Abstract This study explores the socio-cognitive and socio-emotional activities of teacher education students in collaborative learning, how the students interpret their activities and how the activities influence collaborative learning. The study consists of two empirical studies, which are reported in four articles. The first study focuses on knowledge co-construction in face-to-face interactions enhanced with cognitive tools and pictorial knowledge representations. The second study explores groups’ monitoring activities in collaborative interaction, along with challenges and socio-emotional conflicts in collaborative learning. The data collection methods include video observations, video-stimulated recall interviews and pre- and post-knowledge tests. The results indicate that collaborative learning is a cognitively and emotionally challenging learning process. The way in which group members share and develop their ideas depends on how actively they monitor their own and each other’s evolving understanding. However, monitoring cognitive activities as a group is only one part of effective and enjoyable learning. Troubled interaction can create a socio-emotionally unbalanced group climate, and can endanger effective collaborative learning unless group members are capable of regulating their emotional experiences and expression of their emotions. Therefore, in addition to effective knowledge co-construction, effective collaborative learning requires that group members proactively monitor their own and each other’s shared learning activities at both cognitive and emotional levels. The findings of this study contribute to the understanding of how individuals learn together as a group. Methodologically, this study provides several process-oriented analysis schemas for analysing socio-cognitive and socio-emotional activities within collaborative learning. Practically, this study offers teachers and educational professionals ideas for the design of collaborative learning environments. / Tiivistelmä Väitöstutkimus tarkastelee opettajaksi opiskelevien yhteisöllistä oppimista sosiokognitiivisena ja sosioemotionaalisena vuorovaikutusprosessina. Tutkimuskohteina ovat yhteisöllinen tiedonrakentelu, yhteisöllisen oppimisen haasteet ja ryhmän toiminta sosioemotionaalisessa konfliktitilanteessa. Yhteenvedossa tarkastellaan sitä, mitä yhteisöllisen oppimisen aikana tapahtuu, miten opiskelijat tulkitsevat prosessinaikaisia toimintoja ja miten ne vaikuttavat oppimistilanteeseen. Tutkimus koostuu kahdesta osatutkimuksesta, joiden tulokset on raportoitu neljässä artikkelissa. Väitöstyö on luonteeltaan design-tutkimus, jossa ilmiötä tarkastellaan aidoissa, etukäteen pedagogisesti suunnitelluissa ja tieto- ja viestintäteknologiaa hyödyntävissä oppimistilanteissa. Tutkimusaineisto koostuu videoiduista ryhmätilanteista, opiskelijoiden haastatteluista sekä oppimistesteistä, joilla mitattiin opiskelijoiden sisällöllistä ymmärrystä. Lisäksi sosioemotionaalisen vuorovaikutuksen analyysia syvennettiin menetelmällä, jossa opiskelijoiden haastattelua stimuloitiin videon avulla. Tutkimustulokset osoittavat, että tiedonrakentelun yhteinen säätely edesauttaa yhteisöllistä oppimista. Tehokas ja mielekäs yhteisöllinen oppiminen edellyttää, että ryhmän jäsenet monitoroivat, kuinka ymmärrys tehtävästä ja sisällöstä kehittyy, kuinka mielenkiinto säilyy ja kuinka ryhmä etenee. Kognitiivisten prosessien ohella opiskelijoiden tulee tarkkailla oppimistaan sosioemotionaalisesta näkökulmasta. Ryhmien on tärkeä arvioida ja säädellä työskentelyään siten, että sosioemotionaalinen ilmapiiri säilyy yhteisölliselle oppimiselle suotuisana. Väitöstutkimuksen tulokset lisäävät teoreettista ymmärrystä yhteisöllisen oppimisen mahdollisuuksista ja haasteista. Tutkimus myös edistää prosessiorientoituneiden tutkimusmenetelmien kehittämistä. Lisäksi tulosten perusteella voidaan kehittää korkeakouluopetusta ja erityisesti opettajankoulutusta. Tutkimukseen suunnitellut oppimisympäristöt tarjoavat konkreettisia ideoita, joilla voidaan tukea yksilöllisiä ja sosiaalisesti jaettuja oppimisprosesseja.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-09-13T21:43:52Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carmem Silva Lima Fluminhan.pdf: 1036010 bytes, checksum: d83833c8edea37362300daa5b12f08b8 (MD5) / Made available in DSpace on 2017-09-13T21:43:52Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carmem Silva Lima Fluminhan.pdf: 1036010 bytes, checksum: d83833c8edea37362300daa5b12f08b8 (MD5) Previous issue date: 2017-04-12 / Investigations of how students become self-regulating learners have been the target of researchers for decades. Research has provided evidence on the connection between the development of self-regulation in students, the proper use of learning strategies, and high school performance. In this sense, this research aims to investigate the impact of teacher actions in promoting and strengthening self-regulation of student learning. In order to reach these objectives, this dissertation is structured in three studies. The first study presented the panorama of national and international publications on self-regulation