O Programa Institucional de Bolsa de Iniciação à Docência (PIBID) foi criado com o objetivo de fomentar a iniciação à docência, a fim de qualificá-la, por meio de projeto específico para o desenvolvimento de atividades dos licenciandos bolsistas junto às escolas públicas parceiras do programa. Ao tomar o PIBID como objeto de estudo, esta pesquisa teve por objetivo principal investigar, junto a licenciandos bolsistas dos subprojetos de Matemática, se a estrutura e o funcionamento do programa impactam na sua formação inicial de professores de Matemática. Os referenciais da pesquisa são compostos por revisão documental relativa às diretrizes para a formação de professores da Educação Básica e do PIBID, e por revisão bibliográfica relativa à formação de professores; à Teoria da Cognição Situada; e a aspectos dos saberes docentes. O desenvolvimento deste trabalho respaldou-se na análise dos referenciais da pesquisa e nos dados levantados por meio de questionário e entrevistas. Como principais resultados, destacam-se: as evidências de que a participação no PIBID proporciona aos licenciandos de Matemática, aprendizados relevantes para ser professor, por meio da participação e vivências no contexto escolar, bem como da problematização de questões relacionadas ao ensino e à aprendizagem; e a percepção dos licenciandos bolsistas, quanto a impactos do programa na sua formação inicial de professores de Matemática. / The Institutional Scholarship Program for Beginning Teachers (PIBID) was created with the purpose of fostering early teaching, in order to qualify new professionals by means of a specific project where activities are conducted by undergraduate scholarship holders in the public schools which are partners in the aforementioned program. Taking PIBID as my object of study, this research had the main objective of investigating among undergraduates from the Mathematics sub-project whether the structure and operation of the program have an impact on their basic training as Mathematic teachers. The references taken by the research consist of documental review regarding the guidelines for the early training of Basic Education teachers and PIBID, and a bibliographical review regarding teacher education; the Theory of Situated Learning; and aspects of teaching knowledge. The development of this work was based on the analysis of the research references and on the data collected by means of a questionnaire and interviews. The main results include the following highlights: the evidence that taking part in PIBID provides Mathematics undergraduates with learning that is relevant to someone who is becoming a teacher, through the contact and experience taking place in the school context, as well as the problematizing issues that involve teaching and learning; and the perception of undergraduate scholarship holders about the impacts of the program on their basic training as Mathematics teachers.

Industries have expectations that university graduates possess well-rounded theoretical and practical knowledge to be successful in their jobs. While effective teaching and learning are essential goals in higher education institutions, lessons and learning activities in traditional classroom settings are often out of context, presented to students with much theoretical generality and abstract representations. This leads to a disconnection between academia and industry, where students struggle to apply abstract principles and knowledge in a real-world context to perform effectively in their workplace. Live role-play has been traditionally used as an educational technique to engage students and provide them the opportunity to learn with a real-world context within classroom settings. While role-playing in the classroom encourages transfer of learning, one of its limitation is traditional role-play often does not provide an authentic and believable real-world experience to participants. The primary aim of this study is to converge the pedagogical benefits of role-playing, educational technology and digital games to investigate the effectiveness of using digital role-playing games in classrooms to achieve learning outcomes. Qualitative data were collected from digital media lecturers of a transnational university based in Vietnam and Australia to identify desirable learning outcomes and describe teaching and learning challenges of digital media courses. Through interviews, lecturers also discussed their perceptions of digital RPGs and their level of acceptance in using this educational technology as part of their teaching practice to accomplish learning outcomes. The results highlighted three key desirable learning outcomes: The first learning outcome is students should develop solid understanding of theoretical and foundational design knowledge, enabling effective application of theoretical knowledge to produce creative digital media outputs. The second learning outcome - students should speak the "design language". Students should develop the ability to articulate, critique and explain creative works using appropriate design vocabularies and terminologies, which are used by design practitioners in the industry. The third learning outcome indicated that students should be resourceful and self-sufficient to conceptualise and generate creative ideas. Using Bloom’s taxonomy categories, game characteristics and identified learning outcomes, a conceptual framework was developed for the design and use of digital RPGs to achieve learning outcomes for digital media education. In validating this conceptual framework, a 3d digital role-playing game, Virtual Designer was developed and implemented in classroom environment. A pre/post-test experimental setup was implemented, in which performance gains were measured and compared between control (conventional learning methods) and treatment group (played digital RPG) to determine the learning effectiveness of digital RPGs. Opinion-based survey and focus group interview was also conducted. Based on collected feedback, students find Virtual Designer an effective tool to assess their state of knowledge in different areas of design and apply theoretical knowledge into practical contexts. Students find the game to be an engaging alternative to conventional learning methods, but some have commented the game to be too difficult and at times frustrating to play. Lecturers have also play-tested Virtual Designer and provided favorable views on the overall feasibility of using similar digital RPGs as a teaching and learning tool to sustain students’ interest in learning their subjects – and successfully accomplishing learning outcomes.

