Orientador: Miguel Arcanjo Areas / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia / Made available in DSpace on 2018-08-17T23:12:38Z (GMT). No. of bitstreams: 1 CuboNeto_Francisco_M.pdf: 3492807 bytes, checksum: 1e0720579e88f17490121147cc0d00a3 (MD5) Previous issue date: 2011 / Resumo: A análise histórica do ensino de Fisiologia mostra que desde o final do século XVIII, quando começou a ser estudada, a eletrofisiologia vem sendo ensinada da mesma maneira: aplicação de estímulo químico e, em algumas vezes, elétrico em diferentes partes do corpo animal e, a seguir, discussão das respostas observadas. Por outro lado, o crescente avanço tecnológico permitiu o surgimento e a inserção de novas ferramentas educacionais, como vídeo aulas, animações e simulações computacionais, sem que houvesse prejuízo na qualidade do ensino. O objetivo dessa dissertação é desenvolver um material didático alternativo ao uso de animais no ensino de Fisiologia, recriando virtualmente a aula prática referente ao estudo dos reflexos medulares em rã. O software criado, intitulado FISIOPRAT, foi baseado no roteiro de aula prática utilizado nos cursos de Biologia, Enfermagem e Medicina da Universidade Estadual de Campinas, de modo a apresentar o mesmo conteúdo da aula tradicional. Para a avaliação da eficácia do material criado, o FISIOPRAT foi testado com alunos do terceiro ano do curso de Licenciatura em Ciências Biológicas, do segundo ano do curso de Bacharelado e Licenciatura em Ciências Biológicas, do segundo ano do curso de Medicina e do primeiro ano do curso de Bacharelado e Licenciatura em Enfermagem. Cada turma foi dividida aleatoriamente em dois grupos: o grupo controle aula prática tradicional (APT) realizou a aula prática utilizando o modelo animal e o grupo aula prática FISIOPRAT (APF) realizou a aula prática utilizando o software. Em seguida os grupos receberam o mesmo instrumento de avaliação, permitindo que as notas obtidas pelos grupos fossem comparadas. A análise estatística das respostas fornecidas pelos alunos dos dois grupos mostrou haver diferença significativa entre as metodologias aplicadas, tanto em relação às informações relativas à aula, como também em relação às notas do instrumento de avaliação cognitiva. Dentre as questões analisadas, 80% das médias obtidas pelo grupo APF foram superiores às do grupo APT, comprovando, assim, a eficácia do software. Com referência à quantidade de respostas certas e erradas obtidas no instrumento de avaliação cognitiva, o grupo APF apresentou, respectivamente, 39% e 9%, contra 37% e 14% do grupo APT. Uma vez que ambos os grupos tiveram a mesma aula teórica, essa diferença mostrou que o software testado não prejudicou o ensino do conteúdo teórico e prático. Por fim, o FISIOPRAT foi avaliado como método de ensino eficaz alternativo ao uso de animais para a aula prática "Avaliação de Reflexos Medulares em Rã mediante Estímulos Químicos e Mecânicos", reconhecendo-se, também, a relevância das especificidades da aula prática tradicional e, conseqüentemente, sua importância para o processo ensino/aprendizagem / Abstract: Historical analysis of the teaching of physiology shows that since the late eighteenth century, when it began to be studied, electrophysiology has been taught the same way: application of chemical stimulation, and sometimes in different electrical body parts and animal, then discuss the responses observed. Moreover, the increasing technological advances enabled the development and introduction of new educational tools such as video lectures, animations and computer simulations, without any loss in quality of education. The objective of this dissertation is to develop an alternative teaching material the use of animals in teaching physiology, virtually recreating the practical lesson concerning the study of spinal reflexes in frogs. The software created, entitled FISIOPRAT was based on the script used in the practice of school courses in biology, nursing and medicine at the University of Campinas, in order to display the same content as the traditional classroom. To evaluate the effectiveness of the material created, FISIOPRAT was tested with the third year of the bachelor's degree in Biological Sciences, the second year of a bachelor's degree in Biological Sciences, the second year of medical school and first year of bachelor's degree in Nursing. Each class was divided randomly into two groups: the control class traditional practice (APT) held classroom practice using the animal model and group practice session FISIOPRAT (APF) held a practice session using the software. Then both groups received the same assessment tool, allowing the marks obtained by the groups were compared. Statistical analysis of the responses provided by students from both groups showed significant difference between the methodologies applied, both in relation to information relating to class, but also with respect to the notes of the instrument of cognitive assessment. Among the issues examined, 80% of measurements obtained by the APF group were greater than the APT group, thus proving the effectiveness of the software. With reference to the amount of correct and incorrect answers obtained in the instrument of cognitive assessment, the group had APF, respectively, 39% and 9%, 37% and 14% of the APT group. Since both groups had the same lecture, this difference was that the software tested did not hinder the teaching of theoretical and practical content. Finally, the FISIOPRAT was evaluated as a method of teaching effective alternative to using animals for classroom practice "Evaluation of Spinal Reflex in Frogs by chemical and mechanical stimuli," recognizing also the importance of the specificities of traditional classroom practice and hence its importance to the teaching / learning process / Mestrado / Fisiologia / Mestre em Biologia Funcional e Molecular

