No / Rosemary Joyce’s research in gender archaeology and archaeologies of the body and identity have not only impacted on our interpretations of the body and identity in the past, but have contributed vastly to our understandings of epistemologies of academic practice, particularly with relation to addressing the androcentric and hetero-normative frameworks in which the disciplines of archaeology and anthropology have traditionally operated. Furthermore, through reassessing ways of viewing, researching, and interpreting the past, Joyce and her contemporaries have changed the face of archaeological theory, method and practice, pre-empting current theoretical concepts (for instance, Ingold’s ‘meshworks’ and Hodder’s ‘entanglement’ theories as lenses for interpreting the past (and the present)) by over twenty years. This paper explores Joyce’s contribution in redressing our epistemologies, which influence our understanding of the past, and impact on archaeological research and practice. For instance, recognition of multiple narratives and the democratization of the archaeological voice have created new understandings and interpretations of our archaeological record. Taking a case study of an archaeological field school and research excavation, the Ardnamurchan Transitions Project, this paper explores how an approach grounded in feminist ways of seeing the world, and a democratization of communication, impact on student learning, both in the field and the classroom, and ultimately, in our archaeological interpretations and understanding. Crucially, this paper also highlights that our discipline has some way to go in realizing the foundations laid by Joyce and her contemporaries.

Made available in DSpace on 2017-07-21T20:31:48Z (GMT). No. of bitstreams: 1 Patriciaad.pdf: 658891 bytes, checksum: 470ee20f3b92cc259e6d51a017684204 (MD5) Previous issue date: 2006-12-07 / This term paper proposes to argue and to analyze aspects of the Mathematical Modeling in the scope of the Mathematical Education, the teaching and learning of the Mathematics in the Basic Education s context. It presents as its central objective the analysis of the Mathematical Modeling while a differentiated educative practice for the teaching and as an investigation s leading question it seeks to identify the favored aspects of the Modeling whereas a practice that comes from the group or student s interest? By hypothesis, the disinterest for the taught subject in Mathematics provokes a deficient learning in the student s. The paper presents a general view of Mathematical Education and its perspectives for the teaching in the Basic Education facing the National Guidelines for the Elementary and High School system. It approaches the Modeling since the Pre-history until the Contemporary Age. For the central objective s achievement and other elect objectives of this investigation, it was used the explorative researches to provide a greater familiarity with the subjects that treats the Mathematical Education and Modeling. Furthermore, to become aware about the initial works characteristics of descriptive research. To get the knowledge about these initial works with the Modeling, it was used material produced by the first experiences participators in the specialization courses which were carried through in 1983/1984. It consists in the quantity of Education Laboratory of Education and Mathematical Education research LEPEM . It presents and analyzes the lived experiences with Modeling (in a public and in a private school), trying to identify aspects that constitute it as a differentiated practice developing and following the steps considered by Burak (1998/2004). The results of the experiences point to new teaching perspectives of the Mathematical Education. Word-Keys: Teaching and Learning, Modeling Mathematics, Mathematical Education, Interdisciplinary, Contextualization / This term paper proposes to argue and to analyze aspects of the Mathematical Modeling in the scope of the Mathematical Education, the teaching and learning of the Mathematics in the Basic Education s context. It presents as its central objective the analysis of the Mathematical Modeling while a differentiated educative practice for the teaching and as an investigation s leading question it seeks to identify the favored aspects of the Modeling whereas a practice that comes from the group or student s interest? By hypothesis, the disinterest for the taught subject in Mathematics provokes a deficient learning in the student s. The paper presents a general view of Mathematical Education and its perspectives for the teaching in the Basic Education facing the National Guidelines for the Elementary and High School system. It approaches the Modeling since the Pre-history until the Contemporary Age. For the central objective s achievement and other elect objectives of this investigation, it was used the explorative