Formal instructional design (ID) theories, intended to guide instructional designers' decision-making and design practices, have grown in abundance in recent years. These ID theories are based on learning theories that form the foundation for applied work in the field. However, researchers are concerned that these theories may not be applicable to the day-to-day practice of instructional designers. While some studies investigate the application of ID process models, studies of learning theory and ID theory in practice are rare. Consequently, there is little information about the nature and extent of the gap between our field's theory and its practice. This qualitative study investigated whether theory is actually being used by practicing instructional designers and why. Researchers interviewed seven practitioners on three occasions and examined the artifacts of their work. Drawing upon hermeneutic, phenomenological, and ethnographic traditions of inquiry, results were analyzed, generating eight themes and four suggestions. These themes highlighted that these practitioners generally valued learning and ID theory, but also found theoretical ideas from other disciplines applicable. Few referenced theory regularly and most did not spend much time updating themselves on the theory of the field. Most said they rely on intuition to make design decisions in their work, and that theory is one among several significant influences that impact their decisions. Most said that their training in theory would have been more useful if it was more practice oriented. The four suggestions were (a) to create reference implementations of new theories in multiple context via industry partnerships, (b) to create theories that adapt to practical pressures, (c) to allocate significant time for learners in ID training programs to apply theory in practical settings under expert theoretical guidance, and (d) to expand professional development opportunities for practitioners that focus on exemplary implementations of theory in practical settings. The overarching implication of this study is that the relevance of theoretical work to practitioners is directly impacted by the practicality of the theory in the hands of typical practitioners and that more measures can be readily implemented by theorists and by those who train and mentor practitioners to bring this about.

Neste trabalho apresentamos uma investigação desenvolvida ao longo do ano de 2009 em uma disciplina de Física Básica de Eletromagnetismo da Universidade Federal do Rio Grande do Sul (UFRGS). O objetivo foi analisar as visões de mundo e a relação dos estudantes com o relatório tradicional e com o laboratório de ensino. Dentro desta estratégia de pesquisa foi utilizado o Vê de Gowin, um instrumento heurístico muito utilizado para explicitar o processo de produção do conhecimento. Nesse contexto ele foi utilizado em contraposição ao relatório tradicional. Entendemos por relatório tradicional aquele que os alunos já estão acostumados a realizar em semestres anteriores. A teoria da aprendizagem significativa de David Ausubel foi utilizada para avaliar os roteiros já disponíveis para as atividades experimentais. Ainda nessa perspectiva, vimos a estreita relação que a teoria educativa de Gowin tem com a teoria da aprendizagem significativa, o que nos possibilitou uma visão ainda mais aprimorada dos roteiros. Destacamos que para avaliar a relação dos estudantes com as atividades experimentais, utilizamos como referencial epistemológico a contribuição de Thomas Khun. Os resultados mostram que os alunos possuem boa aceitação ao novo método de avaliação, que também conseguiu explorar de forma mais objetiva os aspectos essenciais à formação do futuro físico no que se refere ao papel da atividade experimental. Contudo, vemos que o aproveitamento dos alunos permanece constante frente à mudança avaliativa. Isto significa que a introdução do Vê não prejudica o desempenho dos alunos. Por fim, especulamos que características próprias de nossa comunidade são refletidas pelos alunos nos relatórios. / This dissertation presents a research carried out during 2009, in the discipline of Electromagnetism at introductory college level, at the Federal University of Rio Grande do Sul (UFRGS), Brazil. It aimed at analyzing the students’ worldviews and their reaction to the standard lab report model and to the lab classes. Within this research strategy, Gowin’s Vee, which is a heuristic instrument that can make explicit the knowledge production process, was used. In this context, this instrument was utilized as a counterpoint to the traditional lab report model. In our view, this traditional report is the one students are familiar with, since they have already made reports in previous semesters. Ausubel’s meaningful learning theory was used to evaluate the available guides for experimental activities. Under this perspective , we verified the close relationship that exists between Gowin’s educating theory and Ausubel’s meaningful learning theory, and this has provided us with a more refined view of such guides for experimental activities. We emphasize that, in order to evaluate the students’ relation with the experimental activities, we applied Kuhn’s contributions as part of the theoretical framework of this research. Findings indicate that students seem to react positively to the new evaluation method, and, moreover, that they seemed to explore in a more objective way the essential aspects related to the formation of the future physicist, in what concerns the role of experimental activity. Nevertheless, it was possible to notice that students’ performance remained constant in regard to this evaluative change. This might mean that the introduction of the Vee does not hinder students’ performance. Finally, it was explored to which extent the community’s main features were reflected on the students’ reports.

