Finally, by basing its analysis on theories of institutional change, this study provides explanation for two phenomena that emerge from the process of curriculum implementation: formalism in the implementation strategies that attempt to cope with policy requirements and the lack of change in the curriculum deal to difficulties encountered. In light of the aforesaid phenomena, policy recommendations are given for the advancement of curriculum reform. / Secondly, the said pattern of behavior can be explained by institutional factors that have played a substantial role in the implementation process. Guided by a theoretical framework proposed by Scott (2001), this study uses its concepts and propositions to illustrate the institutional resources that are present in the practices of sampled schools and illuminates the institutional mechanisms that are at work. / Since 2001, a new round of curriculum reform was initiated in the Chinese Mainland. In the process of implementation, the reform endeavor has encountered a lot of difficulties. For those scholars who are interested in the reform of Chinese education, achieving an understanding of these difficulties has become their common pursuit. / Thirdly, the nature of the institution that influences the implementation of school curriculum is constituted by the interaction of stakeholders, namely, schools, government, higher institutions, parents, and the media. Through interaction, these stakeholders reach compromises in an "organization field" which in turn contribute to the formation of the institution. / This study approaches education reform from the perspective of policy implementation. It adopts the theoretical lens of neo-institutionalism and examines the implementation of "research based learning" in the schools of District A. As a new form of learning, "research based learning" is heralded as one of the major theme of the new school curriculum. Through the analysis of data collected through interviews and field observation, this study yields results that are presented in the paragraphs below. / To begin with, research has unearthed an obvious "isomorphism" in the reform practices in different schools. The study finds that there is a stable pattern of behavior that is discernible in the implementation process of curriculum reform. This pattern of behavior is commonly shared by different schools engaged in the reform process. / 柯政. / Advisers: Leslie Lo; Wing-kwong Tsang. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A, page: 1903. / Thesis (doctoral)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 243-261). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Ke Zheng.

Constructivist teaching strategies are undeniably accepted as effective in achieving the desired educational goals of constructing knowledge through active and creative inquiry. Inasmuch as teachers would love to adopt these strategies in their teaching, mathematics teachers find themselves in a situation where they are forced not to use them. This study investigated the factors that impacted on the selection and adoption of constructivist teaching strategies in selected Gauteng’s urban schools. Four (4) public schools and sixteen (16) mathematics teachers participated in the study. The parallel mixed methods design was employed in the study to produce both quantitative and qualitative data. The data were therefore analysed both quantitatively and qualitatively. It was found that the participating mathematics teachers had an understanding of constructivist theories of teaching and that they perceived their classroom environments to be constructivist in character. The study also found that the adoption of constructivist teaching strategies was hindered by teachers’ lack of skills and competencies to handle a curriculum that they felt was handed down to them without their full involvement at all the stages of its development. Learners’ family backgrounds were also identified as a major social factor that impacted negatively against selection of constructivist strategies. Based on these findings, recommendations were made on how constructivist views can be realised in the teaching of mathematics in South African schools. / Mathematics Education / M. Ed. (Mathematics Education)

Problem-based learning (PBL) was developed for use in medical education to incorporate more active, learner-centered instruction. Central to problem-based learning is the problem, which in medical education is usually case a case presentation, revealed in stages to allow learners to form and research learning objectives. The purpose of this study was to identify themes present across the PBL cases, including the patient-centeredness of the cases. Content analysis was used to examine 62 PBL cases that comprised the first and second years' core curriculum at a public medical school. The cases included a patient population similar to the local population, but care was more hospital-centric than would be expected from the actual patterns of medical utilization in the United States. Analyzing along two axes of patient-centeredness, the PBL cases demonstrated a good understanding of the patient (knowing the patient), but other qualities such as shared decision making was not as exemplified. Medical educators can use the results to understand elements that contribute to patient-centeredness and apply the analysis framework to evaluate future cases.

