abstract: Teamwork and project management (TPM) tools are important components of sustainability science curricula designed using problem- and project-base learning (PPBL). Tools are additional materials, beyond lectures, readings, and assignments, that structure and facilitate students' learning; they can enhance student teams' ability to complete projects and achieve learning outcomes and, if instructors can find appropriate existing tools, can reduce time needed for class design and preparation. This research uses a case study approach to evaluate the effectiveness of five TPM tools in two Arizona State University (ASU) sustainability classes: an introductory (100-level) and a capstone (400-level) class. Data was collected from student evaluations and instructor observations in both classes during Spring 2013 and qualitatively analyzed to identify patterns in tool use and effectiveness. Results suggest how instructors might improve tool effectiveness in other sustainability classes. Work plans and meeting agendas were the most effective TPM tools in the 100-level class, while work plans and codes of collaboration were most effective at the 400 level. Common factors in tool effectiveness include active use and integration of tools into class activities. Suggestions for improving tool effectiveness at both levels include introducing tools earlier in the course, incorporating tools into activities, and helping students link a tool's value to sustainability problem-solving competence. Polling students on prior use and incorporating tool use into project assignments may increase 100 level tool effectiveness; and at the 400 level, improvements may be achieved by introducing tools earlier and coaching students to select, find, and develop relevant tools. / Dissertation/Thesis / M.A. Sustainability 2013

Os recursos e avanços tecnológicos proporcionam enorme disponibilidade de meios de comunicação e acesso a informações. Essas novas possibilidades caracterizam a chamada “sociedade da informação”, na qual nos encontramos atualmente. Os benefícios advindos dessas tecnologias transformam a todo instante a forma de relação com a educação. O desafio para os educadores, nesta sociedade, é conseguir transformar as informações em conhecimentos, possibilitando aos estudantes as condições necessárias para a reflexão e criticidade. Para isso, este trabalho tem como objetivo avaliar a construção de habilidades por meio da metodologia da Aprendizagem Baseada em Problemas (ABP) nas aulas de Ciências da Natureza no Ensino Médio. Essa metodologia coloca os estudantes frente a situaçõesproblema, casos de investigação, enigmas ou atividades que fazem com que a aprendizagem se torne um desafio a ser vencido. Os resultados desta pesquisa indicaram que os estudantes perceberam o desenvolvimento de habilidades por meio da metodologia da ABP e declararam que as atividades tornaram as aulas mais atrativas e motivadoras. A percepção do desenvolvimento de habilidades alegada pelos alunos também foi confirmada na análise dos seus relatórios. Identificou-se que as categorias de habilidades analisadas estavam sendo construídas pelos estudantes e que houve, na maior parte das atividades, uma melhora gradativa nesse desenvolvimento. Essas capacidades são desenvolvidas a cada aula, por meio do estímulo à busca de conhecimento de forma autônoma, no qual o aluno constrói o seu saber ao invés de receber pronto do professor. O interesse e a motivação são percebidos nessas aulas, pois os estudantes tornam-se ativos, buscando do seu jeito a melhor forma de aprender. Percebeu-se, com essa pesquisa, que uma mudança nos métodos de ensino torna-se necessária, visto que o ensino tradicional, baseado em memorização de conteúdos, não consegue desenvolver as capacidades para a reflexão e construção de conhecimentos. Métodos de ensino baseados na teoria construtivista inserem os estudantes no cerne da aprendizagem, desenvolvendo cidadãos mais autônomos e críticos, assim como exige esta nova sociedade em que vivemos. / Resources and technological advances offer enormous availability of media and access to information. These new possibilities characterize the so-called "information society" in which we find ourselves today. The benefits of these technologies transform every moment the aspect ratio to education. The challenge for educators in this society, is to transform the information into knowledge, providing students with the necessary conditions for reflection and critical. For this, this study aims to evaluate the building skills through the methodology of Problem-Based Learning (PBL) in natural sciences classes in high school. This methodology puts students facing problem situations, case investigation, puzzles and activities that make learning becomes a challenge to be overcome. The results of this research indicated that students perceived the development of skills through the PBL and declared that activities become more attractive and motivating lessons. The perception of the alleged skill development by students was also confirmed in the analysis of their reports. It was identified that the analyzed categories of skills were being built by the students and that there was, in most activities, a gradual improvement in this development. These capabilities are developed every class, by stimulating the search for knowledge independently, where the student builds their knowledge rather than getting ready the teacher. The interest and motivation are perceived in these classes because students become active, seeking your way the best way to learn. He was noticed with this research that a change in teaching methods becomes necessary because traditional education, based on memorization of content, can not develop the capacity for reflection and construction of knowledge. Teaching methods based on constructivist theory fall students at the heart of learning, developing more autonomous and critical citizens, as well as requires this new society we live in.