Neste trabalho apresentamos uma investigação desenvolvida ao longo do ano de 2009 em uma disciplina de Física Básica de Eletromagnetismo da Universidade Federal do Rio Grande do Sul (UFRGS). O objetivo foi analisar as visões de mundo e a relação dos estudantes com o relatório tradicional e com o laboratório de ensino. Dentro desta estratégia de pesquisa foi utilizado o Vê de Gowin, um instrumento heurístico muito utilizado para explicitar o processo de produção do conhecimento. Nesse contexto ele foi utilizado em contraposição ao relatório tradicional. Entendemos por relatório tradicional aquele que os alunos já estão acostumados a realizar em semestres anteriores. A teoria da aprendizagem significativa de David Ausubel foi utilizada para avaliar os roteiros já disponíveis para as atividades experimentais. Ainda nessa perspectiva, vimos a estreita relação que a teoria educativa de Gowin tem com a teoria da aprendizagem significativa, o que nos possibilitou uma visão ainda mais aprimorada dos roteiros. Destacamos que para avaliar a relação dos estudantes com as atividades experimentais, utilizamos como referencial epistemológico a contribuição de Thomas Khun. Os resultados mostram que os alunos possuem boa aceitação ao novo método de avaliação, que também conseguiu explorar de forma mais objetiva os aspectos essenciais à formação do futuro físico no que se refere ao papel da atividade experimental. Contudo, vemos que o aproveitamento dos alunos permanece constante frente à mudança avaliativa. Isto significa que a introdução do Vê não prejudica o desempenho dos alunos. Por fim, especulamos que características próprias de nossa comunidade são refletidas pelos alunos nos relatórios. / This dissertation presents a research carried out during 2009, in the discipline of Electromagnetism at introductory college level, at the Federal University of Rio Grande do Sul (UFRGS), Brazil. It aimed at analyzing the students’ worldviews and their reaction to the standard lab report model and to the lab classes. Within this research strategy, Gowin’s Vee, which is a heuristic instrument that can make explicit the knowledge production process, was used. In this context, this instrument was utilized as a counterpoint to the traditional lab report model. In our view, this traditional report is the one students are familiar with, since they have already made reports in previous semesters. Ausubel’s meaningful learning theory was used to evaluate the available guides for experimental activities. Under this perspective , we verified the close relationship that exists between Gowin’s educating theory and Ausubel’s meaningful learning theory, and this has provided us with a more refined view of such guides for experimental activities. We emphasize that, in order to evaluate the students’ relation with the experimental activities, we applied Kuhn’s contributions as part of the theoretical framework of this research. Findings indicate that students seem to react positively to the new evaluation method, and, moreover, that they seemed to explore in a more objective way the essential aspects related to the formation of the future physicist, in what concerns the role of experimental activity. Nevertheless, it was possible to notice that students’ performance remained constant in regard to this evaluative change. This might mean that the introduction of the Vee does not hinder students’ performance. Finally, it was explored to which extent the community’s main features were reflected on the students’ reports.

