Baigiamasis darbas skirtas mokinių mokymosi mokytis kompetencijos ugdymo ypatumų analizei mokytojų ir tėvų bendradarbiavimo aspektu. Šiuolaikinė mokymosi paradigma pabrėžia savarankiško ir atsakingo mokinio mokymosi reikšmę. Tėvų ir pedagogų bendradarbiavimo tyrimas svarbus kaip mokinio mokymosi mokytis kompetencijos ugdymo veiksnys, įgalinantis mokinį patį savarankiškai siekti aukštesnių mokslo rezultatų. Tyrimo objektas: mokinių mokymosi mokytis kompetencijos ugdymas mokytojų ir tėvų bendradarbiavimo aspektu. Tyrimo tikslas: atskleisti mokinių mokymosi mokytis kompetencijos ugdymo ypatumus mokytojų ir tėvų bendradarbiavimo aspektu. Tyrimo metodai: mokslinės literatūros analizė; pusiau struktūrizuotas interviu; kokybinė (content) duomenų analizė. Tyrime dalyvavo: Vilkaviškio pagrindinę mokyklą lankančių vaikų tėvai ir šioje mokykloje dirbantys pedagogai. Viso - 20 tėvų ir 20 pedagogų. / The training of pupil‘s learning to The training of pupil‘s learning to learn competence through the aspect of teachers and parents collaboration. Undergraduate work through the aspect of teachers and parents collaboration Undergraduate work. The peculiarities of the pupil‘s learning to learn competence training through the aspect of teachers and parents collaboration are analysed in this undergraduate work.. The contemporary learning paradigm underlines the significance of autonomous and responsible scholar‘s learning. The parents and teachers collaboration research is important factor of the learning to learn competence training, empowering scholar to search for higher educational results by oneself.Research object: the training of pupil‘s learning to learn competence through the aspect of teachers and parents collaboration.Research goal: to reveal the peculiarities of the pupil‘s learning to learn competence training through the aspect of teachers and parents collaboration.Research methods: the analysis of the scientific literature; semi –structured interview; qualitative (content) analysis. Research participants: The Vilkaviskis main school pupil‘s parents and teachers. Totally - 20 parents and 20 teachers.

Given the "right" representation, learning is easy. This thesis studies representation learning and meta-learning, with a special focus on sparse representations. Meta-learning is fundamental to machine learning, and it translates to learning to learn itself. The presentation unfolds in two parts. In the first part, we establish learning theoretic results for learning sparse representations. The second part introduces new multi-task and meta-learning paradigms for representation learning. On the sparse representations front, our main pursuits are generalization error bounds to support a supervised dictionary learning model for Lasso-style sparse coding. Such predictive sparse coding algorithms have been applied with much success in the literature; even more common have been applications of unsupervised sparse coding followed by supervised linear hypothesis learning. We present two generalization error bounds for predictive sparse coding, handling the overcomplete setting (more original dimensions than learned features) and the infinite-dimensional setting. Our analysis led to a fundamental stability result for the Lasso that shows the stability of the solution vector to design matrix perturbations. We also introduce and analyze new multi-task models for (unsupervised) sparse coding and predictive sparse coding, allowing for one dictionary per task but with sharing between the tasks' dictionaries. The second part introduces new meta-learning paradigms to realize unprecedented types of learning guarantees for meta-learning. Specifically sought are guarantees on a meta-learner's performance on new tasks encountered in an environment of tasks. Nearly all previous work produced bounds on the expected risk, whereas we produce tail bounds on the risk, thereby providing performance guarantees on the risk for a single new task drawn from the environment. The new paradigms include minimax multi-task learning (minimax MTL) and sample variance penalized meta-learning (SVP-ML). Regarding minimax MTL, we provide a high probability learning guarantee on its performance on individual tasks encountered in the future, the first of its kind. We also present two continua of meta-learning formulations, each interpolating between classical multi-task learning and minimax multi-task learning. The idea of SVP-ML is to minimize the task average of the training tasks' empirical risks plus a penalty on their sample variance. Controlling this sample variance can potentially yield a faster rate of decrease for upper bounds on the expected risk of new tasks, while also yielding high probability guarantees on the meta-learner's average performance over a draw of new test tasks. An algorithm is presented for SVP-ML with feature selection representations, as well as a quite natural convex relaxation of the SVP-ML objective.

