The investigation conducted for this thesis endeavoured to determine to what extent a relationship exists between pre-service elementary school teacher enjoyment of participating in science laboratory activities in a university-level background science course and their understanding of the science involved in those activities. A student enjoyment score for two science laboratory activities was generated from survey data. A student understanding score was generated from responses to relevant questions on the final exam of the course. A step-wise logistic regression was then conducted on the student enjoyment and understanding scores. Within the scope of the investigation described in this thesis, the findings lead to the conclusion that enjoyment appears to be unrelated to understanding.

No description available.

In 2000 the Electrical and Computer Engineering department at Oregon State University began a new and innovative program named TekBots[superscript TM]. This program was created to solve the problems of students in existing undergraduate engineering education not having sufficient skill when graduating in six program educational objectives; Depth, Breadth, Professionalism, Innovation, Community, and Troubleshooting. TekBots uses several core values such as personal ownership, curriculum continuity, contextual teaching, fun, and hands on learning, to encourage students to learn and improve. Since the inception of the program two courses have been greatly refined. An evaluation of the courses supports our indications of improvement our program educational objectives. This thesis presents the TekBots program and the details of the first two TekBots courses. / Graduation date: 2003

published_or_final_version / Education / Doctoral / Doctor of Philosophy

This study used Activity Theory (AT) as a lens to explore how administrative and academic activity systems worked in a university, in schools and in the university-school partnership to support Initial Teacher Education (ITE) in Saudi Arabia. It examined the perspectives of partnership coordinators, university tutors, head teachers, cooperating teachers and student teachers involved in the ITE partnership programme at Umm Alqura University. The study was conducted under the umbrella of the interpretive paradigm. Case study was used as the methodology of the study. The study employed multiple methods of data collection: questionnaire, interviews and documentary evidence. Maximum variation sampling was used to select the participants to take part in the current study. The total number of the whole sample with all sub-groups was 187. Ten in-depth interviews were conducted with volunteer interviewees. The study yielded various findings. Participants’ expectations were influenced by their history and background. In addition, student teachers were supported in learning about teaching in the university, school and through the partnership between school and university. However, different kinds of challenges were identified. These included: extreme centralisation in running the partnership activity system, lack of awareness of the importance of the partnership and of the need to address contradictory points of view about teaching and learning to teach in a constructive way. These challenges were symptoms of unresolved contradictions inherent in the partnership activity system. Despite these contradictions, many opportunities for professional development were highlighted by all partners. Using AT as an analytical tool, several implications for all partners were identified. The study concluded with the idea that for effective teacher education, not only is it important to understand the interaction between university and school but also how, within each, administrative and academic activity sub-systems operate and interact. This is because clear understanding of all aspects of the academic and administrative elements of the partnership, and of their relationship, is essential for a successful teacher education.