Neste trabalho apresentamos uma investigação desenvolvida ao longo do ano de 2009 em uma disciplina de Física Básica de Eletromagnetismo da Universidade Federal do Rio Grande do Sul (UFRGS). O objetivo foi analisar as visões de mundo e a relação dos estudantes com o relatório tradicional e com o laboratório de ensino. Dentro desta estratégia de pesquisa foi utilizado o Vê de Gowin, um instrumento heurístico muito utilizado para explicitar o processo de produção do conhecimento. Nesse contexto ele foi utilizado em contraposição ao relatório tradicional. Entendemos por relatório tradicional aquele que os alunos já estão acostumados a realizar em semestres anteriores. A teoria da aprendizagem significativa de David Ausubel foi utilizada para avaliar os roteiros já disponíveis para as atividades experimentais. Ainda nessa perspectiva, vimos a estreita relação que a teoria educativa de Gowin tem com a teoria da aprendizagem significativa, o que nos possibilitou uma visão ainda mais aprimorada dos roteiros. Destacamos que para avaliar a relação dos estudantes com as atividades experimentais, utilizamos como referencial epistemológico a contribuição de Thomas Khun. Os resultados mostram que os alunos possuem boa aceitação ao novo método de avaliação, que também conseguiu explorar de forma mais objetiva os aspectos essenciais à formação do futuro físico no que se refere ao papel da atividade experimental. Contudo, vemos que o aproveitamento dos alunos permanece constante frente à mudança avaliativa. Isto significa que a introdução do Vê não prejudica o desempenho dos alunos. Por fim, especulamos que características próprias de nossa comunidade são refletidas pelos alunos nos relatórios. / This dissertation presents a research carried out during 2009, in the discipline of Electromagnetism at introductory college level, at the Federal University of Rio Grande do Sul (UFRGS), Brazil. It aimed at analyzing the students’ worldviews and their reaction to the standard lab report model and to the lab classes. Within this research strategy, Gowin’s Vee, which is a heuristic instrument that can make explicit the knowledge production process, was used. In this context, this instrument was utilized as a counterpoint to the traditional lab report model. In our view, this traditional report is the one students are familiar with, since they have already made reports in previous semesters. Ausubel’s meaningful learning theory was used to evaluate the available guides for experimental activities. Under this perspective , we verified the close relationship that exists between Gowin’s educating theory and Ausubel’s meaningful learning theory, and this has provided us with a more refined view of such guides for experimental activities. We emphasize that, in order to evaluate the students’ relation with the experimental activities, we applied Kuhn’s contributions as part of the theoretical framework of this research. Findings indicate that students seem to react positively to the new evaluation method, and, moreover, that they seemed to explore in a more objective way the essential aspects related to the formation of the future physicist, in what concerns the role of experimental activity. Nevertheless, it was possible to notice that students’ performance remained constant in regard to this evaluative change. This might mean that the introduction of the Vee does not hinder students’ performance. Finally, it was explored to which extent the community’s main features were reflected on the students’ reports.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-05-07T14:01:52Z No. of bitstreams: 1 Francisca Monteiro.pdf: 2307568 bytes, checksum: 6122bcd604d10ab8f17c4023b345161b (MD5) / Made available in DSpace on 2015-05-07T14:01:52Z (GMT). No. of bitstreams: 1 Francisca Monteiro.pdf: 2307568 bytes, checksum: 6122bcd604d10ab8f17c4023b345161b (MD5) Previous issue date: 2013-12-09 / Nenhuma / A resolução do CNE/CP nº 2 de 2002, que especifica a Prática como Componente Curricular (PCC), se impõe e desafia os professores formadores. Para compreender essas atividades de práticas, que se desenvolvem nos cursos de licenciaturas, este trabalho investigativo, inserido no campo da pesquisa sobre formação docente, objetivou investigar a prática pedagógica na forma de componente curricular do Curso de Licenciatura em Biologia do IFPI campus Floriano, postulando verificar o delineamento dessas 400h de PCC no projeto pedagógico do curso e, nesta perspectiva, compreender se essas atividades são elementos articuladores entre teoria e prática e qualificadores da formação inicial e da (futura) ação docente. A pesquisa empreendida esteve alicerçada na abordagem qualitativa, configurando-se como um estudo de caso. Para compreender o objeto investigado, foi necessário utilizar vários instrumentos, como: análise documental, com objetivo de saber como as 400h de PCC estão contempladas no projeto pedagógico do curso; entrevista semiestruturada com três docentes do IV período do referido curso; grupo focal com cinco alunos desse mesmo período, para coletar as contribuições deles; e observação