This study investigated novice science and mathematics teachers' beliefs about planning and implementation of project-based instruction. Data for this qualitative study included two focus groups and a questionnaire. Items in the questionnaire were designed using preliminary findings from the analysis of the two focus groups, and from predefined items from the National Survey of Project Based Learning and High School Reform. The questionnaire was administered to 138 novice secondary mathematics and science teachers certified in their respective content areas. The respondent rate was 70% (n = 96). Of the 96 respondents only 28 participants utilized project-based instruction. Data analysis revealed that the 28 participants held two specific beliefs about project-based instruction. First, participants believed that the implementation and enactment of PBL: (a) made student learning more personalized by specifically meeting the individual interests or needs of students; (b) promoted students' international or cross-cultural understanding; (c) promoted students' civic engagement and contributions to the community or world; and (d) impacted high-achieving students ability levels. Second, participants believed that the implementation and enactment of PBL: (a) made teaching and learning more varied, challenging, or fun; (b) taught skills beyond academic content; and (c) taught academic content knowledge and skills more effectively. These two beliefs were situated within contexts where the instructional strategy most often used to deliver content was direct instruction and by external factors that impacted the participants' utilization and implementation of PBL. External factors included: testing and accountability requirements; a lack of time for planning and implementation of PBL lessons; students' lack of experience or skills associated with enactment of PBL; large class sizes; limited classroom space; and poor attendance.

The sharing economy and the technical advances are evolving at a high speed. A speed that the legislative powers can’t keep up with. This thesis aim is to find out if occasional short-term rentals, e.g. Airbnb-rentals, is in compliance with Swe- dish land use regulation. To fulfill this purpose, Swedish land use regulation for dwelling purposes is initially examined through following sources: law, case-law, instructions and judicial doctrine. The examination shows that land for dwelling purposes can be divided into land with a permanent dwelling purpose and land with an occasional stay purpose. Furthermore, the change from the first men- tioned to the second mentioned purpose require permit by law. The change in purpose is determined on a case-by-case basis and there is no general rule. These are the fundamental grounds for assessing the change from a land use to another: the new use’s magnitude, professionalism, duration and degree of interference for others. Since there is no general rule regarding this explicit subject, Airbnb-rentals and land use, case-law is the next source to look for an answer. There has been no judgement with the exact needed circumstances to determine a clear rule with respect to the rule of law. Hence, it’s only possible to constitute that home own- ers are allowed to have a tenant as long as they live under the same roof or if the Airbnb business isn’t the main purpose. The last seeks to allows home owners to let their place for a short period of time. A total consumption has been assessed unlawful and 25 days, which is the average length of a Swedish vacation, is prob- ably allowed. Further than this it’s impossible to give clear answers, anything over 25 day and less than total consumption should be assessed with help from the grounds mentioned above. This insecurity is no good for nobody. In reality, this insecurity means that municipalities are losing control over their given power to plan the use of the land. As an attempt to give a better answer and to suggest a way forward a de lege ferenda discussion ends this thesis. To conclude, a licensing system is assessed to be the best alternative when the goal is to take back the control and sustain su- pervision in the future.

Syftet med föreliggande arbete är att få en bild av hur sjukgymnaststuderande uppfattar att arbete i basgrupp befrämjar de förmågor som kompetensmålen innebär.Med hjälp av enkät med rangordnings- respektive öppna frågor, screenades en hel kurs (33 studenter) för att ge underlag för sex intervjuer kring samma frågor, nästan en termin senare.Både enkätunderlaget och intervjuerna redovisas, men underlaget är för litet för att kunna göra faktoranalyser, bara tendenser kan ses.Studenterna beskriver i stor utsträckning att basgruppsarbetet befrämjat deras lärande och framför allt genom diskussionerna som kan ske där.Något fler tyckte att basgruppsarbetet bidragit till att utveckla förmågan att reflektera över sitt sätt att fungera än som tyckte att basgruppsarbetet bidragit till att utveckla förmågan att arbeta i grupp. Feedback framkom som ett verktyg för detta, men majoriteten av studenterna tyckte inte att basgruppsarbetet utvecklade förmågan att ge konstruktiv feedback.Flera faktorer påverkar som bl a handledarens förmåga/attityd, sammansättningen av gruppen och tillgänglig tid.

In order for students to become good self-directed learners, an awareness of one’s own learning process and studying strategies is essential. The aim of this paper is to describe a project –and the results of it - where a modified model of a problem-based learning (PBL) tutorial is used, a project launched to develop students’ metacognitive awareness and improve the quality of their tutorials. Dental hygiene students and their tutors at the faculty of Odontology, Malmö University participated in the project which meant that the students worked independently during the first PBL-session with the tutor only paying a few short visits to the group. At these visits, the students presented their problems, hypotheses and objectives with the purpose to create an opportunity of primarily reviewing and reflecting but also getting feed-back from the tutor. The tutor was present throughout the second PBL-session. This model was alternated with and compared to the traditional “Malmö model” in which the tutor participates throughout both PBL-sessions. The project was evaluated through interviews. A Metacognitive Awareness Inventory (MAI) was filled in before and after the project. Results for the MAI show a significant increase in metacognitive awareness. In the interviews, students state that they participated in the PBL-session to a greater extent and had more spontaneous discussions without the tutor, but also that they felt a lack of security and sometimes interrupted by the visits from the tutor.

