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O Vê de Gowin conectando teoria e experimentação em Física Geral : questões didáticas, metodológicas e epistemológicas relevantes ao processoCappelletto, Eliane January 2009 (has links)
Neste trabalho apresentamos uma investigação desenvolvida ao longo de três anos em cursos introdutórios de Física da Universidade Federal do Rio Grande. O objetivo foi minimizar a dicotomia observada entre teoria e laboratório. A estratégia de ensino utilizada nas disciplinas de Física Geral para Engenharia fez uso do Vê de Gowin, um dispositivo heurístico capaz de explicitar como se dá o processo de produção do conhecimento científico. A construção de diagramas Vê foi utilizada para auxiliar na compreensão de textos nas aulas teóricas e como alternativa aos tradicionais relatórios nas aulas experimentais. A professora também fez uso dos Vês para organizar o ensino, em especial das aulas de laboratório. Alicerçados na teoria da aprendizagem significativa de Ausubel e Novak e nas teorias de ensino de Gowin e Moreira, e fundamentados em algumas idéias-chave de epistemólogos e filósofos da ciência contemporâneos, procuramos estimular uma integração entre teoria e experimentação, buscando contribuir para uma compreensão mais efetiva dos conceitos físicos e das concepções epistemológicas veiculadas nas aulas de Física. Na pesquisa, optamos por uma metodologia interpretativa, de imersão, mas também fizemos uso de vários dados quantitativos, procurando indícios da validade da estratégia. Os resultados mostraram que a eficácia do instrumento, para promover a desejada integração, depende da atuação decidida do professor. Indicaram também que as concepções dos estudantes sobre a ciência, o cientista e o modo como se dá a construção do conhecimento, ensinadas muitas vezes de forma implícita em aula, são persistentes e capazes de interferir na aprendizagem de teorias físicas. / In this paper, we presents a research carried out over three years in Physics introductory courses at Federal University of Rio Grande. The aim of the present study was to minimize the observed dichotomy between theory and lab. The teaching strategy in General Physics disciplines for Engineering has made use of Gowin's Vee, a heuristic device able to explain the process of scientific knowledge production. The construction of Vee diagrams was used to assist understanding of texts in theory classes and as an alternative to traditional reports in the experimental classes. The teacher also made use of it to organize the education, especially for laboratory classes. We based our work on the theory of Ausubel and Novak's meaningful learning and on Gowin and Moreira's theories of teaching and we also grounded it on some key ideas of contemporary epistemology and philosophy of science. We want to promote theory-experiment integration, seeking to contribute to a more effective comprehension of physical concepts and epistemological conceptions expressed in Physics classes. In research, we opted for an interpretative methodology, but we also made use of several quantitative data, looking for evidence of strategy's validity. The results showed that the effectiveness of the instrument performance to promote the desired integration depends on the teacher's decisive role. They also indicated that the students conceptions about science, the scientist and how the knowledge construction is made, that are taught many times implicitly in class, are persistent and can interfere in the physical theories learning.