livre, registrada em forma de notas de campo, de um evento denominado “seminário de contextualização”. Os principais teóricos que embasaram esse estudo foram: García (1999); Rios (2010); Cunha (1989,1998,2008); Lucarelli (2009); Freire (1996); Sousa Santos (1987); e outros. Entre os principais resultados, revelo que o projeto pedagógico do curso investigado atende e ultrapassa a carga horária prevista na Resolução supracitada; o conjunto das atividades, (incluindo as do seminário de contextualização), desenvolvidas e experienciadas, com as horas da PCC, no percurso formativo do licenciando, busca de maneira própria promover uma relação mais próxima entre teoria e prática, em que professores e alunos são protagonistas desse fazer; tais práticas também promovem a aproximação da Instituição formadora com o Ensino Básico, e do modo como são pensadas e desenvolvidas, nesse contexto, melhor qualificam a formação inicial docente. / The resolution of the CNE/CP nº 2 of 2002, which specifies the Practice as Curricular Component (PCC), is imposed and challenges teacher’s trainers. To understand these practical activities, which develop in the Undergraduate courses, this investigative work, inserted in the field of research on teacher education, aimed to investigate the pedagogical practice in the form of curricular component of the Degree course in biology of the IFPI campus Floriano, postulating these randomized 400 h check of MCP in the pedagogic project of the course and, with this in mind, understand whether these activities are elements articulators between theory and practice and qualifiers of initial formation and the (future) teachers' action. The research undertaken was based on a qualitative approach, configuring itself as a case study. To understand the object under investigation, it was necessary to use various instruments, such as: document analysis, inorder to know how the 400 h of PCC are contemplated in the pedagogical project of the course; semi-structured interview with three teachers of the fourth period of that course; focus group with five students of that period, to collect their contributions; to collect their contributions; and free observation, recorded in the form of field not es, an event called "seminar of contextualization". The main theorists who paved the way this study were: García (1999); Rivers (2010); Wedge (1989, 1998.2008); Lucarelli (2009); Freire (1996); Sousa Santos (1987); and others. Among the main results, reveal that the pedagogic project of the course investigated meets and surpasses the anticipated workload in the above-mentioned Resolution; the set of activities, (including contextualization seminar), developed and experienced, with the hours of the PCC, in the course of training, licensing, seeking own way promoting a cl oser relationship between theory and practice, in which teachers and students are protagonists of this do; such practices also promote rapprochement of the former institution with basic education; and, how are designed and carried out, in this context, better qualify teachers' initial formation.

Made available in DSpace on 2014-12-17T14:36:26Z (GMT). No. of bitstreams: 1 MirtesGH_TESE.pdf: 2699071 bytes, checksum: 7507c1a00453e1fa950c85ef3f90222d (MD5) Previous issue date: 2011-11-23 / This report aims to present the results of research on the possibilities and limits of Supervised Traineeship in a the course of Training of Teachers in Service of the early years of primary education conducted through an agreement between the Federal University of Piau? and the Teresina city council (PI) UFPI/PMT, offers subsidies to teaching practices that address the reality of students who live, work and/or studying in school located in rural areas. The research is based on a theoretical and methodological approach that places the object of study in the critical perspective and using procedures such as: literature (bibliographical research), documentary analysis, semi-structured interview and photographic record. We researched 10 (ten) teachers of the course promoted by UFPI graduating in 2006 and who develop teaching activities in schools located in rural areas in the city of Teresina-PI, 02 (two) teachers who are trainee supervisor of UFPI and the coordinator of the course. The analysis evidenced that the object, historically, educational policies have changed, but did not break the traditional patterns of teacher education, enough, especially in the curricular proposals in light of the changes required by the information and global society. We also note that in the supervised training, the process of critical reflection on teaching practice was made possible, in part, and raised the reconstruction of specific knowledge to make teaching in order to conduct the teaching-learning process articulating different realities of primary teaching and facing situations due to conservative practices in relation to education in rural areas. It contributed, therefore, this curricular component to resize, in part, the pedagogical action of the teachers graduated. The study also drives the research toward to similar