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Matematiskt resonemang på högstadiet : En studie av vilka strategier högstadieelever väljer vid matematiska resonemangsföringar / Mathematical reasoning in the secondary school : A study of pupils’ choice of strategies when reasoning mathematicallyEfimova Hagsröm, Inga January 2010 (has links)
Arbetets syfte är att undersöka hur högstadieelever för matematiskt resonemang. De frågeställningar som studien inriktas på är vilka lösningsstrategier elever väljer då de resonerar matematiskt såväl som vad det finns för skillnader och likheter mellan de yngre elevernas lösningar och de äldre elevernas lösningar. Undersökningen genomfördes i två klasser, den ena i årskurs 8 och den andra i årskurs 9, på en grundskola. Eleverna fick lösa uppgifter, vilka uppmanade dem att föra matematiskt resonemang, individuellt. Resultatet av studien visar att majoriteten av undersökta elever har valt att resonera deduktivt. Jämförelsen av elevers lösningar i två årskurser visar att årskurs 9 elevers resonemangsföring präglas av större förtrogenhet med den algebraiska demonstrationen. Resultatet visar även att elever med högre kunskaper om algebra oftare visar benägenheter till att vidaregeneralisera de givna påståendena. / The purpose of this study is to examine secondary school students’ strategies of reasoning. The study inquires into which strategies students choose when reasoning mathematically as well as differences and similarities between the younger students’ solutions and the older students’ solutions. The study was conducted in two classes, in years 8 and 9 respectively, at a secondary school. The students were asked to solve tasks, which encouraged them to reason mathematically, on individual basis. The study revealed that the majority of students had chosen to reason deductively. The comparison of students’ presented answers in two years showed that the ninth-graders’ solutions are characterized of greater skill when it comes to algebraic demonstrations. The results of the study also reveal that students with stronger algebraic abilities attempt more often to generalize the given mathematical statements further.
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Strategies of empirical justification in experimental scienceBaetu, Tudor January 2008 (has links)
Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal
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Výuka budoucích časů u vysokoškolských studentů oboru anglistika / Teaching Future Tenses to University Students of English PhilologyŠteflová, Hanna January 2015 (has links)
1 Abstract This thesis deals with teaching the following seven future forms: the Future Simple, Be going to, the Present Simple and the Present Continuous with a future reference, the Future Continuous, the Future Perfect Simple and the Future Perfect Continuous to students of English Philology. The deductive and inductive approaches to teaching grammar were employed to teach these future forms. The quantitative part of the study had two main objectives. The first objective was to revise and improve the students' knowledge of the seven future forms taught by the study. The results revealed that out of all the seven future forms, the students' knowledge of the Future Continuous, the Future Perfect Simple and the Future Perfect Continuous was the least satisfactory, and these tenses required further explanation and practice. The participants' knowledge of the rules of use for all seven future forms was rather low in general and required significant improvement. The second objective was to investigate which approach to teaching grammar, the deductive or inductive approach, was more effective for teaching future tenses. The deductive approach proved to be more effective for teaching all seven future forms. The difference between the results of the pre-test and the post-test for the Future Continuous, the Future...
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Die verband tussen ideaal en werklikheid ten opsigte van die funksionering van die pneumatika in der erediens van die AGS van Suid-AfrikaVan Den Berg, Jan Christoffel 11 1900 (has links)