The painless odontological treatment is one of the main goals of the dental surgeonand the local anesthesia is the most common used to reach it. Abilities and skills in odontological anesthesia can be acquired through different teaching methods. Thus, the objective of this work was to evaluate if there is a more effective teaching method for the teaching of the blockade of the inferior alveolar nerve technique and for the control of anxiety related to performing this technique. Odontology under graduate students at pre-clinical level were divided into three groups according to the type of teaching methodology used. At the Problem Based Learning (PBL) group, activities were performed in the tutorial model using a problem designed to achieve learning goals related to the technique. In the EXP group, the transmission of knowledge happened through classic expositive class. Whereas in the LAB group, activities in anatomical models were used as a way to present the anesthetic technique. Then, students were assessed in practice, through an objective structured clinical examination (OSCE) centered in the administration of the anesthetic technique and measuring the levels of anxiety before and after the execution of the procedure. There was also a theoretical evaluation related to execution aspects of the technique studied. Forty-one students concluded the practical test and the results did not show significant difference between the means of the groups ABP (12.62), EXP (13) and LAB (12.13). In the assessment of anxiety arising from the implementation of the procedure, the students of the LAB group seemed to be less anxious. On the other hand, the EXP group showed a positive correlation between anxiety and performance. In the theoretical evaluation, the average of the scores was equal for all groups (13.20). Considering the limitations of the study, it was found that the methodologies studied proved equally efficient when it comes to teaching the blockade of the inferior alveolar nerve technique. Pre-clinical practices seem to reduce the anxiety related to the execution of the technique, although this reduction has not produced a better clinical performance. / O tratamento odontológico sem dor é um dos principais objetivos do cirurgiãodentista e a anestesia local é o método mais utilizado para alcançá-lo. O ensino da anestesia odontológica pode ser conduzido observando os seguintes aspectos: metodologia teórica de ensino a ser utilizada, forma da primeira prática clínica anestésica e uso de atividades pré-clínicas. O objetivo deste trabalho foi de avaliar qual método de ensino é mais eficaz no aprendizado do bloqueio do nervo alveolar inferior por estudantes de graduação em odontologia. Graduandos do terceiro ano do curso de odontologia foram divididos em três grupos. A respeito da técnica de anestesia do nervo alveolar inferior, no grupo ABP foram ministradas aulas na modalidade de aprendizado baseado em problemas, no grupo EXP, aulas expositivas e no grupo LAB atividades laboratoriais em modelos anatômicos. Em seguida, foram aplicadas avaliações contendo 20 itens da seguinte forma: prática, através de anestesia nos próprios estudantes e mensuração dos níveis de ansiedade, e teórica, por julgamento de itens em correto ou incorreto. Quarenta e um estudantes concluíram a prova prática, os resultados não mostraram diferença significativa das médias entre os grupos quando julgados os 20 itens: grupo ABP (12,62), EXP (13) e LAB (12,13). Na avaliação da ansiedade da prática clínica, os estudantes dos grupos ABP e EXP estavam mais ansiosos do que aqueles do grupo LAB. Por outro lado, o grupo EXP apresentou correlação positiva entre ansiedade e desempenho. E na prova teórica, a média das notas foram iguais para todos os grupos (13,20). Constatou-se a partir destes dados que, para o ensino do bloqueio do nervo alveolar inferior, os métodos de ensino estudados mostraram-se igualmente eficazes, e a prática pré-clínica foi capaz de reduzir a ansiedade na avaliação prática embora esta redução não tenha produzido melhor desempenho. / Lagarto, SE

