Lighting is an important design element that affects human health, comfort levels, mood, feelings, and the overall experience in spaces. Academically, light is integrated late in design education. Architecture and interior design schools usually introduce it as a design principle during the second or third year of education. As a result, students perceive it as an additive element in the schematic or design development phases rather than a concept generator from the ideation phase. If we accept that lighting design is essential in the conceptual design phase in order to create better-performing light spaces, then a new lighting design integration is needed in design curricula to encourage students to think about it from the ideation phase, enhance their understanding of lighting design knowledge, and facilitate their cognitive thinking and decision-making processes to eventually produce better performing lighting design projects. The purpose of this research was to develop a new pedagogical framework for the integration of lighting design knowledge and lighting cognitive tools in design pedagogy to invite students to use it as a concept generator from the early design stages and to aid their cognitive thinking to produce high-quality lighting environments. The framework presents a learning path to introduce lighting design in a sequence from the first year of design education according to three main knowledge domains: the tacit, the procedural, and the explicit. The research contributes to shifting the current approach to lighting design education in Kuwait as an example and in architecture and interior design schools in general. The researcher used multiple sources of data to develop the framework. First, she reviewed scholarly work and the literature that address lighting design pedagogy, design pedagogical theories, design curricula development models, the lighting design process, and design cognitive tools to create a logical argument for the framework's theoretical structure and to develop its research methods. Second, she analyzed lighting design documents from the United States' developed lighting design programs and Kuwait University to understand the current lighting design pedagogical structure, teaching methods, cognitive design tools, and foundational lighting knowledge. Third, she interviewed current lighting design educators from Kuwait University to understand the current lighting pedagogical model and sequence. Fourth, she interviewed lighting design educators from the United States to obtain new foundational lighting knowledge, creative teaching methods, advanced design cognitive tools, and other suggestions to improve lighting design pedagogy. Fifth, the researcher transferred knowledge from the United States' developed programs to Kuwait University to develop the new framework. Lastly, she presented the preliminary framework to lighting design professionals and educators using a Delphi Method to enhance it further and to rate its implementation possibilities. / Doctor of Philosophy / Lighting is an important design element that affects human health, comfort levels, mood, feelings, and the overall experience in spaces. Academically, light is integrated late in design education. Architecture and interior design schools usually introduce it as a design principle during the second or third year of education. As a result, students perceive it as an additive element in the schematic or design development phases rather than a concept generator from the ideation phase. If we accept that lighting design is essential in the conceptual design phase in order to create better-performing light spaces, then a new lighting design integration is needed in design curricula to encourage students to think about it from the ideation phase, enhance their understanding of lighting design knowledge, and facilitate their cognitive thinking and decision-making processes to eventually produce better performing lighting design projects. The purpose of this research was to develop a new pedagogical framework for the integration of lighting design knowledge and lighting cognitive tools in design pedagogy to invite students to use it as a concept generator from the early design stages and to aid their cognitive thinking to produce high-quality lighting environments. The framework presents a learning path to introduce lighting design in a sequence from the first year of design education according to three main knowledge domains: the tacit, the procedural, and the explicit. The research contributes to shifting the current approach to lighting design education in Kuwait as an example and in architecture and interior design schools in general. The researcher used multiple sources of data to develop the framework. First, she reviewed scholarly work and the literature that address lighting design pedagogy, design pedagogical theories, design curricula development models, the lighting design process, and design cognitive tools to create a logical argument for the framework's theoretical structure and to develop its research methods. Second, she analyzed lighting design documents from the United States' developed lighting design programs and Kuwait University to understand the current lighting design pedagogical structure, teaching methods, cognitive design tools, and foundational lighting knowledge. Third, she interviewed current lighting design educators from Kuwait University to understand the current lighting pedagogical model and sequence. Fourth, she interviewed lighting design educators from the United States to obtain new foundational lighting knowledge, creative teaching methods, advanced design cognitive tools, and other suggestions to improve lighting design pedagogy. Fifth, the researcher transferred knowledge from the United States' developed programs to Kuwait University to develop the new framework. Lastly, she presented the preliminary framework to lighting design professionals and educators using a Delphi Method to enhance it further and to rate its implementation possibilities.