learning. The results indicated that most publications studied self-regulation learning related to 20 other constructs or variables, the Cognitive Social Theory is the predominant theoretical approach,empirical studies, using a qualitative approach, in higher education level and article format were prevalent. The second study investigated if 16 students from the sixth grade of a public school in the countryside of São Paulo State, Brazil, resort to the adequate use of learning strategies during the study; as well as verify if, after a period of intervention on self-regulation learning, the students demonstrated to make more use of learning strategies and to analyze the possible differences in the scores considering the variable sex. Data were obtained through the Learning Strategies Assessment Scale for Elementary Education (EAVAP-EF). The results showed that participants did not use learning strategies satisfactorily at the time of the study, there was no statistically significant difference between the results of the first and second application of the scale and, finally, the girls presented better scores in the total punctuation of the scale as well asin the metacognitive factor when compared to boys.The third study aimed to analyze the influence of the teacher's actions in the self-regulation learning of hersixth grade students; to investigate the teacher's conceptions regarding self-regulation learning; to promote interventions with the teacher in order to build actions that facilitate the self-regulatory learning process in her students and to analyze if, after the interventions, the students were more self-regulated in the perspective of the participants and the teacher. The results revealedthat the teacher should act explicitly as a mediator in the development of cognitive and metacognitive skills in order to develop and strengthen self-regulated learning.In addition, from the perspective of the participating teacher, after the intervention, students have become more aware of their responsibility towards learning as well as more attentive to the use of self-regulatory learning strategies in the context of study. / Investigações de como os alunos se tornam aprendizes autorregulados tem sido alvo de pesquisadores há décadas. As pesquisas proporcionaram evidências sobre a relação entre o desenvolvimento da autorregulação nos alunos, o uso adequado das estratégias de aprendizagem e o alto desempenho escolar. Neste sentido, esta pesquisa tem por objetivo investigar o impacto das ações de uma professora na promoção e no fortalecimento da autorregulação da aprendizagem dos seus alunos. Para tanto, esta dissertação está estruturada em três estudos. O primeiro estudo apresentou o panorama das publicações nacionais e internacionais acerca da autorregulação da aprendizagem. Os resultados indicaram que a maior parte das publicações estudou a autorregulação da aprendizagem relacionada a 20 outros constructos ou variáveis, a Teoria Social Cognitiva é a abordagem teórica predominante, os estudos empíricos, de abordagem qualitativa, em nível de ensino superior, com objetivo avaliativo, e no formato de artigo foram prevalentes. O segundo estudo teve como objetivo investigar se 16 alunos de sexto ano do ensino fundamental de uma escola pública no interior do Estado de São Paulo, participantes da pesquisa, recorrem ao uso adequado de estratégias de aprendizagem durante o estudo; verificar se, após um período de intervenção acerca da autorregulação da aprendizagem, os alunos demonstraram fazer mais uso de estratégias de aprendizagem e analisar as possíveis diferenças nos escores considerando a variável sexo. Os dados foram obtidos por meio da Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental (EAVAP-EF). Os resultados revelaram que os participantes não recorrem às estratégias de aprendizagem de modo satisfatório no momento do estudo, não houve diferença estatisticamente significativa entre os resultados da primeira e da segunda aplicação da escala e, por fim, as meninas apresentaram melhor pontuação no total da escala e no fator metacognitivo da EAVAP-EF quando comparado aos meninos. O terceiro estudo objetivou analisar as ações da professora na autorregulação da aprendizagem de seus alunos do sexto ano do ensino fundamental; investigar as concepções da professora a respeito da autorregulação da aprendizagem; promover intervenções junto à professora com a finalidade de construir ações que facilitem o processo de aprendizagem autorregulatório em seus alunos e analisar se, após as intervenções, os alunos se revelaram mais autorregulados na perspectiva da professora participante. Os resultados evidenciaram que a docente deve atuar explicitamente como mediadora no desenvolvimento das habilidades cognitivas e metacognitvas com vistas ao desenvolvimento e ao fortalecimento de uma aprendizagem autorregulada. Além disso, na perspectiva da professora participante, ao término da intervenção, os alunos revelaram-se mais conscientes de sua responsabilidade frente à própria aprendizagem, bem como se tornaram mais cônscios acerca do uso das estratégias de aprendizagem autorregulatórias em contexto de estudo.