Project-based learning (PBL) is a teaching approach where students engage in the investigation of real-world problems through their inquiries. Studies found considerable support for PBL on student performance and improvement in grades K-12 and at the collegiate level. However, fewer studies have examined the effects of PBL at the collegiate level in comparison to K-12 education. No studies have examined the effects of PBL with preservice teachers taking educational psychology courses. The purpose of this study was to provide an analysis of PBL with preservice teachers taking educational psychology courses. An experiment was conducted throughout two semesters to evaluate student achievement and satisfaction in an undergraduate educational psychology child development course and in an undergraduate educational psychology assessments course, which included the same students from the first semester. Student achievement was determined using quantitative and qualitative analyses in each semester and longitudinally. Results in semester one indicated that the comparison group outperformed the PBL group. Results in semester two suggested there were no differences in instructional styles between groups. Longitudinal analyses showed that the comparison group declined in performance over time, whereas the PBL group improved over time; although, the comparison group still outperformed the PBL group. Results of this study indicate that PBL was not an influential teaching method for preservice teachers taking educational psychology courses.

Thesis (MPhil (Centre for Health Sciences Education)--University of Stellenbosch, 2010. / Aim: The aim of this study was to investigate the approaches, conceptions and perceptions toward learning of undergraduate Physiotherapy students in a PBL module in order to inform curriculum development and enhance facilitation of learning at the Stellenbosch University Division of Physiotherapy. Methodology: A mixed-method, descriptive study was conducted during 2010. Physiotherapy students currently in their 3rd year of the course, completed the Revised Two-factor Study Process Questionnaire (R-SPQ-2F) at the commencement of the academic year and again at the end of the first semester. The aim of this questionnaire is to determine the deep and surface approach toward learning of participants. Students also completed a perception of learning questionnaire and participated in focus group discussions to evaluate their perceptions and conceptions of learning in the module. Results of the three data instruments were analysed statistically, descriptively and phenomenographically, respectively. Results: There was a 100% response rate to the R-SPQ-2F and perception questionnaires, with only 6 out of 16 participants responding to invitations for focus group interviews. There were a statistically significant greater number of students who adopted a deep approach toward learning at the commencement of the academic year. An increase in those with a deep approach and a decrease in those with a surface approach toward learning were seen at the end of the first semester. This shift was however not significant. Students showed a trend toward an increase in their intrinsic interest in the learning material as the module progressed. Clinical reasoning and internalizing information were seen as two of the advantages of the instructional approach. Conversely, the disadvantages of the module included the perception that the instructional approach used is time consuming and concerns regarding quality and accuracy of learning material. The presence of dysfunctional group dynamics also plays a role in students perceptions of disadvantages in APT. Students conceived the module to have an effect on their approach toward learning and both personal and professional skills. Conclusion: The Applied Physiotherapy 373 module had no significant effect on students‟ approach toward learning. The results of this study however are not conclusive on why and how this lack of significant effect is present. Further research is needed to determine the long-term changes in approach toward learning and the possible determinants of these changes. This should be done in conjunction with implementation of quality assurance mechanisms for learning material, introduction of multi-media into PBL sessions and earlier preparation of students for the change in learning environment.

