Includes bibliographies and index. Electronic publication; Full text available in PDF format; abstract in HTML format. The teaching of probability in schools provides a good opportunity for examining how a new topic is integrated into a school curriculum. Furthermore, because probabilistic thinking is quite different from the deterministic thinking traditionally found in mathematics classrooms, such an examination is particularly able to highlight significant forces operating within educational practice. After six chapters which describe relevant aspects of the philosophical, cultural, and intellectual environment within which probability has been taught, a 'Broad-Spectrum Ecological Model' is developed to examine the forces which operate on a school system. Electronic reproduction.[Australia] :Australian Digital Theses Program,2001. 2 v. (xxxi, 1023 p.) : ill. ; 30 cm.

The teaching of probability in schools provides a good opportunity for examining how a new topic is integrated into a school curriculum. Furthermore, because probabilistic thinking is quite different from the deterministic thinking traditionally found in mathematics classrooms, such an examination is particularly able to highlight significant forces operating within educational practice. After six chapters which describe relevant aspects of the philosophical, cultural, and intellectual environment within which probability has been taught, a 'Broad-Spectrum Ecological Model' is developed to examine the forces which operate on a school system. The Model sees school systems and their various participants as operating according to general ecological principles, where and interprets actions as responses to situations in ways which minimise energy expenditure and maximise chances of survival. The Model posits three principal forces-Physical, Social and Intellectual-as providing an adequate structure. The value of the Model as an interpretative framework is then assessed by examining three separate aspects of the teaching of probability. The first is a general survey of the history of the teaching of the topic from 1959 to 1994, paying particular attention to South Australia, but making some comparisons with other countries and other states of Australia. The second examines in detail attempts which have been made throughout the world to assess the understanding of probabilistic ideas. The third addresses the influence on classroom practice of research into the teaching and learning of probabilistic ideas. In all three situations the Model is shown to be a helpful way of interpreting the data, but to need some refinements. This involves the uniting of the Social and Physical forces, the division of the Intellectual force into Mathematics and Mathematics Education forces, and the addition of Pedagogical and Charismatic forces. A diagrammatic form of the Model is constructed which provides a way of indicating the relative strengths of these forces. The initial form is used throughout the thesis for interpreting the events described. The revised form is then defined and assessed, particularly against alternative explanations of the events described, and also used for drawing some comparisons with medical education. The Model appears to be effective in highlighting uneven forces and in predicting outcomes which are likely to arise from such asymmetries, and this potential predictive power is assessed for one small case study. All Models have limitations, but this one seems to explain far more than the other models used for mathematics curriculum development in Australia which have tended to see our practice as an imitation of that in other countries. / Thesis (Ph.D.)--Graduate School of Education and Department of Pure Mathematics, 2001.

published_or_final_version / Education / Master / Master of Philosophy

Les données issues de la littérature montrent que l’ajout d’aides visuelles (i.e., graphiques organisateurs, plans) à des documents multimédias améliore non seulement la mémorisation des étudiants mais également leur compréhension en représentant les informations essentielles du document ainsi que les relations hiérarchiques qu’elles entretiennent. De plus, de nombreux auteurs recommandent d’engager les apprenants dans le traitement profond des informations, par exemple, en leur demandant de générer eux-mêmes des aides visuelles. Actuellement, les quelques études s’étant intéressées à la comparaison de groupes où une aide visuelle est fournie avec le document (apprenant « passif ») à des groupes où l’aide est auto-générée (apprenant « actif ») rapportent des résultats contrastés, l’auto génération entraînant parfois des effets bénéfiques (hypothèse de génération) et parfois des effets néfastes (hypothèse de charge cognitive). Dans cette thèse, une série de cinq études a été réalisée afin d’étudier plus précisément les effets de l’auto-génération de graphiques organisateurs sur les performances d’apprentissage des étudiants. Les résultats de ces études répliquent les effets bénéfiques de l’ajout d’aides visuelles (graphiques ou plans) sur l’apprentissage. Cependant, des effets négatifs de l’auto-génération ont été quasi systématiquement obtenus démontrant ainsi la complexité de ce type d’activité. Ces effets n’étaient toutefois plus observés lorsque la génération du graphique était guidée dans nos dernières études (scaffolding, génération partielle) ce qui ouvre de nombreuses pistes de recherches. / The literature shows that adding visual aids (i.e., graphic organizers, outlines) to multimedia documents increases students’ memorization and comprehension by depicting the main ideas of the document and their interrelationship. Moreover, numerous authors recommend turning students into active learners in their learning and involving them in processing information deeply, by asking them to self-generate a visual aid. Nowadays, the few studies which have compared groups where a visual aid is given (“passive” learner) to groups where it is self-generated (active learner) yield contrasting results, showing either positive effects of self-generation (generative hypothesis) or detrimental ones (cognitive load hypothesis). In this dissertation, a series of five studies was conducted to precisely assess self-generation effects of graphic organizers on students’ learning performances. The results replicated the beneficial effects of adding visual aids (graphics or outlines) on learning. Yet, negative self-generation effects were almost always obtained. However, these effects disappeared when the self-generation of the organizer was guided (scaffolding, partial self-generation) which opens the way to further research.