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-12-18T13:28:12Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carmem Silvia Lima Fluminham.pdf: 1179302 bytes, checksum: be828ce5a066fe9e4a077773a4fac290 (MD5) / Made available in DSpace on 2017-12-18T13:28:12Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Carmem Silvia Lima Fluminham.pdf: 1179302 bytes, checksum: be828ce5a066fe9e4a077773a4fac290 (MD5) Previous issue date: 2017-04-12 / Investigations of how students become self-regulating learners have been the target of researchers for decades. Research has provided evidence on the connection between the development of self-regulation in students, the proper use of learning strategies, and high school performance. In this sense, this research aims to investigate the impact of teacher actions in promoting and strengthening self-regulation of student learning. In order to reach these objectives, this dissertation is structured in three studies. The first study presented the panorama of national and international publications on self-regulation learning. The results indicated that most publications studied self-regulation learning related to 20 other constructs or variables, the Cognitive Social Theory is the predominant theoretical approach,empirical studies, using a qualitative approach, in higher education level and article format were prevalent. The second study investigated if 16 students from the sixth grade of a public school in the countryside of São Paulo State, Brazil, resort to the adequate use of learning strategies during the study; as well as verify if, after a period of intervention on self-regulation learning, the students demonstrated to make more use of learning strategies and to analyze the possible differences in the scores considering the variable sex. Data were obtained through the Learning Strategies Assessment Scale for Elementary Education (EAVAP-EF). The results showed that participants did not use learning strategies satisfactorily at the time of the study, there was no statistically significant difference between the results of the first and second application of the scale and, finally, the girls presented better scores in the total punctuation of the scale as well asin the metacognitive factor when compared to boys.The third study aimed to analyze the influence of the teacher's actions in the self-regulation learning of hersixth grade students; to investigate the teacher's conceptions regarding self-regulation learning; to promote interventions with the teacher in order to build actions that facilitate the self-regulatory learning process in her students and to analyze if, after the interventions, the students were more self-regulated in the perspective of the participants and the teacher. The results revealedthat the teacher should act explicitly as a mediator in the development of cognitive and metacognitive skills in order to develop and strengthen self-regulated learning.In addition, from the perspective of the participating teacher, after the intervention, students have become more aware of their responsibility towards learning as well as more attentive to the use of self-regulatory learning strategies in the context of study. / Investigações de como os alunos se tornam aprendizes autorregulados tem sido alvo de pesquisadores há décadas. As pesquisas proporcionaram evidências sobre a relação entre o desenvolvimento da autorregulação nos alunos, o uso adequado das estratégias de aprendizagem e o alto desempenho escolar. Neste sentido, esta pesquisa tem por objetivo investigar o impacto das ações de uma professora na promoção e no fortalecimento da autorregulação da aprendizagem dos seus alunos. Para tanto, esta dissertação está estruturada em três estudos. O primeiro estudo apresentou o panorama das publicações nacionais e internacionais acerca da autorregulação da aprendizagem. Os resultados indicaram que a maior parte das publicações estudou a autorregulação da aprendizagem relacionada a 20 outros constructos ou variáveis, a Teoria Social Cognitiva é a abordagem teórica predominante, os estudos empíricos, de abordagem qualitativa, em nível de ensino superior, com objetivo avaliativo, e no formato de artigo foram prevalentes. O segundo estudo teve como objetivo investigar se 16 alunos de sexto ano do ensino fundamental de uma escola pública no interior do Estado de São Paulo, participantes da pesquisa, recorrem ao uso adequado de estratégias de aprendizagem durante o estudo; verificar se, após um período de intervenção acerca da autorregulação da aprendizagem, os alunos demonstraram fazer mais uso de estratégias de aprendizagem e analisar as possíveis diferenças nos escores considerando a variável sexo. Os dados foram obtidos por meio da Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental (EAVAP-EF). Os resultados revelaram que os participantes não recorrem às estratégias de aprendizagem de modo satisfatório no momento do estudo, não houve diferença estatisticamente significativa entre os resultados da primeira e da segunda aplicação da escala e, por fim, as meninas apresentaram melhor pontuação no total da escala e no fator metacognitivo da EAVAP-EF quando comparado aos meninos. O terceiro estudo objetivou analisar as ações da professora na autorregulação da aprendizagem de seus alunos do sexto ano do ensino fundamental; investigar as concepções da professora a respeito da autorregulação da aprendizagem; promover intervenções junto à professora com a finalidade de construir ações que facilitem o processo de aprendizagem autorregulatório em seus alunos e analisar se, após as intervenções, os alunos se revelaram mais autorregulados na perspectiva da professora participante. Os resultados evidenciaram que a docente deve atuar explicitamente como mediadora no desenvolvimento das habilidades cognitivas e metacognitvas com vistas ao desenvolvimento e ao fortalecimento de uma aprendizagem autorregulada. Além disso, na perspectiva da professora participante, ao término da intervenção, os alunos revelaram-se mais conscientes de sua responsabilidade frente à própria aprendizagem, bem como se tornaram mais cônscios acerca do uso das estratégias de aprendizagem autorregulatórias em contexto de estudo.