Text in Afrikaans / Summaries in English and Afrikaans / 'n Onderskeidende kenmerk van die Pinksterbeweging (waarvan die AGS deel is) wat aan die begin van hierdie eeu tot stand gekom het, was die funksionering van die pneumatika (die geestelike gawes in 1 Korintiers 12:7-11 genoem) in die lewens van lidmate en in die liturgie van die erediens. Die opkoms van die Charismatiese beweging vanaf die sestigerjare het hierdie fenomeen opnuut onder die aandag van die kerk gebring. Histories blyk dit dat die funksionering van die pneumatika 'n integrale deel van die bemoeienis van God met die mens was. Sommige van die pneumatika was reeds in die Ou Testament teenwoordig, is prominent in die bediening van Jesus gesien tydens sy vleeslike bestaan, en was kenmerkend van die kerklike lewe in apostoliese tye. In die na-apostoliese tye was daar 'n merkbare afuame hiervan, maar het selfs in die middeleeue nooit heeltemal van die toneel verdwyn het nie. Vanaf die twaalfde eeu was daar weer 'n gestadigde toename in die voorkoms van die pneumatika wat sy klimaks bereik in die wereldwye Pinksterherlewing aan die begin van die twintigste eeu. Die teoretiese teologiese teorie binne die AGS hou die ideaal voor dat die pneumatika steeds op Nuwe Testamentiese wyse (soos deur die AGS geinterpreteer) in die erediens sal funksioneer. 'n Empiriese ondersoek met behulp van 'n situasie-analise (Wallace se model van deduktiewe en induktiewe redenering) toon aan dat daar 'n beduidende verskil tussen ideaal en praktyk is - die pneumatika funksioneer slegs sporadies in die eredienste, terwyl lidmate se betrokkenheid daarby en kennis daarvan dienooreenkomstig van beperkte aard is. n V erstelde praktykteorie word voorgestel. Dit behels 'n model wat die interathanklikheid en relasie aandui tussen Christus as Hoof van die gemeente en Bron van die pneumatika, lidmate en pastore se houding en kennis in verband hiermee, en die ruimte vir en implementering van die pneumatika in die erediens. Fasiliterend tot hierdie interaktiewe proses is die doping in die Heilige Gees, opleidingsprogramme, en kleingroepe. Hierdie praktykteorie is oop vir toekomstige toetsing en verstelling - alles moet lei na die herstel van die funksionering van die pneumatika tot opbou van die gemeente en meerdere verheerliking van God. / A distinctive characteristic of the Pentecostal Movement (of which the AFM is a part), formed at the beginning of this century, was the functioning of the pneumatics (the spiritual gifts mentioned in 1 Corinthians 12:7-11) in the lives of members and in the liturgy of their worship service. The Charismatic Movement arising in the sixties brought this phenomenon under the attention of the church anew. Historically it seems that the pneumatics were a integral part of the activities of God with his people. Some of the pneumatics were already present in the Old Testament, were seen in the earthly ministry ofJesus, and were distinctive of the apostolic period. In the after-apostolic period there was a marked decline in the appearance thereof From the twelfth century onwards there was an increase in the appearance of the pneumatics that climaxed in the worldwide Pentecostal revival at the beginning of this century. The theoretical theological theory in the AFM presents the ideal that the pneumatics would still be operating, as in New Testament times (i.e. as interpreted by the AFM), in their worship services. An empirical survey with the aid of a situation analysis (yv allace' s model of deductive and inductive reasoning was used), shows that there is a marked difference between ideal and practice - the pneumatics are operating sporadically and on a limited scale in the worship services,
whilst the participation of the members and their knowledge in this regard are accordingly limited. An improved practice theory is suggested. It entails an interactive model that shows the interdependency and relation between Christ as head of the church and source of the pneumatics, church members and pastors whose attitude and knowledge in connection with this are of utmost importance, and the place for and implementing of the pneumatics in the worship service. Facilitating this interactive process is the baptism in the Holy Spirit, teaching programmes, and small groups. This practice theory is open for future testing and improvement - this must all lead to the restoring of the functioning of the pneumatics for the edification of the church and the greater glorifying of God. / Philosophy, Practical and Systematic Theology / Th. D. (Practical Theology)
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What we want to see? The Instagram photo in businessZhu, YuFei, Asmelash, Amanuel, Lilieholm, Jonas January 2018 (has links)
The authors of this study want to build a classification model which can help researchers and marketers to evaluate what kind of characteristics that photo online especially on Instagram can attract more attention. The process of this case of study can be divided into two steps. First of all, the authors of this paper will create a classification model of the characteristics of these pictures on Instagram based on several theories and previous studies. Then the authors of this paper will conduct nineteen semi-structured interviews with participants to reinforce the classification of categories color, visual composition, image type and emotional expression, and further develop this model to make it more comprehensive.
