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1	Crystalwalk: um software didático-interativo para síntese e visualização de estruturas cristalinas / Crystalwalk: an educational interactive software for synthesis and visualization of crystal structures BARDELLA, FERNANDO 21 December 2016 (has links) Submitted by Marco Antonio Oliveira da Silva (maosilva@ipen.br) on 2016-12-21T16:22:52Z No. of bitstreams: 0 / Made available in DSpace on 2016-12-21T16:22:52Z (GMT). No. of bitstreams: 0 / Este trabalho documenta o processo de desenvolvimento de um software didático-interativo para síntese e visualização de estruturas cristalinas intitulado CrystalWalk (CW). Sua criação foi justificada inicialmente pela percepção, colhida junto a atores sociais, de deficiências nas ferramentas de ensino-aprendizagem relacionadas ao estudo de estruturas cristalinas de materiais. Posteriormente, um levantamento do estado da arte dos softwares cristalográficos existentes revelou oportunidades para o desenvolvimento de um novo software com preocupação eminentemente didática. Na especificação e elaboração do CW, foram preconizados os princípios do software livre, da acessibilidade e da democratização do conhecimento. Adotou-se o estado da arte de tecnologias e serviços para desenvolvimento de aplicações web interativas, tais como plataforma HTML5/WebGL, arquiteturas orientadas a serviços (SOA) e sistemas distribuídos responsivos, resilientes e elásticos. Para facilitar o entendimento e a síntese de estruturas cristalinas, foi proposto um inédito processo passo a passo baseado no conceito \"rede + motivo = estrutura cristalina\", que exige a participação ativa e consciente do usuário. Inseriu-se também uma ferramenta denominada \"narrativa didática\", por meio por meio da qual o usuário registra sequências de visualização acompanhadas de anotações e que podem ser compartilhadas múltiplas narrativas permitem atender a diferentes perfis de aprendizagem. Também foram incorporadas com sucesso funcionalidades didáticas eficazes para garantir plena acessibilidade aos recursos do CW e para aumentar seu alcance social, tais como o suporte à interação avançada e às tecnologias de interface de realidade virtual, o suporte à impressão 3D e a oferta de uma plataforma de publicação online. Na avaliação dos produtos gerados, o principal critério foi o atendimento às demandas dos atores sociais, que foram empoderados ao final do processo. O CW é a primeira plataforma a superar a maioria dos problemas apontados e das limitações encontradas nos instrumentos didáticos existentes sobre a temática deste trabalho, impactando positivamente o acesso e a democratização do conhecimento, por meio da construção coletiva, do estímulo à colaboração e da autonomia e independência tecnológicas. / Tese (Doutorado em Tecnologia Nuclear) / IPEN/T / Instituto de Pesquisas Energéticas e Nucleares - IPEN-CNEN/SP crystallography crystallization crystals materials working rheology programming languages engineering educational tools empowering students knowledge preservation
2	Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice / Att främja matematikelevers egenmakt i inluderande klassrumspraktik : Idéer i policymakingpraktiken Jakobsson-Åhl, Teresia January 2018 (has links) This thesis scrutinises how regular mathematics teachers are expected to deal with empowerment in mathematics classroom practice. Inspired by a socio-political perspective, the aim of the study is to problematise how to empower mathematics students in inclusive classroom practice, as implicitly understood in a nationwide professional development programme, i.e., the Boost for Mathematics, in Sweden. The aim is addressed by the following research question: What types of empowering ideas are conveyed in the Boost for Mathematics? The data of the study were collected from supporting materials for teachers, published within the Boost for Mathematics. Data processing consists of two steps. Step 1 is a thematic analysis of how to promote student empowerment as discerned in the data of the study. In a nutshell, Step 1 clarifies that the data give prominence to ways of empowering students from a cognitive point-of-view while social difference is disregarded. Step 2 undertakes a critical approach and discusses an alternative way of treating empowerment; this alternative way is restricted to the design of participatory activities in inclusive classroom practice. a socio-political perspective intertextual relations policymaking practice inclusive mathematics education empowering students social justice cognitive and socio-political issues Pedagogy Pedagogik
3	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998
4	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998

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