Undergraduate courses such as mathematics, science, and computer programming require high levels of decision making, concentration, and cognitive demand. Researchers in the field of instructional design are interested in effective instructional strategies that can aid practitioners in teaching such abstract and complex skills. One example of an instructional strategy that has proven effective in teaching these skills is cognitive apprenticeship (CA). While CA has been applied to courses such as mathematics and computer programming in face-to-face and blended learning environments, there is little evidence of the advantages of applying CA in a fully online computer programming course. Specifically, the introductory programming course, CS1, is the first contact that undergraduate computer science students have with their chosen major. Historically, drop-out rates for CS1 have been high and thus strategies for effective teaching of this course have served as an important topic in the research literature. The goal was to design and validate internally an online CS1 course that incorporates CA strategies. A two-phase design and development research method was used to guide the construction and internal validation of a fully online CS1 course. Phase one resulted in the design and development of the course guide. An expert-review process using the Delphi technique was implemented in phase two to validate the design with regard to its effectiveness, efficiency, and appeal. Three rounds of review by the panel resulted in consensus. Results from the expert-review confirmed the application of CA as an effective, efficient, and appealing instructional strategy to use when designing an online CS1 course. Future research should focus on external validation of the design by implementing the course to evaluate its effectiveness, efficiency, and appeal among stakeholders. In addition, it is hoped that the course guide can be used to help practitioners design and implement a fully online CS1 course that uses CA strategies.

Enseigner une langue peut être défini comme « rendre l’élève capable de communiquer dans cette langue », oralement et par écrit: exprimer et comprendre des notions, utiliser et comprendre des actes de language. Enseigner une langue peut également être l’occasion de faire acquérir des stratégies d’apprentissage qui seront probablement applicables à d’autres langues et à d’autres objets d’étude : l’observation précise des faits de langue ; la comparaison; la mémorisation (mots, structures, signification, façons diverses d’exprimer une notion). / Mokyti užsienio kalbą- tai padaryti mokinį gabiu bendrauti ta kalba žodžiu ir raštu, t.y. išreikšti ir suprasti sąvokas, naudoti ir suprasti kalbos aktus. Užsienio kalbų mokymas naudoja būdus, kurie taikomi įvairiuose mokymo objektuose: kalbos faktų supratimas, palyginimas, įsisavinimas (žodžių, struktūrų, reikšmių,įvairių būdų išreikšti sąvokas). / Teaching a language can be defined as "making the student able to communicate in that language, orally and in writing: express and understand concepts, use and understand acts of language. Teaching a language can also be an opportunity to acquire learning strategies that are likely to be applicable to other languages and other objects of study: the observation of the facts of language, comparison, memorization (words, structures, meanings, different ways of expressing an idea).

This study describes the attempt to understand the quality of mediation between people within a community of practice. An innovative chefs’ apprenticeship in a dedicated restaurant provides a setting in which to explore what happens when a group of young people are learning to become fully accepted members of a community of practice. The setting, the social enterprise of Fifteen London, is founded on a passionate belief in the learning potential of all individuals, regardless of background. Conducted over a period of five years this ethnographic study tells the stories of the apprentices; the story of the community; and the story of conducting the investigation. A pilot study completed in 2005 revealed that beyond the mediation observed between individuals, apprentices’ felt their experience of the culture of the learning environment had a greater impact. The thesis explores the theoretical implications of these findings. Drawn from a sociocultural perspective, two theoretical frameworks are applied: Mediated Learning Experience (Feuerstein, Miller and Tannenbaum, 1994) concerned with the mediation between people and its effect on human development; and Situated Learning (Lave and Wenger, 1991) concerned with participation in a community of practice. These frameworks were felt to be useful to an analysis which demonstrates that a community of practice can be analysed according to the framework for Mediated Learning Experience. The symbiosis of these two approaches creates a coherent framework for discourse in which to analyse the learning process itself. A description of the community highlights the complexities of learning, and the challenges of attempting to change the course of human development by means of cultural transmission and social enterprise. I conclude that this learning environment serves as a good example of what can be achieved when innovation works hand in hand with moral purpose.

