Considerable research has been done by various scholars to assess the significance of sketching in the early stages of the design process. However, sketching in design studies usually corresponds to drawing and the extensive research on the cognitive aspects of sketching does not always include three-dimensional sketching through physical and digital models produced in the early phases of design process. The aim of the presented research is to identify some characteristics of model-making that make it effective in the design process and design cognition as a form of sketching. Departing from key research on sketching which articulates its uncertain nature as a positive drive in early design phases, this thesis looks at whether physical and digital models can also be counted among ambiguous design tools. The inquiry is supported by empirical data from the protocol studies realized with three graduate students of architecture.

In this presentation I will report on a work-in-progress study that I am presently undertaking with second year General Mathematics undergraduate B.Ed students at a private institution for teacher education in South Africa. I first implemented the idea of reflective writing informally with scholars and then later for assessment purposes with undergraduate students. These tasks provoked very different responses from the scholars and university students, both positive and negative and prompted informal research by myself to ascertain how reflective practices can be incorporated into the mathematics curriculum. My primary objective is to investigate how I, as a lecturer can encourage and motivate students to engage in and make reflective practices an integral part of both their learning and understanding of mathematics and their teaching practice. Thus the focus of my presentation will be on different types of reflective practices and how they can be incorporated into a higher education mathematics programme.

No description available.

Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in a frequently changing context. The purpose of the study was to explore and describe the role of nurse educators in the facilitation of reflective learning in students. The objectives were to explore the reflective teaching practices of nurse educators, describe the learning activities that could promote reflective learning in student nurses and to determine whether the learning environment is conducive to promote reflective teaching and learning. A quantitative, explorative, descriptive study was conducted in nursing education institutions in Gauteng. A total of 121 nurse educators completed a structured questionnaire. The findings revealed that, although nurse educators agree with the importance of reflective practices in the teaching and learning environment they do not necessarily place emphasis on developing their own reflective practices. Reflective learning was not identified as a formal learning approach in the programmes the nurse educators facilitated but the educators did attempt to include reflection in the teaching and learning activities planned. Not enough emphasis is placed on the creation of a teaching and learning environment that will enhance reflection in a non-threatening context. The deeper understanding of reflective learning comes with continued personal reflective practices. Nurse educators should be taught how to facilitate reflective learning activities and how to create an environment conducive to reflection. Through reflective teaching practices students could be supported in developing into critical thinkers hence reflective learning should be a formal teaching and learning approach in nursing curricula / Health Studies / M.A. (Health Studies)

