O contexto de aprendizagem de sistemas estruturais tal como acontece também nas demais disciplinas ao centrar-se no conhecimento do professor (teacher-centred education), costuma predispor os alunos a uma resposta caracterizadamente reprodutivista. Esta tese tem como objetivo investigar o processo perceptivo de alunos de arquitetura diante do fenômeno estrutural e identificar como esses estudantes se tornam aptos a conceber e conceituar o mecanismo essencial de cada sistema estrutural ao associá-lo aos cinco parâmetros básicos (três vetores-força e dois braços-alavanca). A pesquisa consiste em uma experiência de aprendizagem em que puderam ser observadas as diferentes maneiras pelas quais os alunos identificam e descrevem os parâmetros estruturais e como interpretam o fenômeno estrutural. Com isso, evidencia-se a aptidão que obtiveram para definir e descrever estruturas a partir do seu próprio entendimento, numa atitude de maior autonomia, com habilidade para corrigir suas percepções e competência para construir a própria compreensão. A coleta de dados foi realizada numa experiência real de sala de aula, conduzida ao longo de um semestre letivo, com alunos da disciplina de Sistemas Estruturais do 2° ano do Curso de Arquitetura e Urbanismo da Universidade Estadual de Londrina (UEL). A metodologia tem por base a experiência realizada por Prosser et al. (1989; 1994; 1996; 2000; 2008) e está fundamentada nas abordagens da Fenomenografia. O procedimento se desenvolve a partir da observação do nível de adequação (alto, médio, baixo) das relações que o aluno estabelece (o quê e como) entre os elementos estruturais básicos mencionados. Tendo em vista a reconhecida dificuldade (de alunos em aprender e de professores em ensinar a aprender) com os sistemas estruturais em cursos de graduação em arquitetura e urbanismo, a tese que aqui se defende é de que, à medida que essa consciência é adquirida na interação e retroalimentada pelo docente pesquisador ao aluno, é possível a constituição de uma conduta pedagógica de maior efeito. / The learning context concerning structural systems - as also happens in other disciplines - if focused exclusively on the teacher\'s knowledge (teacher-centered education), often predispose students to offer answers of a predictably \"reproducible\" type. This thesis aims to investigate the perceptive process of the structural phenomenon by architecture undergraduates, and identify how these students become able to conceive and conceptualize the essential mechanism of each structural system, while linking them to the five basic parameters (three force vectors and two lever arms). The research consists of a learning experience to observe the different ways students identify and describe the structural parameters and how they interpret the structural phenomenon. Evidence shows the students ability to define and describe structures out of their own understanding, in an expanded attitude of autonomy, with ability to correct their own perceptions and skills to build their particular understanding. Data come from a live classroom activity, conducted all along a semester, with the participation of students in the discipline of structural systems of the 2nd year of the Architecture and Urbanism Course at the State University of Londrina (UEL). The methodology is based on the experiment conducted by Prosser et al. (1989; 1994; 1996; 2000; 2008), and grounded in the approaches of Phenomenography. The procedure is developed in the basis of the observation of adequacy levels (high, medium, low) in the relations each student establishes (what and how) between the aforementioned basic structural elements. Considering the recognized difficulty (of students to learn and teachers to \"teach how to learn\") with the structural systems in Architecture and Urbanism, the thesis is that as long as such consciousness is gained in the interaction and fueled to student by the teaching \"researcher\", it is possible to reach a more effective pedagogical conduct.

