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An Investigation of Traditionally-Aged College Students' Perceptions of the Community of InquiryVignare, Karen Kraus 01 January 2012 (has links)
Online learning courses are taken by nearly 31% of college students (Allen & Seaman, 2011). The majority of those enrolled in online learning are graduate and non-traditional undergraduate students. Survey data from multiple sources show a growing number of traditional students enrolling in online courses or online only universities. There is a lack of information about younger college students enrolling in online courses and those attending online only institutions. Without more research on the perceptions of this population, it is difficult to design an effective online learning environment. The Community of Inquiry (CoI) framework has been used as a process model that defines, describes and measures the tasks supporting online learning. The core elements are the three overlapping presences of teaching, social and cognitive and the interrelationships among those presences. Through more than a decade of work on the framework, a methodology and survey instrument emerged for studying the potential and effectiveness of online learning. Will younger college students enrolling today perceive the CoI framework and the presences from the model, the same way that non-traditional students have in the last decade?
Most CoI studies sample non-traditional adults aged 25 and older. American Public University System (APUS) is a for-profit online only institution which publishes research studies that contribute to the growing number of CoI studies available. In the last four years APUS has provided large samples to validate the CoI model and investigate how CoI relates to retention and course design. The limited purpose of the research is to determine whether the CoI framework and its current results, is applicable to a select group of traditional students aged 21 and under who enroll in only online courses APUS.
Through an exploratory study using statistical tests including a factorial analysis, the first sample population (n=2,019) consisted of students', 21 and under, responses to the CoI questionnaire and the second sample (n=125,039) was the responses of students older than 21. The samples were compared to determine if there was any significant difference between the perceptions of non-traditional and younger college students on the CoI model. Results indicated that the comparative means of the two populations are highly correlated at .924 but the p value is .000 at the 95% confidence interval. The two populations are different. A factor analysis showed that both samples perceived a three factor solution. The total variance explained was very similar for both samples. For the students who were 21 and under, the three factors accounted for 77.16% of the total and for the older students, three factors accounted for 74.17% of the total. The factor analysis results from the younger students also show that each item from the questionnaire is associated with the appropriate factor. The factor analysis results correspond to previous validated research conducted on the CoI model.
The results continue to support the validity of the CoI model, but the differences in the populations are significant. The significance tests are useful but may not be as meaningful as the factor analysis due to the size of the samples. This research adds to the body of knowledge on the CoI model, a dominant theory that describes what learners perceive in an online environment. The results inform the understanding of the CoI model as it applies to younger college learners' perceptions of an effective online learning environment.
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The Knowledge Creation Process in High Reliability Organizations : A case study on intra-team learning at the Lambohov Fire StationBesslich, Valerie, Zalizniuk, Ekaterina January 2019 (has links)
Each organization has its specifics that affect the way knowledge is created and transferred. The existing literature in the field of knowledge creation, studies contemporary organizations and currently does not consider special cases such as high reliability organizations. Therefore, the aim of this thesis is to complement the existing knowledge creation model by describing the knowledge creation process for high reliability organizations using the case study of the Lambohov Fire Station. A qualitative case study was conducted and carried out with the help of Lambohov Fire Station through non-participant observations and semi- structured interviews with one of the fire brigades. Our research has revealed that the learning processes in HROs differs from the existing theoretical framework. According to the literature, knowledge is created through conversion of tacit and explicit knowledge, while at the fire station the conversion involves tacit and implicit types of knowledge.