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-04-18T11:53:52Z No. of bitstreams: 1 Leia Raquel de Almeida_.pdf: 1714244 bytes, checksum: 3b63534623c557b32c5bc19876fbec0d (MD5) / Made available in DSpace on 2018-04-18T11:53:52Z (GMT). No. of bitstreams: 1 Leia Raquel de Almeida_.pdf: 1714244 bytes, checksum: 3b63534623c557b32c5bc19876fbec0d (MD5) Previous issue date: 2018-01-12 / UNISINOS - Universidade do Vale do Rio dos Sinos / Esta dissertação tem como tema a gestão pedagógica e o acompanhamento docente, com foco no trabalho da Coordenação Pedagógica junto aos professores e às práticas que ambos desenvolvem conjunta ou individualmente. Tem como objetivo contribuir para a qualificação da gestão pedagógica no que diz respeito à proposição de estratégias de acompanhamento docente, que favoreçam práticas pedagógicas reflexivas. A relevância deste estudo está na inovação das estratégias de coordenação pedagógica com o intuito de tornar mais dialógico o acompanhamento docente. O cenário é um colégio confessional, que integra a rede privada de ensino no RS. A metodologia utilizada consiste numa abordagem qualitativa de pesquisa-formação, realizada por meio dos Círculos Dialógicos Investigativo-Formativos e do Diário de Registros, a fim de promover o diálogo entre a pesquisadora e os demais participantes: uma orientadora educacional e oito professores dos anos finais do Ensino Fundamental. Os registros produzidos durante a pesquisa - analisados com base na Análise Textual Discursiva reafirmam o potencial formativo dos Círculos Dialógicos e do Diário de Registros, revelando ainda os significados de sua realização no âmbito da coordenação pedagógica da escola. Com essa concepção, este trabalho incorpora como possíveis estratégias de coordenação pedagógica os Diário de Registros e os Círculos Dialógicos às práticas de acompanhamento docente, visto que dinamizam o processo dialógico de reflexão sobre a prática. Por fim, com a intenção de levar esta reflexão ao conhecimento das demais coordenações pedagógicas, a pesquisadora elabora uma Carta Pedagógica que convida as demais coordenadoras pedagógicas da mesma Instituição à leitura desta dissertação, com vistas a incentivar a continuidade do trabalho, bem como novas autorias quanto à proposição de estratégias reflexivas de acompanhamento docente na escola. / This dissertation has as a theme the pedagogical management and teaching go along, focusing on the pedagogical coordination work with the teachers and their developing school practices in groups or individually. Has as objective contribute for qualification of pedagogical management related to the proposal of strategies in teacher accompaniment, which hone the reflective pedagogical practices. This research relevance is in the innovation of coordination strategies with the aim of monitoring teacher more dialogical. The scenario is a confessional school, which is part of the private education in Rio Grande do Sul. The methodology used consists in a qualitative research-training performed by through Investigative-Formative Dialogues Circles and the log journals, in order to encourage/promote dialogue between the researcher and the other participants: a guidance counselor and eight teacher of Elementary School. The records produced during the research – analyzed based on Discursive Textual Analysis – reaffirm the formative potential in Dialogues Circles and the Log Journal, also revealing the meaning of its achievement in scope of the ´pedagogical coordination in the school. With this conception, this work incorporates as possible strategies for the pedagogical coordination the log journals and the Dialogues Circles in practices of teacher accompaniment, visa its dynamize the dialogical process of reflection about practice. Lastly, with the intention to sharing this knowledge with the others pedagogical coordinators, there searcher elaborates a formal pedagogical letter witch invites the other pedagogical coordinators from the same institution to read this dissertation, in view of encouraging the following of this research, as well new authorships regarding reflexive strategies of accompaniment teaching in school.

Over the last 20 years the nursing profession has widely accepted reflective practices and reflective learning as effective measures to help students provide care in a frequently changing context. The purpose of the study was to explore and describe the role of nurse educators in the facilitation of reflective learning in students. The objectives were to explore the reflective teaching practices of nurse educators, describe the learning activities that could promote reflective learning in student nurses and to determine whether the learning environment is conducive to promote reflective teaching and learning. A quantitative, explorative, descriptive study was conducted in nursing education institutions in Gauteng. A total of 121 nurse educators completed a structured questionnaire. The findings revealed that, although nurse educators agree with the importance of reflective practices in the teaching and learning environment they do not necessarily place emphasis on developing their own reflective practices. Reflective learning was not identified as a formal learning approach in the programmes the nurse educators facilitated but the educators did attempt to include reflection in the teaching and learning activities planned. Not enough emphasis is placed on the creation of a teaching and learning environment that will enhance reflection in a non-threatening context. The deeper understanding of reflective learning comes with continued personal reflective practices. Nurse educators should be taught how to facilitate reflective learning activities and how to create an environment conducive to reflection. Through reflective teaching practices students could be supported in developing into critical thinkers hence reflective learning should be a formal teaching and learning approach in nursing curricula / Health Studies / M.A. (Health Studies)