studies in the perspective of overcoming the current model of teacher training that does not correspond to the demands of society in change and to the crisis of capital, with immeasurable consequences in the workplace. The contemporary claims for a University to form professionals capable of directing the destiny of society, where teacher training is a social and political demands on which is co-responsible / Este relat?rio tem como objetivo apresentar os resultados da pesquisa sobre as possibilidades e os limites de o Est?gio Supervisionado em um curso de Forma??o de Professores em Servi?o dos anos iniciais do ensino fundamental realizado por meio de conv?nio entre a Universidade Federal do Piau? e a Prefeitura Municipal de Teresina (Pi) UFPI/PMT, oferecer subs?dios a pr?ticas pedag?gicas que contemplem a realidade dos alunos que vivem, trabalham e/ou estudam em escolas localizadas no meio rural. A investiga??o fundamenta-se em uma abordagem te?rico-metodol?gica que situa o objeto de estudo na perspectiva cr?tica e utilizando como procedimentos: pesquisa bibliogr?fica, an?lise documental, entrevista semiestruturada e registro fotogr?fico. Constitu?ram sujeitos da pesquisa 10 (dez) professores egressos do curso promovido pela UFPI concluintes em 2006 e que desenvolvem atividades docentes em escolas situadas no meio rural no munic?pio de Teresina-PI, 2 (duas) professoras supervisoras de est?gio da UFPI e a coordenadora do curso. A an?lise do objeto evidenciou que, historicamente, as pol?ticas educacionais modificaram-se, mas n?o aconteceram rupturas nos padr?es tradicionais de forma??o de professores, o suficiente, principalmente nas propostas curriculares, em face das mudan?as requeridas pela sociedade informacional e global. Constatamos, ainda, que, no Est?gio Supervisionado, o processo de reflex?o cr?tica sobre a pr?tica pedag?gica foi viabilizado, parcialmente, e suscitou a reconstru??o de saberes espec?ficos ao fazer pedag?gico de modo a conduzir o processo ensino-aprendizagem articulando diferentes realidades do ensino fundamental e enfrentando situa??es decorrentes de pr?ticas conservadoras em rela??o ao ensino no meio rural. Contribuiu, portanto, esse componente curricular para redimensionar, em parte, a a??o pedag?gica dos(as) professores(as) egressos(as). Acena, tamb?m, a pesquisa para estudos similares na perspectiva de superar o modelo atual de forma??o de professores que n?o corresponde aos reclamos da sociedade em mudan?as e ? crise do capital, com repercuss?es imensur?veis no mundo do trabalho. A contemporaneidade reclama por uma Universidade que forme profissionais capazes de conduzir os destinos da sociedade, sendo que a forma??o de professores ? uma demanda pol?tica e social sobre a qual ? correspons?vel

The Use of Reflective Practices in Applying Strategies Learned Through Professional Development in Social Studies Instruction. Montra L. Rogers, 2016: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. ERIC Descriptors: Reflective Teaching, Educational Strategies, Professional Development, Theory Practice Relationship, Social Studies. This applied dissertation examined how middle school social studies teachers in a large urban school district in Texas described and documented their process of self-reflection as they integrated instructional strategies learned in professional training into their social studies courses. The study further explored how social studies teachers perceived reflective practice as an element of professional development and how a reflective practice model such as reflective journaling helped middle school teachers document their process of self-reflection as they applied new strategies to their instructional approaches. The researcher explored the teachers’ actions through the concept of organization learning theory, conducted face-to-face interviews, and analyzed documents, observation notes, and journal responses to uncover the processes, practices, and perceptions of middle school social studies teachers. This study’s findings revealed that, to implement strategies learned during professional development training, participants incorporated newly learned practices into their existing practices and routines. These practices or routines included creating resources and sharing and collaborating with peers. In addition, social studies teachers documented their process of integrating the QSSSA (Question, Stem, Signal, Share, Assess) conversation strategy into their instructional approach by planning lessons that facilitated the use of the newly learned strategy, implementing said lesson, and assessing student learning. Finally, the study’s findings confirmed that professional learning experiences that include elements of reflective practices, such as professional learning communities, provided middle school teachers a greater sense of self-efficacy as they worked to integrate the QSSSA conversation strategy into their instructional routines. Furthermore, a reflective practice model such as journaling provided teachers an avenue to consider both their own practice and the individual needs of their students.