Planejamento, controle, coordenação, padronização foram e continuam sendo importantes para a efetividade das práticas no ambiente organizacional. Entretanto, novas lentes de análise são necessárias para contribuir na compreensão da atuação dos indivíduos nas organizações, e uma destas novas propostas, apresentada neste trabalho, consiste na improvisação e sua articulação com a aprendizagem. A complexidade do mundo contemporâneo do trabalho muitas vezes exige a capacidade de o sujeito atuar na resolução de problemas emergenciais. Mesmo organizações com alta tecnologia, planejamento e padronização, em determinadas ocasiões podem precisar improvisar. O presente estudo tem por objetivo descrever e compreender os processos de improvisação e possíveis articulações com a aprendizagem em cervejarias artesanais do Brasil e Alemanha. A abordagem é qualitativa, com base em um estudo multicaso realizado em dez cervejarias artesanais brasileiras e alemãs, nas quais coletou-se dados por meio de entrevistas semiestruturadas, observação direta, análise de documentos. A pesquisa delimitou-se a partir de dois eixos norteadores: improvisação e teoria da aprendizagem situada. Entendese o conceito de improviso como a ação que ocorre de forma extemporânea, sem espaço para planejamento. A improvisação não ocorre sem uma base de conhecimentos prévios, pois há a necessidade de considerar a influência direta das normas, contexto, forma de participação e experiência sobre o tema do improviso. Concluiu-se que na sua articulação com a improvisação, a aprendizagem pode ocorrer: a) antes do improviso – já que o indivíduo ou grupo baseiam-se nas estruturas mínimas, nos conhecimentos previamente adquiridos, normas, regras, experiências; esta base de conhecimentos molda o improviso a ser realizado; b) durante o improviso – como uma forma de aprendizagem em tempo real, são criados novos caminhos, formas e estruturas; existe a procura por novos conhecimentos para resolver o problema dentro de um período curto; experiências, ações e mudanças convergem no tempo; c) após o improviso – permanência na memória; possibilidade de reflexão sobre erros e acertos na improvisação, busca de outras soluções possíveis. / Elements such as planning, control, coordination, standardization, were and are important for effectiveness in the organizational environment. New perspectives are necessary to contribute to understand the performance of individuals in organizations, and one of these new proposals, presented here, is the improvisation and its relationship with learning. The complexity of the contemporary world often requires the ability of the people to act solve critical and urgent problems. Even organizations with high technology, planning and standardization, on some occasions may need to improvise. This study aims to describe and understand the processes of improvisation and the possible links with learning in craft breweries located in Brazil and Germany. The approach is qualitative, based on a multicase study conducted in ten craft breweries in Brazil and Germany. The data was collected through semi-structured interviews, direct observation, document analysis. The research was delimited from these two themes: situated learning and improvisation. It is argued in this research that improvisation requires some structure and prior knowledge, because there is a need to consider the influence of norms, context, forms of participation and experience in the field of improvisation. It was concluded that in its articulation with improvisation, learning can occur: a) before the improvisation - as based on the minimum structures, the previously acquired knowledge, norms, rules, experiences, and this base of knowledge shapes the improvisation; b) during the improvisation - as a form of real-time learning, people created: new ways, shapes and structures; there is a search for new knowledge to solve the problem within a short time; experiences, actions and changes converge in time; c) after the improvisation – the performance stay in memory; reflection on mistakes and successes in improvisation; search for other possible solutions.