Collaboration is a sought-after competency in the 21st-century knowledge economy in which the value of collective ideas and innovations are emphasized. Educational institutions have a role to play in preparing graduates to work well in collaborative teams. However, collaborating with peers is often received with mixed feelings. Students raise concerns about group members’ motivation and engagement, in anticipation of unsatisfactory social and learning outcomes. Facing motivation challenges in collaboration is a common occurrence, but limited research examines how students working in groups manage motivation challenges in that context. The purpose of this multi-paper dissertation was to examine undergraduate students’ regulatory responses to motivation challenges during online collaborations. Three empirical studies comprising this dissertation examined: the interrelated process involved in groups’ regulation of the socio-emotional aspect of collaboration (Bakhtiar, Webster, & Hadwin), the tactics and strategies students enacted in response to salient motivation challenges (Bakhtiar, Hadwin, & Järvenoja, 2019), and the dynamic interplay between individual- and group-level regulation during motivationally challenging situations (Bakhtiar & Hadwin, 2019). The first study was a comparative case analysis between two groups with contrasting socio-emotional climates. Groups’ self-report and observational data (collected before, during, and after a 90-minute collaboration) were examined in relation to the COPES-model of regulation to identify the similarities and differences between groups’ prevailing conditions, operations, products, evaluations, and standards in regulation. In Study 2, group members’ perceptions of motivation challenges that emerged during planning, early, and towards the end of a semester-long collaborative project were explored. Students’ open descriptions of strategies adopted in response to their salient motivation challenges were qualitatively coded. Study 3 was another comparative case analysis between two groups, who experienced high levels of motivation challenges during collaboration but achieved contrasting group perceptions of team learning productivity. The groups’ use of self-, co-, and socially shared-regulation of motivation in three collaborative sessions were examined and contextualized using group members’ self-reports and log data. Findings across the three studies were discussed in terms of their contributions to the COPES scripts of regulating motivation in collaboration, to develop a catalogue of individual and social strategies for regulating motivation, and to identify adaptive forms of motivation regulation in collaboration. Overall, groups that experienced a more positive outcome regarding motivation regulation had group members who (a) were more prepared going into the task, (b) engaged in proactive forms of regulation, (c) more metacognitively attuned to individuals’ and groups’ diverse needs and challenges, (d) used diverse types of strategies, and (e) regulated each other in a positive and encouraging way. Future directions are discussed in terms of examining the metacognitive information students base on when regulating motivation individually, for others, and as a team, as well as designing tools and instructions to support motivation in collaboration. / Graduate

La vision illusoire de soi positive (surestimation de soi) semble inhérente à la cognition humaine et fluctue dans son intensité en fonction de l’âge et du degré d’abstraction du concept évalué. Dans cette thèse, nous nous intéressons aux illusions positives, mais aussi négatives, des perceptions que les enfants âgés de 8 à 11 ans ont vis-à-vis de leur compétence scolaire. Ces illusions sont mesurées à partir de l’écart entre les performances scolaires effectives des élèves d’une part et la perception qu’ils ont de leur compétence scolaire d’autre part. Le biais d’auto-évaluation de compétence scolaire, locution utilisée pour faire référence à cet écart positif ou négatif, a été étudié jusqu’alors en considérant les habiletés générales des élèves à l’école (voir Bouffard, Pansu & Boissicat, 2013). Dans cette thèse, le biais est abordé au niveau de matières spécifiques : le français et les mathématiques. L’objectif général est d’appréhender les liens entre les auto-évaluations biaisées de compétence, l’adaptation et la réussite scolaire des élèves dans ces deux disciplines. A un niveau individuel, un suivi longitudinal d’élèves de primaire (N = 677) sur trois années a permis dans une première étude de définir quatre trajectoires développementales du biais d’auto-évaluation : trois trajectoires assez stables, une positive, une modérée, une négative, ainsi qu’une quatrième évoluant d’un biais très négatif à un biais relativement modéré. Après avoir examiné les liens entre ces trajectoires et un ensemble de mesures liées à l’adaptation scolaire de l’élève, nous avons appréhendé dans une seconde étude l’autorégulation et la performance scolaire des élèves en fonction de leur auto-évaluation biaisée. La mise en lumière des liens entre le biais d’auto-évaluation, l’adaptation et le fonctionnement des élèves a permis de rendre compte du caractère plus ou moins délétère du biais selon qu’il soit positif ou négatif. A un niveau interindividuel, une troisième étude a porté sur le lien entre le biais d’auto-évaluation de compétence des élèves et le jugement de leur enseignant. Enfin, une dernière étude a examiné la capacité des enseignants à repérer les auto-évaluations biaisées chez leurs élèves. Si les enseignants jugent mieux les élèves surestimant leur compétence, les résultats de la