A disciplina Química Analítica Qualitativa (QAQ), no contexto do Departamento de Química (DQ) da Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP), passou ao longo dos anos por uma redução de sua carga horária, que era de 11 horas semanais (1990) para 6 horas semanais (2001). Com a limitação na carga horária de QAQ, alguns grupos analíticos (grupos IV e V Metais Pesados), foram aos poucos, deixando de ser abordados no curso de Licenciatura e Bacharelado em Química, ofertados pelo DQ. Devido à importância destes metais na atualidade, acreditamos que não poderiam ser suprimidos do currículo do nosso curso. Desta forma, elaborou-se uma AOE sobre os grupos analíticos IV e V, que haviam sido retirados da marcha analítica e nesta dissertação o objetivo foi investigar a potencialidade da Atividade Orientadora de Ensino (AOE) como estratégia de ensino-aprendizagem em QAQ. A fundamentação teórica deste trabalho pautou-se nos estudos de Vygotsky sobre atividade e consciência e também na Teoria da Atividade proposta por Leontiev. Participaram da AOE 23 alunos da Licenciatura em Química, regularmente matriculados na disciplina de QAQ, que é oferecida no terceiro semestre do curso. A AOE foi desenvolvida no 1o Semestre de 2013 e incluiu três encontros previamente acordados e inseridos no cronograma da disciplina. Os dois primeiros encontros foram desenvolvidos em duas aulas simples de 1h40, para a discussão teórica acerca do tema central - metais pesados - e consequente método de identificação e separação dos mesmos. Nestes, os alunos desenvolveram uma proposta de rota de separação, pautados em uma notícia acerca da utilização de metais em batons e brilhos labiais. O terceiro encontro foi desenvolvido no laboratório didático experimental, em uma aula dupla de 3h30, na qual os alunos colocaram em prática a rota proposta, ao manipularem uma amostra fictícia dos cosméticos. Os encontros foram vídeos gravados, transcritos e posteriormente analisados a partir do método dialético. A metodologia de pesquisa adotada foi a pesquisa participante. A AOE como metodologia de ensino propiciou a interação entre os alunos da disciplina e o professor/pesquisador. Mobilizou os alunos a buscarem informações que pudessem solucionar os problemas relativos aos metais pesados, bem como articular as mesmas estabelecendo nexos entre elas e assim, conceber os conceitos envolvidos. No momento de discussão, pôde-se notar o favorecimento de nexos relacionados à: toxicidade dos metais e seus efeitos no corpo humano; bioacumulação e biomagnificação, saúde do homem, efeito das ações do homem no meio ambiente, impacto do conhecimento científico na sociedade e ambiente, proposta de identificação e separação, entre outros. Os momentos de fala externa para o grupo favoreceram que os alunos organizassem seu pensamento e sua compreensão dos conceitos. Esta AOE foi inserida na matriz curricular na disciplina e contribuiu para a avaliação dos alunos, que receberam uma nota na forma de Prática como Componente Curricular, item exigido no projeto político pedagógico do curso de Licenciatura em Química. / The Qualitative Analytical Chemistry discipline (QAC), in the context of the Chemistry Department (CD) of the Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto-FFCLRP (School of Philosophy, Sciences and Letters of Ribeirão Preto), passed over the years by a reduction of its workload, which used to be 11 hours per week (1990) to 6 hours per week (2001). By limiting the workload of QAC, some analytical groups (groups IV and V - Heavy Metals), were gradually ceasing to be covered in the Chemistry Graduation Course, offered by CD. Due to the importance of these metals at present, we believe that they could not be removed from the curriculum of our course. Thus, a Teaching Guiding Activity (TGA) about the analytical groups IV and V, which had been removed from the analytical procedures, has been elaborated and the objective in this dissertation was to investigate the potential of TGA as a teaching-learning strategy in QAC. The theoretical referential of this work was based on the studies of Vygotsky about activity and consciousness and also on the Activity Theory proposed by Leontiev. It was attended by 23 students of the Chemistry Graduation Course, regularly enrolled in the discipline of QAC, which is offered in the third semester of the course. The TGA was developed in the first semester of 2013, and included three meetings previously agreed into the schedule of the discipline. The two initial meetings were developed in two simple classes of 1h40 to the theoretical discussion concerning the central subject - heavy metals - and consequent separation and identification method of the aforementioned metals. In these meetings, the students developed a proposal for separation, guided by a piece of news about the use of metals in lipsticks and lip gloss. The third meeting was developed in the experimental teaching laboratory, in a double lesson of 3h30, in which the students put into practice the proposed route, by manipulating a fictitious sample of cosmetics. The meetings were recorded, transcribed and later analyzed from the dialectical method. The research methodology used was the participatory research. The TGA as teaching methodology provided the interaction between students of the discipline and the teacher/researcher. It also mobilized the students to search for information that would solve the problems related to heavy metals, as well as articulating such information, fomenting links among them and thus, conceive the concepts involved. At the moment of the discussion, it could be noticed the favoring of links related to: toxicity of metals and its effects in the human body; bioaccumulation and biomagnification, men\'s health, effect of human actions on the environment, impact of scientific knowledge in society and environment, the proposed identification and separation, among others. The moments of external speaking for the group, favored the students to organize their thinking and their understanding of concepts. This TGA was inserted into curriculum in the discipline and contributed to the assessment of students who received a grade in the form of Prática como Componente Curricular (\"Practical Course as Curricular Component\") item required in the political pedagogical project of the Chemistry Graduation Course.

