Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-06-15T12:11:59Z No. of bitstreams: 1 Marlei Scheunemann Schneider.pdf: 1899964 bytes, checksum: 298491e4e130e592e890f06475017cb1 (MD5) / Made available in DSpace on 2018-06-15T12:11:59Z (GMT). No. of bitstreams: 1 Marlei Scheunemann Schneider.pdf: 1899964 bytes, checksum: 298491e4e130e592e890f06475017cb1 (MD5) Previous issue date: 2017-12-15 / Digital media are present in the daily life of schools and, along with them, the need to train the teachers who will act directly on this interaction digital media students. In order to study this issue, the present work aims to reflect on the relationship between education and digital technologies of information and communication (TDIC) at present. In addition, this dissertation has as methodological approach, a literature search and a critical review of the literature, based on theorists like Almeida (2005), Pretto (2001), Carbonel (2016), Valente (2015), Demo (2012), for work-related concepts teacher education and digital media, primarily, the methodologies incorporated in 21st century. To see the incorporation of digital media in the classroom, teacher interviews were published in the magazine new school (2012) and in the teacher's Portal (2008, 2009, 2011, 2014), with the aim of showing the speech of teachers in relation to the use the TDIC in the classroom. Through the survey, it was found that the teaching-learning practices, expand the cognitive possibilities through interaction between the information, student and the various fields of knowledge, promoting reflection on the technological action in the educational process. In this way it is possible to take the student an important character in the process of teaching and learning with the use of these tools, the education, the social yearnings and the needs of the citiizen. / As mídias digitais estão presentes no cotidiano das escolas e, junto com elas, surge a necessidade de capacitar os professores que atuarão diretamente nesta interação mídia digital-alunos. Com o intuito de estudar essa temática, o presente trabalho objetiva refletir sobre a relação entre a educação e as Tecnologias Digitais de Informação e Comunicação (TDIC) na atualidade. Além disso, essa dissertação tem como proposta metodológica uma pesquisa bibliográfica e uma revisão crítica de literatura, baseando-se em teóricos como Almeida (2005), Pretto (2001), Carbonel (2016), Valente (2015), Demo (2012), para trabalhar conceitos relacionados à formação de professores e mídias digitais, principalmente, as incorporadas nas metodologias do século XXI. Para constatar a incorporação das mídias digitais em sala de aula, foram utilizadas entrevistas de professores publicadas na revista Nova Escola (2012) e no Portal do Professor (2008, 2009, 2011, 2014), com o objetivo de mostrar o discurso dos professores no que se refere à utilização das TDIC em sala de aula. Através da pesquisa realizada, concluiu-se que as práticas de ensino-aprendizagem ampliam as possibilidades cognitivas através da interação entre a informação, aluno e os diversos campos do saber, promovendo a reflexão sobre a ação tecnológica no processo educativo. Dessa forma, é possível tornar o aluno o protagonista do processo de ensino e aprendizagem com o uso dessas ferramentas, aproximando a educação dos anseios sociais e das necessidades do cidadão.

The purpose of the study was to investigate the relative effect of problem based learning with a non local perspective (PBL1), problem based learning with a local perspective (PBL2) and traditionally designed environmental education (TRD) lectures on elementary school (7th grade) students&rsquo / environmental attitude / specifically by the 3 dimensions as / general environmental awareness, general attitude toward solutions, and awareness of individual responsibility. The sample consisted of 95 7th grade students from a public elementary school in Nigde. Three classes instructed by the same science teacher are randomly assigned as control group and experimental groups. All the groups were taught the topic &ldquo / Why do ecosystems change?&rdquo / for four weeks. On the other hand, the control group was taught through TRD, one of the experimental groups was taught through PBL with a non local perspective, and the other experimental group was taught through PBL with a local perspective. Students in TRD group received an instruction based on teacher explanations and textbooks. On the other hand, the experimental groups dealt with ill- structured real life problems working in small groups. The problem of PBL1 group was selected as &ldquo / the declining environmental conditions of Manyas Lake&rdquo / and the problem of PBL2 group was selected as &ldquo / the declining v environmental conditions of Akkaya Dam in Nigde&rdquo / to create a non local / local difference between the experimental groups. Environmental Attitude Questionnaire (EAQ) was administered to all groups as pre-test to determine the prior environmental attitude. The worksheets, on the other hand, used by experimental groups in their group work were examined to reveal the quality of the process. After the treatment, EAQ was administered to all groups as a post-test to compare the effectiveness of PBL1, PBL2 and TRD on students&rsquo / environmental attitude. Analysis of covariance (ANCOVA) was performed to investigate the effect of traditionally designed EE, Problem Based designed EE, and Problem Based with a local perspective designed EE on students&rsquo / general environmental awareness, awareness of individual responsibility and general attitude toward solutions when students&rsquo / prior general environmental awareness, prior awareness of individual responsibility and prior general attitude toward solutions are controlled. The results of the study revealed that, students in PBL2 group had significantly more positive environmental attitudes in general environmental awareness and general attitude toward solutions dimensions than TRD group and in all three dimensions of the questionnaire than PBL1 group. Moreover, TRD group had significantly more positive attitude than PBL1 group in students&rsquo / awareness of individual responsibility determined after the treatment.