dernière étude laissent à penser que ce processus est inconscient. / The illusive positive view of the self (overestimation of the self) seems inherent to human cognition. This illusion fluctuates in its intensity according to the age and degree of abstraction of the concept evaluated. In this thesis, we are interested in the positive or negative illusions of self-perceptions among elementary school student aged from 8 to 11. We put the focus in this thesis on the difference between a student's academic skills, measured by standardized tests, and the student’s self-evaluation of his competence. The self-evaluation bias of school competency refer to this gap studied so far by considering the general abilities of the students (see Bouffard, Pansu & Boissicat, 2013). In this thesis, the bias is approached in specific domains: in French and in mathematics. The overall goal is to understand the links between biased self-assessments of competency, student adjustments and academic achievements in these two disciplines. At an individual level, a three-year longitudinal follow-up study of third elementary grade to fifth grade students (N = 677) allowed to define four developmental trajectories of the self-evaluation bias: three fairly stable trajectories, one positive, one neutral, one negative, and the last trajectory evolving from a very negative bias to a positive one. We examined then the links between these trajectories and scholastic adjustment measures. Considering these results, in a second study we examined the self-regulation and academic performance of students according to their biased self-evaluation. The highlight of links between self-evaluation bias and students’ adjustment were relevant to account for detrimental or beneficial nature of the bias, according to its valence. At an inter-individual level, we were interested in a third study on the link between student self-assessment bias and the judgment of their teacher. At last, in a final study, we assessed the ability of teachers to identify self-biased evaluation in their students. In the case of teachers appraising students who overestimate their competence, the results of the last study conducted on this students two years later suggest that this process is unconscious.

Nursing develops and becomes a field with scientific base and well-educated employees. Thanks to that, nursing care is safer and of better quality. Nurses obtain prestige, importance and autonomy. The aim of this thesis is to map haw the nurses perceive their the features and skills and what is the view of patients of the same features and skills of nurses. The research was performed using the quantitative method in the form of a non-standardised questionnaire. The research was aimed at opinion of nurses and patients and so the first research set consisted of general nurses and the second set consisted of patients of hospital wards and ambulances. There were used two types of questionnaires ? one of them designed for general nurses and the other one for patients. The questionnaires contained identical questions so as we could perform a comparative analysis of answers from nurses and patients. The data analysis proved that general nurses assess their practical and communication skills better than the patients. It was also established that patients consider the communication skills of nurses to be the most important skill, while nurses stated for their practical skills to be the most important part of nursing care. When comparing the results, significant differences were established in answers of both of the groups. It concerned mainly the field of communication skills of nurses. The patients selected negative answers to questions whether nurses ask the patients for their opinions and whether the nurses know how to communicate with families of nurses. The negative findings confirmed that the communication field remains to be a problem in nursing and that more attention should be paid to it. It is significant to train the communication skills of nurses.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-01T12:12:19Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_mestrado_RozelmaSoaresDeFranca_CInUFPE2015(versao_final_distribuicao).pdf: 4955180 bytes, checksum: d4c08402b3329ed936063f31299a39ee (MD5) / Made available in DSpace on 2016-07-01T12:12:19Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertacao_mestrado_RozelmaSoaresDeFranca_CInUFPE2015(versao_final_distribuicao).pdf: 4955180 bytes, checksum: d4c08402b3329ed936063f31299a39ee (MD5) Previous issue date: 2015-02-23 / CAPEs / Cada vez mais é necessário criar cenários de aprendizagem que oportunizem a promoção do pensamento computacional na educação básica, uma vez que tal habilidade pode promover a capacidade de resolução de problemas, além de apoiar e relacionar-se com outras ciências. Atrelado a isto, há a necessidade de engajar os aprendizes em atividades de reflexão durante sua formação em conceitos fundamentais da Computação. Sob a ótica da aprendizagem autorregulada, a reflexão, especificamente a autorreflexão, desempenha um papel primordial no processo de aprendizagem, permitindo que os estudantes avaliem o próprio conhecimento na tentativa de identificar as causas dos seus próprios erros e acertos acadêmicos. Os aprendizes podem realizar essas atividades de reflexão e avaliação da aprendizagem individualmente e em colaboração com seus pares. Neste cenário, um modelo colaborativo, intitulado penC, foi concebido para introduzir práticas de autorregulação no contexto do ensino e da aprendizagem do pensamento computacional no ensino médio. O penC foi construído a partir de um estudo exploratório