In a society where knowledge is more and more valuable, every moment that knowledge can be shared between colleagues is of great importance. According to our earlier personal experiences, we thought that organizations prioritised explicit knowledge and not tacit knowledge.  To contribute to knowledge on the subject we choose to do a study where we focused on the experiences of coworkers that works in shops. The purpose of the study then became: “to investigate how tacit knowledge is made use of in shops from the perspective of coworkers”. With the purpose in mind, we created two questions: “How does the coworkers of shops perceive that tacit knowledge occurs on their workplace?” and “how does coworkers perceive that they share their tacit knowledge”?  The study is made with a qualitative approach the collection of data has been made through seven semistructured interviews with coworkers. When we analyzed the empiric material, we’ve analyzed it through the theory of situated learning by Lave and Wenger that is included in the sociocultural perspective. Some things that the result showed according to our interpretation was observation and social interactions with other colleagues is the most common way that tacit knowledge can be shared through on the respondent’s workplaces, that the organizations do have a plan to make use of the explicit knowledge in greater extent than tacit knowledge, the respondents views trust as an important factor when it comes to sharing their tacit knowledge. / I ett samhälle där kunskap blir mer och mer värdefullt är vartenda tillfälle där kunskap kan delas mellan kollegor av stor vikt. Våra personliga uppfattningar är att organisationer prioriterar formell kunskap som kan förmedlas i ord och skrift och inte den tysta kunskapen.  För att bidra med kunskap i ämnet valde vi att göra en studie där vi fokuserar på medarbetare som arbetar i butik för att ta reda på deras uppfattningar. Syftet blev då: “att undersöka hur tyst kunskap tas tillvara på inom detaljhandeln utifrån medarbetares perspektiv”. Utifrån syftet skapade vi de två frågeställningarna: ”Hur uppfattar butiksmedarbetare att tyst kunskap förekommer på deras arbetsplats?” och ”Hur upplever medarbetare att de delar sin tysta kunskap?  Studien har gjorts med kvalitativ ansats och datainsamlingen har skett genom sju stycken semistrukturerade intervjuer med medarbetare. När vi analyserat det empiriska materialet har vi gjort det ur teorin situerat lärande av Lave och Wenger som ingår i det sociokulturella perspektivet. Några saker som resultatet visar enligt vår tolkning är att: observation och socialt samspel med andra kollegor är de vanligaste sätten som tyst kunskap delas på respondenternas arbetsplatser, att organisationerna har en plan för att ta tillvara på explicit kunskap i högre utsträckning än tyst kunskap samt att respondenterna ser tillit som en viktig faktor när de ska dela sin tysta kunskap.