本論文透過兩項研究，探討家長與幼兒在家進行數字棋盤遊戲時，應如何與幼兒互動，以培養幼兒的數字感及學習數學的興趣。 / 研究1旨在檢視香港幼兒數字感的發展趨勢，以及不同級別幼兒參與數字棋盤遊戲的能力。此外，研究1會考察家長與幼兒進行數字棋盤遊戲時的表現，並探究其與幼兒數字感及學習數學的興趣的關連。因此，研究1收集51名香港三至六歲幼兒在八項數字感測試的得分，以及其學習數學的興趣水平，並邀請這些幼兒與其家長進行一個數字棋盤遊戲。研究結果發現，在不少數字感測試項目中，各級別幼兒之間都存有顯著的差異。一般而言，低班幼兒已具備參與數字棋盤遊戲的能力。當家長與幼兒進行數字棋盤遊戲，並輪至他們移動棋子時，他們很少邀請幼兒參與其中。雖然「辨讀棋子移動後所停留方格中的數字」、「辨讀棋子移動時所經方格中的數字」及「辨識棋子移動後所停留方格中的數字與其他數字的關連」三項行為在家長與幼兒互動時甚少出現，但有關行為的出現程度與幼兒部份數字感元素有著正向的關連。 / 研究2旨在了解當家長接受親子活動策略訓練後，家長定期與幼兒進行數字棋盤遊戲，能否培養幼兒的數字感及學習數學的興趣。因此，研究2以實驗形式，邀請四組共91位家長與其低班幼兒在家進行不同的親子活動 (經訓練的遊戲組、遊戲組、紙筆練習組，以及控制組)，然後比較各組幼兒在前後測的表現。研究結果發現，對數學能力非特別優異的幼兒而言，數字棋盤遊戲與紙筆練習兩者均能提升幼兒數字序列背誦及兩位數字認讀的能力。當家長接受訓練後，家長定期與幼兒進行數字棋盤遊戲，更能提升幼兒加法運算的能力。不論家長接受訓練與否，定期與幼兒進行數字棋盤遊戲能培養幼兒學習數學的興趣。 / 歸納以上研究結果，本論文顯示家長可透過與幼兒在家進行有關數字的活動，培養幼兒的數字感及學習數學的興趣。然而，不少家長與幼兒進行有關活動時，往往未有充分把握教學機會。因此，家長有需要接受有關方面的訓練。 / Through two related studies, this dissertation investigated how parents should interact with their preschool children during home numeracy activities, such as number board game playing, so as to promote children’s number sense and interest in mathematics. / In Study 1, I examined Hong Kong preschool children’s number sense development and their competence in playing number board game. Furthermore, I investigated whether parents had utilized number board game playing experiences to foster their preschool children’s number sense and interest in mathematics. The relations of the prevalence of various numeracy-related events during number board game playing to children’s number sense and interest in mathematics were also explored. Fifty-one Hong Kong three- to six-year-old preschool children were first tested on eight number sense tasks (including object counting, rote counting, missing number, numeral identification, numeral writing, numerical magnitude comparison, addition, and subtraction). Their interest in mathematics was also measured. Then, parents of these children were asked to play a number board game with their children in dyads. The parent-child interactions during the game were coded and analyzed. Results showed that third year kindergarteners (K3) performed better than second year kindergarteners (K2) on all number sense tasks except object counting and rote counting. K2 children performed better than first year kindergarteners (K1) on all number sense tasks except addition and subtraction. Usually, by K2, children could start to play number board games. When parents played number board game with their preschool children, they seldom elicited children’s participation during their turns to move the token. The events “announcing the final number“, “announcing the numbers passed through“, and “stating the numerical relations of the final number to other numbers only rarely occurred, though the prevalence of these events was positively associated with some components of children’s number sense (e.g., numeral identification, numeral writing, addition, and subtraction). / In Study 2, I investigated the extent to which offering a training program to parents on strategies of interacting with preschool children during number board game playing, together with regular playing of number board games with children, could promote children’s number sense and interest in mathematics. Ninety-one K2 children and their parents were recruited as participants; and an experimental design that involved the pre-test-post-test comparisons of four conditions (i.e., the game with a training condition, the game condition, the exercise condition, and the control condition) was used. Results showed that among children who were not very skilled in mathematics, number board game playing shared some similar educational benefits with completing mathematics exercises from books, such as promoting children’s rote counting and two-digit numeral writing skills. When parents received training, number board game playing could even promote children’s addition skills. No matter whether parents received training, number board game playing could promote children’s interest in mathematics. / Findings of these two studies suggest that home numeracy activities, such as number board game playing, can promote preschool children’s number sense and interest in mathematics. Nevertheless, parents may not be aware of the opportunities to incorporate numeracy into these activities. Therefore, training of parents is needed. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Cheung, Sum Kwing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 195-211). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Acknowledgements --- p.iii / List of Tables --- p.vi / Abstract --- p.x / Chapter Chapter One --- Introduction --- p.1 / Chapter Chapter Two --- Study 1 --- p.47 / Method --- p.51 / Results --- p.62 / Discussion --- p.105 / Chapter Chapter Three --- Study 2 --- p.120 / Method --- p.127 / Results --- p.141 / Discussion --- p.173 / Chapter Chapter Four --- General Discussion --- p.184 / References --- p.195 / Appendix --- p.212