Notre environnement est complexe et changeant, ce qui apporte de l'incertitude dans les décisions de tous les jours. La capacité de détecter et résoudre l'incertitude est cruciale pour un comportement flexible et adapté. Notre hypothèse est que l'efficacité et la flexibilité comportementale en situation d'incertitude dépendent de la façon dont l'individu a appris à apprendre. Dans une 1ère étude, trois singes ont acquis un learning set pour une tâche aux règles stochastiques et changeantes. Leur réactivité aux évènements inattendus a augmenté lors de l'apprentissage, suivant l'évolution du degré d'incertitude environnementale. Cela a permis un transfert sans coût à une tâche plus complexe partageant la même structure, suggérant que les singes ont appris à apprendre la structure statistique de l'environnement. Nous avons ensuite étudié les mécanismes cérébraux sous-jacents à ce comportement flexible. Deux animaux ont reçu un implant d'électrocorticographie, sur les aires frontales et pariétales. Nous montrons d'abord, avec les données d'un animal, que des potentiels évoqués au feedback sont sensibles à la valence et au degré de surprise du feedback, et prédisent la stratégie à venir. Ensuite, nous présentons des résultats préliminaires montrant que des oscillations dans les bandes beta et thêta sont présentes au moment du feedback et de la décision, et que leur puissance est modulée de manière différente par les facteurs de la tâche. Ces résultats contribuent à révéler la complexité du réseau frontal pour la flexibilité comportementale, et ouvrent la voie à de nouvelles expériences pour comprendre comment ces mécanismes sont façonnés au cours du processus d'apprendre à apprendre / Our environment is both complex and changing, which triggers uncertainty in every decision we make. The ability to detect and solve the resulting uncertainty is crucial for adapted and flexible behavior. Our hypothesis is that behavioral efficiency and flexibility in an uncertain environment depend on the way the agent has learnt to learn. In a first study, 3 macaque monkeys developed a learning-set for a task with stochastic and changing rules. Monkey’s reactivity to unexpected feedback increased across learning and paralleled the evolution of the degree of environmental uncertainty. This enabled them to transfer, without cost, to a more complex task with the same structure, suggesting that they learned to learn the statistical structure of the environment. We then studied the cerebral mechanisms underpinning this flexible behavior. Two animals were implanted with an electrocorticography implant over the frontal and parietal areas. We first showed, using data from one animal, that feedback related potentials were sensitive to feedback valence and unexpectedness, and predictive of the upcoming behavioral strategy. Then, we present preliminary results showing that oscillations in the beta and theta bands can be recorded at the time of feedback and at the time of decision, and that their power is modulated differently depending on the various task factors. These results contribute to reveal the complexity of the frontal cortical network enabling behavioral flexibility and open new horizons for future research to understand how these mechanisms are shaped throughout the learning to learn process

The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were collected through a semi structured group interview to explore 6 students' perceptions on how the intervention affected their attitudes toward mathematics. Open and axial coding strategies were used to develop themes. Quantitative results indicated no significant differences in students' attitudes toward mathematics, while qualitative findings supported the use of the intervention to develop students' positive attitudes in mathematics. A recommendation was that educators undergo professional learning opportunities to increase awareness of the impact of embedded study skills on student learning and how to use this instruction in lessons. Positive social change may occur if educators are provided with insight in embedded study skills that could improve students' attitudes toward mathematics, which ultimately may encourage students to study higher level mathematics and to pursue mathematics-based careers.

