Bakgrund: I Sverige har sjuksköterskeprogrammet under åren genomgått ett flertal reformer för att anpassas efter de förändrade behoven av hälso- och sjukvård. År 1993 blev sjuksköterskeutbildningen en treårig utbildning som både leder till en kandidatexamen i omvårdnad och en yrkesexamen. Detta har inneburit svårigheter för lärosätena gällande förmågan att kombinera den akademiska skolningen med den yrkesförberedande utbildningen. Tidigare gjorda studier visar att utbildningen ansetts otillräcklig i vissa avseenden vilket har lett till att sjuksköterskestudenter upplevt sig vara oförberedda inför att gå ut i arbetslivet. Syfte: Syftet är att beskriva om sjuksköterskestudenter i termin sex upplever sig förberedda inför arbetslivet som legitimerad sjuksköterska. Metod: Studien är en empirisk intervjustudie med en deskriptiv kvalitativ ansats. Semistrukturerade intervjuer med fem sjuksköterskestudenter i termin sex utgör studiens material. Data har analyserats med en manifest innehållsanalys. Resultat: Under analysprocessen framkom fem kategorier och 14 underkategorier som beskriver sjuksköterskestudenternas upplevelser av utbildningen samt av att snart gå ut i arbetslivet. Kategorierna var; Tidigare erfarenhet, Förväntningar inför arbetslivet, Upplevelsen av att vara förberedd, Styrkor i utbildningen, Svagheter och förbättringar i utbildningen. Studiens resultat visar att sjuksköterskestudenterna upplevde sig förberedda inför arbetslivet men att det finns brister i utbildningen. Klinisk betydelse: Studien är av vikt då den kan öka medvetenheten om hur utbildningen upplevts av sjuksköterskestudenter och därmed resultera i att den vidareutvecklas och förbättras. På det sättet kan sjuksköterskestudenter bli bättre förberedda inför arbetslivet och således besparas onödiga farhågor. / Background: The nurses’-education in Sweden has, over the years, undergone several reformations to adjust to the changing needs of health-care. In 1993 the nurse-education became a three-year course that leads to both a bachelor’s degree in nursing and a professional degree. This has resulted in difficulties for the universities regarding the ability to combine the academic and practical proportions. Studies have shown that the education is considered inadequate in certain aspects which have made the nursing-students feeling ill prepared for the role transition. Purpose: The purpose is to describe if the nursing-students in semester six perceive themselves prepared for the working life as a registered nurse. Method: A descriptive, qualitative approach was used. Semi-structured interviews with five nursing-students in semester six were the material for the study. Data was analyzed using a "manifest content analysis" technique. Results: Five categories and 14 subcategories emerged from the analysis, which described nursing-students' perceptions of the education and the role transition. The categories where: Previous experience, Expectations for working life, the experience of being prepared, Strengths in the education, Weaknesses and improvements in the education. The study shows that nursing-students perceived themselves prepared for working life but that there were certain shortcomings in the education. Clinical significance: The study can raise awareness of how nursing-students’ experience the education and thus result in further developments and improvements. Allowing nursing -students to be better prepared for the working life and therefore spared unnecessary apprehensions.

This study has investigated teachers’ apprehensions of interdisciplinary collaborations, education related to sustainable development and their conditions in education. When interviewing teachers, working in the vocational programmes in upper secondary schools in Sweden, the apprehensions illuminate diversity in how schools approach and implement aims and requirements in the curricula. Apprehensions of interdisciplinarity and sustainable development reflect content and methods in the classroom.The main purpose of the thesis is to study how teachers apprehend interdisciplinary education and the relation to education on sustainable development. The second part of the study aims to identify teachers’ apprehensions of the conditions for interdisciplinary approaches in education.The results show the connections and relations between apprehensions of interdisciplinary approaches, school organization and the ability to implement education for sustainable development in the classroom. Deliberation, participation, time and distance are essential for the planning and implementation process. Teachers’ knowledge in school subjects as well as an understanding for connections between different fields of knowledge is also essential. A team teacher organization as well as support from headmasters, are framing conditions for an open climate which enables meeting each other across disciplinary borders and barriers. Interdisciplinary collaborations in education are mostly described in terms of multidisciplinary approaches, with additive knowledge development. This often means that students are left to identify connections between subjects themselves. Some collaborations are, however, described with more enthusiasm. This study identifies a relationship between integration level and collaborations that are described as successful. In the field of education for sustainable development (ESD) a holistic view is essential to be able to identify the complex relations between man and nature. In terms of education related to sustainable development, the ecological dimension is the most associated dimension among teachers in this study, while the sociological and economical dimensions in general, are implicit. Concerning the environmental education traditions, many apprehensions in this study can be related to a fact-based tradition as well as a normative tradition.To be able to categorize apprehensions in the third tradition (education for sustainable development), abilities as emancipation and transformation have to be more explicit in the learning process.