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Múltiplas representações na construção do conhecimento científico escolar. / Multiple representations in school scientific Knowledge constructionJosias Rogerio Paiva 23 April 2015 (has links)
Essa pesquisa inicia-se pela consideração na literatura da área, de ensino de física, sobre as perspectivas dadas a algumas formas de representações, no contexto da construção do conhecimento científico, realizada no campo dos especialistas e nas pesquisas que relatam a sala de aula. As representações visuais distinguíveis nesta pesquisa são as esboçadas pelos alunos, as que se notam na simulação computacional e as gestuais: os gestos além das representações gestuais icônicas possibilitam mediações com outras representações empregadas em aula, por isso, serão considerados os gestos dêiticos, os movimentos ergóticos e epistêmicos; outra forma observada de mediação para a construção de conhecimento serão as analogias empregadas. Entre as hipóteses desta pesquisa está, que a sala de aula em que se propicia um ensino, onde mais se evidencia tanto a construção de conhecimento, quanto um caráter multimodal de representações será aquela cuja metodologia empregada é de \"ensino por investigação\". Em face disso, definem-se as características desse ensino, desde suas concepções históricas iniciais quando compreendidas como a aplicação do método científico, com problema, hipóteses, teste das hipóteses e conclusão, até as concepções contemporâneas em que se consideram aspectos da natureza da ciência, além da argumentação, a multimodalidade e as relações CTS. Para a representação verbal, expressando tanto o conhecimento construído quanto as reflexões sobre o processo de construção, considerou-se se a fala dos alunos se enquadra no padrão hipotético-dedutivo apresentado por Lawson (2002; 2004). Os dados para a realização desta pesquisa provêm da observação e de materiais produzidos em sala de aula bem como das transcrições do registro audiovisual dessas aulas. Categorizadas as representações e classificadas quanto à sua posição junto a elementos dos padrões de argumentação hipotético-dedutivo, apresentar-se-á uma solução para o problema \"Como múltiplas representações atuam na construção do conhecimento científico em sala de aula.\" Múltiplas representações e interações foram usadas principalmente na proposição da hipótese e no planejamento e execução dos testes; o emprego de atividade favorecendo o uso de várias representações não qualifica um ensino como investigativo; se colocado à disposição, os alunos utilizam em suas atividades, principalmente nas construções de conhecimento; as transições entre as formas de mediação e de representações obedecem a um padrão de continuidade e de uniformidade. / This research begins by considering the literature in the field of physical education on prospects given to some forms of representations in the context of construction of scientific knowledge, carried out in the field and experts in research that reports the classroom. The distinguishable visual representations in this research are the pictorial outlined by the students, the visually represented in computer simulation and sign iconic representations; gestures beyond the iconic gestural representation possible mediations with other representations used in class, so they are considered the deictic gestures, ergot and epistemic movements; other form of mediation for the construction of knowledge will be the use of analogies. Among the hypotheses of this research is that the classroom that provides an education, where the evidence of both the construction of knowledge, as a multimodal character representations will be the one whose methodology is \"learning by inquiry\". So let\'s define the characteristics of this teaching, from their initial historical conceptions when understood as the application of the scientific method, problem, hypothesis, testing of hypotheses and conclusion, to contemporary conceptions that also consider aspects of science nature beyond argument, multimodality and CTS relations. For verbal representation, expressing both knowledge built as reflections on the construction process, we consider how the speech of students falls within the hypothetical-deductive pattern presented by Lawson (2002 and 2004). Data for this survey out of observation and materials produced in the classroom, in addition to transcripts of audio-visual record of these classes. Categorized representations and classified according to their position along the elements of the hypothetical-deductive reasoning patterns, we present a solution to the problem \"How multiple representations work in the construction of scientific knowledge in the classroom\".
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Speaking about grammar : English teachers' perspective on inductive and deductive teaching in upper secondary education.Ingemarsson, Rickard January 2017 (has links)
English is the most widespread language in our society and is realised and represented through language teachers in classrooms all over the world. The content of the subject is concretised through a document called syllabus. As all other languages, English consists of language rules which we call grammar, however, in the Swedish syllabus for English as a second language in upper secondary school, there are no directives that requests or specify grammatical competence for the students. This study aimed to establish an indication of how the notion of grammar is realised into the process of learning English as a foreign language by interview teachers. The study found that teachers in general are more fond of inductive methods when it comes to incorporate grammar during English classes, however, there were numerous suggestions among the teachers that a mixture between inductive and deductive should be present during EFL context. Students previous knowledge and conditions did affect teachers choice of approach in terms of how they apply and teach grammatical aspects.
