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Current Practices of Experiential Learning in the United States Construction and Technology ProgramsAbdelaty, Ahmed, Shrestha, Joseph 20 May 2019 (has links) (PDF)
Construction education is dynamic and practice oriented. As such, effective construction programs require significant collaboration with the construction industry. This collaboration, in the form of internship or cooperative programs, increase the student readiness for the job market by providing valuable field experience. Construction programs in the United States (US) established several internship requirements that range from being optional to multiple required internships. This study focuses on scanning the current internship requirements set by construction and engineering technology programs in the US by gathering information including; 1) Number and length of required internships, 2) Internship prerequisites, 3) Internship deliverables, 4) assessment method. The outcome of this study is expected to help construction programs improve their internship or cooperative requirements by considering the prevailing practices developed by other schools. Additionally, the study provides recommendations to enhance the effectiveness of internship for positive experiential learning.
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Psychological and cultural factors related to methodologies to Hanoi Foreign Languages Teachers' College studentsPham, Khai Hoan, n/a January 1985 (has links)
With the increasing contact between Vietnam
and English speaking countries and the growing demand
for foreign language professionals in the last decades,
the teaching of foreign languages, especially English,
has gained considerable prominence in Vietnamese
education. However, English has been taught in Vietnam
for a relatively short time, there are significant
deficiencies in this area. If these deficiencies are
to be addressed then methodology is a crucial variable
worthy of examination.
Many of the EFL teaching (Teaching English
as a Foreign Language) methods developed in the last
twenty years are unfamiliar to a great number of the
Vietnamese teachers, although they may be introduced
to Vietnam in the near future. In this study a historical
overview of language teaching development is provided.
Since language teaching methods are products of
Western experience, a scrutiny of their relevance
to the Vietnamese teaching situation is necessary. In
particular it is important to focus on the psychological
and cultural appropriateness of different methods to
the Vietnamese settings. A number of most crucial
psychological issues such as the learner's motivation,
aptitude, personality and learning style are discussed
together with some social and cultural influences
which may affect the learner's psychological attributes,
The study also provides a specific investigation of
the psychological attributes of Vietnamese students
and a number of cultural problems faced by this type
of learners in their English learning process. Finally
some practical, though tentative, suggestions are made
in the hops that more and more Vietnamese teachers of
English will respond to the problem of teaching
methodology and search for ways to bring about
effective learning.
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Child and youth care students' perceptions of active learning strategies at the Durban University of Technology.Dewan, Fathima. January 2008 (has links)
This study explored the students' perceptions of active learning strategies in the Child and Youth Care Programme at the Durban University of Technology (DUT), KwaZulu-Natal, South Africa. The key focus of the study was how the participants experienced independent study and in-class active learning strategies. Of interest, too were the participants' ideas of how the roles of their peers and educators could be improved to enhance the active learning process. Data was obtained from questionnaires and focus groups conducted with the third year students. The qualitative research design involved the collection and analysis of the data and a review of the findings in relation to current local and international literature. This research highlights the roles that peers and educators play in independent study and in-class active learning strategies. The findings indicated that students and educators play a number of roles. The roles of peers included enhancing understanding through explanation, providing alternative ways of understanding, increasing quantity of knowledge and providing support. The roles of the educator included providing guidance, feedback, structure, clarification and skills. Recommendations are made for future research as well as improvements of this active learning process within the Child and Youth Care programme. The recommendations for improvement within the programme include assessment of group learning, curriculum development, evaluation of pedagogy and infrastructural support for student learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.
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L'insegnamento dell'italiano a Montreal verso il Duemila : insegnamento e apprendimento al livello post-secondario in un contesto plurilinguePicciano, Giovanna A. January 1997 (has links)
Teaching and learning foreign languages has always been a source of debate. This research begins by tracing the evolution of teaching methods and approaches. It proceeds to describe how the teaching and learning of Standard Italian at the post-secondary level and in adult education in Montreal is affected by the multicultural nature of the community. The analysis of individual textbooks used in post-secondary and adult instruction in Montreal and the surrounding area follows. This study should provide an impetus for further investigation regarding the relationship between foreign language acquisition and the choice of textbooks for classroom use and it could provide solutions for some of the pedagogical problems arising from Montreal's linguistic plurality.
