Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2016-10-06T21:15:28Z No. of bitstreams: 1 DISSERTA??O PAQUISA.pdf: 10146943 bytes, checksum: 01c68ffccb664a3c98d97890de246ddf (MD5) / Made available in DSpace on 2016-10-06T21:15:28Z (GMT). No. of bitstreams: 1 DISSERTA??O PAQUISA.pdf: 10146943 bytes, checksum: 01c68ffccb664a3c98d97890de246ddf (MD5) Previous issue date: 2016-02-22 / This project aims at the development of educational kits for science laboratories, with a focus on astronomy as a complementary tool of the lectures of Science. In the educational field, the changes that have been derived from the incorporation of experimental classes have provided an opportunity for rethinking of the relationship between teaching and learning. In the area of science, this can offer a great contribution in teaching practices. For this reason, its use can not be done at random and disconnected from an educational design. The challenge is to produce knowledge related to the theory and practice within the school context and day-to-day lives of students. We intend to follow this approach with Astronomy and provide critical experiential opportunities that will facilitate learning. This will clarify concepts sometimes misunderstood solely by lecture and make connections between diverse disciplines, such as Geography, Physics, Mathematics, Biology and Chemistry. Ultimately, It's expected that the teaching of science through experiments using astronomy as a pillar will be of great benefit. It is well known that this area of science arouses much curiosity in children of all ages. It is expected that the presentation of scientific concepts using experiments, with interconnections with Astronomy, will increase the comprehension of the students. To achieve this, the developed of new educational kits, which are able to connect the student with everyday concepts of astronomy, should motivate the student about learning more about the scientific disciplines and help the students by stimulating their creativity and expand their critical reasoning. In specific, the proposed kits to the areas cited are: Electrotechnology, Seasons and Pasnpermia. We will emphasize the Chemistry - Panspermia and Geography - Seasons kit, as well as display the details of a kit to assemble electrotechnology to evaluate the proposed methodology. / Este Projeto teve por finalidade o desenvolvimento de kits did?ticos para laborat?rio de ci?ncias, com enfoque na Astronomia, como instrumento complementar das aulas te?ricas de Ensino de Ci?ncias. No ?mbito educacional, as diversas mudan?as vivenciadas a partir da incorpora??o das aulas experimentais t?m propiciado um constante repensar das rela??es de ensino-aprendizagem, podendo oferecer uma grande contribui??o nas pr?ticas pedag?gicas. Por essa raz?o, o seu uso n?o pode ser feito de forma aleat?ria e desvinculado de uma concep??o educacional. O desafio ? produzir saberes relacionando ? teoria e pr?tica dentro do contexto escolar e do dia-a-dia dos alunos. A pretens?o com essa abordagem foi evidenciar a grande contribui??o que as aulas experimentais com enfoque na Astronomia proporcionam na constru??o do saber e na facilita??o da aprendizagem. Ainda mais, esclarecer conceitos ?s vezes incompreendidos pelo educando, derrubando normas impostas pelas tradicionais aulas te?ricas e fazendo interliga??es entre diversas disciplinas, tais como Geografia, F?sica, Matem?tica, Biologia e Qu?mica. Visando o objetivo final, foram trabalhados conceitos utilizados no Ensino de Ci?ncias atrav?s de experimentos que utilizem a Astronomia como pilar. ? sabido que esta ?rea da ci?ncia desperta muita curiosidade nas crian?as de todas as idades, e que uma apresenta??o din?mica experimental dos conceitos cient?ficos, com interliga??es com a Astronomia, permita determinar o potencial did?tico dos laborat?rios cient?ficos. Para isso foi proposta a cria??o de kits did?ticos, capazes de ligar o cotidiano do estudante com conceitos de Astronomia, estimulando a motiva??o dos estudos de disciplinas cientificas fazendo com que o estudante desperte sua criatividade e amplie sua forma??o reflexiva cr?tica. No especifico, os kits propostos para as ?reas citadas foram: Eletrot?cnica, Esta??es do Ano e Panspermia. No decorrer da aplica??o do projeto, deu-se ?nfase ao kit de Qu?mica - Panspermia e Geografia ? Esta??es do Ano, como tamb?m ao kit de eletrot?cnica que foi utilizado para avaliar a metodologia proposta.

