Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2002. / Bibliogr.: f. [158]-161. Document électronique également accessible en format PDF. CaQCU

Thesis (Ph. D.)--University of Pittsburgh,1996. / "97-09426." Includes bibliographical references (leaves 143-148).

Este trabalho investiga o olhar dos tutores de sede sobre o impacto de suas intervenções sobre a construção de conhecimento das alunas-professoras de um curso de pedagogia a distância. A metodologia de pesquisa foi inspirada no método clínico piagetiano e a fundamentação teórica é a Epistemologia Genética. A coleta de dados foi realizada em dois momentos distintos. No primeiro momento foi realizada uma entrevista através do MSN, tendo um roteiro com sete questionamentos e no segundo momento um questionário composto de três perguntas enviado para os sujeitos através do correio eletrônico. A entrevista aborda questões sobre a construção de conhecimento, sobre a avaliação e a sua função de tutor. O questionário trabalha com a ideia das intervenções e suas relações com a construção de conhecimento das alunas-professoras. A contribuição do tutor nas aprendizagens das alunasprofessoras do PEAD foi analisada a partir de suas noções sobre a construção de conhecimento, da avaliação como um momento de aprendizagem e do impacto de suas intervenções. Foi possível verificar que os tutores compreendem que a sua atuação tem relação direta com a construção de conhecimento das alunas-professoras. / This thesis examines the perspective of headquarters’ tutors on the impact of their interventions on knowledge building of students-teachers in a distance learning course on pedagogy. The research methodology was inspired by Piagetian clinical method and Genetic Epistemology was adopted as theoretical framework. Data collection was developed at two different times. Initially, an interview was conducted through MSN, guided by a script with seven questions. Secondly, a survey containing three questions was sent to participants via email. The interview addresses issues on knowledge building, evaluation and the role of tutor. The survey explores the idea of interventions and the relationship between these and knowledge building of students-teachers. Data collected were analyzed from the following topics: knowledge building, evaluation as a privileged moment of learning and the impact of tutors’ interventions. The tutor contribution in the students-teachers PEAD learning was analyzed based on their construction knowledge notions, the evaluation as a learning moment and the impact of their interventions. It was possible verify that the tutors understand that their performance is directly related to the students-teachers construction knowledge.

Este trabalho investiga o olhar dos tutores de sede sobre o impacto de suas intervenções sobre a construção de conhecimento das alunas-professoras de um curso de pedagogia a distância. A metodologia de pesquisa foi inspirada no método clínico piagetiano e a fundamentação teórica é a Epistemologia Genética. A coleta de dados foi realizada em dois momentos distintos. No primeiro momento foi realizada uma entrevista através do MSN, tendo um roteiro com sete questionamentos e no segundo momento um questionário composto de três perguntas enviado para os sujeitos através do correio eletrônico. A entrevista aborda questões sobre a construção de conhecimento, sobre a avaliação e a sua função de tutor. O questionário trabalha com a ideia das intervenções e suas relações com a construção de conhecimento das alunas-professoras. A contribuição do tutor nas aprendizagens das alunasprofessoras do PEAD foi analisada a partir de suas noções sobre a construção de conhecimento, da avaliação como um momento de aprendizagem e do impacto de suas intervenções. Foi possível verificar que os tutores compreendem que a sua atuação tem relação direta com a construção de conhecimento das alunas-professoras. / This thesis examines the perspective of headquarters’ tutors on the impact of their interventions on knowledge building of students-teachers in a distance learning course on pedagogy. The research methodology was inspired by Piagetian clinical method and Genetic Epistemology was adopted as theoretical framework. Data collection was developed at two different times. Initially, an interview was conducted through MSN, guided by a script with seven questions. Secondly, a survey containing three questions was sent to participants via email. The interview addresses issues on knowledge building, evaluation and the role of tutor. The survey explores the idea of interventions and the relationship between these and knowledge building of students-teachers. Data collected were analyzed from the following topics: knowledge building, evaluation as a privileged moment of learning and the impact of tutors’ interventions. The tutor contribution in the students-teachers PEAD learning was analyzed based on their construction knowledge notions, the evaluation as a learning moment and the impact of their interventions. It was possible verify that the tutors understand that their performance is directly related to the students-teachers construction knowledge.

No description available.