Darbo tema – mokėjimo mokytis kompetencijos ugdymas ir vertinimas. Darbe nagrinėjama šiuolaikinio ugdymo proceso samprata, mokėjimo mokytis kompetencijos samprata ir struktūra, apžvelgiami mokėjimo mokytis kompetencijos vertinimo įrankiai. Darbo tikslas – išnagrinėti mokėjimo mokytis kompetencijos ugdymą ir vertinimą pedagogų ir mokinių požiūriu. Uždaviniai: 1. Pateikti šiuolaikinio ugdymo proceso sampratą. 2. Atskleisti mokėjimo mokytis kompetencijos apibrėžimą ir struktūrą. 3. Apžvelgti mokėjimo mokytis kompetencijos vertinimo įrankius. 4. Ištirti mokinių ir mokytojų požiūrį į mokėjimo mokytis kompetencijos ugdymą ir vertinimą. Tyrimo metodai. Teoriniai: mokslinės literatūros analizė, apibendrinimas Empiriniai: pusiau struktūruotas interviu. Tiriamieji. Tyrime dalyvavo Vilniaus X gimnazijos 7 mokytojos ir 12 mokinių 5 – 6 ir 9 – 12kl. Tiriamieji pasirinkti atsižvelgiant į jų sutikimą dalyvauti tyrime. Empiriniai tyrimo rezultatai. Remiantis tyrimo rezultatais nustatyta, kad mokėjimo mokytis kompetenciją mokytojai apibrėžia vienpusiškai kaip informacijos radimą, atrinkimą bei pritaikymą. Nors mokytojai mokėjimo mokytis kompetenciją ugdo ir vertina įvairiais metodais, praktinėmis užduotimis, tačiau iš tyrimo rezultatų matyti, kad dar neįsitvirtina mokėjimo mokytis kompetencija ir mokytojai dažnu atveju linkę dominuoti pamokoje. Mokėjimo mokytis kompetencijos prasmę informantės suvokia per mokymosi visą gyvenimą koncepciją bei asmenybės ugdymą. Mokiniai kelia... [toliau žr. visą tekstą] / Scientific thesis – learning to learn competence development and assessment. In this work analyze modern educational process, learning to learn competence conception and structure, gives an overview of learning to learn competence assessment tools. The aim of this work – analyze learning to learn competence development and assessment of teachers and student point of view. Tasks: 1. Submit a modern concept of the educational process. 2. Reveal learning to learn competence definition and structure. 3. Overview of learning ti learn competence assessment tools. 4. Investigate the students and teachers attitudes to learning to learn competence development and assessment. Research methods: Theoretical methods: scientific literature analysis, generalization Empirical methods: semi – structured interview. Participants. In the research participated seven teachers and twelve students 5-6 and 9 – 12 classes from Vilnius X gymnasium. Participants selected according to their agreements to participate in the research. Empirical reserch results. Research results revealed that learning to learn competence teachers as defined by one-sided information discovery, selection and adaptation. Although teachers the learning to learn competence and develop and assess of various methods, practical tasks, but research shows that it is not popular at school and teachers often dominate in the lesson. Informants understand the meaning of learning to learn competence through lifelong learning concept and... [to full text]

A presente pesquisa versa sobre o aprender a aprender dos diferentes sujeitos/atores em situações de ensino problematizadoras e diversificadas, produzidas na dinâmica do contexto escolar. A aprendizagem, neste estudo, é considerada como um “evento” relacionado à diferentes contextos histórico-culturais, em uma unidade dinâmica, cujos sujeitos-atores estão inseridos, provocando múltiplas situações produtoras da aprendizagem. As situações e as interações entre os sujeitos envolvidos no ato de aprender, foram problematizadas em uma escola pública de Porto Alegre/RS, o Colégio Estadual Júlio de Castilhos, entre 2011 e 2013, junto aos alunos de 1º ano do ensino médio na disciplina de biologia, e a estudantes do Instituto Federal de Educação, Ciência e Tecnologia (IFRS-campus Porto Alegre), do curso de Licenciatura em Ciências da Natureza: Química e Biologia, participantes do PIBID (Programa Institucional de Bolsas de Iniciação à Docência), entre julho de 2012 a dezembro de 2013. Na perspectiva de uma pesquisa em ação, foram analisados os conceitos construídos (os invariantes operatórios), e identificou-se as dificuldades para determinar as situações-problema mais adequadas para promover as conceituações em ciências. Mas nas interações que se estabelecem dialeticamente na escola, o professor também aprende, modifica-se. É na sala de aula que este professor irá desenvolver o seu processo investigativo para aprender a ensinar, construindo conceitos relacionados ao ensino de ciências, em um aprender a aprender. No processo de aprender a aprender, o professor compreende a dinâmica relacionada ao aprender a aprender do estudante. Nas dificuldades da aprendizagem de alunos e professores formados e em formação, a professora investigadora modificou-se através da reflexão sobre as suas próprias dificuldades de aprendizagem para resolver as situações-problema, no enfoque de Gérard Vergnaud (1990), dos campos conceituais. Nesta análise, o