no abstract available / Teacher Education / M.Ed. (Specialisation in Guidance and Counselling)

The purpose of this report was to investigate how people who order a soil analysis perceive the information about that process. According to the law the customers need to have information about the soil analysis if they order it. A new informational film about soil analysis was compared to the existing data to see how the customer perceives different types of information. Two groups took part in the survey, one group watched the informational film, and the second group only had access to the existing data. The results of the investigation show that the majority of the respondents in the second group think that there is too little information about soil analysis and that it is hard to find. The first group think that after watching the movie, they got all the necessary information about the soil analysis in an accessible way. However, most survey respondents want the information in text form. Those who saw the informational movie think they have a better understanding of how and why the soil analysis is done, compared to those who only had access to the existing information. Most survey respondents want to get information from the municipality / county government, but receive the most of it from consultant agencies.

Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the fields of music and mathematics? and (d) How do students perceive the fields of music and mathematics relating to each other? Contrary to most existing literature, the students who perceived a connection between the two fields saw mathematics driving a deeper understanding of the musical element of rhythm. Not surprisingly, students with rich backgrounds in music and mathematics had a higher perception of the importance of those fields. Further, it became readily apparent that test data often played a minimal role in shaping student perceptions of themselves in the field of mathematics. Finally, it became apparent from listening to the experiences of high school students, there are many growth areas for schools in order to meet the needs of their students.

A Educação Baseada em Web vem crescendo substancialmente ao longo dos últimos anos; em decorrência desse fator, aumenta a diversidade de alunos que buscam através desse meio uma alternativa para sua formação, seja ela acadêmica ou profissional. Esses alunos possuem diferentes características pessoais, sócio-culturais e cognitivas, e desta maneira possuem preferências e necessidades variadas. Nesse contexto, os Sistemas Hipermídia Adaptativos oferecem um recurso para atender a esse público diverso, que tem um objetivo em comum, o ensino a distância por meio da Web. O modelo aqui proposto versa sobre um Sistema Hipermídia Adaptativo, cujos critérios para adaptação consistem na seleção de conteúdos apropriados ao estilo cognitivo do aluno, o que é identificado através da investigação das suas Inteligências Múltiplas. Para isso, foram propostas 10 personas-cognitivas, resultantes da combinação das inteligências mais desenvolvidas em cada um. Também foi realizado um estudo sobre a relação entre as Inteligências Múltiplas e a Semiótica e entre o conteúdo instrucional e a Semiótica. Desse estudo foi originada uma matriz, resumindo os resultados obtidos e que foi utilizada como alicerce para a seleção dos signos mais adequados a cada uma das personas. Utilizou-se como Modelo de Referência para Hipermídia Adaptativa o Modelo Munich, que foi adequado à proposta educacional e ao estudo dos signos. Foi então desenvolvido o modelo SHASIM, onde se contemplam os principais aspectos para concepção de um Sistema Hipermídia Adaptativo para o domínio educacional. / The Web Based Education have grown substantially along the last years; in consequence of this factor, it increases the student\'s diversity that seeks through this midia an alternative for their formation, being it academic or professional. These students possesses different personal, social-cultural and cognitive characteristics, and in this way, they possesses various preferences and needs. In that context, the Adaptative Hipermidia Sistems offers resources to assist that various public, that has one common objective, the distance teaching through the Web. The model here proposed is about a Adaptative Hipermidia System, whose criteria for adaptation consists of the appropriate contents selection for the student\'s cognitive style, that is identified through the investigation of their Multiple Intelligences. For that were proposed 10 cognitive-personas, resultants of the combination of the most developed intelligences in each one. Also, a study was accomplished about the relationship between the Multiple Intelligences and the Semiotics and also between the instructional content and the Semiotics. From this study was originated a matrice, summarizing the obtained results and it was used as a foundation for the selection of the most appropriate signs to each one of the personas. It was used as the Adaptative Hipermidia Reference Model the Munich Model, that was adapted to the education proposal and signs study. It was then developed the SHASIM model, where are contemplated the main aspects for conception of a Adaptative Hipermidia System for the education domain.

