No description available.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-10-17T11:29:03Z No. of bitstreams: 1 Gustavo Henrique de Souza_.pdf: 1079480 bytes, checksum: 8fd3bb0bd31939c3ff6017311f7f7863 (MD5) / Made available in DSpace on 2017-10-17T11:29:04Z (GMT). No. of bitstreams: 1 Gustavo Henrique de Souza_.pdf: 1079480 bytes, checksum: 8fd3bb0bd31939c3ff6017311f7f7863 (MD5) Previous issue date: 2017-07-18 / Nenhuma / O assunto carreira passou por significativas evoluções nas últimas décadas, trazendo uma nova perspectiva da proeminência do indivíduo sobre a organização. A carreira passa a ser compreendida como uma sequência constituída por todas as experiências profissionais do indivíduo ao longo de sua vida. Esta dissertação propõe um modelo ontológico e um sistema de tutoria para gestão de carreiras voltado à aprendizagem de estratégias meta-cognitivas de gestão da carreira. O modelo formaliza as variáveis causais descritas por King para a gestão pessoal de carreiras e está orientado para a carreira de Tecnologia de Informação (TI). Para tanto foi necessário uma análise empírica do mercado de trabalho em TI a fim de elicitar o plano de carreiras desta área, posteriormente formalizada por uma ontologia especificada em OWL. A abordagem pedagógica do sistema de orientação de carreiras MaxMentor, construído para demonstrar à aplicabilidade do modelo, utiliza o conceito de situação problema discutido por Perrenoud (2000). Após apresentar as principais características tecnológicas e arquiteturais do sistema MaxMentor, a dissertação se encerra com a apresentação dos resultados preliminares da avaliação empírica e da usabilidade do sistema, que mostram boas evidências da utilidade do sistema para auxiliar na vida profissional e no pensamento crítico sobre como gerir a própria. / The subject career has undergone significant evolutions in the last decades, bringing a new perspective of the prominence of the individual on the organization. The career begins to be understood as a sequence consisting of all the professional experiences of the individual throughout his life. This dissertation proposes an ontological model and a mentoring system for career management aimed at learning meta-cognitive strategies of career management. The model formalizes the causal variables described by King for personal career management and is career oriented in Information Technology (IT). For this, an empirical analysis of the labor market in IT was necessary to elicit the career plan of this area, later formalized by an ontology specified in OWL. The pedagogical approach of the MaxMentor career guidance system, built to demonstrate the applicability of the model, uses the problem situation concept discussed by Perrenoud (2000). After presenting the main technological and architectural characteristics of the MaxMentor system, the dissertation concludes with the presentation of the preliminary results of the empirical evaluation and the usability of the system, which show good evidence of the usefulness of the system to assist professional life and critical thinking about how to manage their own.

This study reports on an exploration of one group’s experience of making the transition from a teacher-centred to a learner-centred computer-rich classroom. The learners’ experiences are investigated in the light of the premises of learner-centred learning as they are defined by the American Psychological Association. The researcher seeks to identify the factors that would make the transition to a more learner-centred learning environment easier for learners and provides some factors that teachers need to consider if they wish successfully to transform their classrooms to a learner-centred learning environment. A case study examines the reactions of one group of learners to the transition. Learners were required to complete three types of projects. These projects were on different levels of learner-centeredness. The data was collected in three main ways: from participant observation, interviews and focus-group discussions, and from an analysis of the assessment results on the projects. The study concluded that learners had to learn how to cope and perform well in a learner-centred class environment, and that the matriculation examination at the end of the year undermines the effectiveness of learning in a learner-centred learning environment. / Dissertation (MEd(Computer-integrated Education))--University of Pretoria, 2005. / Curriculum Studies / unrestricted

