Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-05-29Bitstream added on 2014-06-13T19:11:33Z : No. of bitstreams: 1 affonso_dm_me_bauru.pdf: 775110 bytes, checksum: 297ca3ba87739159746685cd75760dcf (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O objetivo deste trabalho foi investigar se o uso de um objeto de aprendizagem (OA) poderia auxiliar alunos do Ensino Fundamental a desenvolverem funções cognitivas sobre a digestão. A escolha do sistema digestório como conteúdo para a construção de um OA reside no fato de que é um assunto de sala de aula e que envolve questões sociais e ambientais, além dos próprios conceitos científicos inerentes ao assunto. A teoria sócio-construtivista de Vygotsky orientou essa pesquisa sobre o desenvolvimento dos conceitos científicos das alunas mediado pela interação com o OA digital. Os resultados mostraram que foi percebido a integração dos sistemas digestório, circulatório e respiratório após o trabalho das alunas com o OA. A metodologia utilizada neste trabalho foi qualitativa, sendo os dados colhidos a partir de observações durante e após as aulas ministradas a alunas da 7ª série do Ensino Fundamental de uma escola estadual de Bauru. Diante dos resultados apresentados considera-se que a tecnologia da informação, mais especificamente um OA digital, oferece um potencial a ser explorado para melhoria do ensino e aprendizagem de conceitos científicos. / A contemporary challenge is in front of science education: is it educated students able to realize the relationship between science and technology? This work will show how computer technology can be used as a tool for science teaching. The technology discussed here is a Digital Learning Object about the human digestive system. The students have your own ideas about the digestive system and these ideas are often discussed between teacher and the students. Our finding have suggested that computer technology can create new teaching possibilities. In addition the Learning Object has a significant effect on development scientific concepts.

This study aims to analyse the relationship between the design and implementation of an Advanced Certificate in Education (ACE) in Mathematical Literacy (ML) (reskilling) program and the development of teacher identities. This study confirms that teacher learning in an in‐service context is a social process that demands a social‐cultural perspective and therefore Wenger’s theory was used in this study. This study illustrates that teachers’ participation in an ACE ML community of practice involved the complex intersection of various components of learning: meaning (learning as experience), practice (learning as doing) and community (learning as belonging) when development of teacher identities takes place. The course was also designed in such a way as to promote a changing way of being. The emerging identities were different in each individual as identity is influenced by the past, the present and the future according to Wenger. The study reveals that when meaning of the subject ML is gained, the meaning can be translated into changed classroom practice. These result in fostering a specific identity influenced by the ACE ML course’s attempts to support the development of understanding in relation to the meaning of ML. This leads to a change in classroom practice and ultimately a change in teachers’ way of ‘being’. This resonates with Wenger’s claim that the four learning components are deeply interconnected and mutually defined. The new trajectories that teachers developed can be grouped into three categories: • Where teachers back grounded their previous identities and fore grounded their ML identities. • Where the teachers added their ML identity to their existing identity, leaving them with a dual identity, the one they had before their involvement in the ACE ML course and the ML identity. • Where those teachers whose existing identity stayed strong, and their ML identity was still developing or was less strong.

This research explored the existence and importance of interaction in online courses as perceived by online learners and instructors. The study was based on data from online students and instructors in the fall 2002 semester at Mid-Atlantic Community College(1). Two web-based surveys were used to collect data. Eighty-eight of 267 online students completed the survey, for a response rate of 33%. The study was based on constructivist theory which suggested that students learn by actively participating in the learning process through interaction with the instructor, other students, and course materials. This interaction was measured by different online interaction modalities and a five-step interactivity model developed by Salmon. This model suggested that the intensity of interactivity involves five steps: access and motivation, online socialization, information exchange, knowledge construction, and development. In addition, student characteristics (age and gender) and pedagogical variables (online experience and learning preferences) were included. Findings of the survey revealed that students perceived a moderate to high level of availability in a majority of the interactivity modalities. The highest interaction was reported between students and instructor through email communication and feedback on students? work by instructors. In addition, student ratings of the availability of different interaction modalities in online instruction were correlated with their perceptions of the importance of these modalities. Students reported satisfaction with the level of interactivity in their online courses. In contrast, responses to Salmon?s model revealed a high level of unavailability of the various interactivity criteria. The result of instructor survey, based on 13 responses, revealed that online instructors perceive interaction with students through email communication and providing feedback on their work were important. They did not perceive many of the interactivity criteria introduced by this research to be important. Therefore, they reported these criteria as unavailable in their online courses. This study is important because the extent of systematic research on availability and importance of online interaction is limited. (1)- To preserve the anonymity of respondents, this name is a pseudonym. / Ph. D.

