provides six proposals for steps municipalities can take to accomplish this. The proposals are: that municipalities should work with clear and concrete social sustainability goals in order to know what to evaluate; that municipalities should create a shift in the mentality towards evaluation away from the common perception of evaluation as a form of punishment; that chosen indicators in a project should focus on the local context and exist with the intention of leading to reflection and improvement; that good examples in urban planning should be highlighted and that a strategic selection of projects should be selected during evaluation; that learning should be emphasized as a joint process which must take place collectively rather than just individually; and that the municipality should emphasize value of learning evaluation within projects and in relation to future projects.

Asthma is not a disease with a single etiology but a very complex syndrome. Irrespective of a better understanding of the pathophysiology of asthma and its related therapeutic regimens the disease still escalates in prevalence and severity. Characteristic features of chronicity and remission ensures a fertile ground for non-compliance by patients. This quantitative, descriptive study set out to determine the asthma knowledge, asthma control and quality of life of adult asthmatics who attended the respiratory outpatient clinic at Tygerberg Hospital. The purpose was to determine an association between asthma knowledge, asthma control and asthma quality of life. A statistically significant association was found between asthma control and asthma quality of life, not with knowledge of asthma for either of the concepts. Important gaps in knowledge were identified namely an inability to recognise nocturnal coughing as a risk factor. The increased role of nurse practitioners in asthma care is highly recommended. / Health Studies / M.A. (Health Studies)

Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008. / It is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.