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-08-01T18:26:46Z No. of bitstreams: 2 Dissertação - Daniela Cristina Pacheco - 2016.pdf: 1792712 bytes, checksum: 28142ef4520e587eb98e31de52ec8569 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-08-02T12:15:44Z (GMT) No. of bitstreams: 2 Dissertação - Daniela Cristina Pacheco - 2016.pdf: 1792712 bytes, checksum: 28142ef4520e587eb98e31de52ec8569 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2016-08-02T12:15:44Z (GMT). No. of bitstreams: 2 Dissertação - Daniela Cristina Pacheco - 2016.pdf: 1792712 bytes, checksum: 28142ef4520e587eb98e31de52ec8569 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-03-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The study investigates the inclusion of mythical storytelling activities in classrooms connected to history teaching. It examines the didactic innovation as teaching-learning and performance methodology in the classroom. The myth-narrative performances are approached as a vehicle to facilitate learning, making changes in students' thinking about the different concepts of history and mythology. Myth is an important document for the understanding of a society, a period, an ethnic group and the mythical-literary narratives contribute to greater questioning of past-present relationship through impressions, aspirations and experiences of the individuals who coined them and factors that allow us to explain / understand the past. The relevance of the research is the possibility of contributing to studies of history teaching because it allows us to rethink the practice of the historian as researcher / lecturer in an inseparable perspective by effectively contributing to a differentiated, innovative and interdisciplinary approach. / O estudo investiga a inclusão da atividade de contação de histórias míticas em salas de aula ligadas ao ensino de história. Examina a inovação didática como metodologia de ensino-aprendizagem e performance em sala de aula. As performances mito-narrativas são tratadas como um veículo facilitador da aprendizagem, efetuando mudanças no pensamento das/os alunas/os quanto aos diversos conceitos de história e mitologia. O mito é um importante documento para a compreensão de uma sociedade, um período, uma etnia e as narrativas mítico-literárias contribuem para uma maior problematização da relação passado-presente por meio de impressões, anseios e experiências vivenciadas pelos indivíduos que os cunharam e fatores que nos possibilitam explicar/compreender o passado. A relevância da pesquisa se encontra na possibilidade da contribuição aos estudos acerca do ensino de história, pois permite repensar a prática do historiador enquanto pesquisador/docente em uma perspectiva indissociável efetivamente por contribuir com uma metodologia diferenciada, inovadora e interdisciplinar.

M.Ed. (Tertiary and Adult Education) / Tertiary institutions experience a big influx of adult learners which increases the demand for capable adult educators. A need was identified to train or refresh adult educators in teaching techniques suitable for adult learners. Group methods have been identified as an effective teaching method to use in adult education as it provides the adult learner with the opportunity to use his/her experience and to be selfdirective in his/her studies. Selfstudy modules has been selected as an appropriate training method for adult educators as it is regarded as a cost-effective method to develop adult educators by means of distance education. A study of literature and descriptive research were conducted to determine the structure and requirements of a selfstudy unit as well as the essentials of group work. The information obtained was used to construct a selfstudy module dealing with the facilitating of adult learning by means of group methods. The following issues were addressed in the selfstudy module: 1) The use of group methods in the teaching-learning situation. 2) The essence of group methods and cooperative learning. 3) The characteristics of adult learners and their learning orientation towards learning. 4) Planning of group work by the adult educator. 5) The roll of the educator during group work. 6) Evaluating the group process, group efforts and individual achievements. Each of these topics was succeeded by an assignment to assist the adult educator to work through the module systematically and to evaluate his/her progress at regular intervals. On completion of the module he/she should be more equipped to fulfill his/her role as facilitator of group discussion.