A presente pesquisa objetivou refletir sobre o uso e os benefícios de atividades lúdicas e de improvisação teatral em fase inicial de aprendizado da língua estrangeira (LE) em contexto institucional. Almejou também demonstrar que a associação Teatro, Jogo e Aprendizagem de línguas realizada de modo sistemático, constante e em função de objetivos precisos estimula e auxilia na apropriação e no desenvolvimento da língua alvo. Para essa reflexão, propomos no primeiro capítulo um panorama histórico da relação teatro, jogo, educação. No segundo, as questões didáticas que deram abertura a uma prática lúdico - teatral no ensino de LE no século XX e aquelas que norteiam o ensino atual de línguas. No terceiro capítulo, apresentamos algumas características do Lúdico e de práticas teatrais adaptáveis ao contexto de ensino de LE (jogo teatral, de papéis e simulação global). O quarto capítulo é dedicado ao relato da experiência lúdico-teatral realizada em janeiro e fevereiro de 2007 com duas turmas de nível 01 do Curso Extracurricular de Francês oferecido pelo departamento de Letras Modernas da Faculdade de Filosofia Letras e Ciências Humanas da Universidade de São Paulo. Os resultados demonstraram que o uso de atividades lúdicas e de improvisação teatral no ensino do Francês contribuiu significativamente no aprendizado da LE e na criação de um ambiente de descontração e de interação favoráveis à expressão na língua-alvo, onde a desinibição e o medo do erro deram pouco a pouco lugar ao prazer de se comunicar-se na LE. Assim, foram contemplados aspectos referentes à aprendizagem, à relação sujeito-LE, à relação e interação aluno-aluno/ professor, tendo sido de extrema significação para a aquisição da língua-alvo e para as relações interpessoais. / This research aims at reflecting about the use and the benefits of playful activities and of theatrical improvisation for a communicative and interactive teaching of a foreign language, and to demonstrate that the association Theater, Play and Apprenticeship of methodical way brings contributions to the apprentices and the benefits go beyond the apprenticeship of a foreign language. In the first chapter a historic overview of the relation theater, play, education is proposed. In the second chapter, we present the educational questions that arose with the use of games and theatrical activities in the teaching of a foreign language in the century XX and the questions about the current teaching of languages. In the third chapter, some characteristics of the Playful one and of theatrical adaptable practices to the context of teaching (theatrical play, role-play-games and global simulation) what contributed to the construction of our improvised practice, besides the benefits of this transposition found in the literature. The chapter four is dedicated to the theatrical-playful report of the experience carried out in the level 01 of the extracurricular course of intensive French (FLE) of the FFLCH-USP between January and February of 2007. In this application, we notice that the playful use of a methodology - improvised in the teaching of FLE allowed a better apprenticeship, an environment of favorable casualness to the expression in the target-language and of integration between the participants, which contemplates aspects referring to the apprenticeship, to the relation Subject-LE, to the relation and interaction of student-student. We could also conclude that the plays and the improvisations create a favorable environment to the experimentation in the LE and that shyness and the fear of making a mistake are replaced slowly by the pleasure of learning the targetlanguage, of communicating with other people.