researches to provide a greater familiarity with the subjects that treats the Mathematical Education and Modeling. Furthermore, to become aware about the initial works characteristics of descriptive research. To get the knowledge about these initial works with the Modeling, it was used material produced by the first experiences participators in the specialization courses which were carried through in 1983/1984. It consists in the quantity of Education Laboratory of Education and Mathematical Education research LEPEM . It presents and analyzes the lived experiences with Modeling (in a public and in a private school), trying to identify aspects that constitute it as a differentiated practice developing and following the steps considered by Burak (1998/2004). The results of the experiences point to new teaching perspectives of the Mathematical Education. Word-Keys: Teaching and Learning, Modeling Mathematics, Mathematical Education, Interdisciplinary, Contextualization / Este trabalho propõe-se a discutir e analisar aspectos da Modelagem Matemática no âmbito da Educação Básica e também o ensino e a aprendizagem da disciplina nesse contexto. Apresenta como objetivo central a análise da Modelagem Matemática enquanto uma prática educativa diferenciada para o ensino de Matemática e como questão norteadora da investigação busca identificar: quais os aspectos favorecidos pela Modelagem enquanto uma prática que parte do interesse do grupo ou do aluno? Por hipótese, o desinteresse pelo assunto a ser ensinado em Matemática provoca um aprendizado deficiente no aluno. O trabalho apresenta uma visão geral da Educação Matemática e suas perspectivas para o ensino na Educação Básica frente às Diretrizes Nacionais para o Ensino Fundamental e Médio. Faz uma abordagem da Modelagem desde a Pré-história até a Idade Contemporânea. Para a consecução do objetivo central e de outros objetivos eleitos para a investigação valeu-se das pesquisas exploratórias para proporcionar maior familiaridade com os temas tratados sobre a Educação Matemática e a Modelagem Matemática e para conhecer as características dos trabalhos iniciais com a Modelagem valeu-se de algumas características das pesquisas descritivas. Para tomar ciência dos trabalhos iniciais com a Modelagem utilizou-se do material produzido pelos participantes das primeiras experiências com a Modelagem nos cursos de especialização realizado em 1983/1984, que consta no acervo da Unicentro no Laboratório de Ensino e Pesquisa em Educação Matemática - LEPEM. Apresenta e analisa as experiências vividas com a Modelagem Matemática buscando identificar aspectos que a constituam como prática diferenciada. A parte prática do trabalho consta de experiências vivenciadas no âmbito de duas escolas, uma pública e outra particular, desenvolvida seguindo os passos propostos por Burak (1998/2004). Os resultados das experiências apontam para novas perspectivas do ensino de Matemática na Educação. / Este trabalho propõe-se a discutir e analisar aspectos da Modelagem Matemática no âmbito da Educação Básica e também o ensino e a aprendizagem da disciplina nesse contexto. Apresenta como objetivo central a análise da Modelagem Matemática enquanto uma prática educativa diferenciada para o ensino de Matemática e como questão norteadora da investigação busca identificar: quais os aspectos favorecidos pela Modelagem enquanto uma prática que parte do interesse do grupo ou do aluno? Por hipótese, o desinteresse pelo assunto a ser ensinado em Matemática provoca um aprendizado deficiente no aluno. O trabalho apresenta uma visão geral da Educação Matemática e suas perspectivas para o ensino na Educação Básica frente às Diretrizes Nacionais para o Ensino Fundamental e Médio. Faz uma abordagem da Modelagem desde a Pré-história até a Idade Contemporânea. Para a consecução do objetivo central e de outros objetivos eleitos para a investigação valeu-se das pesquisas exploratórias para proporcionar maior familiaridade com os temas tratados sobre a Educação Matemática e a Modelagem Matemática e para conhecer as características dos trabalhos iniciais com a Modelagem valeu-se de algumas características das pesquisas descritivas. Para tomar ciência dos trabalhos iniciais com a Modelagem utilizou-se do material produzido pelos participantes das primeiras experiências com a Modelagem nos cursos de especialização realizado em 1983/1984, que consta no acervo da Unicentro no Laboratório de Ensino e Pesquisa em Educação Matemática - LEPEM. Apresenta e analisa as experiências vividas com a Modelagem Matemática buscando identificar aspectos que a constituam como prática diferenciada. A parte prática do trabalho consta de experiências vivenciadas no âmbito de duas escolas, uma pública e outra particular, desenvolvida seguindo os passos propostos por Burak (1998/2004). Os resultados das experiências apontam para novas perspectivas do ensino de Matemática na Educação.