conhecimento está organizado em situações-problema, e é a partir da resolução destas situações que os sujeitos que aprendem, desenvolverão as suas conceituações. O contexto de ensino dos formadores de professores também é problematizado nesta pesquisa. Nas investigações de formação inicial e continuada, as situações/contextos sociais direcionaram a aprendizagem em ciências, reforçando a ideia de que aprender a aprender através da ressignificação dos conceitos prévios em situações problematizadoras, é fundamental para aprender a ensinar. Quando não existe esta conexão, identificam-se dificuldades para a aprendizagem do professor, pois ele simplesmente repete sem significação alguns conceitos transmitidos na academia, reproduzindo muitas vezes, a metodologia tradicional de ensino. Constatou-se neste estudo, que um professor que não é formado em um contexto investigativo, onde a sua prática na sala de aula não é o fundamento para elaboração de conhecimentos ressignificados da academia, é um professor que provavelmente, não reconhece como elemento para a aprendizagem de seus alunos, a investigação. Portanto, o aprender e o ensinar ciências se realizam no contexto cuja essência deve ser a investigação, pois é permeado por situações de ensino que se constituem no contexto histórico-cultural dos sujeitos da aprendizagem. As argumentações desta tese foram fundamentadas a partir da reflexão-ação nos referenciais de Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (!988), Moreira (2002, 2011), Freire (2004), Demo (1999), Nóvoa (1992) e Schön (1997). / The study deals on the learning to learn of the different subjects/actors in teaching situations problematizing and diversified, produced in the dynamics of the school context. Learning, in this study, it is considered as an "event" related to different contexts historical-cultural in a dynamic unity, whose subject-actors are inserted, causing multiple situations producing learning. The situations and the interactions between the individuals involved in the act of learning, were analyzed in a public school in Porto Alegre/RS, the State College Julio de Castilhos, between 2011 and 2013, together with the students of 1ST year of secondary education in the discipline of biology, and the students of the Federal Institute of Education, Science and Technology (IFRS-campus Porto Alegre), of degree course in Natural Sciences: Chemistry and Biology, participants of PIBID (Institutional Program of Scholarships to Teaching), between july 2012 and december 2013. From the perspective of a research in action, were análisados concepts built (the invariant operative), and we identified the difficulties to determine the problem situations most suitable to promote the conceptions in sciences. But in the interactions that are dialectically in the school, the teacher also learns, modifies itself. It is in the classroom that the teacher will develop your investigative process to learn how to teach, constructing concepts related to the teaching of science, in a learning to learn. In the process of learning to learn, the teacher understands the dinâmca related to learning to learn of student. In the learning difficulties of students and teachers trained and training, the teacher researcher has changed through reflection of their own learning difficulties to solve problem situations, at focus of Gérard Vergnaud (1990), in the conceptual fields. In this analysis, the knowledge is organized in problem situations, and is from the resolution of these situations that the subjects who learn, develop their conceptualizations. The context of teaching the teacher trainers also is problematized in this research. In investigations of initial and continuing training, the situations / social contexts has influenced learning in sciences, reinforcing the idea that learning to learn through the Resignification of the previous concepts in problem-solving situations, it is essential to learn to teach. When there not is this connection, identifies difficulties for the learning of the teacher, because he simply repeats without signification some concepts transmitted in the academy, reproducing often many times, the traditional methodology of teaching. It was found in this study that a teacher who is not formed in a research context, where his practice in the classroom not the basis for the elaboration of new meanings of academic knowledge, is a teacher who probably does not recognize as an element for the learning of their students, research. Therefore, the learning and teaching science if perform in the context whose essence must be the research, because it is permeated by teaching situations that is constitute in the historical-cultural context of the subjects of learning. The arguments of this thesis were based from the reflection-action on reference Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (! 988), Moreira (2002, 2011), Freire (2004), Demo (1999) Nóvoa (1992) and Schon (1997).