Durante muito tempo o cerne de muitos processos de ensino e aprendizagem têm sido o “aprender a aprender". As mudanças têm sido a característica mais estável ao longo dos tempos e é necessário adequar o processo de ensino e aprendizagem, para desenvolver profissionais melhores. O mercado atual provoca uma valorização de profissionais diferenciados, a aplicação de certas técnicas de gestão moderna exige competências específicas, e estas devem ser estimuladas no ambiente formal de aprendizagem (sala de aula). Nesse trabalho a incorporação da Teoria das Inteligências Múltiplas às estratégias de ensino aula: expositiva, seminário e projeto, dentro do curso de engenharia, tem como objetivo refletir sobre novas possibilidades de ensino que auxiliará o processo de aprendizagem e o desenvolvimento de características pessoais e técnicas necessárias ao profissional em formação. / For a long time the heartwood of the learning and teaching process has been “how people can learn how to learn". Nowadays, the changing process due to economy globalization a high competitive imposed by social changes leads to some adjustments on the learning and teaching process. The stock option available has to be fulfilled by professional with specific and nonconventional capabilities. The present paper deals with those aspects, concerning the engineering teaching process and the new exigencies of performance, and introduces the Multiples Intelligences Theory into the higher education. The Multiples Intelligences Theory is one of the available tools to revitalize the engineering teaching situation by been incorporated into the teaching methods: expositive class, seminars and project, on behalf of the learning process and to the development of personal and technical capability needed by the professional been formed.

A Educação Baseada em Web vem crescendo substancialmente ao longo dos últimos anos; em decorrência desse fator, aumenta a diversidade de alunos que buscam através desse meio uma alternativa para sua formação, seja ela acadêmica ou profissional. Esses alunos possuem diferentes características pessoais, sócio-culturais e cognitivas, e desta maneira possuem preferências e necessidades variadas. Nesse contexto, os Sistemas Hipermídia Adaptativos oferecem um recurso para atender a esse público diverso, que tem um objetivo em comum, o ensino a distância por meio da Web. O modelo aqui proposto versa sobre um Sistema Hipermídia Adaptativo, cujos critérios para adaptação consistem na seleção de conteúdos apropriados ao estilo cognitivo do aluno, o que é identificado através da investigação das suas Inteligências Múltiplas. Para isso, foram propostas 10 personas-cognitivas, resultantes da combinação das inteligências mais desenvolvidas em cada um. Também foi realizado um estudo sobre a relação entre as Inteligências Múltiplas e a Semiótica e entre o conteúdo instrucional e a Semiótica. Desse estudo foi originada uma matriz, resumindo os resultados obtidos e que foi utilizada como alicerce para a seleção dos signos mais adequados a cada uma das personas. Utilizou-se como Modelo de Referência para Hipermídia Adaptativa o Modelo Munich, que foi adequado à proposta educacional e ao estudo dos signos. Foi então desenvolvido o modelo SHASIM, onde se contemplam os principais aspectos para concepção de um Sistema Hipermídia Adaptativo para o domínio educacional. / The Web Based Education have grown substantially along the last years; in consequence of this factor, it increases the student\'s diversity that seeks through this midia an alternative for their formation, being it academic or professional. These students possesses different personal, social-cultural and cognitive characteristics, and in this way, they possesses various preferences and needs. In that context, the Adaptative Hipermidia Sistems offers resources to assist that various public, that has one common objective, the distance teaching through the Web. The model here proposed is about a Adaptative Hipermidia System, whose criteria for adaptation consists of the appropriate contents selection for the student\'s cognitive style, that is identified through the investigation of their Multiple Intelligences. For that were proposed 10 cognitive-personas, resultants of the combination of the most developed intelligences in each one. Also, a study was accomplished about the relationship between the Multiple Intelligences and the Semiotics and also between the instructional content and the Semiotics. From this study was originated a matrice, summarizing the obtained results and it was used as a foundation for the selection of the most appropriate signs to each one of the personas. It was used as the Adaptative Hipermidia Reference Model the Munich Model, that was adapted to the education proposal and signs study. It was then developed the SHASIM model, where are contemplated the main aspects for conception of a Adaptative Hipermidia System for the education domain.

Internal and personal strengths are associated with positive academic outcomes in the higher educational setting and are particularly relevant to the 21st century learner in the modern complex and global society. There is limited research addressing the connection between intrapersonal intelligence, resilience, and academic success. This information is important to better assist students in developing qualities that foster academic success and sustainability. The purpose of this study was to investigate the correlations between intrapersonal intelligence, as measured by the Multiple Intelligences Development Assessment Scales (MIDAS); resilience, as measured by the Connor-Davidson Resilience Scale (CD-RISC); and academic success, as measured by the Scale of Implicit Theory of Intelligence (SITI), grade point average (GPA), and grade level. Ninety-one undergraduate students recruited through an online research pool and flyers distributed on campus participated in the study. Participants were asked to complete 3 surveys and a demographic questionnaire. Constructivist and transformative learning theories were used to frame the study and address self-development in the learning process. Results of a multiple regression analysis revealed a significant correlation between intrapersonal intelligence and GPA (a component of academic success). This research study promotes positive social change by emphasizing the intrinsic strengthening and transformation of the learner for a sustainable education. To enhance academic outcomes, academic leaders could focus on developing curricula with objectives that support the increase of intrapersonal intelligence. Building awareness of the significance of intrapersonal intelligence and resilience is important for the development of a sustainable education and to equip students for the problem solving challenges of the 21st century.