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The role of subject advisors in enhancing instructional leadership practices in schools : the case of one education district in KwaZulu-Natal.Tatana, Siyabulela. 28 October 2014 (has links)
The role of the subject advisors as instructional leaders in South Africa has not been a field which has been given much focus. Few studies have been conducted on the role of the subject advisors even though the international literature shows that in developed countries much research has been done on the role of subject advisors. This study aimed at understanding the role of subject advisors in the South African context using one Education District in KwaZulu-Natal. In 2011 the Department of Basic Education introduced the Guidelines on The Roles and Responsibilities of Education Districts with the aim of addressing the functioning of the education districts. So it is also important to know how the subject advisors understand their roles.
This research utilised a qualitative, case study approach. Data was generated through semi-structured interviews. Three subject advisors were the participants of this study. Data was analysed utilising Hallinger and Murphy‘s model of an instructional leader. The findings suggest that the subject advisors understand their roles of enhancing instructional leadership in schools. Through the findings it emerged that subject advisors understand their roles to be supporting educators through the implementation of the curriculum which includes conducting workshops, providing educators with the educator support materials and class visits. Class visits enable the subject advisor to understand what is actually happening in class so that he/she would be able to understand the nature of support that might be needed. There were challenges that the subject advisors experienced as they performed their duties. It emerged through the findings that the subject advisors involved other people in supporting teaching and learning in schools because of different reasons, which included the shortage of subject advisors in certain discipline and also the subjects which were introduced in schools when these subject advisors were already employed. Other challenges which emerged from the findings included the shortage of computers for the subject advisors which forced them to use one computer and also educator support materials like duplicating papers which were used for workshops and the materials that were to be used in the classroom. Recommendations to address these challenges include organising more workshops for subject advisors so that they would have the necessary skills, employing more subject advisors, partnerships with local private sector to address the shortage of educator support materials. / M.Ed. University of KwaZulu-Natal, Durban 2014.
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[en] BUSINESS GAMES AND THE TEACHING OF BUSINESS STRATEGY: RESULTS OF THE EMPIRIC RESEARCH IN BRAZIL / [pt] JOGOS DE EMPRESA E ENSINO DE ESTRATÉGIA EMPRESARIAL: RESULTADOS DE PESQUISA EMPÍRICA NO BRASILRICARDO LUIZ CASELLA DUGAICH 05 October 2005 (has links)
[pt] Desde a última década, uma nova forma de ensino na área
administrativa
tem chamado a atenção por seu espírito inovador, pela
forma dinâmica de seu
aprendizado e pela criatividade estimulada nos alunos no
sentido não somente de
ajudá-los a absorver os conhecimentos teóricos aprendidos
em sala de aula, mas,
sobretudo de desenvolver reflexões próprias e pertinentes
às suas aplicações
práticas. Essa técnica de ensino é denominada de Jogos de
Empresas (Business
Game) ou Simuladores Empresariais. A aplicação dessa
ferramenta propõe-se a
auxiliar o ensino de várias atividades empresariais, como:
aspectos econômicos,
aspectos contábeis, liderança - tomada de decisão e
planejamento estratégico.
Nesse contexto, esse trabalho dividiu-se em duas unidades
de pesquisa. O objetivo
da primeira unidade de pesquisa é investigar como são
utilizados os simuladores
empresariais nas instituições de ensino no Brasil. Os
dados para essa pesquisa
foram coletados por meio de questionário predominantemente
estruturado. O
objetivo da segunda unidade de pesquisa é investigar se os
simuladores
empresariais são uma boa ferramenta de ensino de
planejamento estratégico,
segundo as dez escolas definidas por Mintzberg. Essa
unidade de pesquisa foi
desenvolvida utilizando-se a metodologia de estudos de
casos, tendo como foco
de pesquisa a aplicação de simuladores empresariais na
Universidade São Paulo
(USP), Fundação Getúlio Vargas - SP e a Fundação Dom
Cabral (Belo
Horizonte). Os dados para essa pesquisa foram coletados
por meio de investigação
documental e telematizada, questionário predominantemente
estruturado,
entrevistas e observação de cada aplicação. A
interpretação e análise dos dados
foram realizadas com base no referencial teórico. Os
resultados evidenciam que a
maioria das instituições de ensino utilizam simuladores
empresariais como
instrumento de ensino de planejamento estratégico, porém
as ferramentas
analisadas, por si só, não cumprem esse papel sem a
interferência direta dos
docentes dessa disciplina. / [en] Since the 1990s, a new way of teaching business
administration has called
attention to itself because of its innovative spirit, the
dynamic nature of its
learning process, and for the creativity it stimulates in
its students; not only in
terms of helping them absorb the theoretical knowledge
presented in the
classroom, but, more significantly, in developing their
own ideas regarding its
practical application. This teaching technique is called
Business Game or
Business Simulator. The application of this technique can
aid in the instruction of
various business activities, including economic
operations, accounting procedures,
and the application of leadership skills´ making decisions
and carrying out
strategic planning. In this context, this work is divided
into two research units.