A presente pesquisa versa sobre o aprender a aprender dos diferentes sujeitos/atores em situações de ensino problematizadoras e diversificadas, produzidas na dinâmica do contexto escolar. A aprendizagem, neste estudo, é considerada como um “evento” relacionado à diferentes contextos histórico-culturais, em uma unidade dinâmica, cujos sujeitos-atores estão inseridos, provocando múltiplas situações produtoras da aprendizagem. As situações e as interações entre os sujeitos envolvidos no ato de aprender, foram problematizadas em uma escola pública de Porto Alegre/RS, o Colégio Estadual Júlio de Castilhos, entre 2011 e 2013, junto aos alunos de 1º ano do ensino médio na disciplina de biologia, e a estudantes do Instituto Federal de Educação, Ciência e Tecnologia (IFRS-campus Porto Alegre), do curso de Licenciatura em Ciências da Natureza: Química e Biologia, participantes do PIBID (Programa Institucional de Bolsas de Iniciação à Docência), entre julho de 2012 a dezembro de 2013. Na perspectiva de uma pesquisa em ação, foram analisados os conceitos construídos (os invariantes operatórios), e identificou-se as dificuldades para determinar as situações-problema mais adequadas para promover as conceituações em ciências. Mas nas interações que se estabelecem dialeticamente na escola, o professor também aprende, modifica-se. É na sala de aula que este professor irá desenvolver o seu processo investigativo para aprender a ensinar, construindo conceitos relacionados ao ensino de ciências, em um aprender a aprender. No processo de aprender a aprender, o professor compreende a dinâmica relacionada ao aprender a aprender do estudante. Nas dificuldades da aprendizagem de alunos e professores formados e em formação, a professora investigadora modificou-se através da reflexão sobre as suas próprias dificuldades de aprendizagem para resolver as situações-problema, no enfoque de Gérard Vergnaud (1990), dos campos conceituais. Nesta análise, o conhecimento está organizado em situações-problema, e é a partir da resolução destas situações que os sujeitos que aprendem, desenvolverão as suas conceituações. O contexto de ensino dos formadores de professores também é problematizado nesta pesquisa. Nas investigações de formação inicial e continuada, as situações/contextos sociais direcionaram a aprendizagem em ciências, reforçando a ideia de que aprender a aprender através da ressignificação dos conceitos prévios em situações problematizadoras, é fundamental para aprender a ensinar. Quando não existe esta conexão, identificam-se dificuldades para a aprendizagem do professor, pois ele simplesmente repete sem significação alguns conceitos transmitidos na academia, reproduzindo muitas vezes, a metodologia tradicional de ensino. Constatou-se neste estudo, que um professor que não é formado em um contexto investigativo, onde a sua prática na sala de aula não é o fundamento para elaboração de conhecimentos ressignificados da academia, é um professor que provavelmente, não reconhece como elemento para a aprendizagem de seus alunos, a investigação. Portanto, o aprender e o ensinar ciências se realizam no contexto cuja essência deve ser a investigação, pois é permeado por situações de ensino que se constituem no contexto histórico-cultural dos sujeitos da aprendizagem. As argumentações desta tese foram fundamentadas a partir da reflexão-ação nos referenciais de Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (!988), Moreira (2002, 2011), Freire (2004), Demo (1999), Nóvoa (1992) e Schön (1997). / The study deals on the learning to learn of the different subjects/actors in teaching situations problematizing and diversified, produced in the dynamics of the school context. Learning, in this study, it is considered as an "event" related to different contexts historical-cultural in a dynamic unity, whose subject-actors are inserted, causing multiple situations producing learning. The situations and the interactions between the individuals involved in the act of learning, were analyzed in a public school in Porto Alegre/RS, the State College Julio de Castilhos, between 2011 and 2013, together with the students of 1ST year of secondary education in the discipline of biology, and the students of the Federal Institute of Education, Science and Technology (IFRS-campus Porto Alegre), of degree course in Natural Sciences: Chemistry and Biology, participants of PIBID (Institutional Program of Scholarships to Teaching), between july 2012 and december 2013. From the perspective of a research in action, were análisados concepts built (the invariant operative), and we identified the difficulties to determine the problem situations most suitable to promote the conceptions in sciences. But in the interactions that are dialectically in the school, the teacher also learns, modifies itself. It is in the classroom that the teacher will develop your investigative process to learn how to teach, constructing concepts related to the teaching of science, in a learning to learn. In the process of learning to learn, the teacher understands the dinâmca related to learning to learn of student. In the learning difficulties of students and teachers trained and training, the teacher researcher has changed through reflection of their own learning difficulties to solve problem situations, at focus of Gérard Vergnaud (1990), in the conceptual fields. In this analysis, the knowledge is organized in problem situations, and is from the resolution of these situations that the subjects who learn, develop their conceptualizations. The context of teaching the teacher trainers also is problematized in this research. In investigations of initial and continuing training, the situations / social contexts has influenced learning in sciences, reinforcing the idea that learning to learn through the Resignification of the previous concepts in problem-solving situations, it is essential to learn to teach. When there not is this connection, identifies difficulties for the learning of the teacher, because he simply repeats without signification some concepts transmitted in the academy, reproducing often many times, the traditional methodology of teaching. It was found in this study that a teacher who is not formed in a research context, where his practice in the classroom not the basis for the elaboration of new meanings of academic knowledge, is a teacher who probably does not recognize as an element for the learning of their students, research. Therefore, the learning and teaching science if perform in the context whose essence must be the research, because it is permeated by teaching situations that is constitute in the historical-cultural context of the subjects of learning. The arguments of this thesis were based from the reflection-action on reference Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (! 988), Moreira (2002, 2011), Freire (2004), Demo (1999) Nóvoa (1992) and Schon (1997).