Text in Afrikaans / The purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the context of nursing education. The research question was stated as follows: What guidelines does the nursing tutor need to facilitate critical reflective learning in student nurses? The research design was qualitative, contextual, explorative and descriptive of nature. Ten nursing tutors were selected for participation on the basis of their expertise and experience. Data collection was in the form of written narratives. The data was analysed according to the eight-step method of Tesch (1990) in Cresswell (1994:155). An independent coder was involved in the judgement and interpretation of data. The research guidelines were derived from the research findings. These guidelines are applicable directly to nursing education and indirectly to the nursing practice, therefore it contributes to the scientific body of nursing knowledge. / Die doel van hierdie navorsing was die beskrywing van riglyne vir verpleegdosente om krities reflektiewe leer by verpleegstudente te fasiliteer binne 'n verpleegonderwys konteks. Die navorsingsvraag is soos volg gestel: Walter riglyne benodig die verpleegdosent om krities reflektiewe leer by verpleegstudente te fasiliteer? Die navorsingsontwerp was kwalitatief, kontekstueel, verkennend en beskrywend van aard. Tien verpleegdosente is geselekteer vir deelname op grond van hulle kundigheid en ervaring. Geskrewe narratiewe is gebruik om data in te sa mel. Die data is geanaliseer volgensdieagt-stap metodevan Tesch (1990) in Cresswell (1994:155). 'n Onafhanklike kodeerder was betrokke by die beoordeling en interpretasie van data. Die navorsingsriglyne is afgelei vanuit die navorsingsbevindinge en lewer 'n bydrae tot die wetenskaplike verpleegkennisbasis deurdat dit direkte toepassing vind in verpleegonderwys en indirek in die verpleegpraktyk. / Health Studies / M.A. (Verpleegonderwys)

The primary objective of this research was to determine if a specific set of reflective practices enhance university undergraduate students’ abilities to: 1) reflect on their thinking processes to become more aware of their own intellectual habits and how they form; 2) inquire with open-minded curiosity, including suspension of assumptions long enough for them to be challenged; and 3) generate justifiable, contextual understandings and judgments, individually and in collaboration. “Reflective practices” refers to a specific set of reflective learning activities introduced to undergraduates in two courses: mindfulness practice extended into journal writing, listening, inquiry and dialogue. The purpose of the reflective practices in this research was to support independent, critical thinking: well-reasoned, evaluative judgments based on evidence, contextual understanding, and respect for others. Students were instructed in both individual, introspective activity as well as in paired and group interaction while preserving a degree of mindfulness. Indicators of the dispositions for critical thinking were developed using grounded theory methods to study students’ experiences, as well as those dispositions previously identified in the research literature. Qualitative results showed increased self-confidence, engagement with multiple points of view, and an unexpected sense of connectedness that was stronger between students who disagreed with each other than between students who found easy agreement in their interaction. Quantitative results showed statistically significant gains in the average number of indicators of critical thinking dispositions appearing in student journals comparing week 1 to week 11. There was also positive correlation between final essay exam scores graded for critical thinking skills and the total number of indicators found in students’ journals. / This thesis presents primary research on the impacts of mindfulness applied to introspective and interactive learning activities in undergraduate university courses.

Text in Afrikaans / The purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the context of nursing education. The research question was stated as follows: What guidelines does the nursing tutor need to facilitate critical reflective learning in student nurses? The research design was qualitative, contextual, explorative and descriptive of nature. Ten nursing tutors were selected for participation on the basis of their expertise and experience. Data collection was in the form of written narratives. The data was analysed according to the eight-step method of Tesch (1990) in Cresswell (1994:155). An independent coder was involved in the judgement and interpretation of data. The research guidelines were derived from the research findings. These guidelines are applicable directly to nursing education and indirectly to the nursing practice, therefore it contributes to the scientific body of nursing knowledge. / Die doel van hierdie navorsing was die beskrywing van riglyne vir verpleegdosente om krities reflektiewe leer by verpleegstudente te fasiliteer binne 'n verpleegonderwys konteks. Die navorsingsvraag is soos volg gestel: Walter riglyne benodig die verpleegdosent om krities reflektiewe leer by verpleegstudente te fasiliteer? Die navorsingsontwerp was kwalitatief, kontekstueel, verkennend en beskrywend van aard. Tien verpleegdosente is geselekteer vir deelname op grond van hulle kundigheid en ervaring. Geskrewe narratiewe is gebruik om data in te sa mel. Die data is geanaliseer volgensdieagt-stap metodevan Tesch (1990) in Cresswell (1994:155). 'n Onafhanklike kodeerder was betrokke by die beoordeling en interpretasie van data. Die navorsingsriglyne is afgelei vanuit die navorsingsbevindinge en lewer 'n bydrae tot die wetenskaplike verpleegkennisbasis deurdat dit direkte toepassing vind in verpleegonderwys en indirek in die verpleegpraktyk. / Health Studies / M.A. (Verpleegonderwys)