Some learners in South Africa perform poorly in school, especially in Mathematics. In 2010 the Department of Basic Education announced their concern regarding the pass rate. The National Education Department circulated a report in 2008 on some Grade 3 and Grade 6 learners who took part in a research project and only achieved level one and two in literacy (vocabulary), as well as numeracy (Mathematics). Several factors contribute to this shocking situation, such as the absence of the use of meta-cognitive strategies, number strategies, as well as language strategies. The prime goal of this study was to investigate the use of meta-cognitive strategies and Mathematical vocabulary during problem solving by Grade 7 learners. Three primary schools were invited to participate in the qualitative investigation. From these schools three top achievers (one per school) and three under-achievers (one per school) were invited to participate in the quantitative investigation. The study includes the results of the quantitative aspects of the investigation. Learners had to answer questions about predictions, achievements, control, as well as evaluation during the quantitative investigation. During this process, most of the learners predicted that they would do well and evaluated that they did well, but their marks for the questions about their achievements and control were in fact different. It is important to inform Mathematics teachers and learners about meta-cognitive strategies and Mathematical vocabulary, and the influence it can have on the learners’ achievements, as well as the positive effect during the learning of Mathematics. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Some learners in South Africa perform poorly in school, especially in Mathematics. In 2010 the Department of Basic Education announced their concern regarding the pass rate. The National Education Department circulated a report in 2008 on some Grade 3 and Grade 6 learners who took part in a research project and only achieved level one and two in literacy (vocabulary), as well as numeracy (Mathematics). Several factors contribute to this shocking situation, such as the absence of the use of meta-cognitive strategies, number strategies, as well as language strategies. The prime goal of this study was to investigate the use of meta-cognitive strategies and Mathematical vocabulary during problem solving by Grade 7 learners. Three primary schools were invited to participate in the qualitative investigation. From these schools three top achievers (one per school) and three under-achievers (one per school) were invited to participate in the quantitative investigation. The study includes the results of the quantitative aspects of the investigation. Learners had to answer questions about predictions, achievements, control, as well as evaluation during the quantitative investigation. During this process, most of the learners predicted that they would do well and evaluated that they did well, but their marks for the questions about their achievements and control were in fact different. It is important to inform Mathematics teachers and learners about meta-cognitive strategies and Mathematical vocabulary, and the influence it can have on the learners’ achievements, as well as the positive effect during the learning of Mathematics. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

En ésta tesis se estudian 2 aspectos de la toma decisiones. Primero, se investiga la forma en que las personas categorizan atributos numéricos. Se presenta y se prueba experimentalmente un modelo del proceso mental que usan las personas para trasformar una cantidad en una categoría verbal. Bajo ciertas condiciones situacionales, el modelo es capaz de predecir conceptualizaciones verbales. Segundo, se exploran las interconexiones entre la información cognitiva y emocional durante la decisión. Se elaboran y se prueban experimentalmente cuatro modelos de la forma en que se combina la información cognitiva y emocional durante el proceso de elección, para determinar el valor de una alternativa. Los modelos muestran una alta capacidad de predicción. Esta varía en función de (1) la interacción de la información verbal y numérica con la capacidad cognitiva situacional del individuo y (2) la correlación entre los juicios cognitivos y las reacciones emocionales. / The present dissertation investigates two aspects of decision making: First, I study the way in which people understand and categorize numerical attributes of products. I develop and experimentally test a model of the mental process people use to transform a quantitative attribute into a verbal category. Under certain environmental conditions, the model is able to predict the verbal conceptualization of people. Second, I explore the interconnections of cognitive and emotional information during the process of decision making. I propose and experimentally test four different models of the way cognitive and affective information is combined during the decision making process in order to determine the value of an alternative. The models display a high predictive power. Their performance is influenced by (1) the interaction of verbal and numerical information with the situational cognitive capacities of the individual and (2) by the correlation of cognitive judgments and affective reactions.

