xiii, 139 p. : ill. (some col.) / The purpose of this study was to explore the effectiveness of training in decision-making on U.S. history content knowledge and on decision-making competence. All sophomores (<italic>n</italic> = 387) in one Pacific Northwest high school were randomly assigned for two trimesters to one of two groups: (a) U.S. history instruction integrated with decision training or (b) traditional U.S. history instruction. During the study, Experimental Group participants were trained to use a decision-making tool to sort, process, and analyze the facts, events, and concepts of history in the context of solving a historically relevant problem. By applying the decision-making tool to problems and decisions of the past, students utilized a schema for critical, analytical, and creative thinking about U.S. history content. Students also analyzed current problems and decisions they face. Dependent measures were (a) NAEP U.S. History questions, (b) Decision-Making Competence Index (DMC), (c) NAEP item analysis using knowledge forms and intellectual operations, and (d) Experimental Group follow-up interviews. Results indicated statistically significant differences between groups favoring the Experimental on both the NAEP U.S. History test and on the DMC. Experimental Group participants scored higher on NAEP items requiring concept or principle knowledge forms and on items requiring summarization or illustration. Follow-up interview scores positively correlated with DMC posttest scores. Results are discussed in terms of (a) the application of NAEP and DMC scores to curricular interventions and (b) item analysis and interviews in relation to the environmental and physical constraints of the current high school structure. / Committee in charge: Dr. Gerald Tindal, Chairperson; Dr. Keith Hollenbeck, Member; Dr. Paul Yovanoff, Member; Dr. Jean Stockard, Outside Member

This essay is based on a case study that discusses students’ attitudes and beliefs about parallel language i.e. studying in two languages instead of only one. The study has been carried through by performing interviews with five students on two occasions as well as one interview with one of the educators at the department of Business Administration. It was found that students are positive towards parallel language even though it requires more time for reading and risk of losing out on content. A couple of the reasons that the students are positive about are that they expect (i) increased language proficiency and (ii) further work opportunities as a result of reading course literature in English. However, according to the educator there is little chance that reading course literature in English will affect employability. The department’s main goal is to find good textbooks. It was also revealed that even though students intend to read their textbooks they use different strategies and sometimes try to evade texts entirely. The participants were also asked to participate in a small vocabulary test with the aim of finding out if the students had acquired some of the vocabulary in their textbooks. The results showed that the students who used dictionaries extensively got the highest score, whereas those who believed that they already were proficient enough in English and did not need dictionaries that much showed very poor results.

Hochwertige Schulungsmaterialien für die unternehmensinterne Weiterbildung sind ein erster wichtiger Schritt hin zu einem effektiven Wissensmanagement. Einmal erstellt, können digitale Lerninhalte immer wieder eingesetzt werden. Allerdings ist die Pflege und Anpassung an die Anforderungen verschiedener Zielgruppen und Auslieferungsformate mit herkömmlicher E-Learning-Autorensoftware sehr aufwändig. Nicht so bei serverbasierter Software – sie ermöglicht die Planung, Erstellung, Auslieferung, Verwaltung und Pflege wiederverwendbarer digitaler Lernmaterialien. Dies ist der Ausgangspunkt für eine Vielzahl individueller Weiterbildungsangebote – ohne erneuten Aufwand für die Erstellung der Lerninhalte.

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Questa tesi è il risultato di uno studio sul CLIL e le nuove tecnologie per la didattica nato da un insieme di fattori: il desiderio di investigare l’uso delle nuove tecnologie a scuola, considerando le possibili implicazioni, e il bisogno di migliorare la qualità dell’apprendimento linguistico attraverso la creazione di nuovi stimoli per gli studenti. Tale studio è costituito da una parte teorica e una pratica di ricerca sul campo in cui si sono presi in considerazione diversi gradi di scuola e anche corsi universitari. La ricerca ha dimostrato l’influenza positiva delle nuove tecnologie come valore aggiunto al CLIL e ha riconosciuto il ruolo chiave dell’insegnante in questo tipo di approccio bifocale. / This thesis is the result of a research study in CLIL and Technologies that arose from the combination of different factors: the desire of investigate the implementation of new technologies at school, considering the possible implication, and the need to improve the quality of language learning giving new stimuli to the students. It is based on a theoretical study and an action research which investigated different school levels and university courses. The research proved the positive stimulus of new technologies as value-added to CLIL and recognised the key role of the teacher in such a double-focus approach.