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O Vê de Gowin conectando teoria e experimentação em Física Geral : questões didáticas, metodológicas e epistemológicas relevantes ao processoCappelletto, Eliane January 2009 (has links)
Neste trabalho apresentamos uma investigação desenvolvida ao longo de três anos em cursos introdutórios de Física da Universidade Federal do Rio Grande. O objetivo foi minimizar a dicotomia observada entre teoria e laboratório. A estratégia de ensino utilizada nas disciplinas de Física Geral para Engenharia fez uso do Vê de Gowin, um dispositivo heurístico capaz de explicitar como se dá o processo de produção do conhecimento científico. A construção de diagramas Vê foi utilizada para auxiliar na compreensão de textos nas aulas teóricas e como alternativa aos tradicionais relatórios nas aulas experimentais. A professora também fez uso dos Vês para organizar o ensino, em especial das aulas de laboratório. Alicerçados na teoria da aprendizagem significativa de Ausubel e Novak e nas teorias de ensino de Gowin e Moreira, e fundamentados em algumas idéias-chave de epistemólogos e filósofos da ciência contemporâneos, procuramos estimular uma integração entre teoria e experimentação, buscando contribuir para uma compreensão mais efetiva dos conceitos físicos e das concepções epistemológicas veiculadas nas aulas de Física. Na pesquisa, optamos por uma metodologia interpretativa, de imersão, mas também fizemos uso de vários dados quantitativos, procurando indícios da validade da estratégia. Os resultados mostraram que a eficácia do instrumento, para promover a desejada integração, depende da atuação decidida do professor. Indicaram também que as concepções dos estudantes sobre a ciência, o cientista e o modo como se dá a construção do conhecimento, ensinadas muitas vezes de forma implícita em aula, são persistentes e capazes de interferir na aprendizagem de teorias físicas. / In this paper, we presents a research carried out over three years in Physics introductory courses at Federal University of Rio Grande. The aim of the present study was to minimize the observed dichotomy between theory and lab. The teaching strategy in General Physics disciplines for Engineering has made use of Gowin's Vee, a heuristic device able to explain the process of scientific knowledge production. The construction of Vee diagrams was used to assist understanding of texts in theory classes and as an alternative to traditional reports in the experimental classes. The teacher also made use of it to organize the education, especially for laboratory classes. We based our work on the theory of Ausubel and Novak's meaningful learning and on Gowin and Moreira's theories of teaching and we also grounded it on some key ideas of contemporary epistemology and philosophy of science. We want to promote theory-experiment integration, seeking to contribute to a more effective comprehension of physical concepts and epistemological conceptions expressed in Physics classes. In research, we opted for an interpretative methodology, but we also made use of several quantitative data, looking for evidence of strategy's validity. The results showed that the effectiveness of the instrument performance to promote the desired integration depends on the teacher's decisive role. They also indicated that the students conceptions about science, the scientist and how the knowledge construction is made, that are taught many times implicitly in class, are persistent and can interfere in the physical theories learning.
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O Vê de Gowin conectando teoria e experimentação em Física Geral : questões didáticas, metodológicas e epistemológicas relevantes ao processoCappelletto, Eliane January 2009 (has links)
Neste trabalho apresentamos uma investigação desenvolvida ao longo de três anos em cursos introdutórios de Física da Universidade Federal do Rio Grande. O objetivo foi minimizar a dicotomia observada entre teoria e laboratório. A estratégia de ensino utilizada nas disciplinas de Física Geral para Engenharia fez uso do Vê de Gowin, um dispositivo heurístico capaz de explicitar como se dá o processo de produção do conhecimento científico. A construção de diagramas Vê foi utilizada para auxiliar na compreensão de textos nas aulas teóricas e como alternativa aos tradicionais relatórios nas aulas experimentais. A professora também fez uso dos Vês para organizar o ensino, em especial das aulas de laboratório. Alicerçados na teoria da aprendizagem significativa de Ausubel e Novak e nas teorias de ensino de Gowin e Moreira, e fundamentados em algumas idéias-chave de epistemólogos e filósofos da ciência contemporâneos, procuramos estimular uma integração entre teoria e experimentação, buscando contribuir para uma compreensão mais efetiva dos conceitos físicos e das concepções