e avaliado por professores, especialistas em áreas contempladas no modelo. Tal avaliação evidenciou fatores que possivelmente contribuem para a autorregulação e a aprendizagem do pensamento computacional, bem como aqueles que requerem melhorias. Ainda, trouxe implicações para o design de uma ferramenta que implementa o penC. A partir de tais resultados, o modelo foi refinado, implementado e avaliado, por meio de um quasi-experimento, durante um curso de desenvolvimento de jogos digitais que introduziu conceitos de lógica de programação em iniciantes na área. Os resultados obtidos com o estudo experimental evidenciam a contribuição da proposta na formação dos estudantes, tendo impacto positivo sobre a autorregulação e a aprendizagem do pensamento computacional repercutindo, ainda, na jogabilidade de games produzidos durante a formação dos participantes em conceitos introdutórios de programação. Adicionalmente, o professor avaliou positivamente a experiência com o uso do modelo proposto e relatou a percepção de resultados positivos sobre a formação de seus estudantes. / There is an increasing need to create learning environments that enable the promotion of computational thinking in basic education, once this ability can promote the skill of solving problems, besides supporting and relating to other sciences. Linked to this, there is the need to engage learners in reflection activities during their education on fundamental concepts of computer science. From the perspective of self-regulated learning, reflection - especially self-reflection - plays an essential role in the learning process, allowing students to assess their own knowledge as an attempt to identify the causes of their own mistakes and academic achievements. Learners can perform such activities of reflection and evaluation of learning individually and in collaboration with their peers. In this scenario, a collaborative model called penC is designed to introduce self-regulation practices in the context of teaching and learning of computational thinking in high school. The penC was built from an exploratory study and evaluated by teachers, experts in areas included in the model. Such evaluation highlighted factors that possibly contribute to the self-regulation and learning of computational thinking as well as those in need of improvement. It also brought consequences for the design of a tool that implements the penC. From these results, the model was refined, implemented and evaluated, through a quasi-experiment, during a course of development of digital games that introduced concepts of programming logic to beginners of this area. The results obtained with the experimental study demonstrate the contribution of the proposal on the education of students, generating positive impact on self-regulation and learning of computational thinking and also repercussions in playability of games produced during the education on introductory concepts of programming. Moreover, the teacher evaluated the experience with the use of the proposed model as positive and reported the perception of positive results on the education process of the students.

Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-08-26T16:37:31Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Larissa Pires Bilhalba_Dissertacao.pdf: 3197918 bytes, checksum: c53608714f9eeb6675fcfbb248fc6fdc (MD5) / Approved for entry into archive by Simone Maisonave (simonemaisonave@hotmail.com) on 2016-08-26T16:37:42Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Larissa Pires Bilhalba_Dissertacao.pdf: 3197918 bytes, checksum: c53608714f9eeb6675fcfbb248fc6fdc (MD5) / Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-08-26T17:30:24Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Larissa Pires Bilhalba_Dissertacao.pdf: 3197918 bytes, checksum: c53608714f9eeb6675fcfbb248fc6fdc (MD5) / Made available in DSpace on 2016-08-26T17:30:34Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Larissa Pires Bilhalba_Dissertacao.pdf: 3197918 bytes, checksum: c53608714f9eeb6675fcfbb248fc6fdc (MD5) Previous issue date: 2015-02-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / A pesquisa teve como objetivo planejar, implementar e avaliar uma intervenção pedagógica, à luz da Teoria Histórico-cultural da Atividade e do construto da Autorregulação da Aprendizagem, visando o desenvolvimento dos conceitos científicos de Mecânica em alunos do curso de Licenciatura em Física da Universidade Federal de Pelotas. Esse curso vem enfrentando altos índices de reprovação e evasão, principalmente nos semestres iniciais e, um dos fatores que podem estar associados a esses índices é a dificuldade de aprendizagem dos conceitos de Mecânica, que são apresentados nas disciplinas introdutórias do curso (BILHALBA; AYALA FILHO, 2012). Com o intuito de dirimir esse problema o curso de Licenciatura em Física implementou uma nova disciplina no primeiro semestre intitulada de Introdução ao Pensamento Físico, a qual intenciona desenvolver os conceitos científicos de Mecânica. No contexto dessa disciplina, foi realizada a intervenção pedagógica, que buscou promover o desenvolvimento desses conceitos, e levar os alunos a utilizarem estratégias autorregulatórias que promovessem a tomada de consciência sobre as características de seus próprios processos de aprendizagem. Essa intervenção, foi realizada no primeiro semestre, totalizando 14 aulas e com 20 alunos participantes. A pesquisa propriamente dita, de caráter qualitativo, teve como foco analisar os efeitos da intervenção, verificando se os alunos conseguiram autorregular sua aprendizagem e se avançaram no desenvolvimento dos conceitos científicos trabalhados. Os