O contexto de aprendizagem de sistemas estruturais tal como acontece também nas demais disciplinas ao centrar-se no conhecimento do professor (teacher-centred education), costuma predispor os alunos a uma resposta caracterizadamente reprodutivista. Esta tese tem como objetivo investigar o processo perceptivo de alunos de arquitetura diante do fenômeno estrutural e identificar como esses estudantes se tornam aptos a conceber e conceituar o mecanismo essencial de cada sistema estrutural ao associá-lo aos cinco parâmetros básicos (três vetores-força e dois braços-alavanca). A pesquisa consiste em uma experiência de aprendizagem em que puderam ser observadas as diferentes maneiras pelas quais os alunos identificam e descrevem os parâmetros estruturais e como interpretam o fenômeno estrutural. Com isso, evidencia-se a aptidão que obtiveram para definir e descrever estruturas a partir do seu próprio entendimento, numa atitude de maior autonomia, com habilidade para corrigir suas percepções e competência para construir a própria compreensão. A coleta de dados foi realizada numa experiência real de sala de aula, conduzida ao longo de um semestre letivo, com alunos da disciplina de Sistemas Estruturais do 2° ano do Curso de Arquitetura e Urbanismo da Universidade Estadual de Londrina (UEL). A metodologia tem por base a experiência realizada por Prosser et al. (1989; 1994; 1996; 2000; 2008) e está fundamentada nas abordagens da Fenomenografia. O procedimento se desenvolve a partir da observação do nível de adequação (alto, médio, baixo) das relações que o aluno estabelece (o quê e como) entre os elementos estruturais básicos mencionados. Tendo em vista a reconhecida dificuldade (de alunos em aprender e de professores em ensinar a aprender) com os sistemas estruturais em cursos de graduação em arquitetura e urbanismo, a tese que aqui se defende é de que, à medida que essa consciência é adquirida na interação e retroalimentada pelo docente pesquisador ao aluno, é possível a constituição de uma conduta pedagógica de maior efeito. / The learning context concerning structural systems - as also happens in other disciplines - if focused exclusively on the teacher\'s knowledge (teacher-centered education), often predispose students to offer answers of a predictably \"reproducible\" type. This thesis aims to investigate the perceptive process of the structural phenomenon by architecture undergraduates, and identify how these students become able to conceive and conceptualize the essential mechanism of each structural system, while linking them to the five basic parameters (three force vectors and two lever arms). The research consists of a learning experience to observe the different ways students identify and describe the structural parameters and how they interpret the structural phenomenon. Evidence shows the students ability to define and describe structures out of their own understanding, in an expanded attitude of autonomy, with ability to correct their own perceptions and skills to build their particular understanding. Data come from a live classroom activity, conducted all along a semester, with the participation of students in the discipline of structural systems of the 2nd year of the Architecture and Urbanism Course at the State University of Londrina (UEL). The methodology is based on the experiment conducted by Prosser et al. (1989; 1994; 1996; 2000; 2008), and grounded in the approaches of Phenomenography. The procedure is developed in the basis of the observation of adequacy levels (high, medium, low) in the relations each student establishes (what and how) between the aforementioned basic structural elements. Considering the recognized difficulty (of students to learn and teachers to \"teach how to learn\") with the structural systems in Architecture and Urbanism, the thesis is that as long as such consciousness is gained in the interaction and fueled to student by the teaching \"researcher\", it is possible to reach a more effective pedagogical conduct.

