Le but de cette étude était de considérer la possibilité de la mise en œuvre de l’approche d'apprentissage par problèmes (APP), Problem Based Learning (PBL), comme une méthodologie d'enseignement, épistémologiquement solide, pour enseigner l'anglais de spécialité (ASP), en particulier, dans le domaine académique de la médecine, English for Academic Medical Purposes (EAMP). Dans un premier temps, l'étude a examiné si PBL est compatible avec l'enseignement des langues et a cherché à déterminer les avantages que cette méthode peut apporter à l'enseignement de l'ASP. L'étude a également tenté de résoudre des problèmes d'apprentissage en anglais qui ont été identifiés dans les Collèges de Santé de l’Année préparatoire (Branche Féminine) au sein de l'Université de Hail, Arabie Saoudite. Une analyse des besoins a été menée dans l'institution pour mieux identifier ces problèmes d'apprentissage. En conséquence, PBL a été mis en œuvre pour déterminer si cette approche est capable de fournir une solution possible à la question, puisque PBL a été initialement mis en œuvre en médecine pour faire face à des problèmes similaires. Cela a entraîné un changement dans les niveaux macro-méthodologique et micro-méthodologique, comme Demaizière (1996 ; 66) les appelle. Dans la partie empirique, une étude longitudinale a été menée avec 13 étudiantes qui ont été observées dans une période de 8 semaines au cours de cinq PBL tutoriels, qui a eu lieu pendant quinze séances. En général, les résultats étaient en faveur de la mise en œuvre de cette approche dans l'enseignement de l'anglais médical. Ils ont également montré que PBL peut améliorer l'autonomie des apprenants ; leurs permettre de développer des stratégies d'apprentissage ; les aider à exploiter leurs compétences linguistiques ; et d'apprendre le contenu orienté vers leur domaine. / The purpose of this study was to consider the implementation of Problem Based Learning (PBL) as an epistemologically sound teaching methodology to teach English for Specific Purposes (ESP) and particularly English for Academic Medical Purposes (EAMP). The study examined whether PBL is compatible with language teaching and determined the benefits that this methodology can bring to ESP. The study also attempted to solve problems with English learning that were identified in the Preparatory Year Health Colleges (Female Branch) within Hail University, Saudi Arabia. A needs analysis was conducted in the institution to examine the English learning situation and better identify these learning problems. Then PBL was implemented to determine if it provided a possible solution to the issue. This entailed a change in the macro-methodological and micro-methodological levels, as Demaizière (1996) called ‘le niveau macromethodologique’ and ‘le niveau micromethodologique’ (p.66). In the empirical part of this study, a longitudinal study was conducted with 13 students who were observed through a period of 8 weeks and over five PBL tutorials, which took place over fifteen sessions. During these fifteen sessions, learners’ behaviors or indicators of autonomy were observed at the group level for the first and third session of each PBL tutorial and at the individual level in session 2. In general, the results favored the implementation of this approach in teaching English for Academic Medical Purposes (EAMP). They also showed that PBL can improve learners’ autonomy; enable learners to develop learning strategies; help learners harness their language skills; and learn content oriented to their field.

This work investigated the establishment of the interactive process among the students of a third grade high school class with the adoption of the methodology of problem-based learning (PBL) and its relation in the development of students' scientific and everyday concepts about electrodynamics. The research was carried out at a state public high school in the interior of the state of Sergipe. In order to analyze social interactions, we used Vygotsky's ideas, Wertsch's (1984) constructs, from Monteiro's (2006) perspective, and the (2002) Analytical tool of Mortimer and Scott. Participant observation was used for data collection, which was performed during 11 classes, and a recorder was used to record the conversations of two groups. Field records, evaluation chart, knowledge sheets and tests of the students were also used. The results showed that the PBL allowed the students to formulate and to expose their points of view of the studied contents, which promoted the emergence of interactive chains as a pattern of interaction and to use semiotic resources as mediators for the understanding and development of the concepts. / Este trabalho investigou o estabelecimento do processo interativo entre os alunos de uma turma da terceira série do ensino médio com a adoção da metodologia da Aprendizagem Baseada em Problemas (ABP) e sua relação no desenvolvimento dos conceitos científicos e cotidianos dos estudantes sobre eletrodinâmica. A pesquisa foi realizada em um colégio público estadual do interior do estado de Sergipe. Para analisar as interações sociais lançamos mão das ideias de Vygotsky, dos constructos de Wertsch (1984), na perspectiva de Monteiro (2006), e da ferramenta analítica de Mortimer e Scott (2002). Utilizou-se a observação participante para a coleta de dados, que foi realizada durante 11 aulas, e se utilizou um gravador para gravar as conversas de dois grupos. Foram utilizados ainda registros de campo, fichas avaliativas, folhas de conhecimentos e provas dos alunos. Os resultados mostraram que a ABP permitiu aos alunos formularem e exporem seus pontos de vista dos conteúdos estudados o que promoveu o surgimento de cadeias interativas como padrão de interação e utilizarem recursos semióticos como mediadores para o entendimento e o desenvolvimento dos conceitos.