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As autópsias sempre foram consideradas como um exame de grande valia para o diagnóstico da real causa de morte dos pacientes, avaliação da eficácia do tratamento empregado e como importante ferramenta para o ensino médico. Durante as últimas décadas, houve um declínio importante na realização do número de autópsias acadêmicas, em grande parte pela desmotivação pela equipe profissional ao solicitá-la e realiza-la (clínicos e patologistas), justificando ser algo ultrapassado e de pouca validade, perda de interesse pelos alunos também, fatores culturais, religiosos, econômicos e de comportamento de familiares. Este estudo visa analisar a importância das autópsias como importante instrumento de ensino médico, desvendar os reais motivos pela sua decadência nas universidades, quais as consequências no futuro para a formação médica e medidas que podem ser tomadas para reverter esse processo de desvalorização do exame / Autopsies have always been considered as a valuable test for diagnosis ofthJ cause ofdeath of patients, evaluation ofthe efficacy ofthe treatment used an important tool for medical teaching. During the last decides, there has been.l decline in the number ofacademic autopsies, largely due to the lack of motim the professional team when requesting and performing them(clini=ans and consequentes for medical training and what steps can be taken to reverso th devaluation ofthe exam

A formação dos engenheiros de produção com competências capazes de se tornarem profissionais adequados para trabalhar em equipes, resolver problemas de forma rápida e colaborativa, em redes e acompanhar as inovações tecnológicas no parque industrial e na administração das empresas, necessidades inerentes ao contexto da sociedade da informação, mostrou-se insuficiente, onde a metodologia tradicional de ensino não tem permitido, de forma adequada, a obtenção desses propósitos. O objetivo desta dissertação é propor a implementação de melhoria no desenvolvimento das competências profissionais no ensino de engenharia de produção com o auxílio de um Ambiente Virtual de Aprendizagem (AVA) - MOODLE e a metodologia PBL (Problem Based Learning). A metodologia que será utilizada é a pesquisa bibliográfica na utilização do PBL em vários cursos e também a criação de um protótipo com as duas ferramentas para a disciplina Sistema de Informação no curso de graduação de engenharia de produção, com o propósito de possibilitar a validação da proposta na continuidade do trabalho após a defesa da dissertação. / The traditional teaching method in the production engineer formation is inadequate to promote the development of their necessary competencies. The information society environment requires team working, quickly problems solving in a collaborative network, and keeping up with the technology innovation in the industrial plants and in the organizations management. This dissertation proposes an improvement of the professional competencies development in the production engineering teaching with the aid of a Virtual Learning Environment (VLE) - MOODLE and the PBL methodology (Problem Based Learning). The library searching methodology will be used when applying PBL into various courses. A prototype will also be applied with both tools in the Information System subject matter included in the production engineering graduation course. The purpose is to validate the proposal following the dissertation presentation.

