Made available in DSpace on 2014-12-17T15:04:50Z (GMT). No. of bitstreams: 1 JoseFS.pdf: 928824 bytes, checksum: 8f0139c499e8bd9b78ac8ab7d153fc5e (MD5) Previous issue date: 2006-12-15 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Abstract:It boards a study about the methodology applied in the classroom, with emphasis at the Physic teaching, but could be taken to the other matters of high school, mainly to that alumns with school delay and that needs a pedagogics resources to get the aproach of them to the subject showed trying to improve their learnship. The study was developed through the bibliographic research methodology, associated to the induce resource that allows to evaluate the methods of teaching praticed actually at High Schools, as the private as the public, to give to the teachers the resources that should change the dificulties of learning with prejudice the classmates performances. The results reacheds demonstrated that is perfectly possible to augment the physic teaching body, taking in consideration the expansion of the profit at the teaching?learnig procces, besides having allowed to shows that this methodology porpouse could be takes to others subjects of the High School to became this phase of school more suitable to the necessities of society. It concludes that the brazilian Education could receive a lot of augments, from the professional criativity on always that inside the classroom, really close of the problems showed by the classmates about learning collecting / Aborda um estudo sobre a metodologia aplicada em sala de aula, com ?nfase para o ensino da F?sica, mas podendo ser estendida para outras mat?rias do Ensino M?dio, principalmente para aqueles alunos com atraso escolar e que precisam ter argumentos pedag?gicos que permitam a sua proximidade ao assunto tratado para agilizar sua aprendizagem. O estudo foi desenvolvido mediante ado??o da metodologia da pesquisa bibliogr?fica, associada ao recurso indutivo que permitiu avaliar os m?dodos de ensino atualmente praticados nas escolar do Ensino M?dio, tanto no ?mbito privado quando p?blico, a fim de dotar os professores de recursos que podem contornar as dificuldades de aprendizagem que prejudicam o desempenho do alunado. Os resultados alcan?ados demonstram que ? perfeitamente poss?vel incrementar a atua??o do corpo docente da F?sica, levando ? expans?o do rendimento do processo ensino-aprendizagem, al?m de ter permitido demonstrar que essa metodologia proposta pode ser levada para outras mat?rias do Ensino M?dio para tornar essa fase da escolaridade mais adequada ?s necessidades da sociedade. Conclui-se que a educa??o brasileira pode receber muitos incrementos, partindo sempre da criatividade do profissional que est? no interior da sala de aula, bem pr?ximo dos problemas apresentados pelos alunos em captarem os ensinamentos

The study solves the problem of knowledge acquisition and retention of learning with serious games. It describes the methodology that is based on the formulation of dynamic hypotheses using the tools of system dynamics. The main goals is to ensure teamwork, improve analytical skills, system thinking, expression of hidden knowledge and strategic positions. The demo demonstrates the practical use of knowledge management tools and the creation of mental models.

The purpose of this study is to investigate how teachers initiate their reading instruction for students in the early years and what method(s) they use and why. This has been investigated through a qualitative interview study in which five teachers participated. The result showed that all five participating teachers mix methods in their teaching to adapt the teaching and bring in as many students as possible. In addition, they all agreed that high-frequency letters, some vowels and some consonants, had to be initiated in order for students to start building small short words early. / Syftet med denna studie är att undersöka hur lärare inleder sin läsundervisning för elever i de tidiga åren och vilken/vilka metod(er) de då använder sig av och varför. Detta har undersökts genom en kvalitativ intervjustudie där fem lärare har deltagit. Resultatet visade att samtliga fem deltagande lärare blandar metoder i sin läsundervisning för att anpassa undervisningen och få med så många elever som möjligt. De var alla dessutom överens om att man måste inleda med högfrekventa bokstäver, några vokaler och några konsonanter, för att eleverna tidigt ska kunna börja bygga små korta ord.