Submitted by Maria Bernadete Dos Santos (mariabpds@id.uff.br) on 2017-09-27T17:53:27Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Alexandre L. Torres.pdf: 2113771 bytes, checksum: e92b2eb0221ae3372965ba2accb94702 (MD5) Produto Final - Alexandre L. Torres.pdf: 357939 bytes, checksum: 0c6eccc1f4a85d82d3cd61292b293898 (MD5) / Approved for entry into archive by Biblioteca Central do Valonguinho Biblioteca Central do Valonguinho (bcv@ndc.uff.br) on 2017-10-03T17:14:22Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Alexandre L. Torres.pdf: 2113771 bytes, checksum: e92b2eb0221ae3372965ba2accb94702 (MD5) Produto Final - Alexandre L. Torres.pdf: 357939 bytes, checksum: 0c6eccc1f4a85d82d3cd61292b293898 (MD5) / Made available in DSpace on 2017-10-03T17:14:22Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação Alexandre L. Torres.pdf: 2113771 bytes, checksum: e92b2eb0221ae3372965ba2accb94702 (MD5) Produto Final - Alexandre L. Torres.pdf: 357939 bytes, checksum: 0c6eccc1f4a85d82d3cd61292b293898 (MD5) / Este trabalho relata uma metodologia ativa para o Ensino de Ligações Químicas: Composição de paródias musicais como uma proposta de potencializar a aprendizagem significativa. Trata-se de uma pesquisa de natureza qualitativa, do tipo pesquisa-ação, e utilizou, para o levantamento de dados e para a tomada de decisões no decorrer do processo de pesquisa, questionários, observações da atividade orientada, depoimento dos educandos durante e após a elaboração das paródias musicais, fotos, vídeos e análise das letras das paródias. A pesquisa foi realizada no Colégio Pedro II, Campus Niterói, Rio de Janeiro e aplicada no 1º. ano do Ensino Médio Regular do ano letivo de 2016. Os resultados obtidos indicam que a construção de paródias musicais favoreceu o processo de ensino-aprendizagem, sendo esse recurso didáticos visto pelos alunos como alternativa para facilitar a aprendizagem. Consideramos que este trabalho pode ser replicado, abrindo possibilidades de novas criações e pesquisas sobre o emprego de estratégias de metodologias ativas no ensino de Ciências da Natureza. Com o intuito de incentivar esta aplicação, elaboramos, como produto dessa dissertação, uma videoaula onde é mostrada a aplicação da metodologia e com orientações sobre a forma de utilização. / This paper reports an active methodology for the Teaching of Chemical Bonds: Composition of musical parodies as a proposal to potentiate meaningful learning. For this purpose we used a qualitative methodology and, for data collection and decision making during the research process, questionnaires, observations of the activity oriented, testimony of the students during and after the elaboration of the musical parodies, photos, videos and analysis of the letters of the parodies. The research was carried out at Pedro II School, Niterói, Campus, Rio de Janeiro and applied in the 1st. Year of Regular High School during the academic year of 2106. The results indicate that the construction of musical parodies favors facilitate the teaching-learning process. We consider that this work can be replicated and open possibilities of new creations and research on the use of active methodologies for teaching of Natural Sciences. In order to stimulate this application, we elaborate, as a product of this dissertation, a videoconference showing the application of the methodology and guidelines on how to use it.

Throughout life, we continuously accumulate data, information and knowledge. The ability to recall much of this accumulated knowledge commonly deteriorates with time, though some forms part of what is referred to as tacit knowledge. In the context of education, students access and interact with a teacher’s knowledge in order to create their own, and may have their own data, information and knowledge that could be added to teacher’s knowledge for everyone’s benefit. The realization that students can contribute to enhancing personal knowledge is an important cornerstone in developing a mentor (teacher, tutor and facilitator) focused knowledge system. The research presented in this thesis discusses an integrated framework that manages an individual’s personal data, information and knowledge and enables it to be enhanced by others, in the context of a blended teaching and learning environment. Existing related models, structures, systems and current practices are discussed. The core outcomes of this thesis include: • the virtualMe framework that can be utilized when developing Web based teaching and learning systems; • the sniplet content model that can be used as the basis for sharing information and knowledge; • an annotation framework used to manage knowledge acquisition; and • a multimedia object (MMO) model that: o allows for related media artefacts to be intuitively grouped in a logical collection; o includes a meta-data schema that encompasses other metadata structures, and manages context and referencing; and o includes a model allowing component parts to be reaggregated if they are separated. The virtualMe framework provides the ability to retain context while transferring the content from one person to another and from one place to another. The framework retains the content’s original context and then allows the receiver to customise the content and metadata so that the content becomes that person’s knowledge. A mechanism has been created for such contextual transfer of content (context retained by the metadata).