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.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The Problem Based Learning (PBL) can be a valuable tool in Science Teaching, encouraging curiosity and motivation of the student. In this thesis we use PBL trying to help the teaching of basic biochemistry. The first step of this study was to investigate the students' preconceptions about proteins, sugars and lipids, which helped us to guide both the proposed activities in the didactic notebook What We eat and We drink? as the discussions in the classroom during the application of those activities. The population studied was quite broad, covering the ninth year of Elementary School, first, second and third years of High School as well as students of the Course of Chemistry of the Federal University of Santa Maria. In general we can say that proteins are seen by students as important substances for maintaining a healthy lifestyle, while sugars and fats are seen as harmful and cause diseases. Examples of how to apply the PBL both in Basic as Higher Education, are shown in the form of articles and in them we can see that those activities are quite challenging. It is common that students initially feel uncomfortable when working with an experimental resolution of the issue on which they don t received a ready protocol. However, it is heartening to see the progress of students to participate in this methodology, which allows us to state that PBL should be more widely disseminated and implemented in the classroom, in many different levels of education. / As Atividades Baseadas em Resolução de Problemas (ABRP) podem ser uma ferramenta de grande valia no Ensino de Ciências, fomentando a curiosidade e a motivação do estudante. No presente trabalho utilizamos as ABRP na tentativa de auxiliar o ensino de Bioquímica básica. O primeiro passo desse estudo foi investigar as concepções prévias dos estudantes sobre proteínas, açúcares e lipídios, o que nos auxiliou a nortear tanto as atividades propostas no caderno didático O que Comemos e o que Bebemos? quanto as discussões em sala de aula durante a aplicação de tais atividades. O público investigado foi bastante amplo, abrangendo o nono ano do Ensino Fundamental, primeiro, segundo e terceiro anos do Ensino Médio além de estudantes formandos do curso de Licenciatura em Química da Universidade Federal de Santa Maria. Em geral, podemos dizer que as proteínas são vistas pelos estudantes como substâncias importantes para a manutenção de uma vida saudável, enquanto que açúcares e gorduras são vistos como nocivos e causadores de doenças. Exemplos de como aplicar as ABRP tanto no Ensino Básico quanto Superior são mostrados em forma de artigos e neles, podemos ver que tais atividades são bastante desafiadoras. É comum que os estudantes inicialmente se sintam desconfortáveis ao trabalhar com a resolução de um problema experimental sobre o qual não receberam um protocolo pronto. No entanto, é animador perceber o avanço dos estudantes ao participarem dessa metodologia, o que nos permite afirmar que as ABRP devem ser mais amplamente divulgadas e aplicadas em sala de aula, nos mais diferentes níveis de ensino.

The purpose of this study was to explore the extent to which teaching strategies for theory content were utilised by nurse educators at a nursing college in Gauteng to determine whether these strategies complied with an outcomes- and problem-based nursing education programme and, if problems were identified, to make suggestions with regard to the appropriate teaching strategies. The aim of the study was to investigate what teaching strategies nurse educators utilised at a nursing college in Gauteng where an outcomes-based (OBE) and problem-based (PBL) nursing education programme was implemented. Teaching strategies used in the OBE approach are different from the traditional approach and nurse educators must master facilitation skills and guide learning of nursing students towards the attainment of outcomes, including critical cross-field outcomes such as problem-solving skills and critical thinking skills. Critical cross-field outcomes are essential life skills that learners should possess by the end of a specific course. A quantitative, non-experimental descriptive survey was used to explore the extent to which teaching strategies for theory content utilised by nurse educators at a nursing college in Gauteng, fit within an OBE and PBL nursing curriculum. Data from the study showed that educational facilities not accessible to students, were also not available to the students. These included the following: <li>Computer lab</li> <li>Internet</li> <li>Video conferences</li> <li>Teaching CD discs</li> It was also evident from the data collected that the respondents felt that library facilities were only available at another institution. From the literature studied on OBE and PBL, it became clear that, for the successful implementation thereof, students require access to computers and the Internet and these facilities should be made available to students to encourage and enhance self-directed learning, as it is an important component of PBL. The data collected clearly revealed that formal lectures were still very much utilised by nurse educators as a teaching strategy. This is a matter of great concern since formal lectures are of less importance in an OBE approach to learning. The data also indicated that nurse educators did not utilise research articles, which is again an essential part of OBE and PBL. On the other hand, the data were reassuring as it indicated that nurse educators utilised group discussions, small group activities and self-directed learning - all teaching strategies essential for OBE and PBL. Nurse educators indicated that a lack of training and in-service training were reasons why they felt only moderately competent in utilising OBE and PBL teaching strategies. Some also felt only moderately competent due to the lack of facilities, resources and support. Certain teaching strategies, such as PBL strategies, enhance critical thinking skills and assist in developing the learner’s decision-making skills. Therefore, it is important for nurse educators to make use of OBE and PBL teaching methods when facilitating learning. The South African Nursing Council [(SANC) 1993] states that “the purpose of nursing education is to develop the learner on a personal and professional level to become an independent, knowledgeable, safe practitioner with analytical and critical thinking skills”. Copyright / Dissertation (MCur)--University of Pretoria, 2009. / Nursing Science / unrestricted