This study was carried out to investigate the effect of introducing animated computer instructional aid (ACIA) in the learning of fluid mechanics. It was also intended as a means to evaluate the Constructionist Computer-Animated Instructional Model of Learning (CCAIML), which was developed and proposed for learning fluid mechanics. CCAIML includes the use of ACIA as a learning aid. Three theories underpins CCAIML learning model: the Constructionist learning theory, Media-Affects-learning hypothesis and Multiple representation principle. The study participants were the intact classes of first-time fluid mechanics’ students in Mechanical Engineering in four South African universities, who offer Bachelor of Engineering degrees in Mechanical Engineering. The study followed a mixed method approach: involving a static group design and a descriptive survey design. The control groups were the two consecutive, immediately preceding intact groups, who were taught fluid mechanics through the traditional lecturing method. The intervention groups were the non-randomized mechanical engineering students, who were taught by the same lecturer, who taught the control groups the same course material through a traditional approach, but taught the intervention group using the CCAIML learning approach. The findings of the study showed that: - ACIA facilitated the learning of the fluid mechanics module taught during the intervention, in CCAIML learning environment; - ACIA aroused the study participants’ interest in the learning of fluid mechanics module taught during the intervention; - The study participants understood the fluid mechanics module taught during the intervention better, in CCAIML learning environment, and were able to demonstrate this in the post intervention examination; - CCAIML learning approach encouraged classroom interaction, group and individual knowledge construction, practical demonstration of understanding of concepts and consequently improved classroom dynamics; - The majority of the study participants achieved higher scores in the fluid module taught during the intervention at the post intervention examination, by using CCAIML learning approach compared to the traditional approach; - No relationship was established between the level of study participants’ interest in the software used to aid learning ACIA and the study participants’ post-intervention achievement; and - Where the language medium of the instructional aid was different to that of the classroom medium of instruction, the learners’ achievement was affected. / Mathematical Sciences / Ph.D. (Mathematics, Science and Technology Education)

Cette recherche concerne une expérience menée pendant quatre ans auprès d’enfants autistes dans un hôpital de jour. Nous nous sommes proposé d’aborder les enfants autistes selon une démarche utilisant une médiation scolaire. Les acquis et les comportements sont lus en référence à la construction du sujet tel que le conçoit la psychanalyse. Les enfants autistes de l’expérience ont montré une capacité à apprendre et un intérêt pour les apprentissages scolaires que nous pensons utile de rapporter. Nous avons jugé nécessaire de situer au centre de notre réflexion sur les enfants autistes (ou atteints de TED) la notion de subjectivité et celle de subjectivation. La subjectivité représente la structure de l’identification primordiale, telle qu’elle se présente pour tous comme une matrice, la subjectivation est le chemin que prend toute construction singulière en termes de relations, d’inscriptions symboliques, imaginaires et réelles dans son rapport au monde, un chemin borné par la matrice subjective de départ. L’autisme désigne un trouble affectant la personne sur trois plans : anomalies de la communication orale et verbale, des interactions sociales et des centres d’intérêts restreints. Habituellement, chez les enfants en difficulté, on sépare la conduite de la thérapie, creuset de l’avènement d’un sujet, des apprentissages éducatifs et scolaires. Au-delà des débats, cette thèse dont les références sont celles de la psychopathologie clinique, se propose d’élaborer une voie d’accès, par la médiation des apprentissages scolaires, aux enfants autistes mutiques, dans le but d’élaborer avec eux un système de relations et de communications. Entrer d’abord en communication par la construction de représentations est essentiel. Dans un cadre où l’espace-temps est balisé, où les rituels des activités sont vite repérés par les enfants et appropriés, une subjectivité, restée constante mais gelée dans sa structure, peut s’exprimer et même une subjectivation peut se construire en relation avec l’autre ou les autres. Cette « nourriture » se constitue d’échanges avec les soignants dans un dispositif de face à face adulte-enfant. La « réussite de l’activité » avec les encouragements et les compliments se transforme en « objet de satisfaction » et laisse une trace mnésique chez l’enfant. L’objet de satisfaction est, ainsi, « médiatisé » à plusieurs niveaux. Le passage de l’éducation spécialisée à l’enseignement adapté marque une évolution radicale. Dans la réalité, beaucoup d’enfants autistes ne peuvent pas bénéficier de ce mouvement. Parce que les enfants autistes ont plus le désir de communiquer et d’apprendre que de conserver leurs troubles, aucune méthode éducative stricto-sensu ne peut répondre au développement de leur subjectivité. Par contre, on peut constituer pour eux un enseignement. / The research presented here is based on experimental work with autistic children carried out over a four-year period in a day hospital. We set out to deal with autistic children in a process using school mediation. Achievements and behaviour are viewed with reference to the construction of the subject as perceived by psychoanalysis. The autistic children involved in our experimentation showed learning abilities and an interest in school studies that we feel are worthy of a written report. The specific target for this research was the learning difficulties of autistic children, both mutistic and non-mutistic. We also strived to provide responses to the French 2005 legislation obliging schools to accept children of all types. To do so, we felt it was essential to locate notions of subjectivity and subjectivation in the heart of our thinking about children with autism, or with pervasive developmental disorders. Subjectivity in our context is the primary identification structure that appears to us all as a starting point matrix or mould from which subjectivation is the path that takes on specific constructions in terms of relationships, and symbolic enrolling, both imaginary and real in relation to the world, a path bordered by the subjective starting matrix. Autism is seen today as a disorder that affects a person in three precise areas: abnormalities in spoken and written communication, social interactions, and personal interests that are restricted and often repetitive. When working with children with difficulties we generally separate the therapy—the crucible from which springs a subject—from educational and school learning. Looking beyond the pros and cons, this thesis—primarily anchored in clinical psychopathology—proposes to draw up a rather special approach, using the mediation of school learning, an access route enabling mutistic autistic children to be contacted and thus develop a system of relationships and communication. We decided to turn the proposals around, i.e. we opted to enter first into communication via symbolic mediation (as a common code) consisting of academic learning. In a setting where space-time is well charted, and where activity rituals are swiftly identified by the children—and often just as swiftly appropriated—constant though structurally rigid subjectivity can be expressed and even subjectivation may be built relative to the Other, or others. In actual fact many autistic children cannot benefit from the adapted teaching. Because autistic children dominate more by their singular features than through the common basis of their symptoms, because they have more desire to communicate and learn than to hold on to their problems, no educational method, strictly speaking, can truly respond to the development of their subjectivity. On the other hand, specific teaching programmes can be set up for them.