This ethnographic study describes the teaching and learning experiences of private music teachers, students, and students’ parents among the Taiwanese Canadian community in Greater Vancouver, British Columbia, Canada. The following elements are examined in this study: the context of private music lessons of Taiwanese Canadians; the private music teaching and learning experience of Taiwanese Canadians; the cultural beliefs underpinning Taiwanese Canadian private music lessons; and the valuing of private music lessons by Taiwanese Canadians. Five Taiwanese Canadian private music teachers and five of their students and the students’ parents living in Greater Vancouver, British Columbia participated in this research. Data were collected through formal and informal interviews and observations of video-recorded lesson. The findings indicate that the context of Taiwanese Canadian private music lessons is similar to that of the Western private music lessons, a consequence of the emphasis on the talented and Western teaching styles in private and school music education in Taiwan. Cultural values nevertheless have a strong but unacknowledged influence in the private music lessons of Taiwanese Canadians. The Confucian value of obedience to authority and a desire for Western independence are the two seemingly conflicting values that surfaced in the study. Taiwanese Canadians private music teachers teach to remove students’ doubts about music. The students, on the other hand, learn to put the skills and knowledge they have acquired during their private music lessons into practice. In addition, parents were involved in the private music lessons through various interactions associated with “pei.” Engaging their children in private music teaching and learning represents a status symbol for Taiwanese Canadians. Lastly, teaching privately is often a fall back job which provides financial security for private music teachers.

PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' scientific practices and proficiencies as they engage in hands-on classroom investigations while being mentored online by a scientist. Some students' teachers had the opportunity to attend PS professional development (PD). In this dissertation, I developed a process of assessing student learning outcomes associated with their use of this system and evaluated inquiry engagement within this system. First, I developed a valid and reliable instrument (Online Elements of Inquiry Checklist; OEIC) to measure participants' (students, scientists, and teachers) engagement in scientific practices and proficiencies embedded within an inquiry cycle I collaborated with an expert-group to establish the OEIC's construct and content validities. An inter-rater reliability coefficient of 0.92 was established by scientists and a split half analysis was used to determine the instruments' internal consistency (Spearman-Brown coefficient of 0.96). Next, I used the OEIC to evaluate inquiry cycle engagement by the participants who used the PS online platform designed by the Botanical Society of America which facilitated communication between participants. Students provided more evidence of engagement in the earlier phases of an inquiry cycle. Scientists showed a similar trend but emphasized experimental design and procedures. Teachers rarely engaged online. Exemplary students' outcomes followed similar inquiry cycle trends, but with more evidence of engagement with one notable difference. Exemplary students provided evidence for extensive engagement in immersion activities, implicating immersion as a crucial component of successful inquiry cycle engagement. I also compared engagement outcomes of students whose teachers attended the PD experience to the students of teachers who did not attend PD. Differences found between the two groups occurred throughout the inquiry cycle, typically associated with experiences provided during the PD. As a result of this research I have several recommendations about revisions to the PS online platform and use of approaches to assure students development of scientific practices and proficiencies. The recommendations include additional scaffolding of the platform, explicit inquiry cycle instruction, and continued opportunities for teachers to engage in PD experiences provided by PS.