O estudo faz a análise sobre o uso de produtos midiáticos comerciais e de ficção, jornal e programa televisivo, em situação formal de ensino. O principal objetivo é entender a metodologia de ensino quando da iserção de produtos midiáticos, ou seja, educação pela mídia; e como esta metodologia contribui para a capacidade de leitura crítica dos mesmos ou através deles, ou seja, educação para a mídia. Estas abordagens sobre a relação educação e comunicação estão abarcadas no conceito de Educomunicação, apresentado neste trabalho. / This post-graduation research on Communication and Education is addressed to both the observation and systematic analysis of a teaching and apprenticeship process focusing a group of young people between 16 and 17 years old, students of th first grade at Colégio Maria Montessori, occurred from 1998 through 1999, considering the actuation of both the teacher and the pedagogic project which intended to develop a teaching practice about and through the media. The purpose is to understand how the education-communication process occurs by the insertion of cultural products of the media within a controlled situation of formal teaching, especially during History classes. The goal is to understand the development of the teaching/apprenticeship process when some media products, such as newspapers and fiction television programs are inserted, whether as pedagogic strategies or as objects for studies among the young students, focusing the pedagogic procedures applied at the insertion of these products at the framework of the formal teaching. In a general way, it is intended to evaluate how the interventions became present during the studies of the subjects focused at the classrooms, especially those performed by the teachers, but also those related to media products and students, as well as to fictional and non-fictional lectures that interact during the knowledge building up process performed by the students

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-08T12:06:46Z No. of bitstreams: 1 Expedito Pereira da Silva.pdf: 464072 bytes, checksum: 4e1ea883eec4c6d7800e146732da11d5 (MD5) / Made available in DSpace on 2016-08-08T12:06:46Z (GMT). No. of bitstreams: 1 Expedito Pereira da Silva.pdf: 464072 bytes, checksum: 4e1ea883eec4c6d7800e146732da11d5 (MD5) Previous issue date: 2016-02-25 / Secretaria de Estado da Educação do Estado de São Paulo / This master’s final work has as its objective to investigate the way in which the teacher evaluates student’s apprenticeship in basic education, by the usage of evaluation instruments, having as its main focus the classroom activities, and is inserted in the research Field: “Evaluation and Pedagogical Action” from the postgraduation programme in Education: “Former’s formation” – Field: Former’s formation, from PUC-SP. Its start point are experiences lived by the author of the present study, emphasizing the period in which he undertook scholar management, specifically occupying the principal position of a state public school. The present research had a qualitative approach, characterized by the analysis carried out through collected data by four elementary school teachers, detailing the real condition related to the analyzed situations, giving sense to the statements, interpreting and significations, always with a look directed to the efficiency of evaluation instruments. The results of this research have shown that teachers reflect upon their own formation; recognize the conceptual vulnerabilities regarding knowledge about apprenticeship evaluation, especially the evaluation instruments and the collected data interpretation. Inasmuch as the collaborator teachers were acquiring comprehension over the topic, they were also reassessing their techniques. By the means of training actions, the central point of teachers’ reflections is to recognize that from the relationship between school and university knowledge, focused on our course, former’s formation, it is noticed that the training and continuous formation can favor professional evolution. We also believe that evaluating and knowing the instruments can even contribute to the school conception changing and to our evaluation practices as teachers, aiming to transform these. Comprehending how teachers succeeded in enabling the implementation process of an evaluative culture and the success in the achieved results can also represent a contribution of this work to school teachers. Seeking theoretical basis, we used the authors Despresbiteris & Tavares (2009); Luckesi (2010). To sum up, we will introduce the research data and its analysis / Este trabalho final de Mestrado Profissional tem como objetivo investigar de que modo o professor avalia a aprendizagem dos alunos da educação básica, por meio do uso de instrumentos de avaliação, tendo como foco principal as atividades da sala de aula e insere-se na linha de pesquisa “Ação Pedagógica e Avaliação” do Programa de Pós-Graduação em Educação: Formação de Formadores – Área: Formação de Formadores, da PUC-SP. Tem como ponto de partida, experiências vividas pelo