epistemológicas veiculadas nas aulas de Física. Na pesquisa, optamos por uma metodologia interpretativa, de imersão, mas também fizemos uso de vários dados quantitativos, procurando indícios da validade da estratégia. Os resultados mostraram que a eficácia do instrumento, para promover a desejada integração, depende da atuação decidida do professor. Indicaram também que as concepções dos estudantes sobre a ciência, o cientista e o modo como se dá a construção do conhecimento, ensinadas muitas vezes de forma implícita em aula, são persistentes e capazes de interferir na aprendizagem de teorias físicas. / In this paper, we presents a research carried out over three years in Physics introductory courses at Federal University of Rio Grande. The aim of the present study was to minimize the observed dichotomy between theory and lab. The teaching strategy in General Physics disciplines for Engineering has made use of Gowin's Vee, a heuristic device able to explain the process of scientific knowledge production. The construction of Vee diagrams was used to assist understanding of texts in theory classes and as an alternative to traditional reports in the experimental classes. The teacher also made use of it to organize the education, especially for laboratory classes. We based our work on the theory of Ausubel and Novak's meaningful learning and on Gowin and Moreira's theories of teaching and we also grounded it on some key ideas of contemporary epistemology and philosophy of science. We want to promote theory-experiment integration, seeking to contribute to a more effective comprehension of physical concepts and epistemological conceptions expressed in Physics classes. In research, we opted for an interpretative methodology, but we also made use of several quantitative data, looking for evidence of strategy's validity. The results showed that the effectiveness of the instrument performance to promote the desired integration depends on the teacher's decisive role. They also indicated that the students conceptions about science, the scientist and how the knowledge construction is made, that are taught many times implicitly in class, are persistent and can interfere in the physical theories learning.
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Applied biophysics and biochemistry in the learning experiences of student nurses in the surgical unitNtlokotsi, Joyce Shirley 01 1900 (has links)
Text in English / A descriptive survey was used in order to determine
• whether professional nurses are capable of teaching student nurses the application of biophysics and biochemistry related to certain nursing activities/procedures in the surgical unit
• student nurses' knowledge of biophysics and biochemistry related to nursing activities/procedures in the surgical unit. The two target groups consisted of student nurses of a Gauteng nursing college and the
professional nurses working in the surgical units of the four hospital satellite campuses where these students do their practica. Accidental sampling was used. Two questionnaires were designed: one for each group.
Findings revealed that student nurses felt that biophysics and biochemistry were often not applied by professional nurses during clinical teaching. Professional nurses felt they had problems in identifying and applying biophysics and biochemistry principles during clinical teaching. Recommendations were made for nursing practice, nursing education and further research. / Daar heers groot komer oor die toepassing van biofisika en biochemie in die kliniese opset. Voortspruitend uit hierdie probleemstelling is twee vrae gevra in hierdie studie, naamlik:
• Is geregistreerde verpleegkundiges daartoe in staat om studentverpleegkundiges te help om die biofisika- en biochemie-konsepte wat hulle leer, toe te pas in die sjirurgiese eenheid?
• Kan studentverpleegkundiges die biofisika- en biochemie-konsepte wat hulle leer, toepas in die sjirurgiese eenheid?
Doelwitte van die studie was om
• 'n oorsig te gee oor verbandhoudende literatuur
• te bepaal oor watter biofisika- en biochemie-kennis studentverpleegkundiges beskik wat verband hou met verpleegaksies in sjirurgiese eenhede
• te bepaal of geregistreerde verpleegkundiges studentverpleegkundiges kan onderrig in die toepassing van biofisika en biochemie wat verband hou met sekere verpleegaksies in sjirurgiese eenhede. Die navorsingsbenadering wat gebruik is, is die beskrywende opname. Teikengroepe vir die studie was fase II studentverpleegkundiges van 'n Gauteng Verpleegkollege en geregistreerde verpleegkundiges wat in die
sjirurgiese eenhede werk van vier Gautengse hospitale wat dien as satelietkampusse vir hierdie verpleegkollege.
Twee vraelyste, respektiewelik gerig aan die studentverpleegkundiges en die geregistreerde verpleegkundiges is gebruik as instrumente. Toevallige steekproeftrekking is gebruik.
