The purpose of this study was to investigate preservice science teachers&rsquo / mental models about the role and distribution of ozone layer and ozone layer depletion regarding their ontological orientation. This study was conducted with twenty four preservice science teachers who were enrolled in Elementary Science Education Program of Education Faculty of one public university located in Central Anatolia. From each grade level six preservice science teachers were selected / two from low achiever, two from middle achiever and two from high achiever. Moreover, in the study, data were collected by using semi structured interview and interview consists of eleven questions and with five questions having multiple parts. Interview recordings were transcribed and analyzed qualitatively. In the following steps of the analysis, researcher proceeded with the already formed and described codes in an easygoing way. The results revealed that preservice science teachers&rsquo / responses were mostly seen as skin cancer and sunburn as harmful effects of ultraviolet rays and preservice science teachers&rsquo / responses were mostly seen as activation vitamin D and photosynthesis of plants as beneficial effects of Sun&rsquo / s rays. Half of preservice science teachers thought that ozone layer exists in the atmosphere. Moreover, preservice science teachers&rsquo / responses were mostly seen as perfume, deodorant, car, and spray as harmful materials to ozone layer. Chlorofluorocarbon, carbon monoxide, and carbon-dioxide were the most seen responses as harmful chemicals to ozone layer. Similar misconceptions were identified when compared with past studies. Also, different misconceptions were found in the study. Ten distinct models were formed regarding role and distribution of ozone layer and five distinct models were formed regarding ozone layer depletion. Moreover, absorbing and reflecting surface was mostly seen ontological belief regarding role and distribution of ozone layer. Hole was mostly seen ontological belief regarding ozone layer depletion. Generally, achievement and grade level did not make difference among preservice science teachers forming which type of mental models and having ontological beliefs.

Automation surprises are examples of poor Human-Machine Interaction (HMI) where pilots were surprised by actions of the automation, which lead to dangerous situations during which pilots had to counteract the autopilot. To be able to identify problems that may arise between pilots and automation before implementation, methods are needed that can uncover potentially dangerous HMI early in the design process. In this work, two such methods, simulation and model checking, have been combined and compared to leverage the benefits of both. In the past, model checking has been successful at uncovering known automation surprises. Simulation, on the other hand, has been successful in the aviation domain and human factor issues. To be able to compare these two approaches, this work focused on a common case study involving a known automation surprise. The automation surprise that was examined, is linked to the former Airbus speed protection logic that caused aircraft on approach to change the flight mode, resulting in a sudden climb. The results provided by the model checking with SAL (Symbolic Analysis Laboratory) in a previous work, have been used to provide input for simulation. In this work, this automation surprise was simulated with the simulation platform WMC (Work Models that Compute) and compared to the corresponding results from SAL. By using the case study, this work provides a method to examine system behavior, such as automation surprises, using model checking and simulation in conjunction to leverage the benefits of both.

