<p>  </p> <p>Social justice researchers and practitioners have beckoned post-secondary institutions to provide inclusive and culturally responsive instructional practices that promote students' sense of belonging and empowerment. However, little research has demonstrated how competent intercultural behaviors can connect to one's integration of culturally responsive teaching. Therefore, this explanatory sequential mixed-methods study examined the interplay between these components within a distinguished undergraduate peer learning program, Supplemental Instruction (SI). Undergraduate SI leaders’ behaviors were examined for their intercultural competence level, potential influencers, and valued commitment to diversity and inclusion. This study was supported and guided by Hammer’s (2012) Intercultural Development Continuum (IDC) and Gay's (2018) Culturally Responsive Teaching (CRT) practices. Quantitative data were collected using Hammer's (2012) Intercultural Development Inventory (IDI), and qualitative data were in the form of interviews and analyses of leaders' session plans. The findings revealed that participants overestimated their intercultural competence. Relatedly, participants expressed concerns of uncertainty beyond solely acknowledging diversity and addressing intercultural insensitivity. Curricular and co-curricular programming were potential influencers to the leaders' intercultural competence knowledge (i.e., cultural self-awareness, culture-general, and culture-specific). Additionally, implications include recommendations for higher education administrators' initiatives for more inclusive and culturally responsive peer-learning programs. </p>

Syftet med den här fallstudien var att se hur några lärare och elever i årskurs 1-3 arbetar med flipped classroom och vilken inställning de har till arbetssättet, samt vilka för- och nackdelar det finns med metoden. Studien gjordes som en kvalitativ undersökning där både intervjuer, klassrumsobservationer och enkätundersökningar har använts för att ta reda på lärarnas och elevernas personliga uppfattningar och erfarenheter. Resultatet visade på att flipped classroom gav möjlighet till en mer varierad och individuell undervisning som kan öka elevernas kunskaper och motivation. Arbetssättet frigjorde lektionstid som kunde användas till fler diskussioner och mer praktiska övningar, aktiv studietid och ett ökat socialt samspel. Lärarna upplevde att eleverna hade en större iver och lust att lära i klassrummet när flipped classroom användes. Studiens slutsatser är att flipped classroom med fördel kan användas för elever i årskurs 1-3, men att variation i arbetssättet är nödvändigt för att kunna förmedla den motivation, lust och glädje som finns inom matematiken.

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Syftet med utvecklingsarbetet är att på vetenskaplig grund bepröva erfarenheter genom att kritisk granska och utvärdera den egna undervisningen. Undervisningen har planerats och genomförts inom en lektionsserie i ämnet fysik som en del av den sista VFU-praktiken i kompletterande pedagogisk lärarutbildning (KPU). Den specifika frågeställningen som undersökts berör elevers attityder till en undervisnings-metod i som innefattar kamratlärande och testbaserad lärande som kallas Peer Instruction (PI). Metoden använts och utvärderats som en del av fysikundervisningen i två klasser i årskurs nio i en grundskola i storstockholmsområdet. För att utvärdera elevernas inställning till metoden har två enkät-undersökningar genomförts i de båda klasserna vid två olika tillfällen, före och efter genomförd lektionsserie. Två avslutande intervjuer med fokusgrupper har kompletterat analysen av enkätsvaren. Resultatet visar att eleverna i undersökningen var positivt inställda till kooperativa undervisningsmetoder inom fysikundervisningen och de upplever att de lär sig saker genom att ta hjälp av varandra. Det finns dock en bred fördelning i elevernas preferenser till hur man lär sig fysik på ett effektivt sätt. Eleverna hade en tydligt positiv inställning till PI-metoden i fysikundervisningen. En stor andel av eleverna upplevde de både lärde sig fysik på effektivt sätt och fick fördjupad förståelse för fysiken med hjälp av metoden. För att få fördjupad förståelse för användbarheten av undervisningsmetoden inom fysikämnet i högstadiet behöver den utvärderas i fler klassrum och på skolor med andra socioekonomiska förutsättningar.