Analise van die data het getoon dat studentverpleegkundiges gevoel het hulle is nie betrek in die beplanning van kliniese onderrig nie en ook dat biofisika en biochernie dikwels nie toegepas is tydens kliniese onderrig deur geregistreerde verpleegkundiges nie. Geregistreerde verpleegkundiges het gevoel hulle het probleme in die
identifisering en toepassing van biofisika- en biochemie-beginsels tydens kliniese onderrig. Bevindings kan nie veralgemeen word nie. Aanbevelings vir verpleegpraktyk, -ondenvys en verdere navorsing is gemaak. / Health Studies / M.A. (Nursing Science)--University of South Africa, 1999
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Applied biophysics and biochemistry in the learning experiences of student nurses in the surgical unitNtlokotsi, Joyce Shirley 01 1900 (has links)
Text in English / A descriptive survey was used in order to determine
• whether professional nurses are capable of teaching student nurses the application of biophysics and biochemistry related to certain nursing activities/procedures in the surgical unit
• student nurses' knowledge of biophysics and biochemistry related to nursing activities/procedures in the surgical unit. The two target groups consisted of student nurses of a Gauteng nursing college and the
professional nurses working in the surgical units of the four hospital satellite campuses where these students do their practica. Accidental sampling was used. Two questionnaires were designed: one for each group.
Findings revealed that student nurses felt that biophysics and biochemistry were often not applied by professional nurses during clinical teaching. Professional nurses felt they had problems in identifying and applying biophysics and biochemistry principles during clinical teaching. Recommendations were made for nursing practice, nursing education and further research. / Daar heers groot komer oor die toepassing van biofisika en biochemie in die kliniese opset. Voortspruitend uit hierdie probleemstelling is twee vrae gevra in hierdie studie, naamlik:
• Is geregistreerde verpleegkundiges daartoe in staat om studentverpleegkundiges te help om die biofisika- en biochemie-konsepte wat hulle leer, toe te pas in die sjirurgiese eenheid?
• Kan studentverpleegkundiges die biofisika- en biochemie-konsepte wat hulle leer, toepas in die sjirurgiese eenheid?
Doelwitte van die studie was om
• 'n oorsig te gee oor verbandhoudende literatuur
• te bepaal oor watter biofisika- en biochemie-kennis studentverpleegkundiges beskik wat verband hou met verpleegaksies in sjirurgiese eenhede
• te bepaal of geregistreerde verpleegkundiges studentverpleegkundiges kan onderrig in die toepassing van biofisika en biochemie wat verband hou met sekere verpleegaksies in sjirurgiese eenhede. Die navorsingsbenadering wat gebruik is, is die beskrywende opname. Teikengroepe vir die studie was fase II studentverpleegkundiges van 'n Gauteng Verpleegkollege en geregistreerde verpleegkundiges wat in die
sjirurgiese eenhede werk van vier Gautengse hospitale wat dien as satelietkampusse vir hierdie verpleegkollege.
Twee vraelyste, respektiewelik gerig aan die studentverpleegkundiges en die geregistreerde verpleegkundiges is gebruik as instrumente. Toevallige steekproeftrekking is gebruik.
Analise van die data het getoon dat studentverpleegkundiges gevoel het hulle is nie betrek in die beplanning van kliniese onderrig nie en ook dat biofisika en biochernie dikwels nie toegepas is tydens kliniese onderrig deur geregistreerde verpleegkundiges nie. Geregistreerde verpleegkundiges het gevoel hulle het probleme in die
identifisering en toepassing van biofisika- en biochemie-beginsels tydens kliniese onderrig. Bevindings kan nie veralgemeen word nie. Aanbevelings vir verpleegpraktyk, -ondenvys en verdere navorsing is gemaak. / Health Studies / M.A. (Nursing Science)--University of South Africa, 1999
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Exploring the potential theory-practice gap in the teaching methods of nurse educatorsVan Zyl, Ann Elizabeth 04 1900 (has links)
Thesis (MPhil)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The lack of theory-practice integration has a long-standing history in nursing education due to
many factors and causes. It is continuously indicated in research studies that there is no easy or
perfect solution. The causes for this theory-practice gap seem to be in the theoretical and/or
clinical environment. In literature teaching methods are identified as one of the most important
causes of the theory-practice gap.