resultados mostraram que a metodologia da intervenção pedagógica, baseada no construto da autorregulação da aprendizagem e da teoria histórico-cultural da atividade, realizada na disciplina de Introdução ao Pensamento Físico, parece poder desenvolver avanços na aprendizagem dos alunos podendo inclusive ser um instrumento importante para a reformulação das disciplinas iniciais dos cursos de Física. / The research aimed to plan, implement and evaluate a pedagogical intervention in the light of historical-cultural Theory of Activity and construct of Self-Regulation of Learning, for the development of scientific concepts in mechanics students of Degree in Physics from the Federal University Pelotas. This course has been facing high rates of failure and dropout, particularly in the early semesters and one of the factors that may be associated with these indexes is the difficulty of learning the mechanics concepts that are presented in the introductory course subjects (BILHALBA; AYALA FILHO, 2012). In order to resolve this problem the Degree in Physics implemented a new discipline in the first half titled Introduction to Physical Thought, which intends to develop scientific concepts of mechanics. In the context of this discipline, the educational intervention was carried out, which sought to promote the development of these concepts; and lead the students to use self-regulatory strategies that promote the awareness of the characteristics of their own learning processes. This intervention was carried out in the first half, totaling 14 classes and 20 students participating. The research itself, qualitative, focused on analyzing the effects of intervention, making sure that the students could self-regulate their learning and advanced the development of scientific concepts worked. The results showed that the methodology of pedagogical intervention, based on the self-regulation of learning and construct cultural-historical activity theory, held in an Introduction to Physical Thought, seems able to develop advances in student learning and may also be an important tool for the reformulation of the initial disciplines of physics courses.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-10-04T13:00:35Z No. of bitstreams: 1 SIMONE ALVES PEDERSEN.pdf: 2829069 bytes, checksum: 7fdf0c308b9011e695fe37e352c61e19 (MD5) / Made available in DSpace on 2017-10-04T13:00:35Z (GMT). No. of bitstreams: 1 SIMONE ALVES PEDERSEN.pdf: 2829069 bytes, checksum: 7fdf0c308b9011e695fe37e352c61e19 (MD5) Previous issue date: 2017-02-09 / The children's literature has been the object of much research in the reader?s development and has generated interest in several areas. In this study, it was assumed that the procedures used by teachers and the selection of literature books are essential elements for the development of the reader. Based on that, this master degree research, entitled "The Continued Formation of Teachers and Literature: strategies of reading and selection of literature book", had as a research problem the following question: the exploration of strategies of reading and selection of literature books, in a teaching training, can assist the participating teachers in their work with reading? The general objective was to verify if there were changes in the teachers' practice of exploration of reading modes, strategies of reading and selection of literature books. The specific objectives were to implement a reading course for teachers, to introduce self-regulation of reading, to discuss the selection of literary works for use in the classroom and to analyze the extent to which the participants applied the knowledge built in the course. The methodology adopted in this qualitative research with principles of action-strategic research, was constituted initially of national and international bibliographical survey. A reading course for teachers was offered to 12 teachers and 4 coordinators of the municipal network of a municipality in the state of S?o Paulo. During the 4 meetings, in a total of 9 hours, independent reading, double reading, close reading and other reading strategies were presented, based on the self-regulation and the studies of Social Cognitive Theory. The instruments used were: field diary, questionnaire, narrative and semi-structured interview. The participants of the research applied the content of the formative course, in the classroom. There was an exchange of experiences about reading and use of literary books in the classroom, which made it possible to think and rethink practices, to hear about the experience of other teachers and to narrate successes and challenges that are part of reading teaching. The data were analyzed by the content analysis and the implications of these analyzes showed that there were changes in the reading practices used by the participants in the classroom, there was an increase in reading comprehension with teaching practices that prioritized the student's role and there were also changes in the participants' conception of children?s literature and their selection. International research shows that self-regulation of reading, using reading strategies under the light of Social Cognitive Theory, is a promising path for the promotion of competent and critical readers. However, studies on self-regulation of reading practically do not exist in our country. / A literatura infantil tem sido objeto de muitas pesquisas na forma??o do leitor e tem gerado interesse em diversas ?reas. Nesse estudo, partiu-se do pressuposto de que os procedimentos utilizados pelos docentes e a sele??o de obras s?o elementos essenciais para a forma??o do leitor. Diante desse contexto, essa