The main purpose of this study was to determine preservice science teachers&rsquo / (PSTs) epistemological beliefs regarding the nature of knowledge and learning in the domain of environment through comparing with the domains of biology, physics, chemistry, and mathematics. A total of 12 PSTs voluntarily participated in the study. The sample of this study was consisted of senior elementary PSTs who registered for an elective course titled &ldquo / Laboratory Applications in Science and Environmental Education&rdquo / in the fall semester of 2008-2009 at a public university, in Ankara. The major data of this study was collected by using a semi-structured interview protocol, developed by Schommer-Aikins (2008). The data of this study were analyzed through descriptive statistics and Miles and Huberman approach (1994). The data analyses of this study were presented along with five dimensions of epistemological beliefs. The analysis of omniscient authority indicated that the PSTs less trust in environmental experts&rsquo / opinions, give more importance to informal education in the acquisition of environmental knowledge, and believe that environmental knowledge is justified more on the basis of direct observation. The analysis of stability of knowledge revealed that the PSTs conceived of environmental knowledge as more uncertain. The analysis of structure of knowledge pointed out that the PSTs consider environmental knowledge as more complex. The analysis of control of learning revealed that the PSTs believe that the large percentage of ability to learn can be acquired after the birth more in environment. The analysis of speed of learning indicated that the PSTs believe that much of learning takes less time in the domain of environment. This study provided evidence that epistemological beliefs are multidimensional and domain-specific. Moreover, this study highlighted that the nature of environmental knowledge and learning are also an important issue to be addressed in environmental education.

Problem-based learning (PBL) is being adopted increasingly as a learning and teaching strategy within the United Kingdom. Although facilitation is recognised as being central to PBL, much of the current literature on facilitation in PBL is conflicting. This study explored the espoused and actual conceptions of PBL adopted by facilitators on a newly-developed pre-registration nursing diploma programme that employed PBL. To explore the lived experience of the PBL curriculum, a constructivist interpretist qualitative research design was adopted. For facilitation in PBL to be effective in promoting independent learning and developing critical thinking, teachers were required to sustain the newly espoused pedagogy and to adapt their actions to match. All participants possessed facilitation skills before the start of the study, however expertise in PBL facilitation took time and practice to acquire as existing skills had to be applied in new ways. Findings identified four broad approaches to facilitation: directive conventionalist, liberating supporter, nurturing socialiser and pragmatic enabler. Over time, most facilitators converged from a directive conventionalist approach towards that of a pragmatic enabler. The transitions were influenced by the need to resolve dissonance between espoused theories and theories-in-use; increased understanding of the dialogic nature of PBL; the use of communicative spaces to share and reflect on experience and an enhanced awareness of student diversity. While the findings relate specifically to PBL facilitation, they also contribute to the understanding of the types of teaching and learning strategies required by the large and increasingly diverse student body.

Thesis (Ph. D.)--University of Oregon, 2007. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 118-122). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (M.Ed.)--University of Waikato, 2009. / Title from PDF cover (viewed October 2, 2009) Includes bibliographical references (p. 102-119)

"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on May 6, 2010). Delores D. Liston, major professor; Grigory Dmitriyev, Hsiu-Lien Lu, David Alley, committee members. Electronic version approved: December 2009. Includes bibliographical references (p.167-181).

This diploma theses deals with a new trend of current teaching of science subjects and that is inquiry-based teaching. The main goal of this, for now in Czech environment unknown, teaching method is to make the teaching of science subjects more attractive and to renew the interest of pupils in these subjects. The theoretical part describes inquiry-based teaching, defines the educational subject of geography and it elaborates the connections with the generally educational programme the Primary education. The main part of the diploma thesis introduces created subjects of the teaching activities using the inquiry-based teaching of geography at the secondary school with the focus on the local region SO ORP Jindřichův Hradec. The submitted subjects of the teaching activities in socio-geographical region are thematically dedicated to transport, the quality of life and tourism, while the physically-geographical regions analyze the themes of meteorology and hydrology. The thesis includes the feedback on real created subjects of teaching activities. The attachment contains the worksheets related to the above mentioned activities.