This project addresses how to create an online syllabus that is accessible to students and parents, that empowers students to take responsibility for their own learning while enhancing school/home communication, and serves as a graphic representation of what students have accomplished. Web quests are used as the principle means of instructional delivery to engage middle school students in problem-based projects that address real life situations using rigorous and relevant curricula. Elements of an online syllabus and the content of the course it supports are examined. The role, an online syllabus plays in fulfilling the goals of techno-constructivism, the move from a top down, broadcast model toa decentralized, constructivism model of instructional delivery is addressed.

The following is a complete syllabus for a college level genetics course. The syllabus contains lecture outlines and notes for each chapter, along with a list of transparencies needed. The quizzes and exams are prepared and placed at the beginning of the syllabus. The beginning of the course will consist of a lecture to introduce the students to the basics of genetics, followed by many applications of genetics. The process of cell division will be mastered by the students, as well as Mendelian genetics, quantitative genetics, chromosome mapping, and inheritance. The replication, synthesis, and organization of DNA are also discussed within the lectures. The final topics that will be covered using this syllabus are genetics of cancer and immunology and population genetics. These topics are essential for a detailed genetics course. The syllabus is written in great detail, and will require a full semester to be completed. The book used in association with this syllabus is Essentials of Genetics by William S. Klug and Michael R. Cummings.

The project ‘There is a place - Forever seeking’ addresses immigration, identity transitions, change and the yearning to belong. I grew up in Lebanon and moved to Sweden nine years ago, in 2014. During my three years at Konstfack I have developed my artistic expression and have come to realise that it is heavily influenced by styles expressed in the Middle East - something I originally didn’t relate to or found especially alluring. It is not strange that one gets inspired by their surroundings but what I found interesting is that I have been unknowingly and subconsciously recreating places, objects, shapes and contours from my past. This raised many questions regarding my artistic identity and artistic expression: In which category does it fall in? Have I tried to recreate places and objects because I miss them? Is it because the contours I've used seem familiar? Have I been looking for these contours even here in Sweden as way to feel at home? Or feel like I belong? At the end of my third year of the bachelor's program Interior Architecture and Furniture Design (in 2024), I've decided to tackle these questions as part of my thesis. By using my memories and the contours of the places that have had an impact on me I’ve created a mobile, using spatial design to create my own world made of ever-changing landscapes that feel familiar, places and contours that I have searched for, the home I’ve been seeking.

Cette thèse se présente sous la forme d’une enquête menée dans une société littorale de Normandie, au XVIIIe siècle, afin d’appréhender les liens qui unissent les gens de mer aux autres habitants du rivage, mais aussi de déterminer ce qui peut les séparer, dans un monde a priori tourné vers la mer. L’étude a pour cadre la rade de la Hougue, sur la côte est du Cotentin, qui abrite la population de Saint-Vaast-la-Hougue, objet de nos investigations.Un chapitre liminaire présente les conditions d’ouverture vers le large de ce bourg côtier sous la tutelle d’un maillage institutionnel prégnant, de la paroisse au quartier maritime. Puis, une première partie est consacrée à une étude de démographie historique, au moyen d’une analyse comparative entre le groupe socio-professionnel des gens de mer, qui représente plus de la moitié de la population, et les autres habitants. La reconstitution de plusieurs centaines de destinées a permis de dégager un comportement spécifique de la population maritime, quand il s’agit de convoler ou lorsqu’est venu le temps de rendre l’âme. Une deuxième partie est réservée à l’exploitation des ressources halieutiques et riveraines et à leur évolution, en analysant la façon dont les habitants tirent parti de cet espace convoité. En suivant le notaire lors des prisées, des indices du niveau et du mode de vie sont apparus après avoir ouvert les coffres et les armoires. Enfin, la dernière partie tend à souligner les particularités et les contraintes d’un environnement frontalier qui détermine la vie de tous les Saint-Vaastais, alors que les contours identitaires du groupe des gens de mer se dessinent au moyen de signifiants, dont le principal marqueur est constitué par un service obligatoire sur les vaisseaux de l’État royal, ce qui les différencie profondément du reste de la population. / This thesis is presented in the form of an investigation carried out in an 18th-century coastal society of Normandy, in order to apprehend the ties linking seafarers, people living by and of the sea, with the other inhabitants of the shore, as well as what may separate them, in a world that is, at first glance, turned towards the sea. The framework of the study is the natural harbour of La Hougue, on the east coast of the Cotentin, which shelters the population of Saint-Vaast-la-Hougue, the object of our investigations.An introductory chapter presents the conditions of opening onto the high sea off this coastal settlement under the supervision of a vivid institutional meshing, from the parish to the maritime district. Next, a first part is devoted to an historical study of demography, by means of a comparative analysis between the socio-professional group of seafarers, those living by and owing their livelihood to the sea and representing more than half the population, and the other inhabitants. The reconstruction of several hundred destinies has allowed for bringing out the specific behaviour of the maritime population when it comes to marriage or death. A second part is reserved for the exploitation of riparian and halieutic resources and their evolution, analysing the way in which the inhabitants put this coveted area to good use. By following the notary doing estimates, clues to living standards and the way of life came to light after safes and armoires were opened. Finally, the last part tends to emphasise the particularities and constraints of a border environment that determines the life of all the residents of Saint-Vaast, whereas the identity outlines of the sea folk become apparent by means of signifiers, of which the principal marker consisted of mandatory service on the vessels of the royal State, which differentiated them profoundly from the rest of the population.

