Syftet med denna undersökning är att ta reda på om och i vilken grad elever, och lärare i ensemble och musikteori, upplever att eleverna integrerar musikteori och ensemble samt ifall bakgrund i musik- eller kulturskola påverkade integrationen. Jag använde mig av en kvantitativ undersökningsmetod, det vill säga enkätundersökning i mitt datainsamlande. Fyra skolor i olika storlek och olika delar av Sverige deltog i undersökning som genomfördes med ett ”emic” insider- och ”epic” outsiderperspektiv, det vill säga elev- och lärarperspektiv.I min bakgrund visar jag att musiklära kurs A enligt kursplanen ska ligga till grund för det egna musicerandet. Ensemblekursen har främst för avsikt att ge grundläggande färdigheter relaterade till sång eller instrument, men påvisar koppling i B-kursen. Rostvall & West skriver om kognitiva scheman för att lära in nya saker, och beskriver hur man kan gå igenom dem på olika sätt för att få djupare kunskap. Flera av examensarbetena jag läst visar att vikten av integration mellan teori och praktik skiljer beroende på vilken genre man spelar.Resultatet visar att elever i storstadsområden i högre grad än de i glesbygden gått i musik- eller kulturskola innan gymnasiet, samt att elever med förutbildning håller teoriintegration i det praktiska musicerandet högre än de andra. De flesta eleverna upplever sig göra kopplingen mellan teori och praktik i relativt stor utsträckning, medan lärarna upplever att de gör detta ganska lite. De flesta lärarna upplever även att kunskapsnivån på eleverna sjunker varje år. Teorilärarna hoppas på mer koppling till praktiken i framtiden och eleverna efterfrågar mer koppling till sina egna instrument i teoriundervisningen. Ensemblelärarna tror att undervisningen i framtiden mer kommer att utgå ifrån elevernas musik och bli mer gehörsbaserad. / The purpose of this study was to discern the extent of how students and teachers of ensemble and music theory, regard the integration of the students’ knowledge of music theory and ensemble, and if a background in music school affected the integration. I used a quantitative survey method. Four schools of different sizes and different parts of Sweden participated in the survey conducted by a "emic" inside and "epic" outsider perspective, that is, student and teacher perspectives.In my background, I show that music theory A according to curriculum will form the basis for their musicianship. The ensemble course is primarily intended to provide basic skills related to their vocals or instruments, but showing a link to theory the B-course. Rostvall & West write about cognitive schedules, and describe how to teach something in different ways for a deeper learning. Several of the works I have read show that integration is greatly affected by each individual genre.The results show that students in metropolitan areas to a greater extent than those in rural areas have attended music schools before high school, and students who already possess a basic understanding of theory place a greater value of its inclusion in their playing. Most students feel they make the connection between theory and practice in a relatively large scale, while teachers feel the extent is rather small. Most teachers also feel that the knowledge level of students drops each year. Music theory teachers would prefer a greater connection between theory and performance in the future, and students would like more access to their own instruments in the music theory classroom. Ensemble teachers are of the opinion that teaching in the future will be based more on the students’ repertoire, with added emphasis on aural skills.

Philosophiae Doctor - PhD / This study explored the learning and teaching of students registered for the undergraduate Training Management Module in the Industrial Psychology Department at a traditional university in the Western Cape Province of South Africa. The aim of the study was to explore how situated learning can inform a more practically orientated learning and teaching of ETD practitioners. The criticism levelled at institutions of higher learning is that education, training and development practitioners are poorly trained to integrate theory taught, into practical situations.