autor do presente estudo, com ênfase no período em que o mesmo assumiu a gestão escolar, especificamente ocupando o cargo de diretor de uma escola publica estadual. A presente pesquisa teve abordagem qualitativa, caracterizada pela análise realizada através de dados coletados por quatro professores do Ensino fundamental II, detalhando as condições reais relacionadas às situações analisadas, dando sentido aos depoimentos, interpretações e significações, sempre com um olhar direcionado à eficiência dos instrumentos avaliativos. Os resultados desta pesquisa mostraram que os professores refletem sobre a própria formação, reconhecem as vulnerabilidades conceituais sobre os conhecimentos de avaliação da aprendizagem, em especial os instrumentos de avaliação e a interpretação dos dados coletados. Na medida em que os professores colaboradores foram adquirindo compreensão sobre o tema, também foram reexaminando suas práticas. Por intermédio de ações de capacitação, o ponto central das reflexões dos professores é o reconhecer que do relacionamento entre os saberes da escola e os saberes da universidade, foco do nosso curso, formação de formadores, percebe-se que a capacitação e a formação continuada podem favorecer a evolução profissional. Acreditamos também que avaliar e conhecer os instrumentos pode contribuir também para a mudança de concepção de escola e nas práticas avaliativas de nós professores, com a finalidade de transformá-las. Compreender como os professores conseguiram viabilizar o processo de implementação de uma cultura avaliativa e o êxito nos resultados alcançados, pode representar uma contribuição, deste trabalho, aos professores da escola. Para fins de embasamento teórico, utilizamos os autores Despresbiteris & Tavares (2009); Luckesi (2010). Finalizando, apresentaremos os dados da pesquisa e a análise dos mesmos

O tema das políticas públicas direcionadas para a juventude desperta cada vez mais preocupação nos Governos Federal, Estadual e Municipal. Não se pode negar que a juventude demanda desejos e direitos que envolvem diversificados campos, tais como, cultura, lazer, educação e trabalho. Este último é merecedor de especial atenção neste trabalho, já que diversos programas e ações dos três níveis do governo tentaram, e ainda tentam, buscar uma forma mais equilibrada de atender a juventude. O foco de estudo do trabalho foi a Lei 10.097 de 2000, denominada de lei do jovem aprendiz, que trata da inclusão de jovens de 14 a 24 anos no mercado de trabalho, aliada à capacitação e qualificação profissional em escolas do Sistema S, ou entidades sem fins lucrativos. Buscou-se estudar os pontos facilitadores e dificultadores da execução da lei, bem como avaliar o estágio de colaboração entre os atores sociais - Governo, empresas privadas e entidades sem fins lucrativos - que partilham da responsabilidade de execução da lei. O estudo foi realizado por uma pesquisa exploratória de múltiplos casos, em que um levantamento feito por meio de entrevistas semi-estruturadas abordou empresas contratantes de jovens aprendizes, empresas não contratantes, entidades não executoras da lei do jovem aprendiz e jovens aprendizes. Os resultados apresentados mostram que a lei está sendo bem executada pelas empresas contratantes, estas buscam propiciar aos jovens um aprendizado que os prepare profissionalmente. Os jovens aprendizes reconhecem na lei uma oportunidade de se inserirem no mercado de trabalho, bem como obterem uma preparação teórica profissional. / The public policies for youth are increasingly attracting more concern in the Federal, State and municipality levels. There is no denying that the youth demands desires and rights that involves diverse fields such as culture, leisure, education and labor. The latter is worthy of special attention in this work, since many programs and actions of the three levels of government have tried and still try, to seek a more balanced way to meet the youth demands. The focus of this work was the study of Law 10.097 of 2000, known as law of the young apprentice, which deals with the inclusion of 14 to 24 years old youngsters in the labor market, allied with professional training and qualification of the System S schools, or nonprofit entities. The work sought to study the facilitate and difficult points of the law, and to assess the stage of collaboration between social actors - government, private companies and nonprofit entities - who share the responsibility for the execution of the law. The study was carried out by an exploratory study of multiple cases in which a survey with a semi-structured interview, approached hirer companies of young apprentices, non-hirer companies, nonprofit organizations that do not execute the law of the young apprentice and young apprentices. The results shows that the law is being well executed by hirer companies, which intended to provide a learning to the young ones that will prepare them professionally. The young apprentices recognize in the law an opportunity to insert themselves into the labor market and obtain a professional theoretical preparation.