A presente pesquisa versa sobre o aprender a aprender dos diferentes sujeitos/atores em situações de ensino problematizadoras e diversificadas, produzidas na dinâmica do contexto escolar. A aprendizagem, neste estudo, é considerada como um “evento” relacionado à diferentes contextos histórico-culturais, em uma unidade dinâmica, cujos sujeitos-atores estão inseridos, provocando múltiplas situações produtoras da aprendizagem. As situações e as interações entre os sujeitos envolvidos no ato de aprender, foram problematizadas em uma escola pública de Porto Alegre/RS, o Colégio Estadual Júlio de Castilhos, entre 2011 e 2013, junto aos alunos de 1º ano do ensino médio na disciplina de biologia, e a estudantes do Instituto Federal de Educação, Ciência e Tecnologia (IFRS-campus Porto Alegre), do curso de Licenciatura em Ciências da Natureza: Química e Biologia, participantes do PIBID (Programa Institucional de Bolsas de Iniciação à Docência), entre julho de 2012 a dezembro de 2013. Na perspectiva de uma pesquisa em ação, foram analisados os conceitos construídos (os invariantes operatórios), e identificou-se as dificuldades para determinar as situações-problema mais adequadas para promover as conceituações em ciências. Mas nas interações que se estabelecem dialeticamente na escola, o professor também aprende, modifica-se. É na sala de aula que este professor irá desenvolver o seu processo investigativo para aprender a ensinar, construindo conceitos relacionados ao ensino de ciências, em um aprender a aprender. No processo de aprender a aprender, o professor compreende a dinâmica relacionada ao aprender a aprender do estudante. Nas dificuldades da aprendizagem de alunos e professores formados e em formação, a professora investigadora modificou-se através da reflexão sobre as suas próprias dificuldades de aprendizagem para resolver as situações-problema, no enfoque de Gérard Vergnaud (1990), dos campos conceituais. Nesta análise, o conhecimento está organizado em situações-problema, e é a partir da resolução destas situações que os sujeitos que aprendem, desenvolverão as suas conceituações. O contexto de ensino dos formadores de professores também é problematizado nesta pesquisa. Nas investigações de formação inicial e continuada, as situações/contextos sociais direcionaram a aprendizagem em ciências, reforçando a ideia de que aprender a aprender através da ressignificação dos conceitos prévios em situações problematizadoras, é fundamental para aprender a ensinar. Quando não existe esta conexão, identificam-se dificuldades para a aprendizagem do professor, pois ele simplesmente repete sem significação alguns conceitos transmitidos na academia, reproduzindo muitas vezes, a metodologia tradicional de ensino. Constatou-se neste estudo, que um professor que não é formado em um contexto investigativo, onde a sua prática na sala de aula não é o fundamento para elaboração de conhecimentos ressignificados da academia, é um professor que provavelmente, não reconhece como elemento para a aprendizagem de seus alunos, a investigação. Portanto, o aprender e o ensinar ciências se realizam no contexto cuja essência deve ser a investigação, pois é permeado por situações de ensino que se constituem no contexto histórico-cultural dos sujeitos da aprendizagem. As argumentações desta tese foram fundamentadas a partir da reflexão-ação nos referenciais de Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (!988), Moreira (2002, 2011), Freire (2004), Demo (1999), Nóvoa (1992) e Schön (1997). / The study deals on the learning to learn of the different subjects/actors in teaching situations problematizing and diversified, produced in the dynamics of the school context. Learning, in this study, it is considered as an "event" related to different contexts historical-cultural in a dynamic unity, whose subject-actors are inserted, causing multiple situations producing learning. The situations and the interactions between the individuals involved in the act of learning, were analyzed in a public school in Porto Alegre/RS, the State College Julio de Castilhos, between 2011 and 2013, together with the students of 1ST year of secondary education in the discipline of biology, and the students of the Federal Institute of Education, Science and Technology (IFRS-campus Porto Alegre), of degree course in Natural Sciences: Chemistry and Biology, participants of PIBID (Institutional Program of Scholarships to Teaching), between july 2012 and december 2013. From the perspective of a research in action, were análisados concepts built (the invariant operative), and we identified the difficulties to determine the problem situations most suitable to promote the conceptions in sciences. But in the interactions that are dialectically in the school, the teacher also learns, modifies itself. It is in the classroom that the teacher will develop your investigative process to learn how to teach, constructing concepts related to the teaching of science, in a learning to learn. In the process of learning to learn, the teacher understands the dinâmca related to learning to learn of student. In the learning difficulties of students and teachers trained and training, the teacher researcher has changed through reflection of their own learning difficulties to solve problem situations, at focus of Gérard Vergnaud (1990), in the conceptual fields. In this analysis, the knowledge is organized in problem situations, and is from the resolution of these situations that the subjects who learn, develop their conceptualizations. The context of teaching the teacher trainers also is problematized in this research. In investigations of initial and continuing training, the situations / social contexts has influenced learning in sciences, reinforcing the idea that learning to learn through the Resignification of the previous concepts in problem-solving