Nous présentons deux contributions majeures : 1) une combinaison de plusieurs descripteurs d’images pour la classification à grande échelle, 2) des algorithmes parallèles de SVM pour la classification d’images à grande échelle. Nous proposons aussi un algorithme incrémental et parallèle de classification lorsque les données ne peuvent plus tenir en mémoire vive. / We have proposed a novel method of combination multiple of different features for image classification. For large scale learning classifiers, we have developed the parallel versions of both state-of-the-art linear and nonlinear SVMs. We have also proposed a novel algorithm to extend stochastic gradient descent SVM for large scale learning. A class of large scale incremental SVM classifiers has been developed in order to perform classification tasks on large datasets with very large number of classes and training data can not fit into memory.

本論文主要研究以類神經網路模式預測季節性時間序列之有效性。利用適 當地建構樣本訓練集,網路經訓練後可作為季節性時間序列之預測工具。 文中亦提出移動學習法以期提高預測之準確度。並以台灣地區每季進口商 品與勞務總值則作為實證之研究。此季節性時間序列因受離群值之影響而 增加其預測困難度。實證結果顯示類神經網路模式之預測表現較傳統之統 計方法優異,即使此序列受到離群值之干擾。 / We investigate the effectiveness of neural networks for predicting the future behavior of seasonal time series. Utilizing the training set constructed properly, we can train the network who can be used to predict the future of seasonal time series. A shifting-learning method is also employed in order to obtained a better forecasting performance. The quarterly imports of goods and services of Taiwan between the first quarter of 1968 and the fourth quarter of 1990 are studied in the research. The series are contaminated with outliers, which will increase the difficulty of forecasting. Empirical results exhibit that neural networks model free approach have better prediction performance than the classical Box-Jenkins approach, even the series are contaminated with outliers.

This thesis explores the influence music has on learning a foreign language. The purpose of the thesis is to find out if rhythm and music encourage students to learn French grammar, and more precisely how to conjugate verbs. We have created a rap-style learning technique to assist in conjugating the verbs “être” (to be) and “avoir” (to have). We then taught two different lessons to each grammar in this context: one with the “rap-method” and one without rhythm, which is a more classic approach. The students, who are all beginners of the French language, come from a school in the south of Sweden. After the two lessons we conducted a comparative study where we asked the students which lesson was the best. To support our study, we present theories based upon the connection between language learning and music. The two theories are: L’Apport de la musique dans l’apprentissage d’une langue étrangère (2012) written by Camille Jedrzejak and Sensibiliser les enfants à une langue étrangère par le biais d’une activité musicale (2008) by Pamula Malgorzata. The study showed that music has a value in foreign language learning and that students learned better the materiel during the “rap-method” than during the other, more classical method. Grammar lessons are often considered as boring and the students don’t like them. Changing them into a more playful method could get them more interested to learn. The theories in action reap positive results and could be used more in language-learning than they currently are. It turned out that the “rap-method” is a good method to learn grammar.