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Process skills, such as critical thinking, communication, and problem solving, are sometimes referred to as soft skills or professional skills and have been identified by instructors and employers alike as being desirable skills for students to acquire before they graduate. The development and assessment of process skills in students were important learning objectives for both the ANA-POGIL (Analytical Process Oriented Guided Inquiry Learning) and ELIPSS (Enhancing Learning by Improving Process Skills in STEM) projects. The ANA-POGIL project consisted of a faculty consortium that was comprised of chemistry faculty. The ELIPSS project currently consists of a faculty consortium that includes representation from multiple STEM disciplines, including biology, chemistry, anatomy & physiology, math, engineering, and physics. In order to optimize the student development of process skills there should be alignment between the instructors’ goals for their courses and what they assess. The faculty members associated with both of these projects wanted to enhance students’ development of process skills by providing them with feedback, and a problem solving rubric was developed to meet those needs. The rubric categories were constructed based on faculty definitions and literature that described characteristics of successful problem solvers. To the test the rubric’s validity, it was piloted by both faculty and students. The rubric was then used in an advanced analytical instrumental laboratory course to assess the extent to which evidence of students’ process skills changed over the course of a semester. Students from the laboratory course were interviewed to gather their insights into the rubric and how they used the feedback. Findings suggest that instructors should emphasize the importance of process skills and incorporate them directly into their courses if they want students to value them. Even though students were provided regular feedback, their problem solving scores did not change appreciably throughout the semester. While students found the rubric feedback useful on the surface, they did not use the feedback in any significant way to improve on their laboratory reports because there was no grade or incentive tied to the rubrics. If faculty want students to obtain process skills, they should place some incentive on the acquisition and development of them. Another goal of the ANA-POGIL project was to develop multi-part, open-ended questions to assess process skills. To analyze evidence of the process skills that were present in the student responses, a qualitative coding scheme focused on three process skills (information processing, problem solving, and critical thinking) was used. There was overall good alignment between the process skills the faculty had identified for the exam questions and the evidence that was found in the student responses. Findings show that if instructors value eliciting a certain process skill in students’ responses, then they should be extremely explicit in how the exam structure is worded to elicit that skill. Well-designed laboratories help students develop skills in experimental design, data analysis, and communication in addition to critical technical skills. A common course structure that presents challenges for both the students and instructional staff is in upper-level undergraduate chemistry laboratories where students perform experiments in a rotational style, with each group of students working on one instrument per week. As a solution to this challenge, a set of pre-laboratory videos were generated for each experiment. Laboratory observations and student interviews were conducted to investigate how students were using the resources and to characterize their experiences in the laboratory. Findings show that students used the resources to come more prepared to complete the laboratory experiments more independently with less instructional intervention. Findings from the student observations and experiences in the laboratory show that students enjoyed working with both their peers and the instructional team to successfully complete the experiments.

With the number of underprepared, at-risk students entering college, many institutions have developed initiatives to help support student success. Previous research has shown that peer mentoring has been used to support student success, but there is limited research on the mentoring experience from the peer mentors'€™ perspective. The purpose of the study was to explore the experiences and perceptions of peer mentors who mentor at-risk college students at a 4-year institution. Using a phenomenological design, 8 peer mentors were interviewed. This study was built on Lave and Wegner'€™s theory of situated learning and Zachary'€™s 4-phase mentoring model to help explain the meaning and value that the participants attributed to their experiences. Moustakas'€™s 7 step data analysis method was used. The results from this study suggested 5 themes that represent the peer mentors'€™ experiences: (a) being a role model, (b) learning experiences for the peer mentors, (c) establishing accountability, (d) effective mentor/mentee communication and relationship, and (e) clarifying the role as a mentee. The participants believed they strengthened their leadership and communication skills as a result of their mentoring experience; they also placed a strong emphasis on the challenges that occur during the mentoring relationship. The participants gained an understanding of how the skills they developed would be used in their academics and future professional careers. The positive social change implications for this study included: (a) aiding in the training of future peer mentors; (b) the improvement of future peer mentor programs; (c) improved support for at-risk students; and (d) gaining new insights for other researchers searching to promote successful mentorship programs for at-risk students.