The objective of the first research unit is to investigate
how the business
simulators are employed in Brazilian education. The data
for this research was
collected by means of a highly-structured questionnaire.
The objective of the
second research unit is to investigate whether or not the
business simulators are a
useful tool in the teaching of strategic planning,
according to the ten schools
defined by Mintzberg. This research unit was developed
using a case study
methodology, having as its research focus the application
of business simulators at
the University of São Paulo (USP), Getúlio Vargas
Foundation - SP, and the Dom
Cabral Foundation (in the Brazilian state of Belo
Horizonte). The data for this
research was collected by means of a record and internet
sources, a highlystructured
questionnaire, interviews and an analysis of each
application. The
interpretation and analysis of data was carried out based
upon a theoretical
reference. The results indicate that most of the
educational institutions use
business simulators as a teaching instrument for strategic
planning; however, the
analyzed tools do not, on their own, fulfill their role
without the direct
involvement of instructors.
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Proposta de procedimento metodológico para o ensino de ciências com o uso de tecnologias da informação e da comunicaçãoMinozzo, Luís César 14 December 2015 (has links)
Este trabalho tem por objetivo a inclusão de tecnologias e suas ferramentas no ensino de ciências, através da capacitação de professores para a utilização de recursos do universo tecnológico, disponíveis em escolas da rede pública de um munícipio da região nordeste do Rio Grande do Sul, com a finalidade de inserir tais tecnologias, em uso na sociedade, como possibilidade didática. A relevância do presente trabalho se justifica pela carência de profissionais da educação que se sintam qualificados para utilização dessas tecnologias na sua ação pedagógica. A partir de um curso de formação, observou-se que, apesar das dificuldades apresentadas pelos professores em relação ao conhecimento básico de informática, a prática com o uso de ferramentas digitais pode incentivá-los quanto à aplicação em sua prática docente, levando-os a terem uma maior aproximação com os estudantes. A aplicação de processos metodológicos no ensino de Ciências e os relatos de diferentes experiências levaram a concluir que o professor pode criar possibilidades atrativas e motivadoras para os estudantes, através dos recursos tecnológicos inseridos em uma didática diferenciada e contextualizada. / Submitted by Ana Guimarães Pereira (agpereir@ucs.br) on 2016-05-12T13:25:32Z
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Previous issue date: 2015-05-12 / This paper aims at the inclusion of technologies and tools in Science education by training teachers to use resources from the technological universe available in the public schools in a city at northeast of Rio Grande do Sul state, in order to put such technologies in use in society, as a teaching opportunity. The relevance of this study is justified by the lack of professionals in education who feel qualified to use these technologies in their pedagogical action. From a training course, it was observed that, despite the difficulties faced by teachers in relation to the basic computer knowledge, the practice using digital tools encourage them as to the application in their teaching practice, leading to a perception of a closer relationship with students. The application of methodologies proceed in Science teaching and reports of different experiments lead to the conclusion that the teacher can create attractive and motivating opportunities for students through technological resources embedded in a differentiated and contextualized teaching.
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Apreciação de gêneros musicais: práticas e percursos para a Educação Básica / The listening of the music genres in basic schoolConstantino, Paulo Roberto Prado [UNESP] 09 March 2017 (has links)
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Previous issue date: 2017-03-09 / A tese sustenta que a atividade de apreciação dos gêneros musicais, como estruturadora das propostas educacionais para a escola básica, é um princípio pedagógico válido e aplicável aos diferentes níveis de ensino, com ênfase no segundo ciclo do Ensino Fundamental e Médio, promovendo a aproximação das instituições escolares à diversidade dos gêneros musicais e das possibilidades de escuta baseadas nas mídias e suportes disponíveis. A pesquisa-ação foi o instrumental escolhido para uma intervenção entre 169 alunos do ensino fundamental e médio em duas escolas estaduais públicas paulistas. Os resultados obtidos foram analisados à luz das categorias de avaliação da apreciação musical propostas por Keith Swanwick (2014), delineando percursos para atividades entre os alunos da educação básica. / The thesis argues that the activity of listening of music genres as a structuring element of the educational proposals, is a valid approach and applicable to the different levels of education, with emphasis in the Elementary [Middle School] and High School, promoting the approximation of institutions to the diversity of music genres and listening possibilities, based on available media. Action-research was the instrument chosen for studies among 169 middle and high school students, in two public schools in State of São Paulo, Brazil. The results obtained were analyzed in the categories of listening evaluation proposed by Keith Swanwick (2014), outlining paths for the development of the proposal among students of basic education.