It seems popular to showcase a healthy lifestyle today. Microblogging apps like Instagram are utilized to share pictures of the gym, healthy food and results from various exercises, but what is really considered healthy in today's society? The aim of this thesis was to examine why and how individuals create representations of health in the realm of Instagram. We examined representations of health, what it means to be healthy to Instagram users, and their intentions with their picture-posting. This thesis is based on social constructivist theory, theories concerning narcissism and identity, Goffman's dramaturgical theory and Bourdieu's theory concerning social capital. We used observations and semi-structured interviews to collect data, and qualitative content analysis to categorize and analyze it. Our examination concludes that health is represented by depictions of food and selfies showing the photographer exercising, and that the most common intention with posting pictures representing health is to inspire and motivate others and oneself. / Varför är det idag så populärt att dela med sig av sitt hälsosamma liv? Mikrobloggverktyg som Instagram används för att dela med sig av bilder föreställande gymmet, grönsalladen och resultat av löparrundor, men vad är egentligen hälsa idag? Detta fick oss att vilja undersöka presentationer av hälsa inom Instagram. Undersökningens syfte var att studera hur och varför individer förmedlar bilder av hälsa genom Instagram. Vi studerade hur hälsa presenteras, vad hälsa är för Instagramanvändare samt vad olika individers intention är med bilderna. Vi utgick ifrån teorier som socialkonstruktivism, narcissism, Goffmans dramaturgiska perspektiv samt Bourdieus kapitalbegrepp i vår dataanalys. Som metod har vi använt observation och semistrukturerade intervjuer. Datan tematiserades genom kvalitativ innehållsanalys. Resultaten visar att hälsa till majoritet representeras av bilder föreställande mat samt självporträtt av individer i träningssammanhang. Vi kan även konstatera att den starkaste intentionen med publicering av bilder representerande hälsa är att inspirera andra och motivera sig själv.

This study aims at analyzing the content of high school textbooks in social sciences, more specifically the field of law and order, and comparing this with the current research situation in the field. Another purpose is to investigate whether the new type of serious gang crime, which in particular has grown in various immigrant suburbs, adjacent to our largest cities, as reported in the media in recent years, has also looked into the textbooks. The essay uses a constructivist theory formation. The constructivist theory considers that different actors, based on their ideological positions, create different descriptions of current social phenomena, descriptions aimed at influencing the recipient to incorporate specific perceptions of reality and values. In this context, the teaching materials become a political product that is not so much about describing a social phenomenon as complex and objective as possible a complex, but, above all, it will be understood as the attempt of the various parties to convey their specific interpretations and interests of the phenomenon. The survey shows that all analyzing textbooks directly or indirectly highlight the men and adolescents group, and to some extent also people in an exposed psychosocial position that overrepresented in a criminal context. In cases where textbooks address statements about people committing crimes, socio-economic and psychosocial vulnerabilities are mentioned, as well as explanations of the social plane in terms of control and casualty structures. In this regard, textbooks fail to report a broad and current research on the mechanisms of crime. None of the textbooks deal with the new crime that has emerged in different socially vulnerable areas to our metropolitan areas, believing that this has gained a lot of space in the media and that the syllabuses in social sciences emphasize that the subject will highlight current social phenomena. All books consistently choose to not treat people it with a foreign background's overrepresentation in a criminal context. Nor should it be noted that some people have a biological vulnerability in committing crimes, for example, that individuals with ADHD diagnosis are heavily overrepresented in crime statistics. / <p>Godkännane datum: 2018-05-31</p>