In view of the informal feedback received from nurse educators and nursing managers it was
necessary to investigate the lack of theory-practice integration. The aim of the study was thus to
explore in which respects current teaching methods utilised by nurse educators at a higher
education institution comply or do not comply with teaching methods suggested in literature as
essential for theory-practice integration.
An exploratory descriptive research design was used to investigate the nature of the teaching
methods utilised by nurse educators facilitating theoretical learning. Questionnaires were sent to
nurse educators and student nurses registered for the Diploma in General Nursing Science
programme. The questionnaire that mainly consisted of closed questions was used to collect and
analyse the data. The data were generated at four learning sites of a higher education institution.
The validity of the results was verified by an observer in the field for which a structured checklist was used. Results indicated that a wide spectrum of teaching methods were utilised by the nurse educators
and that the student nurses had limited internet access at the learning centres. Eight (8) teaching
methods, complying with teaching methods identified by literature as essential to enhance theorypractice
integration, were used. However, it was evident that formal lectures were overused. It
raises concerns as this method does not comply with teaching methods essential to enhance
theory-practice integration. In fact, it limits the students’ ability to develop critical thinking and is
seen as one of the possible causes of the theory-practice gap. Feedback relating to the teaching
aids used showed that the data projector with PowerPoint slides, whiteboard and textbooks were
the three teaching aids used most frequently. According to literature, the overuse of textbooks is
generally viewed as the starting point of the theory-practice gap. The results of this study imply that an increased awareness and training of nurse educators
regarding their teaching methods may increase their teaching and facilitation skills. It seems to be
the nurse educator’s responsibility to ensure that teaching methods are used that are essential to
enhance theory-practice integration and it is the responsibility of management at any higher
educational institution to ensure that the necessary educational and information technology
resources are available. It is recommended that further studies be conducted to determine whether
nurse educators do indeed apply the teaching methods effectively to narrow the theory-practice
gap. / AFRIKAANSE OPSOMMING: Die gebrek aan teorie-praktyk integrasie in verpleegkunde het ‘n lang gekiedenis in
verpleegonderwys as gevolg van verskeie faktore en oorsake. Navorsing toon deurgaans dat daar
nie ‘n maklike of perfekte oplossing vir hierdie probleem is nie. Die oorsake vir die teorie-praktyk
gaping kan teoretiese en/of klinies van aard wees. Onderrigmetodes word deur navorsing as een
van die belangrikste oorsake vir die teorie-praktyk gaping aangedui.
Die informele terugvoer van dosente en verpleegdiensbestuurders het getoon dat teorie- en
praktyk integrasie nie voldoende is nie. Dit was dus noodsaaklik om die onderrigmetodes van
dosente in verpleegkunde te ondersoek. Die doel van die studie was om te bepaal tot watter mate
die huidige onderrigmetodes van die dosente wat verbonde is aan ‘n hoër onderrig instelling
voldoen of nie voldoen nie aan onderrigmetodes wat in literatuur aangedui word as essensieël vir
die bevordering van teorie-praktyk integrasie.
In hierdie studie is beskrywende en ondersoekende navorsingsmetodes gebruik om die
onderrigmetodes van die dosente in verpleegkunde te ondersoek. Vraelyste is uitgestuur na
dosente en student-verpleegkundiges wat besig is met die Diploma in Algemene Verpleegkunde.