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Submitted by Jailda Nascimento (jmnascimento@pucsp.br) on 2016-09-30T22:04:10Z No. of bitstreams: 1 Alexandre José Cruz.pdf: 4724975 bytes, checksum: 8b578d0f088a644486e621eed1ff0c9d (MD5) / Made available in DSpace on 2016-09-30T22:04:10Z (GMT). No. of bitstreams: 1 Alexandre José Cruz.pdf: 4724975 bytes, checksum: 8b578d0f088a644486e621eed1ff0c9d (MD5) Previous issue date: 2016-07-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research arose from an inquietude originating with a reflection on the results of master’s research by the author about the use of technology in schools. During that study, it was possible to verify the difficulty of early elementary teachers when proposing tasks for students to carry out using donated computers. As such, questions arose along with a desire to comprehend how teachers organize activities to be used in the classroom, how teachers structure the classes, and what kind of educational experiences they provide students. We opted to study third grade classrooms since they are considered to be a privileged locus for understanding and explaining the teaching environment. The point of departure was always the teachers, but the strategic position this grade has occupied over the last decade, in the organization of instruction throughout the schooling process, was considered. For this reason, we initially counted on the ample spectrum of studies and research realized in recent decades. As such, the central objective of this research was to characterize the fundamental aspects of the work of two third grade teachers and their classrooms in two different schools in a small, rural city in the state of São Paulo. This city was chosen since it is understood that the relations is these spaces are very different from those in medium-sized and large cities, locations where educational research is already happening regularly. In addition to an analysis of the official documents of these schools, classroom observations were carried out between the months of March and October of 2014. Procedures for classroom observations, data collection and analysis were based on Gimeno (2000) who, with his concept of “the architecture of practice,” suggests essential points for observing teaching practice in the classroom. This allows us to understand the characteristics of the class and classroom practices through the educational tasks proposed for the students, possible points to consider as a fundamental part of this concept. In order to amplify the qualitative dimension of this understanding, we also made use of Bloom (1974) and his collaborators’ concept of taxonomy, since in addition to classifying the educational tasks, cognitive levels were highlighted, from simple to elaborate levels of thinking. This research indicated that even when faced with different teacher profiles, uneven educational objectives among the schools, and educational tasks that could be characterized as unequal, the students advanced little in their cognitive levels, with teaching and learning designs defining a three-tiered construction marked by three levels of results and the formation of three groups of students in regards to their learning outcomes / Esta pesquisa partiu de inquietação oriunda da reflexão sobre os resultados de pesquisa de mestrado sobre o uso de tecnologias na escola. Durante esse estudo verificou-se a dificuldade de os professores das séries iniciais do ensino fundamental para proporem tarefas aos alunos usando microcomputadores recebidos por doação. Assim, surgiu o questionamento e a vontade de verificar como os professores organizam as atividades a serem utilizadas em sala de aula: como se estruturam as aulas e que tipo de formação elas propiciam aos alunos. Optou-se pelo estudo da sala de aula de terceiros anos/séries por entendê-la como lócus privilegiado para compreender e explicar o ensino que ocorre nas classes escolares, sempre a partir do professor, mas, sobretudo, pela posição estratégica dessa série na organização do ensino no percurso da escolarização nas últimas décadas. Para isso valemos inicialmente de amplo espectro de estudos e pesquisas sobre realizadas por décadas. Assim, o objetivo central desta pesquisa foi o de caracterizar aspectos fundamentais do trabalho de duas professoras, em duas escolas e classes escolares do terceiro ano do ensino fundamental, em um município de pequeno porte do interior do estado de São Paulo. A decisão por essa cidade ocorreu por entender que as relações que se sucedem nesses espaços são muito diferentes daquelas que temos nas cidades de grande e médio porte, locais em que pesquisas educacionais já são muito recorrentes. Além da análise dos documentos oficiais dessas escolas, foram feitas observações na sala de aula entre os meses de março a outubro de 2014. Tanto para os procedimentos de observação, coleta quanto análise de dados partiu-se das notas sugeridas por Gimeno (2000) ao indicar pontos indispensáveis para observar a prática docente na classe, já que constrói o conceito de “arquitetura da prática”, que nos permite compreender as características da aula e das práticas por meio das tarefas escolares propostas aos alunos, pontos possíveis enquanto parte fundamental integrante desse conceito. Para ampliar a dimensão qualitativa desse entendimento, também foi utilizado o conceito de taxionomia de Bloom (1974) e seus colaboradores, pois além de caracterizar as tarefas escolares, destaca níveis de qualidade cognitiva, do pensamento mais simples ao mais elaborado. Esta pesquisa indicou que mesmo diante de perfis tão diferenciados dos professores para ensinar, dos objetivos educacionais díspares entre as escolas e de tarefas escolares desiguais na sua caracterização, os alunos avançam pouco nos níveis de cognição, com desenhos de ensino e aprendizagem definindo uma construção em três patamares marcados por três níveis de resultados, formação de três grupos de alunos quanto ao seu aprendizado

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Individuals have unique ways of perceiving and organising information, which are referred to as learning styles. By becoming informed about individual learning styles the educator is in a better position to support the learner in the learning process. A descriptive correlational study was done to investigate the learning styles of nursing students at Unisa. In this research project a postal questionnaire was used to determine their learning styles. Research data were gathered on the demographic and academic profile of Unisa nursing students in order to determine their specific needs. Learning styles were correlated with various constructs (academic achievement, distance teaching, home language). It was concluded that awareness of individual learning styles is important to assure quality improvement in nursing education. Both learner and educator need to be knowledgeable of learning styles and therefore a course in learning styles was designed. / Health Studies / M.A. (Nursing Science)

Individuals have unique ways of perceiving and organising information, which are referred to as learning styles. By becoming informed about individual learning styles the educator is in a better position to support the learner in the learning process. A descriptive correlational study was done to investigate the learning styles of nursing students at Unisa. In this research project a postal questionnaire was used to determine their learning styles. Research data were gathered on the demographic and academic profile of Unisa nursing students in order to determine their specific needs. Learning styles were correlated with various constructs (academic achievement, distance teaching, home language). It was concluded that awareness of individual learning styles is important to assure quality improvement in nursing education. Both learner and educator need to be knowledgeable of learning styles and therefore a course in learning styles was designed. / Health Studies / M.A. (Nursing Science)