This study was carried out to investigate the effect of introducing animated computer instructional aid (ACIA) in the learning of fluid mechanics. It was also intended as a means to evaluate the Constructionist Computer-Animated Instructional Model of Learning (CCAIML), which was developed and proposed for learning fluid mechanics. CCAIML includes the use of ACIA as a learning aid. Three theories underpins CCAIML learning model: the Constructionist learning theory, Media-Affects-learning hypothesis and Multiple representation principle. The study participants were the intact classes of first-time fluid mechanics’ students in Mechanical Engineering in four South African universities, who offer Bachelor of Engineering degrees in Mechanical Engineering. The study followed a mixed method approach: involving a static group design and a descriptive survey design. The control groups were the two consecutive, immediately preceding intact groups, who were taught fluid mechanics through the traditional lecturing method. The intervention groups were the non-randomized mechanical engineering students, who were taught by the same lecturer, who taught the control groups the same course material through a traditional approach, but taught the intervention group using the CCAIML learning approach. The findings of the study showed that: - ACIA facilitated the learning of the fluid mechanics module taught during the intervention, in CCAIML learning environment; - ACIA aroused the study participants’ interest in the learning of fluid mechanics module taught during the intervention; - The study participants understood the fluid mechanics module taught during the intervention better, in CCAIML learning environment, and were able to demonstrate this in the post intervention examination; - CCAIML learning approach encouraged classroom interaction, group and individual knowledge construction, practical demonstration of understanding of concepts and consequently improved classroom dynamics; - The majority of the study participants achieved higher scores in the fluid module taught during the intervention at the post intervention examination, by using CCAIML learning approach compared to the traditional approach; - No relationship was established between the level of study participants’ interest in the software used to aid learning ACIA and the study participants’ post-intervention achievement; and - Where the language medium of the instructional aid was different to that of the classroom medium of instruction, the learners’ achievement was affected. / Mathematical Sciences / Ph.D. (Mathematics, Science and Technology Education)

Human-robot collaboration (HRC) occurs when people and robots work together in a shared environment. Current robots often use rigid programs unsuitable for HRC. Multimodal robot programming offers an easier way to control robots using inputs like voice and gestures. In this scenario, human commands from different sensors trigger the robot’s actions. However, this data-driven approach has challenges: accurately understanding power dynamics, integrating inputs, and precisely controlling the robot. To address this, we introduce EEG signals to improve robot control, requiring reliable signal processing, feature extraction, and accurate classification using machine learning and deep learning. Existing deep learning models struggle to balance accuracy and efficiency. This thesis focuses on whether dilated convolutional neural networks can improve accuracy and reduce training and reaction times compared to the baseline. After using the Morlet wavelet for EEG feature extraction, in the thesis, an existing convolutional neural network as a benchmark is employed and uses the dilated convolution algorithm for comparison. Accuracy, precision, recall, and time are used to assess the comparison algorithm’s performance. The conclusion is that the dilated convolutional neural network performs better than the baseline in accuracy and time parameters. / Samarbete mellan människa och robot (HRC) inträffar när människor och robotar arbetar tillsammans i en delad miljö. Nuvarande robotar använder ofta rigida program som inte är lämpliga för HRC. Multimodal robotprogrammering erbjuder ett enklare sätt att styra robotar med hjälp av röst och gester. I detta scenario utlöser mänskliga kommandon från olika sensorer robotens handlingar. Dock har denna datadrivna ansats utmaningar: att noggrant förstå kraftdynamik, integrera inmatning och exakt styra roboten. För att hantera detta introducerar vi EEG-signaler för att förbättra robotstyrningen, vilket kräver pålitlig signalbehandling, funktionsextraktion och noggrann klassificering med maskininlärning och djupinlärning. Nuvarande djupinlärningsmodeller har svårt att balansera noggrannhet och effektivitet. Den här artikeln fokuserar på om dilaterade konvolutionella neurala nätverk kan förbättra noggrannheten och minska träningstider och reaktionstider jämfört med baslinjen. Efter att ha använt Morlet-våg för EEG-funktionsutvinning använder artikeln en befintlig konvolutionell neural modell som referens och jämför med dilaterad konvolution för att bedöma prestandan. Noggrannhet, precision, recall och tidsparametrar bedömer jämförelsealgoritmens prestanda. Slutsatsen är att det dilaterade konvolutionella neurala nätverket presterar bättre än baslinjen vad gäller noggrannhet och tidsparametrar.