Made available in DSpace on 2017-07-21T20:31:35Z (GMT). No. of bitstreams: 1 CARINE SCHEIFER.pdf: 4030200 bytes, checksum: a17f82c10aafc178342dc3f47ffff908 (MD5) Previous issue date: 2017-04-26 / The present research focused on the specificities of the Theory of Registers of Semiotic Representation on Geometry for the elaboration of a compiled framework of categories for cognitive analysis of questions. It was based on the methodology of Content Analysis. From this picture, it was possible to point which aspect of the referred theory concerning the learning of Geometry is contemplated in examples of Prova Brasil applied to the elementary school and high school. The objectives sought were:indicating how this theory may theoretically subsidize the organization of the Geometry teaching; evidence, in examples of questions of the Prova Brazil, the occurrence of Duval's propositions relating to the ideas of Geometry; and point out, possible referrals to a teaching with the cognitive approach of the theory. The results of the analyzes allowed to infer that the cognitive specificities are contemplated in superficial andincomplete perspectives, and according to the level of teaching of the questions some views or apprehensions are not required. The category table may be extended for analyzes of other types of questions or resolutions, it allows a broader view of what is being valued or neglected in the teaching of Geometry. / A presente pesquisa se debruçou sobre as especificidades da Teoria dos Registros de Representação Semiótica sobre a Geometria para elaboração de um quadro compilado de categorias para análise cognitiva de questões. Fundamentou-se na metodologia de Análise de Conteúdo. A partir deste quadro foi possível apontar quais aspectos da referida teoria em relação à aprendizagem da Geometria está contemplado em exemplos de questões da Prova Brasil para o ensino fundamental e médio. Os objetivos buscados foram: apontar de que modo esta teoria pode subsidiar teoricamente a organização do ensino da Geometria; evidenciar, em exemplos de questões da Prova Brasil, aocorrência das proposições de Duval relativas às ideias da Geometria; e apontar, possíveis encaminhamentos para um ensino com o enfoque cognitivo da teoria. Os resultados das análises permitiram inferir que as especificidades cognitivas são contempladas de maneira superficial e incompleta, e conforme o nível de ensino das questões alguns olhares ou apreensões não são requeridos. O quadro de categorias pode ser estendido para análises de outros tipos de questões ou resoluções, pois permite uma visão mais ampla do que está sendo valorizado ou deixado de lado no ensino.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-10-01T22:56:44Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Franciele Isabelita Lopes.pdf: 3495114 bytes, checksum: ed95e25e247c25ba4f43b32c5e4296dd (MD5) / Made available in DSpace on 2018-10-01T22:56:44Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Franciele Isabelita Lopes.pdf: 3495114 bytes, checksum: ed95e25e247c25ba4f43b32c5e4296dd (MD5) Previous issue date: 2018-07-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A geometria consiste numa área da Matemática rica em possibilidades de desenvolvimento cognitivo, porém nem sempre valorizada sob esse ponto de vista. A partir dessa constatação, a teoria dos Registros de Representações Semióticas de Raymond Duval (2004, 2005, 2011, 2012a, 2012b, 2013, 2015) evidencia atividades cognitivas referentes ao desenvolvimento do pensamento geométrico, servindo de amparo para possibilidades de melhoria dos processos de ensino e aprendizagem. Uma articulação da geometria com um ambiente dinâmico direciona o presente estudo na busca pela resposta ao seguinte questionamento: De que forma é possível estimular o desenvolvimento de atividades cognitivas segundo Raymond Duval com a utilização do ambiente dinâmico GeoGebra em atividades de geometria? A partir desse questionamento, o objetivo desta pesquisa consiste em apontar contribuições referentes ao uso desse ambiente dinâmico para o trabalho com a Geometria no que diz respeito ao estímulo da visualização de características envolvendo figuras geométricas, indicando quais atividades cognitivas específicas da Teoria dos Registros de Representação Semiótica de Raymond Duval foram presentes. Este estudo foi realizado com 30 alunos do oitavo ano do Ensino Fundamental de uma escola pública do estado do Paraná, em que foram analisadas as produções digitais e escritas dos sujeitos no decorrer da aplicação de uma oficina, cuja temática foi a geometria, com atividades envolvendo polígonos e poliedros por meio do uso do GeoGebra. Como resultado, foi possível inferir que o dinamismo proporcionado pelo ambiente dinâmico GeoGebra foi um facilitador para a identificação de características de determinados objetos matemáticos. A escolha dos conteúdos envolvendo poliedros regulares e não regulares e a Relação de Euler, bem como a retomada de conceitos de polígonos regulares e não regulares determinaram estímulo para a desconstrução dimensional. A presença das apreensões foi identificada e os olhares icônicos mais evidenciados. Por meio do GeoGebra, as explorações das figuras geométricas são eficientes e favorecem o estabelecimento de conjecturas, consequentemente, as apreensões, olhares e a desconstrução dimensional são requisitados. / Geometry consists of an area of mathematics which is rich in possibilities of cognitive development, but not always valued from this point of view. Raymond Duval's Theory of Registers of Semiotic Representations (2004, 2005, 2012, 2012a, 2012b, 2013, 2015) provides a description of cognitive activities related to the development of geometric thinking, serving as a support for possibilities of improving teaching and learning processes. An articulation of the geometry with a dynamic environment directs the present study in the search for the answer to the following question: In what way is it possible to stimulate the development of cognitive activities according to Raymond Duval using the GeoGebra dynamic environment in geometry activities? From this questioning, the objective of this research is to point out contributions referring to the use of this dynamic environment for the work with Geometry with respect to the stimulus of the visualization of characteristics involving geometric figures indicating which specific cognitive activities of the Theory of Semiotic Representation Registers of Raymond Duval were present. This study was carried out with 30 students from the eighth grade of elementary school of a public school in the state of Paraná, in which the subjects' digital and written productions were analyzed during the application of a workshop, whose theme was geometry, with activities involving polygons and polyhedra through the use of GeoGebra. As a result, it was possible to infer that the dynamism provided by the GeoGebra dynamic environment was a facilitator for the identification of characteristics of certain mathematical objects. The choice of contents involving regular and non-regular polyhedra and Euler's Relation, as well as the resumption of concepts of regular and non-regular polygons, provided a stimulus for dimensional deconstruction. The presence of the apprehensions was identified and the iconic views more evident. Through GeoGebra, the explorations of the geometric figures are efficient and favor the establishment of conjectures, consequently, the seizures, views and dimensional deconstruction are required.

No description available.