The diploma thesis is focused on problems of listed words in czech language teaching. The main aim of the thesis was to found the most effective method of listed words teaching in a third year of primary school. Theoretical part describes the position of listed words in Czech language and it search a pitfalls during the listed words teaching. The component of a teoretical part is also an analysis of Czech language textbooks for the third year of primary school. In the end of a theoretical part I was founding the other methods of listed words teaching which can be used in teaching. In practical part i was creating a materials for listed words teaching by selected teaching method (the method of word formation groups) and than i was verifying this method in a practical using. For the research investigation i selected qualitated method an action teaching research. With a group of six students i studyied by the method of word formation groups and than i compare them with rest of a class, which was teaching by traditional method of teaching. In conclusion of a diploma thesis i tested the both groups. In a final test i founded out, that the method of word formation groups is more effective than the tradiotional method. Keywords Listed words, teaching method, spelling, third year of primary school,...

Nous rapportons une analyse des 1045 écrits narratifs produits sur une période de 16 ans par des étudiants de troisième année de médecine, dans le cadre d’un atelier sur l’éthique et le professionnalisme. À l’occasion de chaque stage de chirurgie effectué dans un des centres hospitaliers affiliés au département de chirurgie de l’Université de Montréal, les étudiants devaient identifier les enjeux éthiques ou de professionnalisme, rencontrés durant le stage. Par la suite, ils devaient dans un essai en raconter la nature et aussi discuter de leur accord avec les décisions prises par les supérieurs dans le cas de l’éthique clinique ou dans le cas de professionnalisme émettre une opinion sur les attitudes et comportements observés chez les cliniciens ou des résidents. Nous avons constaté que le questionnement des étudiants était majoritairement dirigé sur les problèmes de professionnalisme. La communication avec les patients et leurs familles, l’annonce de mauvaises nouvelles, l’obtention d’un consentement, la révélation de la vérité ou d’une erreur médicale et les relations avec les collègues représentaient la majorité des dilemmes rapportés par les étudiants dans leurs narratifs. Nous avons pu comprendre, à la lecture des écrits, les préoccupations éthiques de nos étudiants et les bases de leur raisonnement moral. Nous avons découvert la nature du curriculum caché dans notre milieu hospitalier et les rôles modèles que jouaient auprès des étudiants nos cliniciens et des résidents. Nous avons fait la comparaison avec la littérature existante sur le sujet. Ce travail a permis de valider l’efficacité de la stratégie pédagogique adoptée pour initier les étudiants à l’approche narrative en éthique et pour produire des narratifs signifiants et de qualité. Notre étude se distingue par la longueur de l’observation et le nombre élevé de narratifs analysés. Nous pouvons donc à partir de notre expérience suggérer des recommandations pour la formation et la recherche. Développer une compétence narrative chez les étudiants dès le début de la formation en médecine serait un avantage pour une pratique humaniste et participerait à la construction de l’identité professionnelle. / This is an analysis of 1045 narrative writings produced by third-year medical students over a 16- year period as part of a workshop on ethics and professionalism held during each surgical internship completed in a hospital affiliated with the Department of Surgery at the Université de Montréal. The students were asked to identify an ethical or professionalism issue they encountered during their rotation in surgery, and then to recount this, followed by comments on the ethical rationale for the decisions taken in the actual case. They were also asked to discuss their agreement with decisions made by superiors in the case of clinical ethics or professionalism dilemmas, and the attitudes and behavior observed among clinicians or residents. The analysis indicates that most of the students’ questioning focused on issues of professionalism. Communication with patients and their families, giving bad news, obtaining consent, revealing the truth or a medical error, and relationship with colleagues represented most dilemmas reported by students in their narratives. In reading the narratives, I was able to identify our students’ ethical concerns and the basis of their moral reasoning. I discovered the nature of the hidden curriculum in our institution and the role models our clinicians and residents played for the students. I further reviewed the literature for a comparison with my own observations. This work validated the effectiveness of the pedagogical strategy adopted to introduce students to the narrative approach to ethics and to produce meaningful, high-quality narratives. This study stands out for the length of the observation and the high number of narratives analyzed. Based on this experience, I can therefore suggest recommendations for training and research. Developing narrative skills in students right from the start of their medical training would be an advantage for humanist practice and would help build their professional identity.

A carefully constructed set of 16 graphical tasks related to key biochemistry concepts was designed and administered to a group of 82 students in their final year of B.Sc. study. The test mean score of 48,3% ( 12,1) was low and characterised by gender and ethnic differences. There was a moderate linear relationship between biochemistry grades obtained by the students over two years of study and their graphical literacy (r = 0,433). The majority of the students exhibited slope/height confusion and only seven students (8,5%) were able to answer the two items corresponding to Kimura‘s Level F, the most complex and difficult level of graphical literacy. Eye tracking data gave valuable insights into different strategies used by students while interpreting graphs and is a valuable tool for assessing graphical literacy. These findings confirmed other studies where researchers have found a widespread lack of graph comprehension among biological science students. / Institute of Science and Technology Education / M. Sc. (Science Education)