鍾潔雲. / "2013年9月". / "2013 nian 9 yue". / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 299-315). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Zhong Jieyun.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-02-08T12:04:19Z No. of bitstreams: 1 Giane Cauzzi Brocco_.pdf: 5767947 bytes, checksum: 1352c6e88b55fea0bf9be17c23e39e46 (MD5) / Made available in DSpace on 2018-02-08T12:04:20Z (GMT). No. of bitstreams: 1 Giane Cauzzi Brocco_.pdf: 5767947 bytes, checksum: 1352c6e88b55fea0bf9be17c23e39e46 (MD5) Previous issue date: 2017-10-27 / Nenhuma / A disponibilidade de recursos naturais é comprimida pelo crescimento populacional e por padrões inadequados de produção, fazendo com que as organizações procurem referências para crescer de modo sustentável. Para isso, é necessário readequar as indústrias, repensando as lideranças e o impacto de cada ação para o planeta. Os negócios dependem da natureza, e a busca por soluções sustentáveis é, além de uma boa prática, condição necessária para a manutenção da competitividade. O Método de Pensamento Biomimético busca na natureza a fonte de inspiração para a criação e a resolução de desafios; no entanto, o atual formato do Método de Pensamento Biomimético nem sempre é convidativo aos que não enxergam a natureza como princípio de orientação na busca de soluções sustentáveis ou aos que não se sentem confortáveis com modelos disruptivos de inovação. O Método do Pensamento Sistêmico permite enxergar de forma holística e integrada tanto o contexto como o impacto de uma solução e, ainda, oportuniza a quebra de modelos mentais limitantes; todavia, não direciona a criação de produtos, sistemas ou processos, lacuna que busca ser suprida pelo Método de Pensamento Biomimético. Logo, visando ao desenvolvimento sustentável por meio de soluções sustentáveis, esta pesquisa tem como objetivo integrar o Método de Pensamento Biomimético ao Método de Pensamento Sistêmico, dando origem ao Método Biomimético Sistêmico. Para tanto, o método de pesquisa utilizado foi a Design Science Research (DSR). Os resultados desta pesquisa indicam que o método proposto é aceito por especialistas de ambas as áreas e é adequado para encontrar soluções sustentáveis e sistêmicas. Nesse sentido, contribui para o desenvolvimento sustentável, configurando um passo importante para o avanço da inovação e sustentabilidade de forma consciente por meio de impactos positivos para as empresas e para a natureza. / While the availability of natural resources is constrained by population growth and inadequate production processes, organizations still look for references to grow in a sustainable way. Therefore, it is necessary to reshape industries, rethink leaderships and become aware of the impact of every action to the planet. Given the dependence that businesses have of nature, the search for sustainable solutions is, besides a good practice, a necessary condition for maintaining competitiveness. The Biomimicry Thinking Method ensures that the final design solution is likely to truly emulate nature, however, the current format of the Biomimicry Thinking Method is not always inviting to those who do not see nature as a guiding principle to find sustainable solutions or also for those who do not feel comfortable with innovative technology models. Meanwhile, the Systems Thinking Method gives a holistically view and integrate both the context and the impact of a solution and, opportunistically, the breaking of limiting mental models, however it is not for the design of products, systems and processes. Therefore this research aiming at sustainable development through sustainable solutions, aimed to integrate the Biomimicry Thinking Method with the Systems Thinking Method, giving rise to the Systemic Biomimetic Method. To support this study, the research method used was the Design Science Research (DSR). The results of this research indicate good acceptance of the method between experts from both areas and, in addition, it can be concluded that the developed method is suitable for find sustainable systemic solutions and to contribute to sustainable development, and sets up an important step in advancing of innovation and sustainability in a conscious way through the positive impacts for companies and nature.