Made available in DSpace on 2016-04-04T18:33:08Z (GMT). No. of bitstreams: 1 Eli Borochovicius.pdf: 4590778 bytes, checksum: eb56a8aa7f7c6f6d1f754e776350cefe (MD5) Previous issue date: 2012-12-14 / The Problem-Based Learning (PBL) method aims to make students capable of building their knowledge in conceptual, procedural and attitudinal ways by posing problems that will introduce them to situations designed to motivate them and prepare them for the working world. Problems are designed as simulations similar to real world challenges. Two questions were formulated: 1. When evaluating the work of the PBL method, applied to the course of business administration, can it be stated that it agrees with the theoretical assumptions of the PBL method? 2. What are the challenges to improving the PBL in the business administration course? This PBL method, used in a university in the state of S?o Paulo, in the course of business administration, led us to perform research, and specifically: 1. To evaluate the consistency between the theory and the application of method; 2. Analyze the teaching tools currently used for the development of the method, in order, to verify its effectiveness with respect to meeting the objectives outlined by PBL; 3. Identify possible changes aimed at improving the application of the method based on ideas from teachers and students. We analyze specifically the disciplines of finance, involving theoretical and mathematical concepts. To meet the proposed objectives, we use three instruments for data collection: document analysis of the pedagogical project of the course and instructional materials used for the development of PBL, interviews with all (five) teachers of the finance department, with the former director the Center for Economics and Business Administration, with the former director of the School of Management and with the acting director of the School of Management, and finally with a questionnaire given to 50 students of business administration who have already studied finance. The results indicate that there is consistency between the theory and the application of PBL in the Financial Management discipline, but there are, according to the teachers, a difficulty in the applying the PBL method in Financial Mathematics. In view of both the students and teachers, the PBL method enables the building of conceptual and attitudinal knowledge. The paper also emphasizes the difficulties with the PBL method and necessity for improvement in the application of the PBL method. We emphasize the need for some improvement in teaching practice with regard to the requirements for completing the reports made by the students; the discussion of the definition of the roles undertaken by students (leader, writer, spokesman and researchers) at the beginning of each module; the recommendation of having another second teacher working with the primary teacher in library and correcting reports, reducing the workload of the primary teacher; the panel discussion on the possibility of reversing the weights of formative and summative assessment which currently represent 40% and 60% respectively, highlighting assessment instruments which need to be reviewed. It is expected that the results of our study can be used as a source of information and improvement of the PBL / O m?todo Problem-Based Learning (PBL) tem como prop?sito tornar o aluno capaz de construir o aprendizado conceitual, procedimental e atitudinal por meio de problemas propostos que o exp?e a situa??es motivadoras e o prepara para o mundo do trabalho com simula??es pr?ximas ? realidade que enfrentar?. Duas quest?es norteadoras foram formuladas: 1. Ao se avaliar o trabalho desenvolvido a partir do m?todo PBL, aplicado no curso de Administra??o, pode-se afirmar que o mesmo est? de acordo com os pressupostos te?ricos do referido m?todo?; 2. Quais os desafios para o aprimoramento do PBL no curso de Administra??o? O referido m?todo, utilizado em uma universidade do interior do estado de S?o Paulo, no curso de Administra??o, nos motivou a realizar a pesquisa, e especificamente: 1. Avaliar a coer?ncia entre os pressupostos te?ricos e a aplica??o do m?todo; 2. Analisar os instrumentos did?ticos atualmente empregados para o desenvolvimento do m?todo, com a finalidade de verificar sua efici?ncia no que tange ao cumprimento dos objetivos tra?ados pelo PBL; 3. Identificar poss?veis mudan?as visando o aprimoramento da aplica??o do m?todo a partir das concep??es de docentes e discentes. Analisamos, especificamente, as disciplinas de finan?as, que envolvem conceitos te?ricos e matem?ticos. Para responder aos objetivos propostos, utilizamos tr?s instrumentos na coleta de dados: an?lise documental do Projeto Pedag?gico do curso e de materiais instrucionais utilizados para o desenvolvimento do PBL; entrevistas com todos os professores (cinco) do grupo de finan?as, com o ex-diretor do Centro de Economia e Administra??o, com o ex-diretor da Faculdade de Administra??o e com o diretor em exerc?cio da Faculdade de Administra??o; e aplica??o de question?rio com 50 alunos do curso de Administra??o que j? cursaram a disciplina de finan?as. Os resultados obtidos indicam que h? coer?ncia entre os pressupostos te?ricos e a aplica??o do PBL na disciplina de Administra??o Financeira, mas h?, segundo os docentes, uma dificuldade na aplica??o do referido m?todo na disciplina de Matem?tica Financeira. Na vis?o dos alunos e docentes o m?todo propicia a constru??o de conhecimentos conceituais e atitudinais. O trabalho enfatiza, ainda, as dificuldades e necessidades de aprimoramento na aplica??o do referido m?todo. Destacamos a necessidade de alguns aprimoramentos na pr?tica docente no que se refere ?s exig?ncias de preenchimento dos relat?rios realizados pelos alunos; ? discuss?o da defini??o dos pap?is desenvolvidos pelos alunos (l?der, redator, porta-voz e pesquisadores) no in?cio de cada m?dulo; ? recomenda??o de se ter um segundo docente trabalhando em conjunto em biblioteca e corrigindo os relat?rios, reduzindo a carga de trabalho do professor titular; ? discuss?o do grupo sobre a possibilidade de se inverter os pesos da avalia??o formativa e somativa que hoje representam 40% e 60% respectivamente, salientando que os instrumentos de avalia??o precisam ser revistos. ? esperado que os resultados obtidos possam servir como fonte de informa??o e de aprimoramento do uso do m?todo PBL em cursos do ensino superior, em especial, no curso de Administra??o.

This survey aims to investigate and analyze how six teachers on a high school in Stockholm reflect on pedagogical aspects of problem based learning( PBL). The survey focuses on ana-lyzing how the teachers relate to the benefits and problems of PBL and how they reflect on the students development. The survey was conducted on a high school and the method used for the study was interviews, each taking 30-45 minutes. The outcome of the survey indicates that the teachers sees problem based learning as an alternative to what they define as tradi-tional education regarding its epistemology. They indicate that PBL allows the students to define their own questions, to be carriers of knowledge and to evolve analytic skills in relation to the basegroup. Seen from a social constructive point of view, the definition of knowledge is linked to power, authority and interests regarding who is allowed to define what knowledge is and knowledge just like PBL as a method can in this aspect be seen as institutions of our so-cial reality. They survey also shows that PBL as an institution is changing through externalization of the changing roles of both students and teachers, and that puts responsibility on students, teachers and everyone who in some way relate to PBL. How the teachers on this particular school re-lates to PBL and definition of knowledge will effect PBL as an institution through both exter-nalization and internalization.