Thesis (MPhil)-- Stellenbosch University, 2013. / Introduction: The close interrelation between the processes of learning, assessment and feedback has been recognized and supported extensively in the educational field for many decades. The benefits of the feedback as a strong tool for facilitating learning have been corroborated by learning theories and educational research. The introduction of Problem- Based Learning (PBL) approaches to higher education programmes, especially in medical training, is a worldwide trend. The PBL approach to learning brings new perspectives to the specific characteristics and values of feedback on learning and the quality of learning and thus, more especially to the role of the tutor as learning facilitator. Purpose: To explore the medical students’ perception of the role and utility of the verbal feedback provided by the tutor to students during the PBL tutorial sessions; and the students’ perceptions on how to improve the effectiveness of the feedback. Methodology: This study used a qualitative and interpretive methodological approach. The qualitative data collection tool used was the focus group discussion. The study was conducted at the Walter Sisulu University in the Eastern Cape province of South Africa, where the faculty of Health Sciences has implemented the PBL approach for training. The research targeted the students in the third year of the MBChB program. Results: Students’ perceptions on the role of the tutorial feedback suggested that they strongly acknowledge its value: they see it as a tool for improving their learning skills and also as an enhancer of their learning motivation and regulation. The students also perceived it as instrumental in the modelling of programme-specific professional skills which would be required in their future medical practice. Students’ expectations from PBL-tutors feedback are quite high and comprehensive regarding both the kind and the nature of the feedback. Students perceived that the imperfections in the feedback received during tutorial sessions were a source of emotional discomfort and a hindrance to their learning success. The students’ need for clear, timely and regular provision of feedback, based on specific learning outcomes, was also highlighted. The participants’ recommendations for improving the efficient use of feedback included the regularization of the feedback practices across the different tutors and an increase in the allotted time for self-directed learning in their schedule. Conclusions: The results of this study support the need for a socio-constructive learning environment to ensure successful learning in PBL. Among other conditions, the harmonious provision of balanced, supportive and motivating feedback is a complement for the establishment of a learning environment conducive to learning. Similarly, students highlighted the need for highly skilled PBL-trained tutors, to enable them to self-monitor and self-regulate their learning, and ensure learning success via the facilitation and feedback. Higher Education Institutions using PBL training must identify and address factors limiting the effectiveness of the feedback and the overall quality of learning such as increased staff workload, increased demand for resources and modularization of courses. Recommendations: Higher education institutions using PBL training should address the need for training of tutors in the different aspects and practices of the feedback in the specific settings of the small group tutorial. External factors interfering with the effective use of tutors’ feedback should also be considered to minimize their negative impact on students’ learning. A regular process of curriculum enquiry is required to ensure the constructivist alignment of the different curricular components and overall design as a condition for the successful implementation of PBL.

The main purpose of this thesis is to identify, describe and interpret group processes occurring in tutorials in problem-based leaming. Another aim is to investigate if a combination of Steiner's (1972) theory of group work and Bion's (1961) theory of work and regression in groups may be a fruitful way to interpret and explain group dynamics in problem-based learning. Data have been collected trough a multi-strategy approach. The principal, as we11 as the preliminary, method for data gathering was qualitative. The quantitative method was used as a follow-up study. The data gathering methods used were less-structured observation, structured questionnaire and focused intewiews. The results disclose that it is possible to give a comprehensive and descriptive picture of the group processes that occur in tutorials. The results also show that a combination of Steiner's and Bion's theories may be a fruitfil way to describe, interpret and explain group dynarnics in tutorial groups. By combining the theories a new theoretical mode1 was created. The combination can be considered as a way of developing the theories and at the same time it offers a theoretical too1 for research purposes. The combination represents a new way of categorising group processes and can hopefilly provide a better understanding of interactional dynamics in groups and account for greater explanation value with respect to group processes. From a group research perspective the mode1 can be seen as my contribution to theory development. From a user perspective this knowledge may contribute valuable information. More, or deeper, knowledge of group processes that occurs in tutorials can provide tutors with means for better understanding of dynarnics in groups.