Computadores impactam em quase todos os aspectos de nossas vidas, porém as escolas não conseguem acompanhar esse caminho sem volta. A simples utilização massiva de aparatos tecnológicos na sala de aula não garante a melhoria do ensino, porém pode ser o meio pelo qual os estudantes encontram alternativas para a solução de problemas complexos. O Pensamento Computacional é uma abordagem de ensino que usa diversas técnicas oriundas da Ciência da Computação e vem gerando um novo foco educacional no quesito inovação nas escolas mundiais como um conjunto de competências de solução de problemas que devem ser compreendidos por uma nova geração de estudantes em conjunto com as novas competências do século 21 (i.e., pensamento crítico, colaboração, etc.). Até o momento, não há um consenso de metodologia de ensino e disponibilidade de material para atender as expectativas dos professores. Para auxiliar sanar essa incerteza, esta pesquisa tem como objetivo a verificação da possibilidade de desenvolver o Pensamento Computacional na Educação Básica utilizando exclusivamente atividades desplugadas (sem o uso de computadores) em estudantes da educação primária para que crianças em regiões/escolas onde não há computadores/dispositivos eletrônicos, Internet e até mesmo energia elétrica também possam se beneficiar desse método. Os resultados obtidos através de uma abordagem Quase-Experimental em escolas Espanholas e Brasileiras, apresentam dados estatísticos que apontam uma melhoria significativa no desempenho dos estudantes que tiveram atividades de Pensamento Computacional Desplugado em ambos os países. / Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not count with proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly in primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain and Brazil, tries to shed some light on this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach is effective for the development of this ability.

The purpose of this research was to investigate the application of design processes to the development of novel self-use molecular diagnostic devices for sexually transmitted infections. The argument proposed in this thesis is that the application of design methods at the earliest research stages into miniaturised, low cost, molecular diagnostic technologies will accelerate and improve the process of translating proof of concept diagnostic technologies into usable devices. Concept development requirements and potential issues and barriers to development were identified through interviews with expert stakeholders. These requirements were further refined through a survey of a multidisciplinary diagnostic medical device research group. An action research method was applied to develop a proof of concept prototype to the preclinical trial stage. Through these research studies, a design process model was formulated for use in a research environment. The application of design methods to the proof of concept prototype described in the thesis have resulted in a preclinical trial prototype that exhibits the necessary features for development into a self-use molecular diagnostic device. Issues and barriers were identified and discussed, design guidelines for further development beyond preclinical trial were defined and a generalised design process model for self-use molecular diagnostic devices for sexually transmitted infections was proposed. This research highlights the need for design methods to be applied at the earliest possible stages of the development of novel molecular diagnostic devices.

This thesis explores three creative works, "The music of Erich Zann" by H.P. Lovecraft; the film "Eraserhead" by David Lynch; and the "Self-Portrait (blue)" by Vincent Van Gogh, as examples of different forms of mad rhetorics as a way in which to demonstrate the application of the theory of "mad rhetorics" and the role "radical creativity" plays in the construction of mad rhetorics by "mad rhetors" play in society.

Educators in a rural charter middle school in the United States were challenged with the reliable assessment of student thinking skills even though the development of higher order thinking was an espoused goal for the school. The purpose of this study was to validate a new rubric based on Bloom’s Revised Taxonomy (BRT) to reliably assess student levels of thinking as reflected in the students’ written work. A quantitative, nonexperimental design was used. The focus of the research questions was on the BRT rubric’s reliability and validity. Interrater reliability was assessed using Krippendorff’s alpha. Validity was explored by assessing the relationship between the BRT scores collected in this study to the original teacher scores of students’ archived writing samples. Reliable, unrelated scores would have suggested that the two processes were scoring different constructs. The convenience sample of 8 volunteer teachers scored papers using the new BRT rubric. Each teacher scored 52 writing samples, 2 each from 26 students in the 7th grade. The Spearman correlation coefficient between the BRT and original teachers’ scores was not statistically significant. The teachers’ original scores could not validate the BRT as a measuring tool. Also BRT measure failed to demonstrate evidence of reliability (Krippendorf’s α = .05). A position paper was created to present the results of this study and to explore possibilities for improving the assessment of thinking. Positive social change may be encouraged by the use of a reliable and valid scoring process to quantify levels of thinking. A reliable scoring process for levels of thinking could lead to more balanced curricula, instruction, and assessment ultimately providing a base for customized student learning experiences.