The thesis addresses the topic of motivation of older adults to study at the university level. The first part deals with the topic of adult education within the context of lifelong learning, defines the concept of older adulthood, and clarifies the concept of motivation as it relates to formal education for older adults. It presents an overview of research carried out in the field of older adults as related to university studies. The second part focuses on qualitative research that answers the following questions: what motivates older adults to study at the university level; how do they describe the motivating factors and other relevant circumstances of their decision to attend university; what criteria do older adults use to assess the benefits of study; and what motivates them to persevere in their studies.

Submitted by MARCIA ROVADOSCHI (marciar@unifra.br) on 2018-08-20T17:22:14Z No. of bitstreams: 2 Dissertacao_VeridianaLazzarotto.pdf: 10103104 bytes, checksum: 64e0b4f7ae94c52174b41e955582adb5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-20T17:22:14Z (GMT). No. of bitstreams: 2 Dissertacao_VeridianaLazzarotto.pdf: 10103104 bytes, checksum: 64e0b4f7ae94c52174b41e955582adb5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-07-14 / This current work aimed to study how the construction and application of scientific knowledge occurs in the discipline of Chemistry, concerning the inorganic functions with high school students of a public school. After developing a Learning Unit with this content, through the analysis of testimonies, interviews, classroom occurrences, experimental activities and written production, it was intended and understood how the construction and application of knowledge occurs in the processes of educating through research, contributing to the formation of more active subjects and capable of interacting positively in the environment in which they live. The work reports the origins of the research as well as the author's life as a student and educator, justifying the choice of the theme, the problem and the research questions that guide the work. For the development of the study, there are some theoretical possibilities that guide reflections about education through research, learning units, reflection on science and sustainability, the commitment to educate and the interpersonal relations between educator and students. The learning unit was built taking into account the previous ideas of the students, which were categorized and analyzed, allowing the structuring of activities. From the analysis, it was observed how the activities developed allowed the identification of changes in the initial knowledge of the subjects, highlighted by the complexity of their conceptions in the descriptions at the end of the study. The findings suggest that the pedagogical strategies developed in the research allowed for the expansion of knowledge, thus confirming the relevance of the approach of differentiated methodologies in the classroom for the realization in the teaching-learning process. The conclusions highlight the importance of approaching relevant themes associated with their daily lives, considering information about the students' previous knowledge and interests, the complexity and application of the knowledge acquired, as well as the educator-student interaction in the research development. / O presente trabalho de pesquisa objetivou estudar como ocorre a construção e aplicação de conhecimentos científicos na disciplina de Química referentes às funções inorgânicas com estudantes do ensino médio de uma escola pública. Após desenvolver uma Unidade de Aprendizagem com este conteúdo, por meio da análise de depoimentos, entrevistas, ocorrências de sala de aula, atividades experimentais e produção escrita, pretendeu-se compreender como ocorre a construção e aplicação do conhecimento em processos do educar por meio da pesquisa, contribuindo para a formação de sujeitos mais ativos e capazes de interagir positivamente no ambiente em que vivem. O trabalho relata as origens da pesquisa bem como a caminhada da autora enquanto estudante e educadora, justificando a escolha do tema, do problema e as questões de pesquisa que orientam o trabalho. Para o desenvolvimento do estudo, elencaramse algumas possibilidades teóricas norteadoras que envolvem a reflexão sobre o educar pela pesquisa, as unidades de aprendizagem, a reflexão sobre ciência e a sustentabilidade, o compromisso de educar e as relações interpessoais entre educador e estudantes. A unidade de aprendizagem foi construída levando-se em consideração as ideias prévias dos estudantes, que foram categorizadas e analisadas, possibilitando a estruturação de atividades. A partir da análise, percebeu-se como as atividades desenvolvidas permitiram a identificação de mudanças no saber inicial dos sujeitos, destacadas pela complexificação de suas concepções nas descrições ao final do estudo. Os achados fazem crer que as estratégias pedagógicas desenvolvidas na investigação possibilitaram a ampliação do conhecimento, constatando-se, assim, a relevância da abordagem de metodologias diferenciadas em sala de aula para a concretização no processo de ensino-aprendizagem. Destacam-se como considerações finais a importância da abordagem de temas relevantes associados ao seu cotidiano, da consideração de informações a respeito dos conhecimentos prévios e interesses dos estudantes, a complexificação e aplicação dos conhecimentos adquiridos, bem como a interação educadorestudante no desenvolvimento da pesquisa.