Orientador: Dagoberto Buim Arena / Banca: Maria Cecília Bonini Trenche / Banca: Tárcia Regina da Silva Dias / Banca: Anna Augusta Sampaio de Oliveira / Banca: Luci Pastor Manzoli / Resumo: As políticas de atendimento, na área da educação especial, quando inseridas no quadro das reformas de educação básica, enfrentam desafios para o atendimento escolar de alunos com necessidades especiais. Dentre as preocupações mais comuns dos profissionais envolvidos na escolarização dos surdos, destaca-se, no cenário da educação inclusiva, o ensino da leitura e da escrita. Ao considerar as especificidades lingüísticas dos surdos, no processo de apropriação da leitura e, conseqüentemente, no seu desenvolvimento acadêmico, esta pesquisa procurou analisar o que dizem os professores sobre a prática pedagógica da leitura, nas escolas. Visto que, no estado de São Paulo, muitos alunos surdos ainda enfrentarão o processo formal de letramento, sem o conhecimento necessário de língua - oral e/ou gestual - formalizei por meio da pesquisa-ação, o desenvolvimento de um programa de intervenção pedagógica da produção de leitura para um grupo de crianças surdas. Amparada em autores marxistas - Foucambert, Vygostsky e Bakhtin - que concebem a leitura como prática social e cultural de linguagem, procurei valorizar, nesse programa, a discursividade como atividade fundamental na mediação entre leitor, autor e o texto. Todos os dados coletados nas entrevistas e nas sessões de filmagens foram transcritos na íntegra e analisados a partir de uma abordagem microgenética, para a qual as interações singulares dos participantes focais foram importantes na compreensão do fenômeno investigado. Mesmo se reconhecendo que a ausência de uma língua comum entre os interlocutores dificulta o acesso aos conhecimentos partilhados, dentro ou fora da escola,...(Resumo completo, clicar acesso eletrônico abaixo). / Abstract: The attendance, policies in the special education area, when inserted in the frame of basic education reformation, have faced challenges for the scholar attendance with special necessity. Among the most common concerns of the professionals involved in deaf people's education, the teaching of reading and writing is stood out in the inclusive education scenery. Considering the linguistic particularization of deaf people in the reading appropriateness process, and consequently, in their academic development, this study tried to analyzed what teachers say about the reading pedagogic practice in schools. Since many deaf students, in the State of São Paulo, will still face the formal process of alphabetization without the necessary knowledge of language - oral and/or by gestures - I have formalized the development of a pedagogic intervention program of reading production through action research to a group of deaf children. Supported by Marxist authors - Foucambert, Vygostsky and Bakhtin - who conceive reading as a social and cultural language practice, I tried to value in this program the speech as a fundamental activity during the mediation of reader, author and text. All the collected data from the interviews and filming sessions were transcribed integrally and analyzed from a micro genetic approach, on which the singular interactions of the focal patients were important in the comprehension of the phenomenon investigated. Even recognizing that the lack of a common language between interlocutors makes the access to the shared knowledge difficult, inside or outside the school,...(Complete abstract, click electronic address below). / Doutor

Made available in DSpace on 2016-04-27T14:30:42Z (GMT). No. of bitstreams: 1 Denise Regina da Costa Aguiar.pdf: 2284736 bytes, checksum: b167b31ef766a93822acb579dab06226 (MD5) Previous issue date: 2011-05-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The main aim of this research has been on analyzing the proposal of curricular organization inside apprenticeship cycles according to Paulo Freire references inside teaching systems. In order to reach such objective I´ve decided to develop a research on quality purpose starting by the refresh of the knowledge state on the subject of scholar progressions and its cycles (From 1990 up to 2002). The research has been developed through dissertations´ analysis produced from 2003 up to 2008 located in the CAPES database and digital libraries (Ibicit and Domínio Público) besides an illustrative study case in the city of Diadema aiming in analyzing, practically the curricular proposal in apprenticeship cycles inside an emancipation perspective, based on Paulo Freire. In such study case it was used the following procedures: document verification, observation on the side of the participant and interviews performed with members of the Secretaria Municipal de Educação (Education Secretary Department), teachers, students and parents. The precepts and foundations inside apprenticeship cycles which took place in Diadema are focused on Paulo Freire´s work and on the experience developed inside the public education (Municipal Side - São Paulo) during the management of the mayor Luiza Erundina de Sousa (1989-1992). The results of such research here presented demonstrate that the curricular flexibility in apprenticeship cycles based on the emancipated pedagogy (From Paulo Freire side) is a crucial condition to build public, popular and democratic school with social quality. Such study has demonstrated also that it is due to a real and effective participation of all those who really