pesquisa de mestrado denominada A Forma??o Continuada de Professores e a Literatura: estrat?gias de leitura e sele??o de obra prop?s por problema de pesquisa a seguinte quest?o: a explora??o de estrat?gias de leitura e sele??o de obras, em um curso de forma??o continuada, pode auxiliar os professores participantes em seu trabalho com leitura? O objetivo geral foi verificar se houve mudan?as na pr?tica dos professores sobre a explora??o de modos de leitura, estrat?gias de leitura e sele??o de obras no trabalho com leitura. Os objetivos espec?ficos foram implementar um modelo de forma??o continuada em leitura, apresentar a autorregula??o da leitura, discutir a sele??o das obras liter?rias para uso em sala de aula e analisar em que medida as participantes aplicaram o conhecimento constru?do na forma??o. A metodologia adotada nessa pesquisa qualitativa com princ?pios da pesquisa a??o-estrat?gica constituiu-se, inicialmente, de levantamento bibliogr?fico nacional e internacional. Ministrou-se um curso de forma??o continuada para 12 professoras e 4 coordenadoras da rede municipal de um munic?pio do estado de S?o Paulo. Durante os 4 encontros, no total de 9 horas, apresentaram-se a leitura independente, leitura em dupla, close reading e outras estrat?gias de leitura, a partir dos pressupostos te?ricos da autorregula??o, pautados nos estudos da Teoria Social Cognitiva. Os instrumentos utilizados foram: di?rio de campo, question?rio, narrativa e entrevista semiestruturada. As participantes da pesquisa aplicaram o conte?do dos encontros formativos, em sala de aula. Houve troca de experi?ncias sobre leitura e uso de obras liter?rias durante os encontros, que possibilitaram o pensar e repensar pr?ticas, ouvir sobre a experi?ncia de outros professores e narrar sucessos e desafios que fazem parte da doc?ncia e da leitura. Os dados foram analisados a partir da an?lise de conte?do, e as infer?ncias decorrentes dessas an?lises mostraram que houve mudan?as quanto ?s pr?ticas de leitura usadas pelas participantes em sala de aula, houve aumento da compreens?o leitora com pr?ticas docentes que priorizam o protagonismo do aluno e houve, tamb?m, mudan?as na concep??o das participantes sobre as obras liter?rias e sua sele??o. Pesquisas internacionais demonstram que a autorregula??o da leitura, por meio do uso de estrat?gias de leitura sob a luz da teoria sociocognitiva, ? um caminho promissor para a promo??o de leitores competentes e cr?ticos. Todavia, estudos sobre a autorregula??o da leitura praticamente inexistem em nosso pa?s.

The purpose of this study was to examine the ways by which student learning improvement and the self-regulation of learning are possible through the use of quality formative assessment in the teaching of a university course. In recent years, researchers in educational assessment are showing an increased interest to the improvement of learning resulting from the use of formative assessment. Formative assessment is generally recognised as an improvement oriented assessment. It is believed to result in instructional effectiveness. Quality formative assessment includes formative feedback, self-assessment and peer assessment. Previous studies show the contribution of each of these quality formative assessments to learning improvement. However, less attention has been given to studying the combined effect of quality formative assessments on learning improvement. On the other hand, the predominant use of summative assessment remains a challenge to the improvement in instruction. Thus, the question was to determine the extent to which the use of quality formative assessment improves learning. The literature review in this study show an over reliance upon summative assessment in the context of higher education classrooms. There is also recognition in that formative assessment improves learning and enhances self-regulation. This study followed a mixed-methods research design of the type partially mixed sequential and applied a quasi-experimental intervention, where the educators used quality formative assessment on lessons with the students in the intervention group. The quasiexperimentation was implemented with 378 (214 male and 164 female) first year students of three universities enrolled for “General Psychology” course and six educators who were teaching the course. The students in this study were taken from intact classes, because this is possible in quasi experimental research. Data for the quantitative part of the study were generated using a structured questionnaire and achievement tests. Interviews with the educators, focus group discussions with the students, and classroom observations were used to generate data for the qualitative phase of study. The pretestposttest scores as well as the students’ perceptions on self-regulating learning were compared between the intervention (N =191) and the comparison (N = 187) groups. The quantitative analysis used different inferential statistics, which proved the presence of statistically significant variations between the intervention and comparison groups for the outcome measures (posttest achievement and perception about self-regulating learning). Although the qualitative study showed the presence of positive perceptions towards quality formative assessment, the practice was found to be inconsistent. Perhaps, this may be because of the predominantly summative assessment tradition and the reluctance to use quality formative assessment. Finally, recommendations were made to promote the use of quality formative assessment aiming at the improvement and the self-regulation on learning. / Curriculum and Instructional Studies / D. Ed. (Didactics)