Cette thèse porte sur les sites internet des musées et plus particulièrement les sections pédagogiques de huit institutions nationales de quatre pays différents et s’attache à montrer que les musées sont, en ligne, des acteurs de contenus pédagogiques. L’enjeu est d’étudier les sections pédagogiques de ces sites en privilégiant une analyse de contenu et en mettant en œuvre une démarche comparative entre les quatre pays et les types de sites internet afin de saisir les pratiques - et notamment ce que Jean Davallon a appelé « l’anticipation par le destinateur » de ce que fera le visiteur (le destinateur visant par exemple à retenir l’intention de ce dernier ou à le guider dans le contenu), la typologie des contenus, les stratégies pédagogiques mises en œuvre par les institutions muséales en ligne. L’offre pédagogique en ligne est ici définie comme une activité permanente à distance de critiques, de construction de savoirs, de consultation et de divertissement, à propos des ressources muséales. Cette offre se construit également selon des règles cohérentes de design Web. Nous avons choisi d’étudier la pédagogie en ligne autrement selon une démarche constructiviste qui nous conduit à privilégier certains concepts clés : parcours d’apprentissage individualisés, processus d’apprentissage, stratégies cognitives, stratégies métacognitives, « learning styles », taxonomie. D’un point de vue méthodologique, cette thèse s’appuie sur une démarche qualitative et privilégie l’analyse de contenu à partir d’une grille d’analyse comportant 11 catégories : le corpus se compose de huit sites internet et de deux types de musées nationaux : les musées d’art et les musées de sciences avec une section pédagogique. La thèse se compose en deux tomes. Le tome 2 contient l’analyse complète des sites et le tome 1 comporte trois parties. Dans une première partie, la thèse se concentre sur la vocation éducative des musées en prenant en compte ses spécificités et ses complexités. Cette partie précise le contexte historique de la fonction éducative des musées qui ont très tôt développé une stratégie pédagogique en direction du public. Elle s’attache aussi à montrer la spécificité du musée dans l’éducation informelle en le situant en tant que lieu d’apprentissage de concepts et de développement qui développe deux types de médiation. Le musée favorise la formulation de questions, il oriente la réflexion et suscite des interrogations. Elle montre ensuite le musée en tant que partenaire important et complémentaire de l’école. Enfin, cette partie précise le contexte historique des musées en ligne dans les quatre pays de notre analyse et le développement progressif des politiques culturelles d'aujourd’hui et les actions progressives mises en opération par les musées. Dans un second temps, la thèse porte sur l’analyse thématique des sites internet et de leurs sections pédagogiques et s’attache à montrer les étapes successives de l'analyse de contenu via la grille d’analyse conçue pour cette recherche. Dans un premier, temps, il s’agit donc de présenter l’ergonomie générale des sites pour progressivement arriver au traitement général des sections pédagogiques des sites c’est à dire d’identifier les mécanismes sous jacents des sites internet et de leurs sections pédagogiques et dans un second temps d’identifier les différences entre les types de musées et les pays. Enfin, la troisième partie de la thèse attache de l’importance à la typologie des contenus pédagogiques en ligne et se focalise sur les stratégies mises en œuvre sur les sites ainsi que sur la pédagogie déployée. Les sites internet sont ainsi vus comme des éléments interconnectés, destinés à un public cible et renforçant le rôle social du musée. Les publics scolaires et les enseignants sont publics privilégiées, une place prépondérante à ces publics est soulignée. / This research studies museum internet sites and in particular the pedagogy of eight national institutions in four different countries and suggests that online museums are educational content players.The interest is to investigate the educational content of the internet sites using a content analysis and implementing a comparison between the four countries and the types of internet sites to be able to understand the practices – and especially what Jean Davallon calls « the anticipation by the “sender” » that the visitor will engage in (the sender aiming for example to keep the attention of the latter or to provide guidance in the contents), the typology of content and the teaching strategies put in place by the online museum institutions. The online educational offer is defined here as a permanent activity as a source of building knowledge, consultation, criticism, and entertainment, from the museum resources. This offer is also constructed according to the consistent rules of Web design.We have chosen to study the online pedagogy according to a constructivist approach that drives us to privilege certain key concepts : individual learning ways, learning processes, cognitive strategies, meta-cognitive strategies, {learning styles}, taxonomy. From a methodological point of view, this thesis relies on a qualitative approach and privileges a content analysis from an analysis grid with eleven categories : the corpus is composed of eight internet sites and of two types of national museums : the art museums and the science museums with an educational section. The thesis is composed of two tomes. The tome 2 contains the complete analysis of the sites and the tome 1 includes three parts. In the first part, the research discusses the educational role of museums with its specificities and complexities. This part defines the historical context of the educational function of museums that very early on developed an educational strategy for the public. It also shows the specificity of museums in informal education as a place of learning concepts and development that develop two types of mediation. The museum favours the formulation of questions; it orientates reflexion and raises questions. It then shows the museum as an important partner and complementary to school. Finally, this part precises the historical context of online museums of the four countries from our analysis and the progressive development of the cultural policies of the present and the progressive actions put into place by the museums.Secondly, the research focuses on the thematic analysis of the internet sites and on their educational sections and attempts to show the successive steps of the content analysis via the analysis grid constructed for this research. Firstly, it is about showing the ergonomics of the sites to progressively arrive upon the general treatment of the educational sections of the sites, that is to say to identify the mechanisms of underlying internet sites and of their educational sections and secondly to identify the differences between the types of museums and their countries. Finally, the third part of the research attaches importance to the typology of the online educational content and focuses on the strategies put into place in the sites as well as the pedagogy deployed. The internet sites are thus viewed as interconnected elements, intended for a target audience and reinforcing the social role of the museum. The schools and the teaching body are a privileged population; a prominent place for them is underlined.