Este trabalho compara duas políticas recentes de capacitação de pessoal para a saúde, buscando identificar a relação entre o padrão institucional e as características organizacionais do sistema de formação. Investiga, ainda, o impacto dos padrões organizacionais no projeto de ensino e na capacidade de articulação do sistema formador. As duas políticas analisadas são as instâncias de articulação interinstitucional denominadas, respectivamente, Pólos de Capacitação, Formação e Educação Permanente de Pessoal para a Saúde da Família (Pólos-SF) e Pólos de Educação Permanente para o SUS (Pólos-EP). O referencial conceitual que fundamenta a análise é oferecido pelas ciências sociais: Educação e Sociologia. A Educação orienta a análise do desenvolvimento cognitivo, e a Sociologia apóia a compreensão do arranjo das instituições que configuram o Estado e o marco institucional de suas políticas. O referencial metodológico é oferecido pela análise e avaliação de políticas públicas / We compare two recent health training policies, looking for connections between the institutional framework and the organizational characteristics of the training system. We also analyze the effects of different organizational patterns on the teaching projects and on the networking abilities of the training institutions. The policies are Capacitação, Formação e Educação Permanente de Pessoal para a Saúde da Família (Pólos-SF) and Educação Permanente para o SUS (Pólos-EP). The conceptual framework comes from the Educational Sciences and Sociology. Education provides guidance for cognitive development and Sociology provides insights into public institutional arrangements. Considerable methodological support comes from the analysis and evaluation of public policies

In Brazil, the emergency and emergency area is considered by the Ministry of Health (MS) an important component of health care. In recent years, we have seen a considerable increase in the demand for emergency and emergency services, mainly due to the population growth and the increase in the number of accidents. Since 2007 the Ministry of Health has adopted the Manchester system as the standard protocol for risk classification and clinical priority throughout the national emergency and emergency system, be it public or private. Thus, the use of computational facilitators to learn the Manchester risk classification system consists of two parts: Computational modeling of the Manchester system in a dynamic model; and use of problem-based learning PBL and gamification to favor learning the system of risk classification. The dynamic model allows simulation as a means of visualizing the steps of the protocol operation, highlighting the key criteria that justify the classification. In addition to using the Petri Net, a modeling technique that allows the representation of systems, using as a foundation a strong mathematical base. The guiding objective was to produce a game as a scenario of the Manchester Protocol Risk Classification for professionals responsible for screening (doctors and nurses), offering a rating experience as close to reality as possible. It is also known that today, access to information is much easier, and the use of the language of games to promote learning makes the teaching method more playful and fun. It is concluded that, despite the importance of this protocol, through a review of the literature and a semi-structured research, the current research found that the protocol is not yet approached adequately in the nursing and medical training curriculum, delegating such knowledge of the practical experience of compulsory traineeships or the beginning of working life. / No Brasil, a área de urgência e emergência é considerada pelo Ministério da Saúde (MS) um importante componente da assistência à saúde. Nos últimos anos nos deparamos com um aumento considerável na demanda por atendimentos de urgência e emergência, principalmente devido ao crescimento populacional e ao aumento do número de acidentes. Desde 2007 o Ministério da Saúde adotou o sistema Manchester, como protocolo padrão para classificação de risco e prioridade clínica em todo o sistema nacional de urgência e emergência, seja ele público ou privado. Dessa forma, o uso de meios facilitadores computacionais para o aprendizado do sistema de classificação de risco Manchester consiste em duas partes: Modelagem computacional do sistema Manchester em um modelo dinâmico; e uso de aprendizagem baseada em problemas PBL e gamificação para favorecer o aprendizado do sistema de classificação de risco. O modelo dinâmico possibilita simulação como meio de visualizar as etapas do funcionamento do protocolo, destacando os critérios-chave que justificam a classificação. Além de utilizar a Rede de Petri, uma técnica de modelagem que permite a representação de sistemas, utilizando como alicerce uma forte base matemática. O objetivo norteador foi produzir um game como cenário da Classificação de Risco do Protocolo Manchester para profissionais responsáveis pela triagem (médicos e enfermeiros), oferecer uma experiência da classificação o mais próximo da realidade possível. Sabe-se também que hoje, o acesso à informação é muito mais fácil, e a utilização da linguagem dos jogos para promover a aprendizagem torna o método de ensino mais lúdico e divertido. Conclui-se que, apesar da importância desse protocolo, através de uma revisão da literatura e de uma pesquisa semi-estruturada, a atual pesquisa constatou que o referido protocolo ainda não é abordado adequadamente na grade formativa dos cursos de enfermagem e medicina, delegando tal conhecimento para as experiências práticas dos estágios obrigatórios, ou do início da vida profissional.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