This study aimed to investigate the potentials of two cognitive tools for instructional planning (Instructional Planning Self-reflective Tool, IPSRT, and Constructivist Planning Self-reflective Tool, CPSRT) and microteaching in gaining instructional planning and teaching skills for preservice teachers. The participants were 51 fourth year students in Computer Education and Instructional Technology program. The study is an action research with three main foci. The first focus of this study aimed at investigating contributions and challenges involved in the use of the cognitive tools for instructional planning with tutoring from the instructor. More specifically, to what extent the preservice teachers followed these tools during this process, the effects of these tools on preservice teachers&rsquo / self-efficacy, the perceived instrumentality regarding instructional planning, and the perceived contributions and challenges presented by these tools were focused. Both tools were introduced to the two sections, in different orders within four weeks. The data for this focus were collected by means of questionnaires, interviews and documents (lesson plans). This focus revealed that / expect for writing objectives, the participants could make instructional plans according to the IPSRT. They could also follow the CPSRT to design the instructional goal, required characteristics of learning activities and the assessment. Both tools were found to significantly increase their initial self-efficacy beliefs. They found CPSRT more flexible, while IPSRT easier and more helpful. This focus indicated that IPSRT and CPSRT can be used as supportive tools in preservice teachers&rsquo / gaining instructional planning skills. If both tools were used, it would be better to introduce IPSRT at first and then CPSRT. The second focus of this study was to explore the contributions and challenges of microteaching activities regarding preservice teachers&rsquo / instructional planning and teaching skills. The microteaching activities took eight weeks. Throughout this phase, each student planned a 20-minute microteaching with tutoring from the instructor and performed it in the classroom. The performers were formatively evaluated through a microteaching assessment form by the instructor, the teaching assistants and some preservice teachers. Then the performers made a self-reflection assignment about their microteaching performance, considering those evaluations. In the following semester, 15 participants&rsquo / perceptions about the contributions and challenges posed by microteaching activities for their instructional planning and teaching skills were obtained through interviews. More specifically, their perceptions about the microteaching planning process with tutoring, performing microteaching, formatively assessing peers&rsquo / microteaching performances, being assessed by peers, and doing self-reflection assignment were analyzed. This focus revealed that although preservice teachers perceive microteaching activities as valuable experiences, microteaching would be more beneficial if the pupils were real ones, not their class-mates. The third focus was to investigate the effects of the cognitive tools and microteaching activities on preservice teachers&rsquo / lesson planning and teaching skills in their field teaching. For this aim, 12 participants&rsquo / field teaching lesson plans and their performance assessments were analyzed. It was found that many of them preferred using the Microteaching Planning Guide and they had no difficulty in their lesson planning. As to field teaching performance, the analyses of the assessment forms showed that a majority of them performed successfully. Besides, most of them were observed not to have anxiety during field teaching. This focus showed that these cognitive tools and microteaching activities could improve preservice teachers&rsquo / self-confidence in lesson planning and teaching skills in real class environment. Considering to meeting the need for better qualified teachers, this study promised that applying these cognitive tools and microteaching model in schools of teacher education is likely to contribute to the instructional planning and teaching skills of preservice computer teachers. This study also offers suggestive implications for how to improve teaching methods courses with the two cognitive tools and microteaching, as well.