This study is a qualitative case study of collaborative learning in two chamber music ensembles in a public high school orchestra program. Collaborative learning, as applied to chamber music education, is a setting in which musicians engage in a common musical task and are accountable to the other members of the group. Using social constructivism as a conceptual framework, I sought to explore student collaboration within chamber music ensembles through social interaction and the development of creative rehearsal strategies. Attention was directed to the way in which students identified problems and developed rehearsal strategies to solve them. The following research questions guided this study: (1) How do students in the selected chamber music ensembles engage in collaborative learning? (2) What are the learning structures that enable collaboration within each group? (3) How do the students interact with each other in the selected chamber music ensembles? (4) What are the social structures that enable collaborative learning within each group? Using Mediated Discourse Analysis (MDA) I analyzed and interpreted the collaborative learning that occurred in the musical development of these high school chamber musicians. Data collection occurred during one semester of instruction (five months) and included individual interviews, focus group interviews, and observations, which included field-notes and digital video of rehearsals. The research methodology used in this study comprised the “interpretive–descriptive” method and focused on turning the participants’ words and actions into the development of potential themes and implications. My approach used a three-step process to analyze data in which concepts were coded relating to the phenomenon of collaborative and mutual learning as well as sociocultural mediation. In this study, I examined the collaborative learning process among the student participants. My study was further informed by the participants’ perceptions of their own collaborative learning processes. Themes found were learning structures that allowed for collaboration in interpretation and problem solving, and social structures that enabled peer pressure, socialization and a work ethic. Results indicated that when given the opportunity to work in small groups toward pre-determined musical goals, the participants in this study: (1) worked with internal group leaders to identify musical problems and develop creative rehearsal strategies to solve them, (2) used positive and negative peer pressure that created an organic social structure which contributed to team efficacy, and (3) showed a willingness to work harder toward group goals when empowered with the responsibility for their own learning. The results of this study suggest that a collaborative learning environment that includes small groups of heterogeneously mixed students can advance student learning in multiple ways. The traditional teacher centered learning environment may not be the most effective learning environment because it may limit student development in one or more capacities, including decision making and social development. Recognition of the active, purposeful character of human development and respect for the shared understanding (socially distributed knowledge) that enables peers to teach one another ought to shape the music educator’s role and function; to serve as a musical guide, facilitator, and source of social support. Based on the results of this study, it appears that it may be possible to adapt collaborative learning to diverse instructional situations regardless of the heterogeneous makeup of the learning group.

This thesis integrates biologically-inspired mechanisms into machine learning to develop novel tuning algorithms, gradient abstractions for depth-wise parallelism, and an original bias neuron design. We introduce neuromodulatory tuning, which uses neurotransmitter-inspired bias adjustments to enhance transfer learning in spiking and non-spiking neural networks, significantly reducing parameter usage while maintaining performance. Additionally, we propose a novel approach that decouples the backward pass of backpropagation using layer abstractions, inspired by feedback loops in biological systems, enabling depth-wise training parallelization. We further extend neuromodulatory tuning by designing spiking bias neurons that mimic dopamine neuron mechanisms, leading to the development of volumetric tuning. This method enhances the fine-tuning of a small spiking neural network for EEG emotion classification, outperforming previous bias tuning methods. Overall, this thesis demonstrates the potential of leveraging neuroscience discoveries to improve machine learning.

The high failure rate in the learning areas Mathematics and Mathematical Literacy is of great concern to educators. In-service training courses for educators in Mathematics and Mathematical Literacy were presented with the aim to enhance the application of didactics in the classroom. The problems concerning the application (impact) could possibly be attributed to the components, elements and presentation of the in-service training course. In an attempt to identify the relevant components and elements, quasi-experimental positivist and interpretive research was conducted. Both qualitative and quantitative methods were used. The question arising is: Could improved impact in the classroom be achieved 1. if the in-service training facilitators received better training, and 2. by incorporating change of attitude, the treatment of the full subject content and the principles of learning structures and co-operative learning into the in-service-training? Educators are still experiencing problems with the transfer of the subject content to the learners. / Early Childhood Education and Development / M. Ed. (Kurrikulumstudies)

The high failure rate in the learning areas Mathematics and Mathematical Literacy is of great concern to educators. In-service training courses for educators in Mathematics and Mathematical Literacy were presented with the aim to enhance the application of didactics in the classroom. The problems concerning the application (impact) could possibly be attributed to the components, elements and presentation of the in-service training course. In an attempt to identify the relevant components and elements, quasi-experimental positivist and interpretive research was conducted. Both qualitative and quantitative methods were used. The question arising is: Could improved impact in the classroom be achieved 1. if the in-service training facilitators received better training, and 2. by incorporating change of attitude, the treatment of the full subject content and the principles of learning structures and co-operative learning into the in-service-training? Educators are still experiencing problems with the transfer of the subject content to the learners. / Early Childhood Education and Development / M. Ed. (Kurrikulumstudies)