The problem of this study is that of developing a program of study of Mexican literature at the graduate level at North Texas State University. The study of literature and culture is approached by probing into the influences on the thinking of the Mexican and by using an in-depth study, rather than an "anthology" approach to teaching. The findings of the study indicate a need for an upper level course in Mexican literature at North Texas State University. Therefore, the following recommendations seem appropriate: (1) that North Texas State University initiate a course in Mexican literature which may be utilized by both students in the Department of Foreign Languages and Literatures and students in the Bilingual/Bicultural Education program; (2) that the course be made available to both graduate and upper-level students; (3) that oral communication be emphasized in the course and that student participation in the target language be maximized.

Samhällskunskapsämnet har sedan dess uppkomst präglats av stoffträngsel till följd av dess breda och tvärvetenskapliga karaktär. Transformeringen av ämnet från styrdokument till undervisning är komplex och påverkas av flera faktorer, inklusive styrdokumentens utformning. Lärarna arbetar inom ett friutrymme som möjliggörs av styrdokumentens generella formuleringar, vilket är nödvändigt för att anpassa undervisningen efter olika omständigheter och elevernas behov. För att säkerställa likvärdighet måste styrdokumenten vara tillräckligt detaljerade för att undvika alltför varierande tolkningar, men inte så detaljerade att de inskränker på lärarnas professionalitet. De senaste styrdokumenten, Gy 11, är mer detaljerade och innehållsrika än sina föregångare och har enligt tidigare forskning upplevts som mer krävande av lärare.  Syftet med denna studie är att kartlägga och analysera lärares planering av innehåll i samhällskunskapsundervisningen i relation till ämnets styrdokument. Studien, som är en kvantitativ innehållsanalys av grovplaneringar för kursen Samhällskunskap 1b, syftar till att bidra till en diskussion om likvärdighet i samhällskunskapsämnets innehåll. Resultaten visar att lärarna huvudsakligen prioriterar undervisning om statsvetenskap och ekonomi. Även om en innehållslig kärna kan identifieras, förekommer också variationer i hur mycket undervisningstid som ägnas åt olika innehållsområden samt i vilka områden som inkluderas i grovplaneringarna. Dessa resultat pekar på en diskrepans mellan styrdokument och lärares praxis, vilket kan bero på de nuvarande styrdokumentens detaljerade karaktär. Detta kan i sin tur innebära en risk för likvärdigheten i samhällskunskapsämnets innehåll i de fall variationerna mellan olika lärares val och prioriteringar av innehåll blir alltför stora. / Since its inception, the school subject of civics has been characterized by content congestion due to its broad and interdisciplinary nature. The transformation of the subject from steering documents to classroom teaching is complex and is affected by several factors, including the steering documents’ design. Teachers have an autonomy enabled by the general formulations of the curriculum, which is necessary for them to adapt their teaching to various circumstances and the needs of the students, thereby ensuring equity. The steering documents must be sufficiently detailed to avoid overly varying interpretations but not so detailed that they infringe on the teachers' professionalism. The latest curriculum documents, Gy 11, are more detailed and content-rich than their predecessors and have been perceived by teachers as more demanding according to previous research.  The purpose of this study is to map and analyze teachers' planning of content in civics education in relation to the subject's steering documents. The study, which is a quantitative content analysis of teachers’ outlines for the course Samhällskunskap 1b, aims to contribute to a discussion about equity in the subject of civics. The results show that teachers mainly prioritize teaching about political science and economics. Although a core content can be identified, variations occur in how much teaching time is devoted to different content areas and in which areas are included in the course outlines. These results point to a discrepancy between steering documents and teachers' practice, which may be due to the detailed nature of the current curriculum documents. This, in turn, may pose a risk to equity regarding the content of the subject of civics when teachers choose and prioritize content in vastly different ways.