situations, it is essential to learn to teach. When there not is this connection, identifies difficulties for the learning of the teacher, because he simply repeats without signification some concepts transmitted in the academy, reproducing often many times, the traditional methodology of teaching. It was found in this study that a teacher who is not formed in a research context, where his practice in the classroom not the basis for the elaboration of new meanings of academic knowledge, is a teacher who probably does not recognize as an element for the learning of their students, research. Therefore, the learning and teaching science if perform in the context whose essence must be the research, because it is permeated by teaching situations that is constitute in the historical-cultural context of the subjects of learning. The arguments of this thesis were based from the reflection-action on reference Vergnaud (1990, 2003), Ausubel (1980, 2000), Vygotsky (! 988), Moreira (2002, 2011), Freire (2004), Demo (1999) Nóvoa (1992) and Schon (1997).

Made available in DSpace on 2016-06-02T19:35:52Z (GMT). No. of bitstreams: 1 5581.pdf: 3671079 bytes, checksum: 21575a7b3b07ff9992efca43f18a5601 (MD5) Previous issue date: 2013-08-27 / Considering the changes in Brazilian education, consolidated from educational reforms promoted by the Federal Government in mid of 1990, attending the determinations made explicit in the documents produced by the World Conference on Education for All and the Report to UNESCO of the International Commission on Education for the Twenty-first Century (Delors Report) that propose to achieve an education that meets the demands of the contemporary world through the pedagogy of learning to learn also known as Pedagogical Competence, the writing in question discusses how these issues are spread in the project The Cinema Goes to School - the use of cinematographic language in education that integrate series of actions proposed by the Sao Paulo State Board of Education from the implementation of State Official Curriculum in 2008. The Educational Project referred, aimed at secondary school students from public schools, search in synthesis, promote by displaying several cinematographic productions the development of competences and skills, particularly the reader and the writer, from the perspective of providing an education that promotes the resources cognitive mobilization necessary knowledge to attend social demands, aiming the changes in the contemporary world. The research was made in several stages and involved the review of existing bibliography, application of questionnaires and semi-structured interviews with the pedagogical coordinators teachers and high school teachers from public schools located in the city of Sorocaba / SP. Moreover, it was made the tab data of on-line research made by SEE / SP on the application of the educational project in schools. Although teachers have the concern to meet the curriculum proposed by the SEE / SP particularly through the contents contained in the Book of the Teacher / Student, does it almost innocent, considering his lack of knowledge about the current educational policy both national and state even considering indispensable the content fulfillment presented in educational materials provided by SEE / SP aiming to be fundamental to provides the students with knowledge that will enable their entry into the labor market as well as in higher education. / Considerando as mudanças ocorridas na educação brasileira, consolidadas a partir das reformas educacionais promovidas pelo Governo Federal em meados dos anos de 1990, que atendem às determinações explicitadas nos documentos produzidos na Conferência Mundial sobre Educação para Todos e no Relatório para a UNESCO da Comissão Internacional sobre Educação para o século XXI (Relatório Delors) que propõem a consecução de uma educação que atenda as demandas do mundo contemporâneo por meio da pedagogia do aprender a aprender , também conhecida como pedagogia das competências, o presente escrito discute como essas questões encontram-se disseminadas no projeto O cinema vai à escola o uso da linguagem cinematográfica na educação, que integra uma série de ações propostas pela Secretaria de Estado da Educação de São Paulo a partir da prática do Currículo Oficial do Estado no ano de 2008. O referido projeto educacional, voltado para alunos do ensino médio da rede pública estadual, busca, em síntese, promover por meio da exibição de produções cinematográficas diversas o desenvolvimento de competências e habilidades, particularmente a leitora e a escritora, na perspectiva de oferecer uma educação que promova a mobilização de recursos cognitivos e conhecimentos necessários para atender as demandas sociais, tendo em vista as mudanças do mundo contemporâneo. A pesquisa foi realizada em diversas etapas e contou com a revisão da bibliografia existente, aplicação de questionários e entrevista semiestruturada com os professores coordenadores pedagógicos e professores do ensino médio de escolas da rede pública estadual localizadas na cidade de Sorocaba/SP. Além disso, foi feita a tabulação de dados de pesquisas on-line realizadas pela SEE/SP sobre a aplicação do referido projeto educacional nas escolas. Apesar de os professores terem a preocupação de cumprir com o currículo proposto pela SEE/SP particularmente por meio dos conteúdos constantes no Caderno do Professor/Aluno, o fazem sem se apropriar efetivamente das discussões políticas e ideológicas que permeiam os documentos que compõem tanto a política educacional nacional quanto a estadual, ainda que considerem ser indispensável o cumprimento do conteúdo apresentado no material didático fornecido pela SEE/SP entendendo ser fundamental munir os alunos de conhecimentos que possibilitem sua entrada tanto no mercado de trabalho, quanto no ensino superior.