This study assessed how Constructivist theory accounts for verbal dominance. Conversations of rotating dyads were tape recorded, then coded for measures of dominance. Subjects completed a trait dominance scale and a constructivist personality test. Interpersonal rankings of dominance were found to be more consistent with observed behavior than trait dominance scores. Extreme trait dominance scores were associated with a constructivist measure indicating maladjustment. Dyads identified as more resistant to change were found to use fewer verbal control strategies; male/male dyads were characterized by direct, functional interactions. Dyads that were highly comfortable with one another utilized fewer verbal control methods. Lastly, interactions in which participants reported unfamiliar self-experiencing utilized higher levels of verbal control. Implications for group processing, assessment of dominance and sex differences are discussed.

The aim of this article is to present a learning theory (constructivist theory) that supports and explains a lot of the requested changes in entrepreneurship education. It also explains how entrepreneurs learn and serves as a basis for designing entrepreneurship programs. If we look at the ‘skills’ and competencies of entrepreneurs from a constructivist’s perspective we find most of them by observing children under the age of five or six: they are motivated to learn, they are interested in a variety of different topics, they ask excellent questions, they try many things to get insights, they are creative, they are impatient. In short, they create and govern their own learning process, which is open for any content, style, goal, experience, etc., and allows them to take every opportunity to answer the question in concern. In this sense it is similar to the entrepreneurial process where the entrepreneur tries everything and is ready to learn what is needed to be successful.

This two part thesis investigates the lack of definition of the wording “all necessary means” and how it ultimately impacts a decision making gap between the Security Council and the troop contributing countries regarding the use of force in UN peace operations. The assumptions are based on Reus-Smit’s constructivist theory, emphasizing that both politics and international law needs to be studied with a holistic approach in order to understand how the two realms shape each other. The assumption of this thesis is that “all necessary means” is not providing enough guidance to constrain the TCCs to behave as sovereign, equal actors in an anarchical structure. The second part of the thesis is a within-case-study of MONUC/MONUSCO, and the Security Council resolution 2098 that established the Force Intervention Brigade.

Framed by Social Constructivist theories of learning, this project employed a descriptive case study approach to investigate the types of social and verbal interactions that occurred as four Reading Recovery teachers worked with their respective students to devise and record a brief message during the 10-12 minute writing section of a Reading Recovery lesson. Data was collected over a period of two months and each teacher was observed working with the same student on two separate occasions. The conversations that transpired were audiotaped and transcribed and the cognitive and affective dimensions of the teachers’ communications were specifically examined. Findings indicate that effective teaching interactions more often arose when the teachers continually endeavored to understand the meanings behind their students’ words and actions. When teachers considered their students’ perspectives, when they gave them cognitive space to think, speak, and act, and when they designed literacy activities that centered on children’s demonstrated understandings, they ensured their students’ continued motivation thereby fostering cognitive development.

How a Realist-Constructivist Theory Can Contribute to Understanding the 2014 Ukraine Crisis Abstract Realism has been the predominant paradigm for analysing Russian foreign policy in recent times, however, it can sometimes appear lacking in convincing power. Constructivism offers some explanation for the motivation behind policy, however, again appears lacking in convincing power alone. Realist-constructivsm has been suggested to bridge the gap, as it were, between traditional notions of power, and cultural influences. The main argument for realist-constructivism is that some of the basic principles of realism must have a constructivist base, for example, in order to define the 'us' and 'them' in international politics and to determine with whom one is competing for power and influence, there first must be an understanding of how one defines the 'us'. This analysis examines the realistconstructivist theory as put forward by Barkin (2004; 2010), analyses its advantages and disadvantages, and seeks to view the Ukraine crisis of 2014 through a realist-constructivist lens, hoping to contribute something to the still young and developing discussion around a realist- constructivist theory. Keywords Realist-constructivist theory; NATO; national identity; Ukraine; Crimea; the EU; 2014; annexation