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-14T14:54:10Z No. of bitstreams: 1 luizfernandorodriguespires.pdf: 2677033 bytes, checksum: 4c9b9eef3594e421e616dc5435624493 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-16T13:10:31Z (GMT) No. of bitstreams: 1 luizfernandorodriguespires.pdf: 2677033 bytes, checksum: 4c9b9eef3594e421e616dc5435624493 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-16T13:10:58Z (GMT) No. of bitstreams: 1 luizfernandorodriguespires.pdf: 2677033 bytes, checksum: 4c9b9eef3594e421e616dc5435624493 (MD5) / Made available in DSpace on 2017-03-16T13:10:58Z (GMT). No. of bitstreams: 1 luizfernandorodriguespires.pdf: 2677033 bytes, checksum: 4c9b9eef3594e421e616dc5435624493 (MD5) Previous issue date: 2016-12-06 / O objetivo desta presente pesquisa é investigar e analisar “Quais as influências das Tecnologias da Informação e Comunicação nas Estratégias de Ensino e Aprendizagem de Cálculo Diferencial e Integral”. Tendo como foco buscar compreender a relação entre homem e máquina durante a prática educacional de professores e estudantes de Cálculo. Para isso, partimos da hipótese de que as ocorrências dessas relações possam estar sendo ocasionadas pela disseminação e apropriação das tecnologias digitais perante a sociedade. Nesse âmbito, evidenciase um aprimoramento da forma de realizar operações matemáticas por meio dos aplicativos instalados nos aparelhos móveis. Para compreensão deste questionamento a pesquisa utilizou-se de dois cenários de investigação como procedimentos metodológicos, sendo um formado por entrevistas semiestruturadas com seis professores de Cálculo, com intuito de investigar o que esses professores sabem, pensam e acham sobre sua prática e a técnica de realizar operações matemáticas por meio das influências das TIC. E outro para análise das influências das TIC nas estratégias de aprendizagem dos estudantes, por meio de um questionário on-line. Mediante aos procedimentos e as análises das entrevistas e do questionário, os resultados mostram que foi possível verificar o reconhecimento desses novos instrumentos em meio às estratégias de aprendizagem dos estudantes, mas fora das estratégias dos professores, confirmando que a influência da técnica exposta poderá ou talvez já possa estar sendo mais uma problemática para o ensino e aprendizagem da matemática. Com esta consequência, podemos dizer que a transferência do esforço material e mental para as máquinas retrata uma situação auspiciosa e tem em princípio o valor de libertação ao homem requisitando, neste momento, estudos e pesquisas para que professores possam conhecer e saberem como trabalhar com essas máquinas de calcular para o processo de ensino e aprendizagem, de modo a gerar aprendizagens significativas além das atividades procedimentais do somente calcular. / The purpose of this research is to investigate and analyze "What are the influences of Information and Communication Technologies in Differential and Integral Calculus Teaching and Learning Strategies". With the aim of understanding the relationship between man and machine during the educational practice of teachers and students of Calculus. For this, we start from the hypothesis that the occurrences of these relations may be caused by the dissemination and appropriation of digital technologies in society. In this context, it is evident an improvement in the way of performing mathematical operations through the applications installed in mobile devices. In order to understand this questioning, the research used two research scenarios as methodological procedures, one consisting of semi-structured interviews with six Calculus teachers, in order to investigate what these teachers know, think and think about their practice and the technique of Mathematical operations through the influences of TIC. And another to analyze the influences of TIC in student learning strategies, through an online questionnaire. Through the procedures and analyzes of the interviews and the questionnaire, the results show that it was possible to verify the recognition of these new instruments in the student learning strategies, but outside of the teachers' strategies, confirming that the influence of the exposed technique may or may not May already be more problematic for the teaching and learning of mathematics. With this consequence, we can say that the transfer of the material and mental effort to the machines portrays an auspicious situation and has in principle the value of liberation to the man requesting, at the moment, studies and researches for teachers to know how to work with these calculating machines for The process of teaching and learning, in order to generate meaningful learning beyond the procedural activities of the only calculate.