An illuminative evaluation of the final year prosthodontic component of the Oral Health Science curriculum (OHSC 501 Component 1) at the University of the Witwatersrand, Johannesburg, South Africa was conducted. This evaluation method was employed to illustrate how an evaluation strategy was used to assess classroom practices following institutional curriculum reform. The aim was to use a qualitative evaluation process to assess the impact of the curriculum change at classroom level and to evaluate how a department had reformed its’ teaching and learning strategies within the hybrid problem based learning curriculum that had been implemented. Additionally, it was to evaluate how this curriculum operated in its own terms. From July through October 2007 small group teaching involving problem based learning, led by two faculty from the department of prosthodontics were observed. Six two hour long small group sessions (equivalent to twelve forty minute lessons), were observed and they revealed a variety of pedagogic strategies utilised. The plan, as outlined in the instructional system was held up against the reality through observations of what happened in the classroom. By and large the findings illustrate that much of what was planned was realised, with the more experienced staff member teaching more or less to the plan. However, from the themes that were inductively derived from analysis of the data, it was clear that integration of content knowledge and critical thinking necessary to assist in the comprehensive management of dental patients was not as robust as would be expected from the students at this level during their training. As part of the objectives of the curriculum innovation instituted, content knowledge integration and critical thinking skills are key to the success of the innovation and employing illuminative evaluation methodology afforded the opportunity to delve deeper into these. This finding illustrates the importance of using qualitative evaluation approaches as a mechanism to assess curriculum change efforts.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-29T11:27:50Z No. of bitstreams: 1 Adriana Silveiro Boganha.pdf: 27255074 bytes, checksum: b751b6d90416240c4742e25f947b895d (MD5) / Made available in DSpace on 2016-11-29T11:27:50Z (GMT). No. of bitstreams: 1 Adriana Silveiro Boganha.pdf: 27255074 bytes, checksum: b751b6d90416240c4742e25f947b895d (MD5) Previous issue date: 2016-09-05 / In order to promote the formation of active students with an expanded view of health and committed to the transformation of the reality and considering the complexity that characterizes it, it is necessary to introduce new ways to organize and produce knowledge, hitherto represented by disciplinarily, fragmentation of the object and increasing specialization. According to the new pedagogical trends, teaching active methodologies arise, allowing "learning how to learn", focusing on the principles of interactive, critical and reflexive pedagogy. Nutrition technical education also advocates the use of learning active methodologies in its guidelines; however, this is not a daily practice in most technical schools. In face of this reality, this study intends to introduce learning active methodologies (problem-based learning and reflexive portfolio) in the discipline of Clinical Nutrition in a traditional curriculum of a Nutrition and Dietetics technical course. Furthermore, it aimed to highlight the perception of these students about the applied methodologies. For data capture, it was applied surveys with open and closed questions. For the organization of qualitative data, it was used the Collective Subject Discourse (DSC) and the word cloud for visualization of the occurrences of the words found in the students answers. For analysis, it was adopted the Content Analysis (AC) mode Thematic Analysis (AT). There was higher cognitive gain since the learning objectives have been achieved. This parameter is reflected in an increase in the note of the assessments. The discourse analysis shows that in addition to the acceptance of the method, other skills such as working group has also been developed. It is concluded that the use of active learning methodologies enhances student learning and develop the ability to work in teams. / Na busca de favorecer a formação de estudantes com visão ampliada de saúde, ativos e comprometida com a transformação da realidade, considerando a complexidade que a caracteriza, faz-se necessária introduzir novas formas de organizar e produzir o conhecimento, ate então representado pela disciplinar idade, fragmentação do objeto e crescente especialização. Dentro das novas tendências pedag6gicas surgem as metodologias ativas de ensino que possibilitam o aprender a aprender, centrando-se nos princípios da pedagogia interativa, critica e reflexiva. 