Thesis (Ph. D.) - Central University of Technology, Free State, 2007 / This academic study was conducted as a critical scientific enquiry on the positionality of service learning at selected South African higher education institutions. The study critically and scientifically reflects on the positionality of the concept of service learning as practised at higher education institutions. It elucidates the different levels of conceptualisation and operationalisation of service learning by universities in relation to their catchment areas. In so doing, the study probes the positionality of power relations between higher education institutions and their catchment areas and/or local communities in the practice of service leaning. Given the traditional and historical domineering and ‘ivory tower’ positioning and conduct of higher education institutions in relation to their catchment areas, the study explores the fundamental nature and spirit of power relations in the operationalisation of service learning. It probes whether the relationship between service learning policy development and societal development initiatives is still shaped and influenced by historical legacies of the apartheid logic, such as academic domineering and institutional hegemony. The study also investigates whether these feature in the pursuit of service learning, curriculum development and transformative efforts as practised by selected universities. In order to draw parallels with studies of a similar nature, the study interrogates related literature. This enabled reflection on progressive conceptualisations of service learning, as opposed to retrogressive and/or technicist and, perhaps hegemonic and categorising concepts of service learning. In so doing, the study moves from the premise that, despite high levels of interest in civic matters within and among institutions of higher learning in South Africa, service learning as a vehicle for social transformation and progressive teaching and learning, seems to be largely neglected, under-theorised and, at times, disguised as a tool for the reproduction of inequalities. As a means of collecting data for the purpose of analysis and interpretation, the study uses a purely qualitative methodology. A Textually Oriented Discourse Analysis (TODA) was selected as a first choice and preferred methodology for the study of this nature because of its propensity to thematise issues of power relations. Furthermore, qualitative methodology is predisposed to recognising the subjectivity of the researcher in being intimately involved in the research process. This subjectivity, as encouraged by qualitative methodology, has guided everything in this research study, beginning with the choice of the topic, proceeding to developing objectives for the study, to the selection of the methodology itself and ultimately to the interpretation of data. Through this methodology, the researcher was encouraged to reflect on the values and objectives of the study and how these could be used to problematise issues of power relations. Although the study presents some quantitative data from other sources, there were a number of research problems that, for one reason or the other, did not lend themselves to a quantitative/ positivistic approach. Claims and pronouncements of quantitative researchers about the principles of objectivity, quantification and absolutism are not appropriate for thematising about issues of power relations, especially in instances of hegemony, domination, exclusivity, ideological inclination, discursion, justice and emancipatory praxis. To contextualise and narrow the focus area for research purposes, two South African higher education institutions (the universities of the Free State and of the Witwatersrand) were selected for the study. The choice of the two institutions was influenced by their history of involvement in service learning and curriculum repositioning processes. They have also been consistently portrayed by the South African academic world as strong campaigners in the operationalisation of first-rate service learning models, in the Free State and Gauteng provinces respectively (refer to chapter three for a detailed justification for such a choice). The findings of this study indicate that the selected universities have responded to calls to reposition themselves in the area of synchronising their academic offerings with the reconstruction and development imperatives of the country. The research established that the two institutions have produced strategic service learning policy documents as a means of responding more appropriately to the needs of communities. The implementation of such documents was intended to enable the two institutions to develop service learning policy positions, thus making an institutional commitment to operationalising service learning. The study has, however, determined that there are gaps and inconsistencies in terms of policy commitments and the operationalisation of service learning by the two institutions. In line with the themes developed in this study, it was established that the two institutions have limited the extent of their commitment to paper (policy documentation) and heartfelt pronouncements. The study furthermore reveals that despite the paper and heartfelt commitments of the two institutions on the concept of service learning, they are still restfully positioned as expert-oriented entities. By their nature and continuous domineering roles, they remain sites for the transmission of an effective dominant and domineering culture which limits the possibilities of their unleashing an emancipatory praxis that is so critical in the context of a transforming South Africa.

Published Article / One of the main tasks of universities is to prepare students for an academic or professional career, and to make them responsible members of society by giving them the motivation and skills to create a better future. Education for Sustainable Development is a core feature of education in a university of the 21th century and in society. In a university, it has two aspects: firstly, to educate students and to help future academics to contribute to sustainable development, secondly, to contribute to sustainability and to spread education for sustainable development in the community. We consider examples of successful cooperation between the university and its stakeholders via projects that are relevant for education for sustainable development. We analyse the success factors and the educational and sustainability impacts of these projects.

This diploma thesis is trying to critically look at education via e-learning, with the main topic being the possibilities which (with elaborated learning strategy) this form of education is able to offer. E-learning, in this work, is set into a society-wide context of education in the 21st century with regards to demographic development of the Czech population. Apart from the introduction and description of the main parts of e-learning courses, the thesis focuses on the creation process of these courses as such. Company/corporate experience, which is particularly beneficial here, is being widely used throughout this thesis. We consider it very important to theoretically elaborate on the term of 'creative learning' and show its contribution to the description of possibilities of e-learning in education. Afterwards, in the practical part, we focus on researching e-learning in chosen companies; in which we are trying to outline which way and how effectively e-learning is being used at chosen institutions. Key words: e-learning, e-learning course, education, e-learning possibilities, creative learning, corporate practice, education strategy.