Text in Afrikaans / The purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the context of nursing education. The research question was stated as follows: What guidelines does the nursing tutor need to facilitate critical reflective learning in student nurses? The research design was qualitative, contextual, explorative and descriptive of nature. Ten nursing tutors were selected for participation on the basis of their expertise and experience. Data collection was in the form of written narratives. The data was analysed according to the eight-step method of Tesch (1990) in Cresswell (1994:155). An independent coder was involved in the judgement and interpretation of data. The research guidelines were derived from the research findings. These guidelines are applicable directly to nursing education and indirectly to the nursing practice, therefore it contributes to the scientific body of nursing knowledge. / Die doel van hierdie navorsing was die beskrywing van riglyne vir verpleegdosente om krities reflektiewe leer by verpleegstudente te fasiliteer binne 'n verpleegonderwys konteks. Die navorsingsvraag is soos volg gestel: Walter riglyne benodig die verpleegdosent om krities reflektiewe leer by verpleegstudente te fasiliteer? Die navorsingsontwerp was kwalitatief, kontekstueel, verkennend en beskrywend van aard. Tien verpleegdosente is geselekteer vir deelname op grond van hulle kundigheid en ervaring. Geskrewe narratiewe is gebruik om data in te sa mel. Die data is geanaliseer volgensdieagt-stap metodevan Tesch (1990) in Cresswell (1994:155). 'n Onafhanklike kodeerder was betrokke by die beoordeling en interpretasie van data. Die navorsingsriglyne is afgelei vanuit die navorsingsbevindinge en lewer 'n bydrae tot die wetenskaplike verpleegkennisbasis deurdat dit direkte toepassing vind in verpleegonderwys en indirek in die verpleegpraktyk. / Health Studies / M.A. (Verpleegonderwys)

The aim of the study was to establish the possible causes of poor Grade 12 results in physical science in South Africa and to apply a total quality management (TQM) approach to suggest a solution. The literature study indicates that resources, preparation or subject knowledge, commitment and support affect the quality of performance. The research was done in one school district (cluster). Following the literature study a questionnaire was distributed to 150 science teachers from 31 schools and the response rate was 73% (113 responses). The questionnaire tested the respondents' perception on the availability of resources and the support received by them, the support given to learners and their level of preparation and subject knowledge. From this, as well as from the biographical information from the questionnaire, certain conclusions were made about the reasons for poor performance of learners in science examinations. It could be concluded from the analysis of the results that limited support to teachers and support to learners are important factors contributing to a poor Grade 12 pass rate. The pass rate also correlates positively with experience levels of teachers. Although 39% of teachers are unqualified or under-qualified, no significant correlation could be found between pass rate and level of qualification. Analysis of the effect of commitment on pass rate was inconclusive. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

The aim of the study was to establish the possible causes of poor Grade 12 results in physical science in South Africa and to apply a total quality management (TQM) approach to suggest a solution. The literature study indicates that resources, preparation or subject knowledge, commitment and support affect the quality of performance. The research was done in one school district (cluster). Following the literature study a questionnaire was distributed to 150 science teachers from 31 schools and the response rate was 73% (113 responses). The questionnaire tested the respondents' perception on the availability of resources and the support received by them, the support given to learners and their level of preparation and subject knowledge. From this, as well as from the biographical information from the questionnaire, certain conclusions were made about the reasons for poor performance of learners in science examinations. It could be concluded from the analysis of the results that limited support to teachers and support to learners are important factors contributing to a poor Grade 12 pass rate. The pass rate also correlates positively with experience levels of teachers. Although 39% of teachers are unqualified or under-qualified, no significant correlation could be found between pass rate and level of qualification. Analysis of the effect of commitment on pass rate was inconclusive. / Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.

Text in Afrikaans / The purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the context of nursing education. The research question was stated as follows: What guidelines does the nursing tutor need to facilitate critical reflective learning in student nurses? The research design was qualitative, contextual, explorative and descriptive of nature. Ten nursing tutors were selected for participation on the basis of their expertise and experience. Data collection was in the form of written narratives. The data was analysed according to the eight-step method of Tesch (1990) in Cresswell (1994:155). An independent coder was involved in the judgement and interpretation of data. The research guidelines were derived from the research findings. These guidelines are applicable directly to nursing education and indirectly to the nursing practice, therefore it contributes to the scientific body of nursing knowledge. / Die doel van hierdie navorsing was die beskrywing van riglyne vir verpleegdosente om krities reflektiewe leer by verpleegstudente te fasiliteer binne 'n verpleegonderwys konteks. Die navorsingsvraag is soos volg gestel: Walter riglyne benodig die verpleegdosent om krities reflektiewe leer by verpleegstudente te fasiliteer? Die navorsingsontwerp was kwalitatief, kontekstueel, verkennend en beskrywend van aard. Tien verpleegdosente is geselekteer vir deelname op grond van hulle kundigheid en ervaring. Geskrewe narratiewe is gebruik om data in te sa mel. Die data is geanaliseer volgensdieagt-stap metodevan Tesch (1990) in Cresswell (1994:155). 'n Onafhanklike kodeerder was betrokke by die beoordeling en interpretasie van data. Die navorsingsriglyne is afgelei vanuit die navorsingsbevindinge en lewer 'n bydrae tot die wetenskaplike verpleegkennisbasis deurdat dit direkte toepassing vind in verpleegonderwys en indirek in die verpleegpraktyk. / Health Studies / M.A. (Verpleegonderwys)