Abstract The use of mobile devices, including mobile phones and tablets, is a growing trend in education. The practice has been widely technology driven and often justified simply by the importance of using new technology in a classroom and by claiming such devices to be important in reaching something referred to, although not that well defined, as 21st century skills. This thesis is one answer to the challenge represented by this development. It brings together theoretical ideas of scaffolding learning with collaborative scripts and the use of mobile devices as cognitive tools in a real life educational settings. This thesis has constructivist grounds and aims at exploring how to support collaborative learning when students have ill-structured problems and their activities are supported with mobile technologies. The study consists of three case studies, which together form an example of how important it is to design, develop and deliver lightweight digital tools and activities for learners to construct knowledge. Overall, the results of three case studies in this thesis confirms that it is a dubious assumption that learners will automatically take appropriate and measured advantage of the affordances of mobile devices and other emergent technologies involved in cognitive activities: rather, these cognitive tools require deliberate attention and effort from learners to make use of the affordances of the tools. Furthermore, results from the case studies reveal that personal factors such as students’ prior knowledge and their metacognitive and collaborative skills, as well as contextual cues such as cultural compatibility and instructional methods, influence student engagement. / Tiivistelmä Mobiililaitteiden, kuten puhelinten ja tabletien, opetuskäyttö lisääntyy hyvää vauhtia. Aihepiiri on ollut teknologiavetoinen, opetuskäyttöä on perusteltu lähinnä tarkemmin määrittelemättömillä 2000-luvun kansalaistaidoilla (21th century skills) ja uuden teknologian hyödyntämisen tärkeydellä. Tämä väitöskirja on teoreettisesti ja metodologisesti perusteltu vastine tähän keskusteluun. Tutkimus yhdistää pedagogista vaiheistamista ja kognitiivisia työkaluja käsittelevän teoreettisen viitekehyksen kolmeen todellisissa oppimistilanteissa tehtyyn kokeiluun. Työ koostuu kolmesta tapaustutkimuksesta, jotka yhdessä muodostavat esimerkin kuinka mobiililaitteiden avulla tuettua opiskelua voidaan suunnitella ja toteuttaa erilaisissa konteksteissa. Ensimmäisessä tapaustutkimuksessa tutkittiin maantieteellisesti hajautuneen opetusta suunnittelevan yhteisön vuorovaikutusta. Toisessa tapaustutkimuksessa selvitettiin kuinka tukea luontopolkutyöskentelyä mobiilisovellusten avulla. Kolmannessa tapaustutkimuksessa tutkittiin yliopisto-opiskelijoiden opintojen tukemista mobiilin sosiaalisen median sovelluksia hyödyntäen. Kolme tapaustutkimusta osoittavat että oppilaiden ei voida olettaa automaattisesti osaavan hyödyntää uusinta teknologiaa ja pedagogisia menetelmiä opiskelunsa tukena. Päinvastoin, käyttäminen vaatii opiskelijoilta paljon päämäärätietoista ponnistelua. Henkilökohtaiset tekijät, kuten aiemmat kokemukset, opiskelutaidot, mutta myös tilannesidonnaiset tekijät kuten opetusmenetelmät vaikuttavat opiskelijoiden kykyyn hyödyntää uutta teknologiaa opiskelussa.

Made available in DSpace on 2016-04-27T14:32:39Z (GMT). No. of bitstreams: 1 Leandro Rodrigues da Silva.pdf: 906397 bytes, checksum: 4581f95997bb6ee7747e22fa993ff0c3 (MD5) Previous issue date: 2009-10-14 / This research is a case study carried out along with twenty monitor students of a collaborative learning project who helped the college researcher/teacher of mathematics and information technology at private and public schools of Sao Paulo state using SAI (Information Technology Room) rooms during one year. The research wants to demonstrate: 1. the juvenile participative action strength through collaborative learning assisted by the information and communication technology tools; 2. that the mathematics teaching and learning process is favored when there is an effective student involvement. It claims that the learning process can become expressive by using the TIC (Information and Communication Technologies) through cognitive tools within learning environments. It shows that the interpersonal relationship among monitor students, students and teachers are enhanced when there is dialog and mutual respect. It also contributes to the social and digital inclusion, making the learning process more joyful and allowing the youth to be the protagonist of their own educational process / Esta pesquisa é um estudo de caso realizado em conjunto com vinte monitores que auxiliaram o professor pesquisador de matemática e informática do ensino médio em escolas públicas e privadas do Estado de São Paulo utilizando salas SAI (Salas Ambientes de Informática) no período de um ano. A pesquisa pretende demonstrar: 1. a força do protagonismo juvenil, através da monitoria escolar e com auxilio das novas tecnologias de informação e comunicação; 2. que o ensino e a aprendizagem de matemática são favorecidos quando há a colaboração de outros jovens. Defende que a aprendizagem pode se tornar significativa a partir do uso das TIC, sob a forma de ferramentas cognitivas em ambientes de aprendizagem. Demonstra que as relações interpessoais entre os alunos monitores, alunos e professores são aproximadas quando há diálogo e respeito mutuo. Colabora para a inclusão digital e social, tornando o aprendizado mais prazeroso fazendo com que o jovem seja protagonista de sua própria educação