Seventh-grade and eighth-grade special education students struggle to learn higher-order thinking skills in pre-algebra and algebra that can be addressed by using technology. However, little is known about science, technology, engineering, and math (STEM) teachers' attitudes toward use of and their actual use of calculators and technology to access students' development of higher-order thinking skills. The purpose of this qualitative case study was to explore the perceptions of rural middle school Grade 7 and 8 STEM teachers in one Western state. This study used Gardner's multiple intelligences and Armstrong's neurodiversity theories as a framework. Participants were 10 Grade 7 and 8 STEM teachers in a Western state. Data sources included interviews, surveys, and teacher journals. Open coding allowed the identification of similar threads, common words, or expressions that were then examined for themes and patterns. The emergent themes included a need for training, teachers' technological expectations, and whether teachers could meet grade level standards and students have success. This study assists social change by informing school administrators and teachers how technology is and is not being used in the classroom and how its use can be facilitated in the future.

Background: In the past few decades the world business map has shrunk considerably. Economic unions, tighter cooperation between different countries and across continents is nowadays setting the pace of current economy trends. Moreover, the rise of the internet and technology has interconnected people and markets more than ever. In this dynamic new setting, entrepreneurs and novel ideas have found the ideal ground to flourish. Startups are taking the business world by storm. Moreover, many of them are ambitious enough to engage in International markets right after their conception. It would be interesting to study the process they undergo and revisit it through the application of C-K Design Thinking Theory. Purpose: The purpose of this thesis dissertation is to apply Design Thinking C-K Theory in the Internationalization process of Startups and study how it can serve as model of reasoning for that process. Methodology: Primary data in the form of qualitative interviews were retrieved from three Startups concerning their Internationalization process. They were in turn analyzed by being revisited, with the application of Design Thinking Theory of C- K (Concept – Knowledge) and supported by relevant theory. The results were thought-provoking and will demonstrate how C-K can be used as a model of reasoning for this Process. Results: The study demonstrated that C-K Theory can be used as a model of reasoning for the Internationalization process by strengthening reasoning, improving management and organizing and working synergistically with other theories to generate creativity and problem solving.

Educators are divided with regards to the value of computer technology as a learning tool. Some maintain that computers have had little impact on students’ learning; others suggest that computers have the potential to enhance learning. Within this second group there are those who believe that computers are having a significant impact, while others believe that their potential is yet to be realised. The purpose of this study was to examine the relationship between students working in a technology rich environment and their development of higher order, critical and creative, thinking skills. Staff and students from one school participated in this case study. Data were collected by teachers as part of the normal teaching-learning program, supplemented by classroom observations and teacher interviews. In addition, data pertaining to the technology infrastructure was collated from school databases. The data were used to determine the degree of correlation between factors of the learning environment and the extent to which higher order thinking skills (HOTS) were demonstrated by the students. Collations of the statistically significant, and statistically insignificant, correlations allowed relationships between environmental factors and HOTS to be established. / The results indicate that studying within a technology-rich learning environment improves students’ higher order thinking skills, determined by measuring their critical and creative thinking. Factors such as length of time spent in the environment have a positive, non-linear effect on the development of critical thinking skills. These factors have no significant correlation with the development of creative thinking skills. The interaction of students’ computer skills and the classroom environmental factors was shown to be complex. Three-dimensional correlations were performed to derive equations that explain these interactions. Students with better developed computing skills scored higher on critical and creative thinking activities. This was most significant for students with better computer programming skills and the ability to competently manipulate Boolean logic. The most significant factors in developing higher order thinking skills were the students’ levels of computer skills, tempered with their attitudes towards computers and computer classes, and the teacher-student relationships within the technology-rich learning environment. The research suggests that in order to develop students' higher order thinking skills schools should endeavour to integrate technology across all of the learning areas. This will allow students to apply technology to the attainment of higher levels of cognition within specific contexts. This will need to be paralleled by providing students the opportunity to develop appropriate computer skills.

The aim of this field study is to investigate the relationship between creative thinking abilities and an Industrial Design course. The report contains an analysis of the background to current teaching methods in Industrial Arts within the Australian Capital Territory. A link between design education and creativity is investigated, as well as the nature of creativity and its relationship to the learning process and teaching strategies employed in design education. The Torrance Test of Creative Thinking was used in this study and the subjects were grade nine students in selected high schools in the Australian Capital Territory.