International studies have shown the reading competence of Indonesian students to be relatively low compared to other countries. Considering the importance of reading comprehension, the current research has two aims. The first is to provide some insight into the identification of students’ difficulty with reading. The second is to investigate the implementation of innovative methods for teaching reading comprehension in the Indonesian educational context. Both studies were conducted in state upper grade primary schools in Urban Sub District BCL in Bandung, Indonesia. Study One profiled students’ reading performance. Five measurement instruments were developed, written in Indonesian language. The construction of mental models was also introduced. Two hundred and sixty five Grade Five students from eight schools were measured for their competence in decoding, prior knowledge, comprehension monitoring, construction of mental models, reading comprehension specifically related to a particular topic, and their general reading comprehension. The students’ reading performance profiles were very varied. They showed the importance of each component for the achievement of reading comprehension. The profiles also showed the ability for each component of reading comprehension to compensate each other’s function to enable the students to perform well in reading comprehension. The best-fit model for the data accounted for 47% of students’ performance in reading comprehension. Study Two compared instructional interventions, and examined the way each method worked in the Indonesian educational context. The three instructional intervention methods were Reciprocal Teaching (RT), Instruction prompting students to develop Mental Models (IMM), and Instruction in Question Answering (IQA). Participants were one hundred and twelve students in the Sixth Grade from three primary schools. There were three groups in each school. Group 1 received RT followed by IMM (RT-IMM), Group 2 received IMM followed by RT (IMM-RT), and Group 3 received IQA. Group 3 was considered as the control group, since IQA is the traditional method widely adopted in Indonesia. Instruction was separated into 2 phases. Each phase consisted of four sessions of 30 minutes each over a two-week period. The implementation of IMM-RT tended to improve general reading comprehension more than other methods (RT-IMM and IQA). Interestingly, individuals who had a low performance in the pre-test for construction of mental models, improved their performance in the construction of mental models following implementation of RT at the first phase. The results support a conclusion that the IMM-RT combination is potentially effective for the enhancement of students’ reading comprehension. However, further results showed that, in order to implement RT and IMM in a common state school classroom in Indonesia, the teacher’s ability to manage and organise the group becomes crucial. Study Three was designed to validate the IMM-RT instructional intervention for improving performances of students with reading comprehension inadequacies, by addressing the limitations found in Study Two. Result showed that IMM-RT had potential for improving students’ performance in reading comprehension. The findings of the current study provide some understanding of reading comprehension in an Indonesian educational context. Moreover, the findings will add to the repertoire of educators about issues that need to be considered in implementing innovative methods for enhancing Indonesian students’ reading comprehension.

International studies have shown the reading competence of Indonesian students to be relatively low compared to other countries. Considering the importance of reading comprehension, the current research has two aims. The first is to provide some insight into the identification of students’ difficulty with reading. The second is to investigate the implementation of innovative methods for teaching reading comprehension in the Indonesian educational context. Both studies were conducted in state upper grade primary schools in Urban Sub District BCL in Bandung, Indonesia. Study One profiled students’ reading performance. Five measurement instruments were developed, written in Indonesian language. The construction of mental models was also introduced. Two hundred and sixty five Grade Five students from eight schools were measured for their competence in decoding, prior knowledge, comprehension monitoring, construction of mental models, reading comprehension specifically related to a particular topic, and their general reading comprehension. The students’ reading performance profiles were very varied. They showed the importance of each component for the achievement of reading comprehension. The profiles also showed the ability for each component of reading comprehension to compensate each other’s function to enable the students to perform well in reading comprehension. The best-fit model for the data accounted for 47% of students’ performance in reading comprehension. Study Two compared instructional interventions, and examined the way each method worked in the Indonesian educational context. The three instructional intervention methods were Reciprocal Teaching (RT), Instruction prompting students to develop Mental Models (IMM), and Instruction in Question Answering (IQA). Participants were one hundred and twelve students in the Sixth Grade from three primary schools. There were three groups in each school. Group 1 received RT followed by IMM (RT-IMM), Group 2 received IMM followed by RT (IMM-RT), and Group 3 received IQA. Group 3 was considered as the control group, since IQA is the traditional method widely adopted in Indonesia. Instruction was separated into 2 phases. Each phase consisted of four sessions of 30 minutes each over a two-week period. The implementation of IMM-RT tended to improve general reading comprehension more than other methods (RT-IMM and IQA). Interestingly, individuals who had a low performance in the pre-test for construction of mental models, improved their performance in the construction of mental models following implementation of RT at the first phase. The results support a conclusion that the IMM-RT combination is potentially effective for the enhancement of students’ reading comprehension. However, further results showed that, in order to implement RT and IMM in a common state school classroom in Indonesia, the teacher’s ability to manage and organise the group becomes crucial. Study Three was designed to validate the IMM-RT instructional intervention for improving performances of students with reading comprehension inadequacies, by addressing the limitations found in Study Two. Result showed that IMM-RT had potential for improving students’ performance in reading comprehension. The findings of the current study provide some understanding of reading comprehension in an Indonesian educational context. Moreover, the findings will add to the repertoire of educators about issues that need to be considered in implementing innovative methods for enhancing Indonesian students’ reading comprehension.