The major challenge for multimedia designers is to create user experiences that enrich the reception of content, designer�s traditional reliance on intuition not ensuring audience�s interest or understanding. The developing philosophy of user-centred design argues that designers should begin from an appreciation of their audience. In design there are various positions on how to achieve this, ranging from traditional market research through psychological, ethnographic, anthropological and sociological research to the direct involvement of users in the design process. This study draws on established knowledge about the cognitive processes, psychological motivations and preferences of user groups to advance a model for better-targeted and more effective design. In particular, it uses Howard Gardener�s multiple intelligences theory to extend design thinking. Where a specific audience is apparent multiple intelligences theory implies that (1) the interface should match user�s perceptual tools, cognitive styles and responses and (2) there is far greater scope than presently recognized to vary the design of the graphical user interface. The research explores how interactive multimedia can harness the �language of vision� (Johannes Itten) for certain audiences, in this case Taiwanese drawing students aiming to enter tertiary art and design programs where high academic drawing skills are an important selection criterion. The high �visual intelligence� of the target audience indicates their heightened capacity to process visual concepts and elements. The application of Gardner�s ideas is a speculative one, based on hypothesis and the formulation of an experimental graphical user interface environment built around predominantly visual cues. The designed outcome incorporates knowledge and understanding that is widely applicable to GUI design, challenging designers to develop multimedia products with innovative, imaginative design approaches that cater for the different needs and interests of users where the audience is a specific and identifiable one.

Under de senare åren har det gjorts stora framsteg inom neurologin vad gäller koppling hjärna – inlärning. Tidigare ansågs intelligens vara något bestämt och oföränderligt, men nu hävdar neurologerna att människan själv sätter gränsen för sin intelligens. Alla människor har förmågan att förbättra och utveckla sin intelligens. För att lyckas med detta bör främst två väsentliga faktorer beaktas i skolan: dels att alla är unika och har olika sätt att inhämta information, dels att det är avgörande om människan befinner sig i en stimulerande miljö eller inte. Det är alltså av stor vikt hur skolmiljön ser ut för våra elever för bästa möjliga inlärning. Jag vill med detta arbete visa att genom att förstå vilka principer som styr hjärnans funktioner kan vi lärare bli bättre på att lära våra elever att lära. Studien belyser dels hjärnans uppbyggnad och vad den har för koppling till och betydelse för inlärningen, dels belyser jag tre olika inlärningsteorier och ger praktisk/pedagogiska exempel på hur de kan användas i en klassrumssituation.

The purpose of the study was to investigate the students&rsquo / multiple intelligences according to their preferences and how students&rsquo / multiple intelligences differ in terms of grade level (first, third fifth and eighth) and gender. This research was conducted at Middle East Technical University Development Foundation School in the spring of the 2001-2002 academic-year with three classes from each level namely first grade, third grade, fifth grade and eight grade. In this study, Pictorial Teele Inventory for Multiple Intelligences was applied on 321 students and the results were analyzed. In order to examine the effect of the gender and grade level on students&rsquo / Multiple Intelligences mean, standard deviation and MANOVA were used. Results showed that students multiple intelligences showed variety according to their grade levels. For example, the students at the first grade level demonstrated strong preference for linguistic intelligence and logical-mathematical intelligence in the first grade and the two intelligences were followed by spatial intelligence, and bodily kinesthetic intelligence. While the third grade students&rsquo / most dominant intelligences preferences were interpersonal, spatial, logical-mathematical, and linguistic intelligence the fifth and eight grade students&rsquo / preferences were interpersonal intelligence bodily-kinesthetic intelligence, musical intelligence, and spatial intelligence. When results are eximined in terms of gender, it can be said that the male students&rsquo / logical-mathematical and bodily kinesthetic intelligence mean scores were higher than female students&rsquo / whereas the female students&rsquo / musical intelligence mean score was higher than male students&rsquo / .