I föreliggande studie undersöks hur ett undervisningsupplägg baserat på flipped classroom påverkar resultatet i en matematikklass på det naturvetenskapliga programmet, samt hur eleverna förhåller sig till ett sådant undervisningsupplägg. Klassen undervisades av samma lärare, men med olika undervisningsupplägg, i tre olika matematikkurser: Traditionell undervisning med klassrumsbaserade genomgångar i Ma 1c; inverterad undervisning i Ma 2c där eleverna före lektionstillfället tog del av en videogenomgång, för att frigöra tid för uppgiftslösning i klassrummet; inverterad undervisning i Ma 3c med tillägget att man i klassrummet använde sig av undervisnings­verktyget peer instruction. En enkät gjordes angående elevernas attityder till de olika undervisningsuppläggen. Vidare gjordes en jämförelse av klassens resultat på de nationella proven med resultaten i riket, samt med resultaten för en elevgrupp som undervisats traditionellt. Enkätsvaren visar att eleverna var mycket nöjda med flipped classroom, och att majoriteten ansåg att de lärde sig mer med flipped-classroom-baserad undervisning än med traditionell undervisning. Detta gäller elever på alla betygs­nivåer; elever med såväl som utan tillgång till matematik­hjälp hemma; pojkar såväl flickor. Elevernas inställning till peer instruction var mera splittrad. Jämförelsen av resultat på de nationella proven visar en tydlig nedgång i elevernas prestation mellan Ma 1c och Ma 3c. Den största delen av nedgången skedde mellan Ma 1c och Ma 2c, dvs. då undervisning baserad på flipped classroom infördes. Denna nedgång skulle givetvis kunna ha andra orsaker än att flipped classroom införts i undervisningen. Slutsatsen att flipped classroom, såsom det implementerats i klassen, inte tycks ha någon positiv inverkan på elevernas akademiska resultat tycks dock motiverad. / A flipped classroom based teaching structure in a natural science programme class at a higher secondary school has been studied in terms of influence on academic results and pupil attitudes. The class of was taught in mathematics by the same teacher using different teaching structures in three different mathematics courses: In Ma 1c, the teaching followed a traditional structure with classroom based lectures; in Ma 2c, the teaching structure was flipped, in that the pupils watched lecture podcasts prior to the lesson in order to make more time available for problem solving in class; Ma 3c also had a flipped structure, with the addition of peer instruction exercises in the classroom. A survey was performed relating to the pupils’ attitudes to the different teaching structures. Furthermore, the results of the class at the national tests in mathematics were compared a control group consisting of pupils who had been traditionally taught, as well as control groups derived from national statistics. The survey revealed that the pupils were very positive to flipped classroom teaching. The comparison of the results on national tests revealed that the academic results of the class declined between Ma 1c and Ma 3c, with the largest part of the decline occurring between Ma 1c and Ma 2c, i.e. when flipped classroom was introduced. At least part of this decline could possibly be ascribed to other factors than the change of teaching structure. However, the conclusion that flipped classroom as implemented in the class at study does not have a positive influence on the academic results of the pupils seems motivated.

Många studier har genom åren visat på effektiviteten av aktiva lärmetoder hos studenter på universitet och senare även i undervisning av små barn. Effekten av dessa metoder på högstadieungdomar är däremot inte väl kända. Genom nyckelordssökningar fanns tio studier som mötte kriterierna a) en experimentbaserad studie, b) inom naturvetenskapsundervisning, c) för högstadieåldern eller motsvarande och d) en av metoderna; Problembaserat lärande, Peer Instruction, Just-in-time Teaching eller Flippat klassrum. Studiernas resultat undersöktes för att identifiera metodernas effekter och dessa analyserades sedan med bakgrund i sociokulturell utvecklingsteori. Tre huvudsakliga effekter av aktiva lärmetoder identifierades: förbättrade akademiska resultat, utveckling av kognitiva förmågor och ökat engagemang. Dessa effekters implikationer för svensk skola diskuterades, och förslag har getts på fortsatta forskningsmöjligheter.

Technology is enjoying an increasingly important role in many collegiate pedagogical designs. Contemporary research has become more focused on the ways that technology can contribute to learning outcomes. These studies provide a critical foundation for educational researchers who seek to incorporate and reap the benefits of new technologies in classroom environments. The aim of the present study is to empirically assess how combining an active, collaborative learning environment with a classroom response system (colloquially called “clickers”) in a postsecondary setting can influence and improve learning outcomes. To this end, the study proposes an instructional design utilizing two feedback response-formats (clickers and flashcards) and two response methods for answering in-class questions (collaborative peer instruction and individual). The theoretical bases that provide the academic structure for the five instructional conditions (control, clicker-response individual, clicker-response peer instruction, flashcard-response individual, and flashcard-response peer instruction) are the generative learning theory and social constructivism. Participants were 171 undergraduate students from an Educational Psychology subject pool from a large Southwest university. The researcher used a two-way analysis of covariance (ANCOVA) with two treatments (response format and collaboration level) as the between-subjects factors; students’ posttest scores as the dependent variable; and pretest scores as the covariate. Results showed no significant main effects; however, the study produced statistically significant findings that there was an interaction effect between the use of clickers and a peer instruction design. To follow up the interaction, the researcher conducted tests of the simple effects of response format within each collaboration condition, with the pretest as the covariate. Results showed that for students who collaborated, clickers were better than flashcards, whereas when students worked individually, there was no difference. This study builds upon existing studies by using a stronger empirical approach with more robust controls to evaluate the effects of a variety of instructional interventions, clicker and flashcard response systems and peer instruction on learning outcomes. It shows that clicker technology might be most effective when combined with collaborative methods. The discussion includes implications, limitations, and directions for future research. / text

