Metacognition in collaborative learning settings is an emerging topic in research on metacognition. This study focused on the development of metacognitive skills during pair programming in order to enhance knowledge productivity. Pair programming entails collaboration between two programmers, each fulfilling a specific role during the execution of the programming task, and has recently been used in educational contexts as a teaching and learning strategy to improve learning in computer programming (DeClue, 2003:49; Preston, 2006b:16). In this study the outcomes of collaborative learning during pair programming are referred to as knowledge productivity, which is measured against the criteria of enhanced knowledge construction, enhanced problem-solving skills, conceptual changes in individual perspectives, commitment to work with the other member of the pair, and application of the results of the learning process (Tillema & Van der Westhuizen, 2006:51,55). To investigate the influence of a metacognitive teaching and learning approach to pair programming on knowledge productivity, a repeated-measures experiment with a control group was conducted among a number of Grade 11 learners who had been implementing pair programming in the learning of Information Technology at secondary school level. At the beginning of the study both groups completed two questionnaires, one on metacognition and the other on knowledge productivity. At the same stage, a number of randomly selected participants from each group were interviewed on the same two topics, using a semi-structured interview approach. This procedure was repeated three months later, without any intervention. During the intervention phase, the experimental group implemented a set of self-directed metacognitive questions that they had to answer while doing a pair programming task. These self-directed metacognitive questions form part of a metacognitive teaching and learning strategy suggested by the researcher. The members of the experimental group also kept a journal to describe how the self-directed questions directed their thinking during the execution of the pair programming task. At the end of the experimental period, the mo questionnaires on metacognition and knowledge productivity were completed by both groups again, supported by the interviews of the same selected participants. The results derived from the empirical study showed that the knowledge productivity of learners programming in pairs can be enhanced by implementing a metacognitive teaching and learning strategy. The metacognitive teaching and learning strategy implemented during this study was then adapted to make it suitable for use by teachers and learners during pair programming. / Thesis (Ph.D. (Education)--North-West University, Potchefstroom Campus, 2010.

Metacognition in collaborative learning settings is an emerging topic in research on metacognition. This study focused on the development of metacognitive skills during pair programming in order to enhance knowledge productivity. Pair programming entails collaboration between two programmers, each fulfilling a specific role during the execution of the programming task, and has recently been used in educational contexts as a teaching and learning strategy to improve learning in computer programming (DeClue, 2003:49; Preston, 2006b:16). In this study the outcomes of collaborative learning during pair programming are referred to as knowledge productivity, which is measured against the criteria of enhanced knowledge construction, enhanced problem-solving skills, conceptual changes in individual perspectives, commitment to work with the other member of the pair, and application of the results of the learning process (Tillema & Van der Westhuizen, 2006:51,55). To investigate the influence of a metacognitive teaching and learning approach to pair programming on knowledge productivity, a repeated-measures experiment with a control group was conducted among a number of Grade 11 learners who had been implementing pair programming in the learning of Information Technology at secondary school level. At the beginning of the study both groups completed two questionnaires, one on metacognition and the other on knowledge productivity. At the same stage, a number of randomly selected participants from each group were interviewed on the same two topics, using a semi-structured interview approach. This procedure was repeated three months later, without any intervention. During the intervention phase, the experimental group implemented a set of self-directed metacognitive questions that they had to answer while doing a pair programming task. These self-directed metacognitive questions form part of a metacognitive teaching and learning strategy suggested by the researcher. The members of the experimental group also kept a journal to describe how the self-directed questions directed their thinking during the execution of the pair programming task. At the end of the experimental period, the mo questionnaires on metacognition and knowledge productivity were completed by both groups again, supported by the interviews of the same selected participants. The results derived from the empirical study showed that the knowledge productivity of learners programming in pairs can be enhanced by implementing a metacognitive teaching and learning strategy. The metacognitive teaching and learning strategy implemented during this study was then adapted to make it suitable for use by teachers and learners during pair programming. / Thesis (Ph.D. (Education)--North-West University, Potchefstroom Campus, 2010.