Syftet med pilotstudien är att pröva hur rekommenderade metoder för att uppmuntra elevers metakognitiva tänkande kan användas. Metakognition handlar om ”att lära att lära” och är relaterat till begrepp såsom återkoppling, självreglering och formativ bedömning. Forskning visar att elever som får träning i metakognition ökar sina prestationer. Ett av skolans mål enligt läroplanen för grundskolan, förskoleklassen och fritidshemmet 2011/2017 är att eleverna ska utveckla förmågan att bedöma sina resultat. Jag har undersökt hur elever i årskurs sju besvarar och uppfattar metakognitiva frågor i ämnena bild och svenska. Eleverna svarade på metakognitiva frågor vid tre olika tillfällen: vid planeringen, under genomförande samt vid utvärderingen av arbetsuppgiften. I samband med frågorna svarade de även på en enkät om hur de uppfattade de metakognitiva frågorna. Avsikten är att använda pilotstudiens resultat för att bereda mark för en större studie. I studien har en kvalitativ forskningsmetod använts. Resultatet visar att det är väsentligt att lärarna tar reda på elevernas olika förförståelse för de metakognitiva frågorna. Majoriteten av elever upplever de metakognitiva frågorna som oanvändbara, men av olika skäl. Om eleverna inte förstår frågorna tycker de att frågorna blir något utöver arbetsuppgiften. Om eleverna har en hög metakognitiv förförståelse kommer de att anse att frågorna är överflödiga. De flesta eleverna upplevde att de metakognitiva frågorna tog tid från den uppgift de skulle genomföra. Några elever uttryckte stort missnöje, stor frustration och irritation över frågorna. För att metakognitivt tänkande ska kunna tränas metodiskt med avsedd effekt, måste eleverna vara motiverade. En nyckelfaktor är att eleverna förstår vad träningen ska leda till. Detta behöver läraren arbeta med på olika sätt med olika grupper av elever. / This pilot study aims to test how recommended methods to promote students’ metacognitive thinking can be used. Metacognition is about “learning how to learn” and is related to conceptions like feedback, self-regulation and formative assessment. Research shows that students that get training in metacognition increase their performances. One of the goals according to the Swedish Curriculum for the compulsory school, preschool class and the recreation centre 2011/2017 is that students shall develop the ability to assess their results. I have examined how students in grade seven answer and apprehend metacognitive questions in the compulsory subjects Art and Swedish. The students answered metacognitive questions at three different times: when planning, when carrying through and when evaluating the task. In connection to answering the questions they also answered a questionnaire about their conception of the metacognitive questions. The intention is to use the result of the pilot study to prepare for a larger study. A qualitative research method has been used in this study. The result show that it’s substantial that the teachers find out about the students different preunderstanding of the metacognitive questions. The majority of the students find the metacognitive question useless, but for different reasons. If the students don’t understand the questions they think that the questions are something in addition to the task. If the students have a high metacognitive preunderstanding they will consider the questions as redundant. Most students thought that the metacognitive questions took time from the task they were supposed to do. Some students expressed great dissatisfaction, big frustration and irritation over the questions. To be able to train metacognitive thinking methodically with desired effect the students have to be motivated. A key factor is that the students understand what the training is supposed to leading. The teacher has to work in different ways with different groups of students with this.