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-17T11:57:51Z No. of bitstreams: 1 Ana Maria Silveira Turrioni.pdf: 2458045 bytes, checksum: f0d042854362dcf9b29efe816e798b9d (MD5) / Made available in DSpace on 2017-03-17T11:57:52Z (GMT). No. of bitstreams: 1 Ana Maria Silveira Turrioni.pdf: 2458045 bytes, checksum: f0d042854362dcf9b29efe816e798b9d (MD5) Previous issue date: 2017-02-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The objective of this research was to identify how the use of active learning affects the students, the professors and the curriculum of a course of Industrial Engineering. The expansion of this area in Brazil, together with the evolution of digital information and communication technologies, leads to an increase in the complexity of teaching in this field, justifying the analysis of the consequences of using this approach. The proposed hypothesis is that the use of active learning affects the behavior of students and teachers generating a new curricular proposal.To analyze this phenomenon, I opted for Action Research, since I was able to observe it during the development of the research, actively participating in the actions. I collaborated in the planning of the Semester Project discipline, in the organization of internal dissemination events, in the training of professors and in the reflection on the achieved results.The data were collected through participant observations, questionnaire applied to the students, interviews with professors, personal insights and documentary analysis. The main results obtained were the strengthening of students' skills and abilities, professor training, university and business cooperation, the development of infrastructure for the use of active learning and professor participation in the construction of a curriculum for the Industrial Engineering course shaped for its social and cultural reality / O objetivo desta pesquisa foi identificar como a utilização da aprendizagem ativa afeta os discentes, docentes e o currículo de um curso de Engenharia de Produção. A expansão desta área no Brasil, juntamente com a evolução das tecnologias digitais de informação e comunicação, leva ao aumento da complexidade do ensino neste campo, justificando a análise das consequências do uso desta abordagem. A hipótese proposta é que o uso da aprendizagem ativa afeta o comportamento dos discentes e docentes gerando uma nova proposta curricular. Para analisar este fenômeno optei pela Pesquisa-ação, uma vez que pude observá-lo durante o desenvolvimento da pesquisa. Colaborei no planejamento da disciplina Projeto Semestral, na organização de eventos de divulgação interna, na formação dos docentes e na reflexão sobre os resultados alcançados. Os dados foram coletados através de um questionário aplicado aos discentes, de entrevistas com os docentes, de observações pessoais e de análise documental. Os principais resultados obtidos foram o fortalecimento de competências e habilidades discentes, a capacitação docente, a cooperação entre a universidade e as empresas, o desenvolvimento de infraestrutura para o uso da aprendizagem ativa e a participação docente na construção de um currículo para o curso de engenharia de produção moldado para a sua realidade social e cultural