The aim of my DPhil is to identify educational practices predictive of students' self-regulation development during early childhood. Specifically, I will analyze the Tools of the Mind preschool curriculum (Tools), which emphasizes students' self-regulation cultivation as its paramount aim. Since its development in 1993, Tools has spread to schools in the United States, Canada, and South America. In the face of Tools' proliferation, two questions emerge: does Tools significantly improve children's self-regulation skills? And, if so, then which of its effective elements could be applied across various educational contexts? This dissertation contains two studies. In the first, I will systematically review extant Tools research and then execute a multilevel meta-analysis of the quantitative results. Study one serves three purposes: 1) to identify all studies in the existing Tools evidence base, 2) to estimate an aggregate curricular effect, and 3) to determine how that effect varies across contexts and student characteristics. Thus, study one will assess whether Tools, at the curricular level, improves students' self-regulation. By contrast, study two will involve more granular analyses of the discrete learning activities that collectively comprise Tools. Specifically, study two will analyze child-level self-regulation and teacher-level Tools implementation data for 1145 preschool children in 80 classrooms across six American school districts. I will employ multilevel structural equation models to assess which Tools activities are associated with students' self-regulation growth, which are associated with decline, and which exhibit no association at all. Ultimately, this dissertation features the first Tools meta-analysis as well as the first analysis of specific Tools instructional activities. It is hoped that these analyses will identify educational practices predictive of self-regulation development both within and beyond the Tools curricular context.

published_or_final_version / Education / Master / Master of Education

Orientador: Anna Regina Lanner de Moura / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T15:19:18Z (GMT). No. of bitstreams: 1 Cunha_MichelineRiscallahKanaanda_D.pdf: 1207918 bytes, checksum: 70d5bcc5203e208f4ece330bcf23f380 (MD5) Previous issue date: 2008 / Resumo: Esta pesquisa constitui-se num estudo de caráter qualitativo das elaborações, de professores do nível fundamental, relacionadas ao conceito de medida. Foram assumidos como referência teórica para este estudo os autores como Kopnin (1978), Davýdov (1982), Kosik (2002), Leontiev (1989). Para a elaboração das atividades de ensino foram considerados os autores: Caraça (2003), Leontiev(1983), Aleksandrov (1988), Ribnikov (1987), Dantzig (1970), Hogben (1970), Lanner de Moura( 1995, 2001, 2002, 2003) e Moura (1998,2000,2001) e Lima & Moisés (1998). As atividades enfocaram os nexos conceituais da medida como: qualidade-quantidade, grandeza, discreto-contínuo e unidade que se supõe aprofundar o conceito além de seus aspectos perceptíveis, tendo por pressuposto serem esses temas necessários para o desenvolvimento do pensamento e linguagem da medida. A pesquisa foi desenvolvida, durante 12 aulas, do semestre letivo de um Curso de Pedagogia, do período noturno, na cidade de Campinas. Os dados resultaram da transcrição de atividades de ensino, dos portfólios elaborados pelos professores e do registro do pesquisador que atuou como professor no período da pesquisa. A análise dos dados é feita tendo por referência os nexos conceituais da medida sobre as elaborações feitas pelas professoras, focalizando suas características empírico-teóricas segundo os autores de referência. Os resultados indicam o progresso nas elaborações com características empíricas inicias para características teóricas do aspecto prático da medida, ao término das atividades. Este estudo pretende fornecer contribuições para a reflexão dos professores sobre o ensino de medida nos anos iniciais do Ensino Fundamental / Abstract: This research constitutes itself to a study of qualitative character of the elaborations of professors of the fundamental levels, related to the concept of measurement. The assumption of certain theoretical references for this study came from authors such as Kopnin (1978), Davydov (1982), Kosik (2002), Leontiev (1989). For the elaboration of teaching activities, the consideration of authors like: Caraça (2003), Leontiev(1983), Aleksandrov (1988), Ribnikov (1987), Dantzig (1970), Hogben (1970), Lanner de Moura (1995, 2001,2002,2003) and Moura (1998,2000,2001) and Lima & Moisés (1998) were dispensed. These activities enforced the conceptual connections of measurement such as: quality vs. quantity, size, discretion vs. continuity and unity which is going to deepen the concept beyond the aspects perceptible to students, having these assumptions will be necessary in order to develop the process of thought and language of measurement. This research was developed during five classes, within the academic semester of a nocturnal class on pedagogy within the city of Campinas. The data resulted in the transcription of teaching activities, the portfolios elaborated by professors and the recording of the researcher who acted as teacher during this period of research. The analysis of the data was done having as reference the connected concepts of measurement about the elaborations done by the professors focusing on the characteristics of empirical-theoretical though second to the authors stated above. The results point towards the progress of elaboration with characteristics initially empirical for the characteristics theories with aspects on the practice of measurement, in terms of the activities. This study is meant to establish a contribution to the reflections of professors on the subject of teaching measurement in the initial years of the initial studies / Doutorado / Educação Matematica / Doutor em Educação