took part of it that could enable the autonomy development of the student. It is about a proposal that need to thrust into state and municipal teaching systems such as the valuable practice of curricular structure for which it is required to always, follow it up and provide assessment aiming in refining it / O objetivo central da minha pesquisa foi analisar a proposta de organização curricular em ciclos de aprendizagem de acordo com referenciais freireanos, nos sistemas de ensino. Para atingir esse objetivo optei por desenvolver uma pesquisa de natureza qualitativa, partindo da atualização do estado do conhecimento sobre o tema da progressão escolar e ciclos (1990 a 2002). A pesquisa se desenvolveu por meio da análise de dissertações e teses, produzidas no período de 2003 a 2008, localizadas por consulta ao Banco de Teses da CAPES e às Bibliotecas Digitais (Ibicit e Domínio Público) e de um estudo de caso ilustrativo, no Município de Diadema, para analisar, empiricamente, a proposta curricular em ciclos de aprendizagem, numa perspectiva crítico-emancipatória, fundamentada em Paulo Freire. No estudo de caso, foram utilizados os seguintes procedimentos: análise documental, observação participante e realização de entrevistas com membros da Secretaria Municipal de Educação, educadores, educandos e pais. Os pressupostos e fundamentos dos ciclos de aprendizagem implantados em Diadema estão ancorados na obra de Paulo Freire e na experiência desenvolvida na rede pública municipal de ensino de São Paulo durante a gestão da prefeita Luiza Erundina de Sousa (1989 a 1992). Os resultados da pesquisa, aqui, apresentados evidenciam que a flexibilização curricular em ciclos de aprendizagem, no bojo de uma pedagogia crítico-emancipatória freireana, é condição fundamental para a construção de uma escola pública, popular e democrática, com qualidade social. O estudo demonstrou, também, que isso se deve a uma efetiva participação decisória de todos os envolvidos na ação educativa e de um rigoroso processo de ensino-aprendizagem voltado para o desenvolvimento da autonomia do educando. É uma proposta que precisa fincar raízes, nos sistemas de ensino estaduais e municipais, como prática valiosa de estrutura curricular, para a qual se requer, sempre, acompanhamento e avaliação, visando ao seu aperfeiçoamento

Thesis (MTech (Business Administration)--Cape Peninsula University of Technology, 2018. / In South Africa the government, industry and communities have placed pressure on Higher Education Institutions to deal with general skills shortage: whilst they prepare students to meet requirements and standards which industry expects. Universities of Technology are empowering students with theory, combining it with practical experience to generate graduates that are ready to meet industry’s demands and professional expectations. However, it has not proved easy to place students.The researcher has attempted to establish from companies the reasons the challenges and barriers posed during the Work Integrated Learning process. Work-Integrated Learning is important in bridging the gap between graduate attributes and industry expectations and the significant role that it plays in bridging the gap between graduate attributes and industry expectations. The workplace is a source of learning for students.The feedback from industry supervisors should be seen as an integral part of assessing students’ readiness for the world of work. The purpose of this research is to ascertain how managers deal with students during the Work-Integrated Learning period.The results of the study create foundation for future developments and research. It will also inform the development of an effective and innovative Work-Integrated Learning curriculum that is more supportive academically, and that encourages professional excellence and produces work-ready graduates. A qualitative research method was used in the study. Fifteen financial services managers from different companies were individually interviewed. Ethical approval for the study was sought and obtained. The results demonstrated that the managers experienced mixed feelings regarding their experience when supervising students in their respective companies. A closer examination of the managers’ responses, however, revealed that they had high expectations of students that participated in WIL, coupled with the quality of training provided by the Higher Education Institutions. These expectations include the following: effective time management, especially when reporting for work; regular attendance and team work, good and effective communication between company and the hosting university; and for WIL students to work independently, were all regarded as important.Although some managers had positive experiences of supervising students, there were those that expressed concerns about students’ levels of work readiness, as some indicated that students lacked self-confidence, while others raised concerns about students’ attitudes and lack of work ethics. It is recommended that the WIL programme should include activities that will enhance students’ confidence, independence and work-effectiveness. A collaborative effort should be made between various stakeholders that are involved in WIL: The need to give feedback to students on a full range of skills and competencies in the workplace, has not been extensively studied; hence an attempt by the researcher to establish some of the industry managers’ experiences in this regard.