This project is a study to determine if a group of middle school students can improve their problem solving ability by means of curriculum of nonroutine problems that was presented over a six month period.

I detta utvecklingsarbete studerade författaren en årskurs två klass i en gymnasieskola skola i Helsingborg. Författaren har försökt öka motivationen för elevernas egna lärande under en egen konstruerad och hållen lektionsplanering. Denna studie använder, genom hela utvecklingsarbete, en undervisningsmetod som heter Problembaserat lärande (PBL). Författaren konstruerade en undersökning med inspiration från Biggs et.al. (2001) "The Revised Two Factor Study Process Questionnaire "(R-SPQ-2F) och Ahlfeldt et al. (2005)" Student Engagement Survey"(SE). Under lektionsserien arbetade författaren med god undervisning genom att försöka för att göra lektionsserien meningsfull och låta eleverna arbeta i sina arbetsgrupper under några lektioner. Lektionsserien avslutades med en muntlig presentation av grupparbetet. Författaren genomförde också en intervju med författarens handledare. Resultaten visade att det var viktigt med meningsfullhet i lektionsmaterialet och det läraren har en stor betydelse för att kunna öka elevens motivation eget lärande. Ingen linjär relation visades emellertid och ingen större korrelation mellan enkätsfrågorna kan visas. Användningen av PBL i lektionsserien visade sig vara effektiv när eleverna uppnådde åtminstone de lägsta betygskriterierna för betyg E. / In this development work, the author studied a second grade class at an upper secondary school in Helsingborg. The author have tried to increase the motivation for the students own learning during an own constructed and held lesson plan. This study uses, throughout the development work, a teaching method called Problem-Based Learning (PBL). The author constructed a survey with inspiration from Biggs et.al. (2001) "The Revised Two Factor Study Process Questionnaire" (R-SPQ-2F) and Ahlfeldt et.al. (2005) "Student Engagement Survey" (SE). During the lesson series, the author have worked with good teaching by trying to make the lesson series meaningful and let the students work in their working groups with few lesson sessions. The lesson series ended with an oral presentation of the group work. The author have also conducted an interview with the author s supervisor. The results showed that it was important with meaningfulness in the lesson material and that the teacher has a great importance in order to be able to raise the motivation for the student's own learning. However, no linear relationship showed and no major correlation between the questions could be shown. The use of PBL in the lesson series turned out to be effective when the students achieved at least the lowest rating criteria for the grade E.

In the master’s thesis an educational task concerning an experimental apparatus for quantity measurement in preloaded bolted joint is realised. In terms of its preparation an innovation of the apparatus leading to an easier and faster pretension realisation was implemented. The educational task for students and also teaching material were produced. The educational task itself consists in experimental confirmation of the relation between the tightening torque and the caused pretension. An FEM model simulating an apparatus flange deformation by given pretension was designed to verify the experiment. The thesis also contains information about the preloaded bolts, pretension elicitation methods and pretension control methods.

Our paper presents some preliminary observation from a collaborative exploratory study linking mathematics, science and reading within a technology enhanced problem-based learning scenario conducted at one French Canadian Elementary and Middle School. Presented in a form of dialogue between teacher and researcher, our findings give some meaningful insight in how an innovative mathematics teaching can be developed and implemented using a real-world problem solving. Instead of a traditional presentation of material about lighting up homes, participating mathematics, science and French teachers were working collaboratively with the ICT integration mentor and two university professors helping students investigate a problem from various perspectives using a variety of cognitive and metacognitive strategies, discussing and sharing the finding with peers and presenting them to a larger audience using media tools. Our preliminary results may prompt further investigation of how innovation in teaching and learning can help students become better critical thinkers and scientifically empowered citizens.

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.