This diploma thesis is focused on the use of mobile devices in chemistry education. Describes various mobile devices, including different operating systems and technology and shows huge potential that these devices bring to education. It also includes an overview of existing educational programs with a chemical theme on mobile devices. Part of this work was to create a custom supportive program Chemical helper for mobile devices, which can be used in chemistry education, laboratory and also in everyday life.

SAMMANFATTNING: Problem Från 2013 till och med april 2016 har Sverige tagit emot 309.669 asylsökande. De stora vågorna av asylsökande som har kommit understryker behovet av att ge de optimala förutsättningarna för att anpassa sig och integreras i samhället. Hur snabbt och i vilken grad asylsökande lyckas att socialiseras och integreras i samhället är relaterat till de grundläggande villkoren som t.ex. språkträning och samhällsorientering. Denna studie undersöker vilka möjligheter och hinder asylsökande får för att lära sig svenska och höja sina chanser till integration. Metod I studien användes en mixad metod (kvalitativ och kvantitativ). Genom kvalitativa intervjuer med personal och volontär lärare, har sju verksamheter (ABF, NBV, Biblioteket, Vuxenskola, BILDA, Folkuniversitet och Röda Korset) undersökts. Genom en enkät med strukturerade frågeformulär, undersöktes 183 asylsökande vad gäller olika faktorer som påverkar tillgänglighet till språkundervisning och motivation för studier och språklig praxis. Enkäterna delades ut i: Jönköping, Nässjö, Bodafors, Viebäck, Vetlanda, Sävsjö, Värnamo, Vaggeryd, Tokeryd och Skillingaryd. Resultat Kvalitativa delen: De intervjuade säger att det är viktigt att erbjuda svenskundervisning till asylsökande från första dagen de kommer till Sverige. Lärarna lyfter upp frågan om att det finns flera brister som utgör svårigheter för verksamheterna så att de kan erbjuda kvalitativ och tillräcklig undervisning. Kvantitativa delen: Motivationen till språkinlärning påverkas av flera faktorer: tiden sedan ankomst, motivationen till och deltagande i språkundervisning. Trots likheter i utbildning och språkkunskaper mellan könen ändå uppstår könsskillnader i praktisk tillämpning och integration. Slutsats Asylsökande strävar efter att bli en del av det svenska samhället. Det finns könsskillnader i praktisk tillämpning och integration. Förutsättningarna för att lära sig svenska språket är inte tillräckligt bra, p.g.a. informationsbrist eller försening av informationen om erbjuden svenskundervisning, för få erbjudna undervisningstimmar, placering utanför samhället, ekonomiska hinder och bristen på barnomsorg, som även påverkar möjligheten att lära sig svenska och integrera sig i samhället. / ABSTRACT Problem From 2013 to April 2016, Sweden has received 309,669 asylum seekers. The great waves of asylum seekers who have come underscores the need to provide the optimal conditions to adapt and integrate into society. How fast and to what degree they manage to socialize and integrate into society is related to the basic conditions such as language training and civic orientation. This study examines the opportunities and obstacles for asylum seekers to learn Swedish and increase their chances to integrate. Method The study used a mixed method (qualitative and quantitative) approach. Through qualitative interviews with staff and volunteer teachers, has seven such activities as (ABF, NBV, Library, Adult education” Vuxenskola”, BILDA, Folkuniversitet and Red Cross) investigated. Through a questionnaire with structured questionnaires, examined 183 asylum seekers in terms of factors that affect the availability to the teaching and motivation for study and linguistic practices. The questionnaires were distributed in Jönköping, Nässjö, Bodafors, Viebäck, Vetlanda, Sävsjö, Värnamo, Vaggeryd, Tokeryd and Skillingaryd. Result Qualitative part: Those interviewed said that it is important to offer Swedish tuition for asylum seekers from the first day they come to Sweden. Teachers raise the issue that there are several shortcomings that make difficulties for businesses so that they can provide quality and adequate education. Quantitative part: The motivation for language learning is influenced by several factors: among them, the time since arrival the motivation for and participation in language teaching. Despite similarities in education and language skills between the sexes, still significant gender differences in the practical application and integration. Conclusion Asylum seekers strive to become a part of Swedish society. There are gender differences in the practical application and integration. The conditions for learning the Swedish language is not good enough, because lack of information or delay of information for offered Swedish teaching, too few offered teaching hours, location outside of society, economic barriers and the lack of childcare, which also affects the ability to learn Swedish and integrate into society.