Difficulties in learning and understanding statistics in college education have led to a reform movement in statistics education in the early 1990s. Although much work has been done, there is more work that needs to be done in statistics education. The progress depends on how well the educators bring interesting real-life data into the classroom. The goal was to understand how course design based on First Principles of Instruction could facilitate tertiary-level students' conceptual understanding when learning introductory statistics in a technology-enhanced learning environment. An embedded single descriptive case design was employed to investigate how integrating technology and real data into a tertiary level statistics course would affect students' statistical literacy, reasoning, and thinking. Data including online assignment postings, online discussions, online peer evaluations, a comprehensive assessment, and open-ended interviews were analyzed to understand how the implementation of First Principles of Instruction affected a student's conceptual understanding in a tertiary level introductory statistics course. In addition, the teaching and learning quality (TALQ) survey was administered to evaluate the teaching and learning quality of the designed instruction from the student's perspective. Results from both quantitative and qualitative data analyses indicate that the course designed following Merrill's First Principles of Instruction contributes to a positive overall effectiveness of promoting students' conceptual understanding in terms of literacy, reasoning, and thinking statistically. However, students' statistical literacy, specifically, the understanding of statistical terminology did not develop to a satisfactory level as expected.

Paauglių mokymas/is spręsti jiems aktualias problemas, taikant Forumo teatro metodą, Lietuvoje yra netyrinėta mokslinėje literatūroje tema. Tyrimo tikslas - atskleisti, kokios vidinės (psichologinės) ir išorinės (socialinės) problemos jaudina 17-19 metų paauglius, ir kaip, taikant Forumo teatro metodą, susiformuoja gebėjimai jas iškelti ir konstruktyviai išspręsti. Darbe buvo siekiama išanalizuoti mokslinę, metodinę literatūrą, susijusią su Forumo teatro metodo taikymu; nustatyti Forumo teatro veikimo principus; apibūdinti paauglių požiūrį į Forumo teatro taikymo atitikimą jų poreikiams; išaiškinti, kaip, taikant Forumo teatro metodą, vyksta 17-19 metų paauglių gebėjimų spręsti problemas formavimosi procesas; nustatyti paauglių gebėjimus, įgytus mokymo/si spręsti jiems aktualias psichologines ir socialines problemas procese, taikant Forumo teatro metodą. Siekiant išsamiai ir detaliai išnagrinėti paauglių mokymo/si spręsti jiems aktualias problemas Forumo teatre procesą nuo 2007 m. lapkričio mėnesio iki 2008 m. gruodžio mėnesio 17-19 metų paaugliams buvo organizuoti Forumo teatro užsiėmimai ir atliekamas atvejų tyrimas. Tyrimo metu duomenys buvo renkami stebint atskirų individų ir individų grupių užduočių atlikimą, apklausiant ir fiksuojant (užrašant ir filmuojant) su tyrimo objektu susijusią informaciją. Tyrime dalyvavo 79 paaugliai. Forumo teatro taikymo procese paaugliai įgijo gebėjimų iškelti ir įvardinti jiems aktualias vidines (psichologines) ir išorines... [toliau žr. visą tekstą] / The topic of teenagers teaching and their learning how to solve their urgent problems through the method of Forum Theatre has not been investigated in Lithuanian scientific literature. The purpose of the investigation is to reveal what internal (psychological) and external (social) problems are important to 17-19-year-old teenagers and how the skills of revealing and solving these problems are formed using the method of Forum Theatre. This paper aims to analyze scientific, methodological literature connected with the Forum Theatre method application; establish Forum Theatre effect principles; describe the views of teenagers on how Forum Theatre application meets their needs; find out how, using the method of Forum Theatre, the process of building up teenagers skills of solving problems happens; reveal the abilities of the 17-19-year-olds which they developed through the process of learning-teaching how to cope with their psychological and social problems, using the method of Forum Theatre. Seeking to carry out a detailed investigation of the process of teenagers’ learning-teaching how to solve their urgent problems through Forum Theatre, from November 2007 till December 2008, Forum Theatre lessons were given to 17-19-year-old teenagers, after which the analysis of the cases was performed. During the investigation the data was collected monitoring how separate individuals and groups of individuals perform the tasks, interviewing and fixing (writing down and filming) the... [to full text]

This research is primarily concerned with the on-going development of the secondary mathematics curriculum in The Bahamas. In order to determine whether pupils assimilated mathematical ideas into a schematic structure, and could retrieve and use them as final behaviours outlined in the syllabuses, data from two diagnostic tests administered to pupils of 13+ and 15+ years respectively, were analysed. For the former age range, 377 pupils completed an Objective Test containing 50 items and for the latter age range 241 pupils attempted a Choice-Type Test with the instruction to choose any 10 of the total of 14 questions [continued]…