O objetivo deste trabalho é o ensino de ondulatória através de uma metodologia ativa de ensino que permita aos estudantes se engajarem com a própria aprendizagem. Para atingir esse objetivo, foi desenvolvida uma sequência didática que originou um produto educacional aplicável em aulas de Física no ensino médio. A metodologia implementada integrou os métodos ativos Instrução pelos Colegas (Peer Instruction) e Ensino sob Medida (Just-in-time Teaching), buscando o envolvimento cognitivo dos alunos. Além desses métodos, a sequência didática incluiu uma atividade experimental com espectrógrafo de baixo custo, atividades de resolução de problemas e dois debates, sobre o uso de câmara de bronzeamento artificial e a instalação de usina de fissão nuclear. O suporte teórico da metodologia foi a Teoria dos Campos Conceituais de Vergnaud. As aulas foram estruturadas a partir de questões norteadoras com potencial de se tornarem situações-problema para os alunos. O produto educacional contém tarefas de leitura (com textos e questões sobre os textos), uma lista de testes conceituais, listas de problemas quantitativos, um modelo de minirrelatório e um opinário. As 21 aulas dessa proposta foram desenvolvidas com duas turmas de segundo ano do ensino médio, da rede privada de ensino, na cidade de Joaçaba, Santa Catarina. As atividades propostas foram realizadas com êxito. As respostas dos estudantes permitiram concluir que houve aprendizagem durante a aplicação da metodologia. Os resultados do opinário mostraram que houve boa receptividade à proposta de trabalho pela maioria dos estudantes que consideraram metodologia melhor para seu aprendizado do que os métodos tradicionais de ensino. / The main goal of this work is to teach waves through an active learning methodology that engages cognitively the students with their own learning. To achieve this goal, a didactic sequence was developed as an educational product to be used in high school physics classes. The present approach integrated two active learning methods - Peer Instruction and Just-in-Time Teaching - aiming to get more student engagement. In addition to these methods, other kinds of activities were included: an experimental activity with low cost spectrograph, problem solving and debates about tanning beds and nuclear plants. The Vergnaud’s Theory of Conceptual Fields supports this work. The lessons were organized around leading questions, which could turn out to be problem-situations to be solved by the students. The educational product contains a set of reading assignments, including texts and tasks, concept tests, problems list, a small report template and a questionnaire to gather the students’ opinions about the methodology. Twenty one lessons were applied to two classes for high school students at a private school in a Brazilian city (Joaçaba, in Santa Catarina). The results revealed the applicability of this teaching proposal. Answers given by the students showed that the learning was successfully achieved during the use of this methodology. The students´ evaluation was very positive. They considered this methodology more efficient for their learning than traditional teaching methods.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:26:36Z No. of bitstreams: 1 FERRAZ_Anderson_2017.pdf: 40829920 bytes, checksum: 302e75ea285b072e44d2af2114222f09 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:26:44Z (GMT) No. of bitstreams: 1 FERRAZ_Anderson_2017.pdf: 40829920 bytes, checksum: 302e75ea285b072e44d2af2114222f09 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-11T16:26:49Z (GMT) No. of bitstreams: 1 FERRAZ_Anderson_2017.pdf: 40829920 bytes, checksum: 302e75ea285b072e44d2af2114222f09 (MD5) / Made available in DSpace on 2017-08-11T16:26:54Z (GMT). No. of bitstreams: 1 FERRAZ_Anderson_2017.pdf: 40829920 bytes, checksum: 302e75ea285b072e44d2af2114222f09 (MD5) Previous issue date: 2017-02-22 / Não recebi financiamento / The main purpose of this research was to investigate the peer instruction. Focusing in the Radiations teaching the aim was to make easier discursive interactions in physics classes. Through the socio-interactionist theory (Mortimer and Scott) the study was carried on in a public school of the São Paulo State with students (n=12) that aiming a preparation to enter a college. During the eight teaching activities, the data were collected through open and closed questionnaires (pre-post test) and audio recording. In each teaching activities, after a brief conceptual presentation, a question was designed to the students. Bardin's content analysis and the discursive interactions of Mortimer and Scott were used to examine the data. The results indicate that peer instruction is an effective strategy to promote interactions between students themselves and students-teacher interactions. / O objetivo principal da pesquisa de caráter qualitativo foi investigar o potencial do peer instruction como facilitador das interações discursivas nas aulas de Física, especialmente no ensino de radiações em uma escola pública do interior do Estado de São Paulo. Acreditando que o estímulo às interações entre alunos e destes com o professor possa contribuir para um ensino mais próximo da realidade do estudante, procuramos responder a seguinte questão: “Quais os limites e as possibilidades do uso do peer instruction enquanto estratégia facilitadora dos processos interativos aluno-aluno e aluno-professor nas aulas de Física do Ensino Médio?” Para responder a essa pergunta, estabelecemos os seguintes objetivos específicos: delimitar através da literatura o potencial educativo do peer instruction; investigar o papel das interações nas aulas de física; analisar o papel do peer instruction nos processos interativos aluno-aluno; delimitar as possibilidades de construção do conhecimento científico na relação entre professor e aluno com a utilização do peer instruction e, analisar as possíveis limitações educativas inerentes ao uso do peer instruction nas aulas de física do Ensino Médio. Como aporte teórico utilizamos a teoria sociointeracionista de Mortimer e Scott (2002). Os dados que compõem a pesquisa provêm de questionários abertos e fechados e de gravações em áudio das atividades de doze (12) alunos de um cursinho social oferecido pela escola. Foram desenvolvidas oito (8) atividades de ensino sobre tópicos de radiações, com duração de 50 minutos cada, em que se utilizou uma versão modificada do peer instruction de Eric Mazur (2015). Os dados foram analisados à luz da análise de conteúdo de Bardin (2011) e das interações discursivas de Mortimer e Scott (2002). Os resultados indicam que o peer instruction, com algumas adaptações, além de tornar as aulas mais dinâmicas, propicia mais liberdade para os alunos externalizarem suas conclusões perante o professor. Constitui-se, também, em uma estratégia eficaz na promoção das interações aluno-aluno e alunoprofessor durante os processos de construção do conhecimento científico.