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L'effet du guidage dans l'environnement GeoGebra et au niveau du raisonnement déductif : une propédeutique à la résolution des problèmes de démonstration de géométrie plane en 6e dans les écoles libanaises francophones homologuéesEl Hader, Carla 18 November 2016 (has links)
Notre travail de recherche s’inscrit dans la problématique de l’apprentissage de la géométrie pour des élèves de 6e au collège, et porte plus particulièrement sur les difficultés imposées par la résolution des problèmes de démonstration de géométrie plane. Notre but consiste à étudier le fonctionnement cognitif des élèves en fonction des connaissances mobilisées et du taux de la charge cognitive générée par la résolution des problèmes, afin de mettre en place une stratégie de guidage permettant de remédier aux difficultés des élèves et d’optimiser leurs performances dans une situation de résolution des problèmes dans le domaine précité. En nous appuyant sur différentes théories issues de la psychologie, de la didactique (la théorie de l’instrumentation, la théorie de la charge cognitive, la théorie des situations, la théorie des champs conceptuels, etc.), nous avons fait l’hypothèse qu’une analyse cognitive de l’activité de l’élève dans un environnement papier-crayon permet de recueillir les indices pertinents permettant d’identifier les types de connaissances dont la mobilisation se révèle problématique pour les élèves, ainsi que les éléments de la tâche qui engendrent une charge cognitive élevée. A partir des éléments récupérés, nous avons conçu et testé un dispositif de guidage s’appuyant sur l’environnement de géométrie dynamique GeoGebra pour la résolution de problèmes de démonstration et dans lequel un guidage spécifique a été proposé au niveau de la construction de la figure, ainsi que pour l’élaboration d’un raisonnement déductif. / Our research work is related to the problem of learning Geometry in grade 6, particularly the difficulties imposed by the resolution of the problems of demonstration. Our goal is to study the cognitive functioning of students on the basis of knowledge mobilized and the rate of the cognitive load generated by the resolution of the problems, in order to put in place a strategy to remedy the difficulties of the students and to optimize the intellectual performance in a situation of resolution of problems in the domain of geometry.Pressing on the different theories of cognitive psychology (the theory of the instrumentation, the theory of the cognitive load, etc.) and those of didactics (theory of situations and the theory of conceptual fields), we have made the assumption that a cognitive analysis of the activity of the student in the environment paper-pen, allows us to collect the relevant indices to identify the types of knowledge which mobilization proves to be problematic for the students, as well as the elements of the task that engender a high cognitive load.From the items retrieved, we have designed and tested a specific guidance in the environment of dynamic geometry GeoGebra for the resolution of problems of demonstration, related to the drawing of figures, as well as the development of a deductive reasoning.
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The Effectiveness of Modified Inductive Versus Deductive Teaching : A case study on word order amongst a group of English as a foreign language learners / Modifierad induktiv eller deduktiv grammatikundervisning? : En fallstudie om ordföljd i en grupp elever med engelska som främmande språkEriksson, Linda January 2014 (has links)
This study aims at investigating the effectiveness of modified inductive learning compared with deductive learning of English grammar among foreign language students. In order to achieve this purpose, two classes in Year Nine in a secondary school in Sweden were taught using the two different methods. An initial grammar test determined that the students struggled with word order, which as a result was chosen as the area to teach. A pre-test/post-test-design was used to examine the effect of the two methods, and compared with a control group. The results reveal that the inductive method should be favoured overall, but suggests that the deductive method may produce significantly better results among weaker students.
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Sairaanhoidon opiskelijoiden hoitotyön näkemyksen muotoutuminen sairaanhoitajakoulutuksen aikanaSarajärvi, A. (Anneli) 23 May 2002 (has links)
Abstract
The purpose of this longitudinal study is to describe how
nursing students' conceptions of nursing are developed during their
studies and to explore the related factors. Another purpose is to
create a model to describe the formation of the students' conceptions
of nursing. The data for the study were collected in the years
1993-1998 from two groups of students (n=35) at an early, mid and
advanced stage of their studies. Data collection for the first group
(n=18) was started in 1993, and for the second group (n=17) in 1994.
At all three stages, the material consisted of essays, written by the
students during a practical training period, and of the students'
personal interviews. The material of the first stage was analysed by
means of the continuous comparison method according to the grounded
theory approach. The concept system produced by this analysis was used
to form a framework for classification, involving the nursing
interventions that described the students' conceptions of nursing.
After this, the material of the first stage was classified by
deductive content analysis with the help of the framework created. The
data of the second and third stage were also classified with the help
of the same framework, and analysed by deductive content analysis.
Finally, at all three stages, the material was quantified as regards
the nursing interventions describing the students' conceptions of
nursing.
On the basis of what guides the students and what their
relationship to nursing is, it is possible to discern three different
approaches; these were named as normative, independent, and
collaborative. At the early stage of their education, the students'
conception of nursing is holistic and starts from the patients' needs.
Helping, guiding, supporting and collaborating are equally emphasised.