Orientadora: Profª Drª Maisa Helena Altarugio / Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2017. / Os estudos sobre ensino e aprendizagem na educação básica têm investigado, entre outras coisas, estratégias que possam contribuir para aprendizagem significativa dos alunos. Na intenção de colaborar com essas investigações, o presente estudo de caso trata de um projeto de extensão da Universidade Federal do ABC (UFABC), que traz uma estratégia de ensino e aprendizagem de química, intitulado Química Responde Júnior (QRJ). O QRJ tem por objetivo responder perguntas relacionadas à química, enviadas pelo público geral ao site do projeto, por meio de vídeos de curta duração. O objetivo geral deste estudo é investigar quais as contribuições do projeto QRJ para aprendizagem de conteúdos conceituais, procedimentais e atitudinais e motivação de um grupo de alunos participantes do projeto e para o ensino de química. Participaram deste estudo quatro alunos do Ensino Médio selecionados de uma escola da rede privada da cidade de São Paulo, que produziram quatro vídeos para o projeto. A abordagem metodológica se fundamenta na pesquisa qualitativa de um estudo de caso com observação participante. A coleta de dados foi realizada por meio dos documentos: questionários individuais, entrevistas coletivas, anotações em diário de campo, produções escritas dos alunos e vídeos do QRJ. Os dados foram submetidos a uma análise de conteúdo e triangulados a fim de compreender as contribuições do QRJ, sob as perspectivas teóricas de: aprendizagem de conteúdos, motivação, projetos de trabalho e tecnologias de informação e comunicação (TIC). As interpretações dos dados analisados apontaram que o QRJ é uma estratégia que devido às suas características tais como o envolvimento dos alunos, a orientação da professora-pesquisadora, a participação da universidade e a abordagem de uma TIC, foi capaz de promover uma aprendizagem significativa e com motivação. / Studies about teaching and learning in basic education have investigated, among other things, strategies that can contribute to meaningful students learning. In order to collaborate with these investigations, the present case study is an extension project of the Universidade Federal do ABC (UFABC), which brings a strategy of teaching and learning chemistry, titled Junior Respond Chemistry (QRJ), in the acronym in Portuguese. The QRJ aims to answer questions related to chemistry, forwarded by the general public to the project website, through short videos. The general objective of this study is to investigate the contributions of the QRJ project to the learning of conceptual, procedural and attitudinal contents and motivation of a group of students participating in the project and for the teaching of chemistry. Four high school students were selected from a private school in São Paulo city and participated of this study, whom produced four videos for the project. The methodological approach is based on the qualitative research of a case study with participant observation. Data collection was made through the follow documents: individual questionnaires, collective interviews, field journal annotations, written student productions and QRJ videos. The data were submitted to a content analysis and triangulated in order to understand the contributions of the QRJ, under the theoretical perspectives of: content learning, motivation, work projects and information and communication technologies (ICT). The interpretations of the analyzed data pointed out that the QRJ is a strategy that due to its characteristics such as the involvement of the students, the orientation of the teacher-researcher, the participation of the university and the approach of an ICT, was able to promote meaningful learning with motivation.

The article considers three main aspects of developing mobile learning for serious learning scenarios at universities and further educational training sectors. The first is about getting in touch with mobile learning in general and analysing actual e-learning-systems at the Technische Universität Dresden. The second aspect focuses on micro learning as a potential didactical approach. Having a look on prototyping pitfalls and problems will complete the introduction. For discussing the presented issues concerning technical, didactical, learning and teaching problems there will be a workshop session with three round tables using the worldcafé method.