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Uma proposta de metodologia para o ensino de F?sica usando rob?tica de baix?ssimo custoAraujo, Alessandro Vinicius Pereira Rolim de 31 July 2013 (has links)
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Previous issue date: 2013-07-31 / This paper presents methodology based on Lev Vigotsky`s social interactionist
theory through investigative activities, which integrates the teaching of physics to
robotics, directed to students of the Physics degree course, seeking to provide further
training for future teachers. The method is organized through educational robotics
workshops that addresses concepts of physics through the use of low-cost educational
robots along with several activities. The methodology has been presented and discussed
and put into practice afterwards in workshops so that these future teachers may be able
to take robotics to their classroom. Students from the last and penultimate semester of
the Physics degree course of the Federal Institute of Education, Science and Technology of Rio
Grande do Norte, Caic? campus participated in this project / Este trabalho tem como prop?sito apresentar uma metodologia baseada na teoria
s?cio interacionista de Lev Vygotsky, atrav?s de atividades investigativas, que integra o
ensino de F?sica com a rob?tica, direcionadas para alunos do curso de licenciatura em
F?sica, na busca de fornecer mais uma capacita??o para os futuros professores.
Organizada por meio de oficinas de rob?tica pedag?gicas que abordam conceitos de
f?sica atrav?s da utiliza??o do kit did?tico de rob?tica livre proposto juntamente com
atividades produzidas, a metodologia foi apresenta e discutida, e posteriormente,
colocada em pr?tica nas oficinas para que esses futuros professores possam levar a
rob?tica para sua sala de aula. Participaram alunos do ?ltimo e do pen?ltimo per?odo da
Licenciatura em F?sica do Instituo Federal de Educa??o, Ci?ncia e Tecnologia do Rio
Grande do Norte, c?mpus Caic?
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Proposta de procedimento metodológico para o ensino de ciências com o uso de tecnologias da informação e da comunicaçãoMinozzo, Luís César 14 December 2015 (has links)
Este trabalho tem por objetivo a inclusão de tecnologias e suas ferramentas no ensino de ciências, através da capacitação de professores para a utilização de recursos do universo tecnológico, disponíveis em escolas da rede pública de um munícipio da região nordeste do Rio Grande do Sul, com a finalidade de inserir tais tecnologias, em uso na sociedade, como possibilidade didática. A relevância do presente trabalho se justifica pela carência de profissionais da educação que se sintam qualificados para utilização dessas tecnologias na sua ação pedagógica. A partir de um curso de formação, observou-se que, apesar das dificuldades apresentadas pelos professores em relação ao conhecimento básico de informática, a prática com o uso de ferramentas digitais pode incentivá-los quanto à aplicação em sua prática docente, levando-os a terem uma maior aproximação com os estudantes. A aplicação de processos metodológicos no ensino de Ciências e os relatos de diferentes experiências levaram a concluir que o professor pode criar possibilidades atrativas e motivadoras para os estudantes, através dos recursos tecnológicos inseridos em uma didática diferenciada e contextualizada. / This paper aims at the inclusion of technologies and tools in Science education by training teachers to use resources from the technological universe available in the public schools in a city at northeast of Rio Grande do Sul state, in order to put such technologies in use in society, as a teaching opportunity. The relevance of this study is justified by the lack of professionals in education who feel qualified to use these technologies in their pedagogical action. From a training course, it was observed that, despite the difficulties faced by teachers in relation to the basic computer knowledge, the practice using digital tools encourage them as to the application in their teaching practice, leading to a perception of a closer relationship with students. The application of methodologies proceed in Science teaching and reports of different experiments lead to the conclusion that the teacher can create attractive and motivating opportunities for students through technological resources embedded in a differentiated and contextualized teaching.
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