我國專業晶圓代工產業已是全球半導體產業鏈中不可或缺一環，此創新之商業模式不但帶動了全球半導體產業鏈的重整，更為我國半導體產業奠定了雄厚的基礎。但是無法快速回應晶圓缺陷問題與縮短工程師培訓時間，卻仍是台灣半導體產業發展近四十幾年來的瓶頸。此問題的延誤不傴使晶圓廠耗損巨額的成本，更承擔喪失國際客戶訂單的風險。因此，如何使半導體工程師提升工作效率，與如何有效培養新進工程師，如今已成為半導體業界刻不容緩之議題。 在知識經濟時代中，為企業打造適宜之知識管理模式是產、官、學界所致力的目標。但多數的研究以資訊科技所主導的知識管理系統為範疇，鮮少研究去探索知識工作者陎臨求解問題的困境中，是如何依循著問題情境，如何在其中摸索，進而發展出解決方案的詳細過程。有鑑於此，本研究選擇以詮釋型個案研究方法，深入訪察半導體工程師工作實務，藉此瞭解工程師於維修情境中排除晶圓缺陷的樣貌。 經由探討排除晶圓缺陷的工作實務中發現，工程師具備了四禑與「情境」調適性學習(adaptive learning)((Tyre and von Hippel,1997)的歷程：第一、工程師必頇在問題情境中，辨認隱藏於情境當中之線索，並賦與線索意義而展開偵察行動。第二、工程師在偵察過程中，頇不斷地依情境調整收集資料技巧，挖掘出更多或更深層的資訊。第三、工程師適當的工具與資源，有效率地萃取更多的資訊。第四、工程師彼此之間依情境發展出最適行為模式，得以順利整合跨部門執行偵察行動。 本研究著重於解析工程師在問題情境中，不斷學習與調適之詳細過程，並指出調適性學習如何在排除晶圓異常工作中扮演重要的角色。最後，針對調適性學習行為提出具體的理論與實務意涵，以供組織未來進行人員培訓與知識管理之參考。

<p><font face="Times New Roman"> <p align="left"><font face="Arial">The study analyses the relationship between experience, participation and learning and seeks to establish how the experience of adult learners can be mobilised through active participation and how situational conditions can either facilitate or inhibit participation and learning amongst the learners. Another dimension of the study seeks to establish what caregivers learn and the processes through which they learn and how such learning contributes to changes in behaviour and relationships. In this study, the nature and dynamics of learning amongst adult learners in the NCTP programme at community level is explored as an example of socio-cultural theory and situated learning which hold that learning results from participation in various socio-cultural situations &ndash / the act of participation is seen as crucial in the learning. The study focused on a group of 10 learners in the National Certificate Training Programme for community health workers who are also caregivers in the Nokuthembeka Home-based Care Programme in New Crossroads in the Cape Town metropole and used a qualitative research design and interpretive approach to understand the situations in which they learn. An interpretive approach allowed for deeper insight into the socio-cultural contexts that influence the social interactions of caregivers with peers as well as their learning. In the study I argue that the experience of caregivers forms a critical resource and the foundational basis for learning.</font></p> <p>&nbsp / </p> </font></p>

In Sweden today women are greatly under-represented within university physics and the discipline of physics is also symbolically associated with men and masculinity. This motivates in-depth investigations of issues of physics, learning and gender. This thesis explores how physics students' simultaneously constitute the practice of physics as enacted in student and research laboratories and their physicist identities in relation to this practice. In particular, it focuses on how these constitutions can be understood as gendered. Previously, physics education research has often limited 'gender perspective' to focusing on comparisons between man and woman students, whereas this study conceptualises gender as an aspect of social identity constitution. A point of departure for the thesis is the theoretical framework which combines situated learning theory and post-structural gender theory. This framework allows for a simultaneous analysis of how students 'do physics' and 'do gender', thereby making a theoretical contribution to physics education research. In the empirical study twenty-two undergraduate and graduate physics students were interviewed about their physics studies, with a particular focus on laboratory work. The analytical outcomes of the study illustrate a wide variety of possible identity constitutions and possible ways of constituting the physicist community of practice. For example, the students expressed conflicting interpretations of what are suitable practices in the student laboratory in terms of the value of practical versus analytical skills. The boundaries of the physicist community of practice are constituted in relation to, for example, other disciplines, interdisciplinary practices and a traditional femininity practice. Thus, the thesis demonstrates the complexity in physics students gendered negotiations of what it can mean to be a physicist. The ambition of the thesis is further to promote discussions about gender and physics, by engaging readers in critical reflections about the practice of physics, and, thus, to inform the teaching practice of physics.