International studies have shown the reading competence of Indonesian students to be relatively low compared to other countries. Considering the importance of reading comprehension, the current research has two aims. The first is to provide some insight into the identification of students’ difficulty with reading. The second is to investigate the implementation of innovative methods for teaching reading comprehension in the Indonesian educational context. Both studies were conducted in state upper grade primary schools in Urban Sub District BCL in Bandung, Indonesia. Study One profiled students’ reading performance. Five measurement instruments were developed, written in Indonesian language. The construction of mental models was also introduced. Two hundred and sixty five Grade Five students from eight schools were measured for their competence in decoding, prior knowledge, comprehension monitoring, construction of mental models, reading comprehension specifically related to a particular topic, and their general reading comprehension. The students’ reading performance profiles were very varied. They showed the importance of each component for the achievement of reading comprehension. The profiles also showed the ability for each component of reading comprehension to compensate each other’s function to enable the students to perform well in reading comprehension. The best-fit model for the data accounted for 47% of students’ performance in reading comprehension. Study Two compared instructional interventions, and examined the way each method worked in the Indonesian educational context. The three instructional intervention methods were Reciprocal Teaching (RT), Instruction prompting students to develop Mental Models (IMM), and Instruction in Question Answering (IQA). Participants were one hundred and twelve students in the Sixth Grade from three primary schools. There were three groups in each school. Group 1 received RT followed by IMM (RT-IMM), Group 2 received IMM followed by RT (IMM-RT), and Group 3 received IQA. Group 3 was considered as the control group, since IQA is the traditional method widely adopted in Indonesia. Instruction was separated into 2 phases. Each phase consisted of four sessions of 30 minutes each over a two-week period. The implementation of IMM-RT tended to improve general reading comprehension more than other methods (RT-IMM and IQA). Interestingly, individuals who had a low performance in the pre-test for construction of mental models, improved their performance in the construction of mental models following implementation of RT at the first phase. The results support a conclusion that the IMM-RT combination is potentially effective for the enhancement of students’ reading comprehension. However, further results showed that, in order to implement RT and IMM in a common state school classroom in Indonesia, the teacher’s ability to manage and organise the group becomes crucial. Study Three was designed to validate the IMM-RT instructional intervention for improving performances of students with reading comprehension inadequacies, by addressing the limitations found in Study Two. Result showed that IMM-RT had potential for improving students’ performance in reading comprehension. The findings of the current study provide some understanding of reading comprehension in an Indonesian educational context. Moreover, the findings will add to the repertoire of educators about issues that need to be considered in implementing innovative methods for enhancing Indonesian students’ reading comprehension.