<p>У дисертацији посматрамо моделирање проблемског учења у настави географије засновано&nbsp;на групном раду уз могућност коришћења рачунара, интернета и богатијег скупа&nbsp;релевантних података. За поједине наставне јединицедати су модели проблемског учења.&nbsp;Испитивање ефикасности предложених модела обрађено је компаративном анализом&nbsp;резултата педагошког експеримента. На основу резултата финалног теста закључено је да&nbsp;посматрани модели позитивно утичу на побољшање &nbsp;успеха ученика у настави географије у&nbsp;основним и средњим школама.</p> / <p>U disertaciji posmatramo modeliranje problemskog učenja u nastavi geografije zasnovano&nbsp;na grupnom radu uz mogućnost korišćenja računara, interneta i bogatijeg skupa&nbsp;relevantnih podataka. Za pojedine nastavne jedinicedati su modeli problemskog učenja.&nbsp;Ispitivanje efikasnosti predloženih modela obrađeno je komparativnom analizom&nbsp;rezultata pedagoškog eksperimenta. Na osnovu rezultata finalnog testa zaključeno je da&nbsp;posmatrani modeli pozitivno utiču na poboljšanje &nbsp;uspeha učenika u nastavi geografije u&nbsp;osnovnim i srednjim školama.</p> / <p>In&nbsp; the dissertation,&nbsp; we&nbsp; look&nbsp; at&nbsp; modeling&nbsp; problem&nbsp; based&nbsp; learning in&nbsp; geography,&nbsp; based &nbsp;on group&nbsp;work&nbsp; with&nbsp; the&nbsp; ability&nbsp; to&nbsp; use&nbsp; computers,&nbsp; the&nbsp; internet&nbsp; and&nbsp; a&nbsp; richer&nbsp; set&nbsp; of&nbsp; relevant&nbsp; data.&nbsp; For&nbsp; each&nbsp;lesson are given learning models of problem. Effectiveness of the proposed models is discussed&nbsp;comparative&nbsp; analysis&nbsp; of&nbsp; pedagogical&nbsp; experiment.&nbsp; Based&nbsp; on&nbsp; the&nbsp; results&nbsp; of&nbsp; the&nbsp; final&nbsp; test&nbsp; is&nbsp;concluded&nbsp; that&nbsp; models&nbsp; the&nbsp; observed&nbsp; positive&nbsp; impact&nbsp; on&nbsp; improving&nbsp; student&nbsp; achievement&nbsp; in&nbsp; the&nbsp;teaching of geography in elementary and secondary schools.</p>

In an earlier era of instructional technology, researchers proposed a set of criteria to help practitioners understand what assumptions about their work could help them develop well-designed instruction, as well as what assumptions could lead them to develop rigid instruction that did not characterize the goals they had for their practice. They named these criteria Technology I, II, and III. Technology I presupposed that using physical hardware improved instruction. Technology II presupposed that using formulas or strategies improved instruction. Technology III was the belief that good instruction could consist of many different product or process technologies, but that technology use alone did not define good instruction. Rather, good instruction was the realization of improved systems in which learning could take place. I used a historical case study method to analyze the major themes of Technology I, II, and III, as well as reasons why some practitioners might limit themselves to only Technology I or II. My purpose was to discover how to help instructional technologists better accomplish more of the goals they want to achieve. I compared the original goals of two instructional technologies (programmed instruction and problem-based learning), along with twelve case study reports of actual practice of these technologies, against the criteria for Technology I, II, and III. I found that Technology I, II, and III can describe the goals and practices of instructional technologists. Additionally, I discovered four reasons why instructional technologists may limit themselves to Technology I or II, and therefore might not achieve all the important goals for their practice: (a) distracted focus (or compromised integrity); (b) status quo adherence; (c) solidification; and (d) deliberately chosen Technology I or II. I also discovered three methods to help instructional technologists to avoid limiting themselves and more consistently practice Technology III: (a) legitimate evaluation; (b) adopting guiding principles for practice; and (c) using opinion leaders to disseminate the value of Technology III. This study also provides recommendations to help instructional technologists use Technology III to help them better develop flexible instructional technology that better characterizes their goals for their practice.

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