<p>This study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education.</p><p>The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm.</p><p>The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.</p>

In this thesis, the relationship between technological innovation and the development of language and thought is analysed. For this purpose, three different fields of technology are investigated: 1) the steam engine, 2) electricity, and 3) motor vehicles, roads and ways. They have all either played an extremely important part in people’s lives, or they are still essential to us. The overall aim is to find out in what ways these inventions and discoveries have helped people to develop abstract thinking and given speakers of English new possibilities to express themselves. Questions being asked are a) if the correlations in experience between the inventions and other domains have motivated new conceptual mappings? b) if the experiences that they provide people with may be used to re-experience certain conceptual mappings, and hence make them more deeply entrenched in people’s minds? and c) if the uses of them as cognitive tools have resulted in meaning extension in the English lexicon? The study is based on metaphoric and metonymic phrases collected from a number of different dictionaries. In the material a large number of metaphorical and metonymic expressions including terms connected to the inventions and discoveries that are part of this thesis are found. As is clear from the expressions, the steam engine, electricity, motor vehicles, roads and ways have all provided us with ample tools for structuring our thoughts, and for conveying our thoughts to others. Primarily, it seems to be the different functions of the discoveries and inventions, or the effects that they have on other objects that have motivated the mappings. In addition to analysing the cognitive role of the inventions that are part of this thesis, some general conclusions concerning the relationship between language, thought and world are suggested.

This study is grounded in an interest in the Swedish Upper Secondary Schools’ role as an educator of democratic citizens, with a specific interest in the moral and cognitive development of Upper Secondary School students. Development in these two areas is treated as results of citizenship education. The purpose of the study is to examine moral and cognitive development of students in Upper Secondary School to see if there are any structural differences to be found between the Upper Secondary School programs that are vocationally oriented and the programs that are preparing for further studies on higher levels – since these differences have been both theoretically and empirically implied. The study is based on an enhanced version of Lawrence Kohlberg’s stages of moral development (with teachers’ evaluations of students’ capacity as a reference point of the students’ actual level of moral development) as well as on Kieran Egan’s theory of development through the use of cognitive tools (as seen in five different “shapes of understanding”). There is also a specific interest in how the teachers’ evaluations of the students’ development in the two areas mentioned coincide. The study has been carried out in the shape of an electronic questionnaire sent to Upper Secondary School teachers in Stockholm. The results showed that there were great differences between the evaluations made by teachers working in vocationally oriented programs and by teachers working in programs preparing for further studies on higher levels. Generally, teachers working in programs preparing for further studies on higher levels estimated that their students had a capacity greater than average, whileteachers working in vocationally oriented programs estimated that their students had a capacity below average. Teachers working in “theoretical” programs to a larger extent estimated that their students had a use of cognitive tools which was to be expected from their age, while teachers working in vocationally oriented programs to a larger extent estimated that their students had a use of cognitive tools which could be expected from students not yet fully capable of reading and writing. The results also showed that the groups of students who were said to use cognitive toolsexpected from their age at the same time were estimated to have a relatively low level of capacity.

Ce travail adopte le cadre de l’ingénierie cognitive en vue de la conception et de l’évaluation d’outils cognitifs dans le domaine de l’administration d’entreprises artisanales. Ce cadre relève d’une approche dite écologique des systèmes de travail. L’objectif général de ce travail est double. D’une part, il s’agit de montrer la pertinence de cette approche écologique eu égard au domaine étudié et d’autre part, de proposer une interface utilisateur pour un système d’aide à la gestion administrative sur support numérique mobile. Plus précisément, nous proposons une modélisation du domaine de travail en considérant certaines de ses caractéristiques les plus complexes à modéliser : la récursivité et la dimension éthique. Ensuite, nous testons une méthode récente pour valider et vérifier cette modélisation (Task Machine Turing Analysis, TMTA). Nous proposons également une nouvelle méthode de validation et vérification d’un domaine de travail, dite méthode des « points de vue ». À partir d’un modèle du domaine de travail de la gestion administrative dans les entreprises artisanales, nous expérimentons plusieurs maquettes d’interfaces pour un système d’aide. Cette expérimentation nous permet de mesurer le degré d’application des principes dirigeant la conception d’interface écologique. Enfin, nous proposons et testons une maquette finale de systèmes à destination des artisans. / This work adopts the cognitive engineering framework for the design and evaluation of cognitive tools interfaces in the administrative handicraft field. This framework relies on an ecological approach of work systems. The objectives of this work were twofold. First, it consisted in showing the heuristic value of the ecological approach. Second, we aimed at proposing a user interface for a mobile digital cognitive tool assisting administrative tasks. More precisely, we proposed to consolidate the work domain analysis framework by considering some of the more complex characteristics to model, that is to say recursion and the ethical dimension. Afterwards, we tested a recent method named “Turing Machine Task Analysis” to validate and verify the work domain model. We also proposed a new verification and validation method for work domain model, named “viewpoints method”. Based on a modeling of the administrative handicraft domain, we tested several user interface mockups for a cognitive tool. This experiment permitted us to measure the degree of application of the Ecological Interface Design principles. Finally, we proposed and tested a final mockup for craftsmen.