The aim of this essay is to investigate how writing is taught in upper secondary school as well as what kind of writing is taught, the teachers’ attitudes towards writing and how written production is assessed. I am interested to see if teachers use different methods both when it comes to teaching and grading writing. My research is based on recorded interviews with four upper secondary school teachers from two different schools. The teachers were interviewed on their planning, executing and grading of writing within English A and B. I have also carried out extensive reading of earlier research in order to get a complete background. The result shows that all four teachers believe that writing is an important part of language learning and they all enjoy teaching it. The main focus is put on the formal aspects of writing, in order to prepare students for the national tests. Only one of the four teachers feel that creative writing is the best way to learn a second language. All teachers go through the formal rules of writing with the entire class before giving them an assignment. The biggest difference between the different teachers is the marking and final grading of the written production, where one teacher does not grade assignments at all and another has developed her own scale.

Cette étude traite des écueils de communication que rencontrent les apprenants de l’anglais langue étrangère dans l’enseignement secondaire en Tunisie, et à partir de ces constats, propose quelques recommandations susceptibles de les aider à surmonter ces obstacles.Il s’est avéré que ces difficultés de communication ont pour origine deux facteurs principaux: le manque d’exposition à l’anglais et l’inadéquation de certaines méthodes pédagogiques.En effet, l’anglais semble être enseigné tout simplement comme une matière scolaire. Les apprenants ne sont exposés à cette langue qu’en milieu institutionnel, et ce pendant seulement quelques heures par semaine.Il faut noter, par ailleurs, l’inadéquation de certaines méthodes pédagogiques: le recours à la langue maternelle dans l’enseignement de l’anglais en est un exemple. Ceci est une technique qui s’est révélée plus nuisible que bénéfique du fait qu’elle est souvent utilisée uniquement pour expliquer des termes lexicaux et des structures syntaxiques difficiles.Quant à l’approche communicative, elle n’a pas permis d’atteindre les objectifs d’apprentissage escomptés en raison de certaines contraintes sérieuses qui ont entravé sa mise en application.Le fait que cette approche mette l’accent sur le sens aux dépens de la forme et donne la priorité à l’expression orale au détriment de l’expression écrite d’une part, ainsi que les classes nombreuses et le manque ou l’indisponibilité de matériaux pédagogiques, d’autre part, sont d’autres éléments qui ne favorisent pas l’apprentissage.Outre ces facteurs, on remarque également l’absence quasi‐totale de cours théoriques sur les diverses compétences à acquérir avant que ne débute l’apprentissage de la langue étrangère.Donc, afin d’aider les apprenants à progresser dans leur apprentissage et de contribuer à l’amélioration de leur compétence communicative, il serait utile de créer un environnement anglophone au lycée même et dans la mesure du possible, à l’extérieur de l’institution. Il serait également pertinent d’adopter des approches diversifiées et attacher davantage d’importance aux leçons théoriques en parallèle avec l’enseignement pratique. / This study explores the whys and wherefores of the communication difficulties experienced by Tunisian secondary school learners of English as a foreign language, and aims at offering ways out of the issue.It has been demonstrated that the issue proceeds broadly from the woeful dearth of exposure to and practice of the language and certain inadequacies of the teaching methodology.English seems to be learned as a mere curricular discipline, in that students have only a few weekly sessions confined solely to a classroom setting.The inadequacies of the teaching methodology are manifest in a number of aspects. The use of the mother tongue in EFL classes has proved to generate more harm than good. In the very framework, it has also been revealed that Communicative Language Teaching (CLT) has not been at the level of the expected outcome. Two CLT principal principles, focus on meaning to the detriment of form, and prioritizing oral fluency over written proficiency, as well as certain constraints, mainly the severe lack of instructional materials and large classes have intervened with its successful implementation in EFL classes. An added factor related to teaching methodology is the quasi‐absence of theoretical teaching as a prerequisite for the success of specific learning activities.Accordingly, exposing learners profusely to English in various ways inside and outside the classroom, adopting an only‐English eclectic approach to teaching the language, and combining theoretical instruction with practical teaching can considerably contribute to surmounting the students’ learning difficulties, and hence to the achievement of their communicative competence.