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]…

Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2016-09-06T20:06:53Z No. of bitstreams: 1 ANA TERESA DISSERTACAO publicacao BDTD mar_2016.pdf: 2857425 bytes, checksum: 9a91d73aeb94da0e22e833edfb684505 (MD5) / Made available in DSpace on 2016-09-06T20:06:53Z (GMT). No. of bitstreams: 1 ANA TERESA DISSERTACAO publicacao BDTD mar_2016.pdf: 2857425 bytes, checksum: 9a91d73aeb94da0e22e833edfb684505 (MD5) Previous issue date: 2015-12-10 / The discomfort caused by the contradictions between medical education and health work, opened the "secret door" by which usually starts the pedagogical reflection in the University: the questioning of the teaching work. Such considerations led the author of this research to experience a new archetype for the developed teaching a medical school stage at the Oeste Paulista University (UNOESTE). In essence, the experience focused on the use of the logbook to the development and learning record and wealth of first impressions about its use (observed by the teacher and verbalized by the students), associated with the interest of other teachers in their construct it raised the desire to investigate this phenomenon. Therefore this research began to be developed in the Master's program in Education of the Oeste Paulista University in order to analyze the academic and social relevance of the logbook as teaching and learning procedure and more specifically, to characterize the constituent principles of the logbook, unveiling its potential to the process of teaching and learning and identify possible weaknesses in its implementation / execution. The choice of a qualitative approach of phenomenological nature of action- research type became natural, wherein the scenario of the research was to own classroom and demonstrations were studied in the logic of the involved subjects (53 students and the mediator teacher, who is the participating researcher). The data from a questionnaire with students impressions about the phenomenon, from the analysis of produced documents by the students and from teacher observation, categorized according to content analysis from Bardin, the logbook had substantiated its significance as a “hybrid” teaching and learning procedure seated in the precepts of active methodology, teaching and learning collaborative, endowed with academic magnitude (process of teaching and learning is dialogic, contextualized, reflective, developed in a warm educational way in a relatively short time) and also social (students with real experience of the working world in health, seizing reality in a critical perspective of knowledge and events). These results qualify the logbook as an interesting methodological option for a training process that understands the medical function as a social phenomenon that seeks to safeguard the life preserving the human of life. / O desconforto gerado com as contradições entre a formação médica e o trabalho em saúde, abriu a “porta secreta” pela qual costuma se iniciar a reflexão pedagógica na Universidade: o questionamento sobre o trabalho docente. Tais reflexões levaram a autora dessa pesquisa a experenciar um novo arquétipo para o ensino desenvolvido num estágio do Curso de Medicina da Universidade do Oeste Paulista (UNOESTE). Em essência, a experiência centrou-se no uso do logbook para o desenvolvimento e registro do aprendizado e a riqueza das impressões primeiras sobre o seu uso (observadas pelo docente e verbalizadas pelos discentes), associada ao interesse de outros docentes no seu construto, suscitaram o desejo de investigar esse fenômeno. Assim, teve início a presente pesquisa desenvolvida no programa de Mestrado em Educação da Universidade do Oeste Paulista objetivando analisar a relevância acadêmica e social do logbook como procedimento de ensino e de aprendizagem e mais especificamente, de caracterizar os seus princípios constitutivos, desvelar as suas potencialidades para o processo de ensino e de aprendizagem e verificar possíveis fragilidades na sua implantação/execução. A escolha da abordagem qualitativa de cunho fenomenológico do tipo pesquisa-ação tornou-se natural, dado que o cenário da investigação foi a própria sala de aula e as manifestações foram estudadas na lógica dos sujeitos envolvidos (53 estudantes e o docente mediador, que é a pesquisadora participante). Os dados oriundos de um questionário com as impressões discentes sobre o fenômeno, da análise dos documentos produzidos pelos estudantes e da observação docente, categorizados à luz da análise de conteúdos de Bardin, consubstanciaram a significação do logbook como um procedimento de ensino e aprendizagem “híbrido”, assentado nos preceitos da metodologia ativa, colaborativa de ensino e aprendizagem, dotada de relevância acadêmica (processo de ensino e de aprendizagem dialógico, contextualizado, reflexivo, desenvolvido num clima pedagógico acolhedor, em um tempo relativamente curto) e também social (discentes com vivência real do mundo do trabalho em saúde, apreendendo a realidade numa perspectiva crítica dos conhecimentos e acontecimentos). Esses resultados o credenciam como uma opção metodológica interessante para um processo formativo que entende a função médica como um fenômeno social que busca salvaguardar a vida preservando o humano da vida.