Digital educational technology is capable of contributing supplementary strategies that can be used to address various educational challenges faced by higher education. Foremost among these challenges is the widespread lack of academic preparedness of students who enter South African higher education institutions. The legacy of Apartheid, teachers' poor domain knowledge and command of the language of instruction, together with a lack of commitment to the cognitive development of learners are some of the reasons why students have not developed the cognitive skills required to engage in meaningful learning. Meaningful learning requires a high level of conceptual engagement and development. To assist in the learning process, educators must focus on student learning rather than on the instructor and the technology used in the instruction. A powerful means of supporting meaningful learning is through a process of model building. Computer technology can effectively be used to facilitate the building of conceptual models. By encouraging students to use computer technology to build models that represent their personal understanding, the students are performing the role of designer and the technology is used as a cognitive tool. Using digital technology as a cognitive tool allows students to engage in critical thinking and higher-order learning. An expert system shell is one way in which technology can be used as a cognitive tool. When students build expert systems they are required to demonstrate the reasoning of an expert and to exhibit an understanding of causal relationships and procedural knowledge. There is very little evidence of research concerning the application of expert systems as a cognitive tool in education. The primary aim of this study is to formulate design principles in the form of conjectures and principles related to a learning environment that uses technology as a cognitive tool in the form of an expert system shell to promote higher-order thinking skills. The second aim of this study is to explore the experiences of students who are exposed to a learning environment based on the conjectures and principles formulated during the design phase of the research. The conjectures and principles formulated during this study are expressed in terms of the characteristics, procedures and arguments associated with a learning environment that uses technology in the form of an expert system shell to facilitate higher-order thinking. These conjectures and principles were separated into seven interrelated clusters that can be summarised as follows: <ul><li> initial exposure;</li><li> guided discovery learning;</li><li> designing the expert system on paper;</li><li> creating domain awareness;</li><li> linking conceptual understanding to a representation of that understanding;</li><li> hands-on development; and</li><li> problem engagement.</il></ul> These conjectures and principles could guide similar endeavours undertaken by lecturers or instructional designers. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

This essay examines to which degree students in history in a swedish upper secondary schoolmanage to apropriate cogntive tools and frameworks in order to create narratives. The casestudy concentrates on a specific cognitive tool, namley narrative structure and to whichextent it helps students to make order of and organise historical subject matter intomeaningful narratives through teaching that is specifically designed to accomplish this kindof historical reasoning through cognitive tools and frameworks.Furthermore this study also examines epistemological beliefs and to which extent thesebeliefs either help or mislead the students on their way towards a qualified historicalconsciousness.This study also focus on the concept of narrative competence and to which extent studentsin history develop this competence through different frameworks and narrative structure.This study shows how students use cognitive tools and frameworks to create narratives. Butthe students often tend to mix different types of narration in their texts. The definetely tryto create histories with help of narrative structure but they do not manage to go all the waywith the result of their texts being hybrids of different structures of textWhen it comes to the epitemological beliefs many of the students tend to hold relativisticviews of history which doesn ́t necessarily mean they believe anything goes but more in thecontext of perspectives as important to change the direction of the narrative depending onwho is telling the story and what dimension of history that is displayed. Not many studentshave yet reached a evidence-based criterialist position.