0 ensino técnico de nutrição também preconiza o uso de metodologias ativas de aprendizagem nas suas diretrizes, porem, esta não e uma pratica cotidiana na maioria das escolas técnicas. Diante dessa realidade pretendeu-se com este estudo introduzir metodologias ativas de aprendizagem (aprendizagem baseada em problemas e portfolio reflexível) na disciplina de Nutrição Clinica, em um currículo tradicional de um curso Técnico em Nutrição e Dietética. Além disso, buscou-se evidenciar a percepção desses estudantes sabre as metodologias aplicadas. Para coleta de dados foram aplicados questionários com questões abertas e fechadas. Na organização dos dados qualitativos, foi utilizado o Discurso do Sujeito Coletivo (DSC) e a nuvem de palavras para visualização da ocorrência das palavras contidas nos discursos dos estudantes. Para analise, foi utilizada a Analise de Conteúdo (AC), modalidade da Analise Temática (AT). Houve maior ganho cognitivo uma vez que os objetivos de aprendizagem foram atingidos. Este parâmetro se reflete em um aumento da nota das avaliac5es. A analise do discurso mostra que além da aceitação do método, outras competências como a de trabalhar em grupo também foi desenvolvida. Conclui-se que o usa de metodologias ativas de aprendizagem potencializa o aprendizado dos estudantes além de desenvolver a capacidade de trabalho em equipe

Este trabalho foi uma pesquisa sobre uma metodologia ativa aplicada a alunos do ensino fundamental, buscando o desenvolvimento das seguintes habilidades: autonomia, iniciativa, interação, comunicação, argumentação, raciocínio lógico, participação, reflexão e criatividade, utilizando como recurso a abordagem transdisciplinar, relacionando o conteúdo matemático do Teorema de Pitágoras, \"Triângulo Retângulo\", aos conteúdos de Arte e História. O trabalho foi realizado em uma escola pública municipal de Ensino Fundamental, envolvendo 52 alunos dos 7º anos e 41 alunos dos 8º anos do Ensino Fundamental de 09 anos. Participaram desse projeto, além dos alunos, os professores de Matemática, Arte e História, titulares e eventuais, assim como os pais desses alunos. A metodologia aplicada nessa pesquisa é conhecida como PBL (Problem Based Learning) sigla inglesa para Aprendizagem Baseada em Problemas (ABP no Brasil), que tem como princípio didático o trabalho em grupo, focado em desafiar os alunos a buscar estratégias para a solução de uma situação-problema, onde o educador torna-se o agente facilitador da aprendizagem. A proposta do trabalho encontra-se fundamentada na literatura produzida por diversas experiências de pesquisadores que investigaram as raízes da metodologia ABP (sigla escolhida para esse trabalho) e suas implicações no processo de ensino-aprendizagem de alunos no Ensino Superior em diferentes Instituições brasileiras, e em outros países. O processo avaliativo desse trabalho foi elaborado utilizando-se como instrumentos metodológicos, questionários, a técnica de observação participante e uma atividade avaliativa escrita visando a verificação do desenvolvimento das habilidades acima mencionadas, e a aplicabilidade do método ABP nas séries finais do Ensino Fundamental. Concluiu-se que a aplicabilidade da ABP e a transdisciplinaridade são ações possíveis de serem realizadas, pois requerem poucos recursos humanos e materiais, e ainda provocam o interesse do aluno pelas atividades, por serem realizadas em grupos, as quais permitem o compartilhamento de ideias e experiências. / This work was a research on an active methodology applied to elementary students, seeking the development of the following abilities: autonomy, initiative, interaction, communication, argumentation, logical reasoning, participation, reflection and creativity, using as a resource the transdisciplinary approach, relating the mathematical content of the Pythagorean Theorem, \"Rectangle Triangle\", to the contents of Art and History. The work was carried out in a municipal public elementary school, involving 52 students from the 7th year and 41 students from the 8th year of the Elementary School of 09 years. In addition to the students, the teachers participated in this project, as well as the teachers of Mathematics, Art and History, as well as their parents and their parents. The methodology applied in this research is known as Problem Based Learning (PBL) for Problem Based Learning (ABP in Brazil), which has as a didactic principle the group work, focused on challenging students to seek strategies for solving a problem problem-situation, where the educator becomes the facilitator of learning. The proposal of the work is based on the literature produced by several experiences of researchers that investigated the roots of the ABP methodology and its implications in the teachinglearning process of students in Higher Education in different Brazilian institutions. In other countries. The evaluation process of this work was elaborated using as methodological instruments, questionnaires, the participant observation technique and a written evaluation activity aiming at verifying the development of the abovementioned abilities, and the applicability of the ABP method in the final grades of Elementary School. It was concluded that the applicability of PBL and transdisciplinarity are possible actions to be carried out, since they require few human and material resources, and still provoke the student\'s interest in the activities, because they are carried out in groups, which allow the sharing of ideas and experiences.