There is concern that school history is often purposeless, taught by chalk and talk and textbook methods, giving thin and unassimilated information. At a time when subjects are under increasing scrutiny and pressure to justify their existence as relevant in the school curriculum, many of the defects inherent in the 'traditional' approach to history have made it difficult to present a forceful and valid argument for its continued inclusion as a school subject.This has led to the adoption of new approaches which are designed to get pupils more actively involved in their learning. One such approach was adopted by the Schools Council 13-16 project in Britain. It laid emphasis on the methodology of the subject and identified five ways in which history could prove to be a useful and necessary subject for adolescents to study. These were: as a means of acquiring and developing such cognitive skills as those of analysis, synthesis and judgement; as a source of leisure interests; as a vehicle for analysing the contemporary world and pupils' place in it; as a means for developing understanding of the forces underlying social change and evolutioni and, finally, as an avenue to self-knowledge and awareness of what it means to be human (Introduction, p. ii)

This dissertation, which was motivated by high failure rate in senior secondary history, is primarily an attempt at identifying some of the possible causes for poor performance in high school history in Transkei schools. One possible cause of the weak performance was identified as outmoded teaching methods which were encouraged by lack of adequate facilities and resources for history teaching and learning. The investigation took the form of a survey of both human and material resources in 30 of the then 210 senior secondary schools in Transkei. The survey questionnaire, which was directed to history teachers, covered aspects on personal information about the teachers, material resources and facilities for teaching history, and teaching methods related to history teaching. A total of 55 teachers responded to the questionnaire. The survey included all the three senior secondary school class levels, that is standard 8, 9 and 10. By looking at the nature of history as a discipline and the way in which students learn, it was discovered that at school level history could be learnt best through the 'experiential' approach. This is mainly because in dealing with time-past as it has to, history usually comes up with 'strange' concepts which cannot be easily grasped by present-day senior secondary teenagers. This is because understanding of historical concepts tends to develop slower than would generally be expected, unless it is re-enforced. In Transkei schools this problem of concepts understanding is made worse by the foreign language medium (English) in which the subject is taught. It is felt that these constraints could be partly aleviated with the use of audio-visual aids and self-activity teaching methods. However, this study revealed a gross inadequacy not only in facilities for teaching history but also of both human and material resources. This automatically discourages the 'new history' approach and teachers (most of whom are underqualified) tend to cling to the old-style lecture-textbook method to the detriment of their students. This study suggests that to improve this situation it is essential to upgrade both pre-service and in-service teachers' academic and professional standards. In addition history facilities and audio-visual materials should be generously supplied to afford ample opportunities for pupil activity. This then would be line with modern history teaching theories and, hopefully, would improve performance in history in this region.

This qualitative modified case study was constructed to investigate U.S. facultymembers’ perceptions of cultural differences in the Chinese classroom and how they learn to cope with and adapt to these differences in their teaching practice. The study is based on the following assumptions: (1) U.S. visiting faculty members will not easily share their insights and their personal experiences of teaching in China. (2) Some U.S. faculty might not care to change their teaching methods because of the short-term overseas teaching assignments. (3) U.S. faculty members are willing to embrace different cultures. The study site is at a U.S. fashion college. The primary data sources were collected from an in-depth interview with 22 U.S. faculty members who teach in China and the Philosophical of Adult Education Inventory. This modified case study seeks to understand how U.S. instructors who teach in China on a short-term basis, learn to adapt to an entirely different culture as they confront it in their classrooms. The major findings of this study suggest that the participants were aware of the cultural differences between Chinese classrooms and American classrooms. The participants also encountered substantial cultural-based obstacles in China, which they overcame through the use of new teaching styles. Moreover, the findings identified two dissimilar perspectives: (1) Maintainers, those who do not change or adjust much in their teaching style, (2) Enthusiasts, those who make adjustments to their teaching style in order to accommodate the Chinese students' needs, augmenting the students’ learning outcomes. The overarching recommendation from this study suggests that both the U.S. Apparel University and the China Yifang program administrators are advised to implement an action research study every 4 to 6 years to examine and fine-tune the existing collaboration program.

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.

This research paper analyzes the strategies that translation students of a Peruvian university use to regulate their emotions. The results show the most common scenarios: getting lower grades than expected, the lack of confidence in their conceptual and thematic background, aspects of the course methodology, and their relationships with their professors and classmates. The students’ process starts with the use of maladaptive strategies, such as rumination and self-blame. However, students continue their process and then use adaptive strategies to fulfill their goals, such as refocusing on their planning.