[pt] A presente pesquisa de mestrado busca entender a Arquitetura da Informação de sistemas hipertextuais - onde o atual processo de desenvolvimento considera equivocadamente os usuários - usando como estudo de caso websites de universidades cariocas. Objetiva-se com a pesquisa melhorar a usabilidade de websites, facilitando a navegação e localização de informações por parte das pessoas que interagem com o sistema hipertextual, apontando implicações para a Arquitetura da Informação. Alguns métodos e técnicas foram usados, em quatro etapas: 1. Através de Pesquisa Exploratória, buscou-se perceber o que pensam os desenvolvedores sobre a construção de um website universitário e, de outro lado, a experiência vivida pelos usuários em sites desta natureza; 2. Através da Ergonomia Participativa, buscou-se conceber a Arquitetura da Informação de um website universitário: 2.2 Eliciando o Modelo Mental dos usuários com relação à organização e agrupamento da informação; 2.3 Conhecendo a tarefa de navegação e mapeando seus fluxos; 3. Através da Análise Ergonômica da Tarefa, buscou-se avaliar a Arquitetura da Informação dos sites selecionados no estudo de caso; 4. Com a Avaliação de Especialistas, comparou-se os resultados dos métodos da Etapa 2 com a Arquitetura da Informação encontrada nos websites universitários selecionados como estudo de caso. Confirma-se a hipótese da pesquisa, atestando que as soluções de Arquitetura da Informação propostas pelos desenvolvedores não facilitam o uso do sistema, onde o usuário não consegue executar facilmente a tarefa desejada. / [en] This research for master degree seeks to understand the Information Architecture of hypertextual systems - in which the users are neglected by today s process of development - having the study of case based on the websites of some of Rio de Janeiro universities. It is intended, with the research, to improve the websites usability, making the navigation and localization of information easier for the people who interact with the hypertextual system, pointing out the implications to the Information Architecture. A few methods and techniques were used, in four steps: 1. Through exploratory research, it was sought to perceive what the developers think about the construction of a university website and, on the other side, what the users experience when they navigate on such sites; 2. Through Participatory Ergonomics, it was sought to conceive the Information Architecture of a university website: 2.2 By eliciting the users Mental Model with regard to the information organization and assemblage; 2.3 By knowing the navigation task and making the flow chart; 3. Through the Ergonomics Analysis of the Task, it was sought to assess the Information Architecture of the sites selected in the study of case; 4. With the Assessment of Specialists, the results of Step 2 methods were compared with the Information Architecture found in the universities websites selected as the study of case. The theory of the research has been confirmed, attesting that the Information Architecture solutions proposed by the developers do not facilitate the use of the system, where the user is not able to easily accomplish the desired task.

Submitted by Rafael Santana (rafael.silvasantana@ufpe.br) on 2017-05-04T19:28:39Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) EVERSON BIBLIOTECA.pdf: 2398611 bytes, checksum: 7785fd50932a0d084cac9e12a432e632 (MD5) / Made available in DSpace on 2017-05-04T19:28:39Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) EVERSON BIBLIOTECA.pdf: 2398611 bytes, checksum: 7785fd50932a0d084cac9e12a432e632 (MD5) Previous issue date: 2016-02-11 / Na interação com o ambiente, com outras pessoas e artefatos tecnológicos, é comum as pessoas formarem internamente um modelo mental, de si mesmas e das coisas com as quais interagem. Esses modelos possuem um poder de explicação e de previsão para o entendimento dessas relações, as quais podem ser expressas, uma vez que são bastante consistentes com aquilo que ela aprende sobre os processos cognitivos. Portanto, não existe nenhum mal em repetir ou procurar entender de como os processos mentais e conceituais se apresentam para o ser humano, isto porque o escopo de implicações dessa visão é muito mais vasto do que se pode imaginar. O objetivo principal é de verificar a adequação do software inovaula.com como base de informação ao modelo mental dos professores do ensino superior em atividades de planejamento. A metodologia utilizada foi de caráter bibliográfico com pesquisas em livros, artigos acadêmicos que versam sobre o tema. Posteriormente, para uma melhor compreensão do tema, foi realizada uma pesquisa de campo junto aos professores universitários com o propósito de oferecer maior relevância ao tema estudado. Os resultados mostram que o sistema inovaula.com ainda possui diversos problemas de usabilidade que dificultam o uso confortável por usuários professores. Ao mesmo tempo, foi possível identificar pontos de coincidência e de conflito do modelo conceitual do ambiente com o modelo mental da atividade de planejamento dos professores do ensino superior. / In the interaction with the atmosphere, with other people and technological workmanships, it is common the people it to form a mental model internally of herself and of the things with which interact. Those models possess an explanation power and of forecast for the understanding of those relationships, which can be expressed, once they are quite consistent with that that she learns on the cognitive processes. Therefore, any doesn't exist badly in to repeat or to try to understand of as the mental processes and you consider if they present for the human being, this because the mark of implications of that vision is much faster than she can imagine. The main objective is of verifying the adaptation of the software inovaula.com as base of information to the teachers' of the higher education mental model in planning activities. The used methodology was of bibliographical character with researches in books, academic goods that turn on the theme. Later, for a better understanding of the theme a field research was accomplished the teacher’s university student close to with the purpose of offering larger relevance to the studied theme. The results show that the system inovaula.com still possesses several usability problems that hinder the comfortable use for user’s teachers. At the same time, it was possible to identify coincidence points and of conflict of the conceptual model of the atmosphere with the mental model of the activity of the teachers' of the higher education planning