Die vraelys, wat hoofsaaklik geslote vrae bevat het, is gebruik om die nodige data te versamel en
te analiseer. Die data is by vier van die hoër onderrig instellings se leersentrums versamel. Die
geldigheid van die resultate is geverifieër deur ‘n waarnermer in die veld wat ‘n gestruktureerde
kontrolelys vir hierdie doel gebruik het. Die resultate het getoon dat ‘n wye spektrum van onderrigmetodes deur die dosente in
verpleegkunde gebruik is en dat die student verpleegkundiges beperkte internet toegang by die
leersentrums het. Van die literatuur geïdentifiseerde onderrigmetodes wat as essensieël vir die
bevordering van teorie-praktyk integrasie is, het die dosente agt (8) metodes gebruik. Dit was
duidelik dat formele lesings grootliks oorbenut is. Dit is kommerwekkend aangesien die
lesingmetode nie voldoen aan die onderrigmetodes wat essensieël is vir die bevordering van
teorie-praktyk integrasie nie. Inteendeel, die metode beperk studente se vermoë om kritiese denke
te ontwikkel en word beskou as een van die moontlike oorsake vir die teorie-praktyk gaping. Die
resultate het verder getoon dat die meeste onderrighulpmiddels wat gebruik is, is die data-projektor
met PowerPoint skyfies, die witbord en handboeke. Die oorbenutting van handboeke word
algemeen in literatuur beskou as die beginpunt van die teorie-praktyk gaping. Die studieresultate impliseer dat ‘n toenemende bewusmaking en opleiding van die dosente in
verpleegkunde ten opsigte van hul onderrigmetodes moontlik onderrig- en fasiliteringsvaardighede
kan bevorder. Dit blyk dat dit individuele dosente se verantwoordelikheid is om te verseker dat die
essensiële onderrigmetodes vir die bevordering van teorie-praktyk integrasie gebruik word en dit is
die bestuur van enige hoër onderrig instelling se verantwoordelikheid om te verseker dat die
nodige opvoedkundige- en informasietegnologie beskikbaar is. Dit word aanbeveel dat verdere
studies gedoen word om vas te stel of dosente in verpleegkunde onderrigmetodes effektief
aanwend ten einde die teorie-praktyk gaping te verklein.
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A description of the theoretical and practical experiences of critical care nursing studentsDe Swardt, Hester Cathrina 31 December 2004 (has links)
This qualitative study was aimed at exploring and describing the theoretical and practical experiences of second-year critical care nursing students. Purposive sampling was done, and unstructured interviews and narrative descriptions were used as data collection tools. An adaptation of Johns's Framework, the Guideline for the Facilitation of Reflection as Teaching Strategy, was used during interviews to guide participants in reflecting on theory-practice integration. Multiple strategies were used to ensure the trustworthiness of the study. Concerning patient data, communication, and the administration of life-saving medications, theory-practice integration did occur. Regarding treatment and the outcome of nursing interventions, it seemed that knowledge deficiencies and a lack of exposure to practical situations contributed to the inability to apply theory to practice. This apparent inability evoked negative feelings, such as guilt. Discrepancies between practice and theory taught led to confusion. Guided reflection assisted students in gaining a new perspective on nursing and theory-practice integration. / Health Studies / M.A. (Health Studies)
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A description of the theoretical and practical experiences of critical care nursing studentsDe Swardt, Hester Cathrina 31 December 2004 (has links)
This qualitative study was aimed at exploring and describing the theoretical and practical experiences of second-year critical care nursing students. Purposive sampling was done, and unstructured interviews and narrative descriptions were used as data collection tools. An adaptation of Johns's Framework, the Guideline for the Facilitation of Reflection as Teaching Strategy, was used during interviews to guide participants in reflecting on theory-practice integration. Multiple strategies were used to ensure the trustworthiness of the study. Concerning patient data, communication, and the administration of life-saving medications, theory-practice integration did occur. Regarding treatment and the outcome of nursing interventions, it seemed that knowledge deficiencies and a lack of exposure to practical situations contributed to the inability to apply theory to practice. This apparent inability evoked negative feelings, such as guilt. Discrepancies between practice and theory taught led to confusion. Guided reflection assisted students in gaining a new perspective on nursing and theory-practice integration. / Health Studies / M.A. (Health Studies)
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