The students are equally guided by the ward rules and norms, the
knowledge foundation of nursing, their personal, internal conceptions
and the mutual agreement on the nursing aims. With the progress of
their education, the ward rules and norms became the most important
guidelines and nursing actions are directed towards meeting the
patients' basic physical needs. Hierarchical responsibilities and
authoritarian decision-making are emphasised. The clinical nurse tutor
is the student's role model in nursing. The polytechnic teacher is
seen as one who reflects on the theory and practice. The results are
useful in the development of nursing didactics and curricula. The
knowledge gained helps support the students' learning process and
develop co-cooperation between nursing students, educators and
practice. / Tiivistelmä
Tämän tutkimuksen tarkoituksena on kuvata
pitkittäistutkimuksena sairaanhoidon opiskelijoiden hoitotyön
näkemyksen muotoutumista ja siihen yhteydessä olevia
tekijöitä sairaanhoitajakoulutuksen eri vaiheissa. Lisäksi
tarkoituksena on tuottaa opiskelijoiden hoitotyön näkemyksen
muotoutumista kuvaileva malli. Tutkimusaineisto on kerätty kahdelta
sairaanhoidon opiskelijaryhmältä (n=35) vuosina 1993-1998 koulutuksen
alkuvaiheessa, koulutuksen puolessavälissä sekä koulutuksen
loppuvaiheessa. Ensimmäisen ryhmän (n=18) aineistonkeruu aloitettiin
vuonna 1993 ja toisen ryhmän (n=17) aineistonkeruu vuonna 1994. Aineisto
koostui kaikissa kolmessa vaiheessa opiskelijoiden käytännön
harjoittelujakson aikana kirjoittamista esseistä ja heidän
henkilökohtaisista haastatteluistaan. Tutkimuksen ensimmäisen vaiheen
aineisto analysoitiin jatkuvan vertailun menetelmällä. Aineiston
ensimmäisen vaiheen analyysistä tuotetusta
käsitejärjestelmästä muodostettiin luokittelurunko
hoitotyön näkemystä kuvaavista auttamismenetelmistä.
Tämän jälkeen ensimmäisen vaiheen aineisto luokiteltiin
deduktiivisella sisällönanalyysillä käyttäen apuna
jatkuvan vertailun analyysimenetelmällä muodostettua luokittelurunkoa.
Samaa luokittelurunkoa apuna käyttäen luokiteltiin myös toisen ja
kolmannen vaiheen aineisto ja analysoitiin deduktiivisella
sisällönanalyysillä. Lisäksi kaikissa kolmessa vaiheessa
aineisto kvantifioitiin hoitotyön näkemystä kuvaavien
auttamismenetelmien osalta.
Tutkimuksen tulosten mukaan hoitotyön näkemys muotoutui
hoitotyön auttamismenetelmistä ja niihin yhteydessä olevista
tekijöistä.. Hoitotyössä oli tunnistettavissa kolme erilaista
hoitotyön toimintamuotoa, sen mukaan, mikä ohjasi opiskelijan toimintaa
ja mikä oli opiskelijan suhde hoitotyöhön. Nämä
nimettiin normatiiviseksi, itsenäiseksi tai yhteistoiminnalliseksi
hoitotyöksi. Koulutuksen alkuvaiheessa opiskelijoiden hoitotyön
näkemys perustui potilaan tarpeista lähtevään
hoitotyöhön. Auttamista, ohjausta ja tukemista sekä
yhteistoimintaa kuvaavia auttamismenetelmiä esiintyi tasapuolisesti.
Hoitotyötä ohjasivat tasapuolisesti osaston säännöt ja
normit, hoitotyön tietoperusta ja oma sisäinen näkemys
hoitotyöstä sekä yhteisymmärrys potilaan hoitotyön
tavoitteista. Koulutuksen edetessä opiskelijoiden hoitotyötä
ohjasivat pääosin osaston säännöt ja normit ja
hoitotyö kohdistui potilaan päivittäisistä fyysisistä
tarpeista huolehtimiseen. Hoitotyössä korostui hierarkkinen vastuu ja
autoritäärinen päätöksenteko.
Tuloksista saatua tietoa voidaan hyödyntää
opetussuunnitelmien kehittämiseen, opiskelijoiden oppimisprosessin
tukemiseen sekä kehitettäessä yhteistyötä
opiskelijoiden, opettajien ja käytännön hoitotyön
tekijöiden kanssa opiskelijoiden ohjauksessa ja tukemisessa.
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