The thesis being presented aims to stress the differences between characters in fictional worlds and characters in storyworlds by means of question of possibilities and limits of reader's inferences. The aims of this thesis is to prove that storyworld construed as a mental model manages to avoid some problems that relate to fictional worlds theories. First chapter provides an insight into the issue of definitions and theories of character and places cognitive approaches to character within it. Since a concept of fictional world and a concept of storyworld are often construed as very alike, in the second chapter, there are two opposed opinions concerning reader's activity during a construction of fictional world; that is theories of Lubomír Doležel and Marie-Laure Ryan. By means of their mutual comparision, the distinctive status of fictional character concerning reader's inferences is being emphasized that further bears a decisive role within theory of Umberto Eco of which a core is presented in chapter three. The link between story comprehension and construction of fictional character is a centre of interest of chapter four, where cognitive approaches are represented by theories by Alan Palmer and David Herman. This chapter presents storyworld and character within it as open and fluid flexible....

Management of water resources is afflicted with uncertainties. Nowadays it is facing more and new uncertainties since pace and dimension of changes (e.g. climatic, demographic) are accelerating and are likely to increase even more in the future. Hence it is crucial to find pragmatic ways to deal with these uncertainties in water management. This thesis argues for an analytical yet pragmatic approach to enable decision-makers to deal with uncertainties in a more explicit and systematic way and allow for better informed decisions. The approach is based on the concept of framing and mental models, referring to different ways in which people make sense of the world and of uncertainties. It is analysed how uncertainties are framed and dealt with in water management practice and strategies are elaborated how dealing with uncertainties can be improved in water management practice. The research for this thesis has been closely linked to the EU research project NeWater (New Approaches to Adaptive Water Management under Uncertainty, www.newater.uos.de) (2005-2009). It draws on practical experiences of water managers at local and regional level in river basin management in three case studies, i.e. the German Wupper, the Dutch Kromme Rijn, both sub basins of the river Rhine, and the Doñana region located in the Guadalquivir Estuary in Spain. For the assessment of framing of uncertainty two different methods were developed and applied in the three river basins. Both aim at identifying parameters of importance in the process of framing uncertainty in order to understand how uncertainties get framed. The empirical research confirmed that indeed water managers are faced with a range of uncertainties and that so far no systematic approaches are applied for dealing with those in management practice. The results in the case studies suggest that there are no universal findings as to how actors frame uncertainties but rather that framings are dependent on the respective uncertainty situation, on roles (e.g. project leader, public administration, scientist etc.), and most often on personal traits. The case study findings moreover suggest that there are no universally valid parameters of influence in the framing of uncertainties. Neither could a clear superiority of one approach over the other be discerned. Nonetheless, the parameters of framing of uncertainty proved to be a supportive tool for preparing and structuring decision-making in the case studies and developing improvement options for dealing with uncertainty. Beyond the results of the development of approaches for the assessment of framing of uncertainty in water management practice, processes of communication and learning turned out to be of major importance. Making framings of uncertainties explicit by help of parameters of framing proved to be useful in the case studies for revealing different points of views on the uncertainties and with regard to the strategies to deal with them. This is a first step in enabling dialogue among opposed framers and an important precondition for reframing and learning which is crucial for the long-term performance in management of natural resources.

No description available.