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Ta lektioner och öva : En självstudie i hur man lär sig spela saxofon / Take lessons and practice : A self-study on how to play the saxophoneMatslova, Wiktor January 2019 (has links)
Syftet med arbetet är att hjälpa lärare och elever att bättre förstå hur man lär sig spela ett nytt instrument. Med hjälp av videodokumenterade tillfällen och loggboksanteckningar granskas lärandet under tio veckor där målet är att bemästra saxofon så bra som möjligt. Studien grundar sig i ett designteoretiskt perspektiv med fokus på olika semiotiska resurser samt hur dessa påverkar lärandet. Lärandet sker i två kategorier där den ena är egen övning och den andra är lärarledda lektioner. Dessa två jämförs därefter mot varandra för att se på likheter och skillnader samt hur de påverkar inlärningen. / This study is conducted on the basis of improving students and teachers understanding of how to play a new instrument. And is done with the help of notes and video recorded practice sessions. The instrument is saxophone and the practice period are ten weeks. Design theory is the theoretical perspective of choice and a focus is set on how different semiotic resources affect learning. The project is structured around lessons with a teacher and self-practice, with the hopes of comparing the different processes against each other.
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"Estetisk lärprocess är ju allt" : En kvalitativ studie om förskollärares uppfattningar av musik och estetiska lärprocesser i förskolan. / "Aesthetic learning process is everything" : A qualitative study on preschool teachers´perception of music and aesthetic learning processes in preschool.Bryggegård, Marie January 2019 (has links)
The purpose of this study is to contribute with knowledge of preschool teachers’ perceptions of music and aesthetic learning processes in relation to the Swedish National Agency for Education’s reformulation of the preschool curriculum 2018. By using a phenomenographic methodology and qualitative interviews, the study has been conducted with six preschool teachers from different preschools in one municipality where the ambition has been to get a variety of different perceptions. The result of the study shows that the preschool teachers’ perceptions of giving the children the conditions in music that are given in the curriculum, vary widely. A preschool teacher describes how the music gets an embodied or emotionally intrinsic value. In the case of aesthetic learning processes in teaching, preschool teachers proved to have good perception of what aesthetic is, the perception of learning process was however varied. The preschool teachers considered in general that they lacked materiel to deepen the music education, some also considered that they needed additional knowledge in music and aesthetic learning processes. The reformulation of the aesthetic objective in Lpfö 18 showed that half of the preschool teachers considered it clearer and that it is placing a higher demand on them, while the others experienced the rewording as less demanding. The result of the study shows that the Swedish National Agency for Education’s formulation can be interpreted in different ways. One conclusion from the study is that the Nation Agency for Education has not been sufficiently clear about the reformulation of music and learning processes in Lpfö 18. Another conclusion is that the preschool teachers who have some form of musical education have a greater understanding and awareness of what the music does with the child. Also, how preschool teachers can teach by using different didactical forms of music for learning and how children can experience the music’s own magic world. / Syftet med studien är att bidra med kunskap om förskollärares uppfattningar av musik och estetiska lärprocesser i förhållande till Skolverkets omformulering av förskolans läroplan 2018. Genom att använda en fenomenografisk metodansats och kvalitativa intervjuer har studien genomförts med ett urval av sex förskollärare från olika förskolor i en kommun, där strävan har varit att få en variation av olika uppfattningar. Resultatet av undersökningen visar att förskollärarnas uppfattningar av att ge barnen de förutsättningar i musik som läroplanen lyfter, varierar mycket. En förskollärare beskriver hur musiken får ett förkroppsligat eller känslomässigt intrinsikalt värde. I fråga om estetiska lärprocesser i undervisningen visade sig förskollärarna ha goda uppfattningar om vad estetik är, uppfattningen av lärprocess var dock splittrad. Förskollärarna ansåg överlag att de saknade materiel för att fördjupa musikundervisningen, några ansåg även att de var i behov av kunskapsutveckling inom musik och estetiska lärprocesser. Omformuleringen gällande det estetiska målet i Lpfö 18 visade att hälften av förskollärarna ansåg att det blev tydligare och ställer ett högre krav på dem, medan de andra upplevde omformuleringen som mindre kravfull. Resultatet visar därmed att Skolverkets formulering kan tolkas på olika sätt. En slutsats från studien är att Skolverket inte varit tillräckligt tydliga med omformuleringen av musik och estetiska lärprocesser i Lpfö 18. En annan slutsats är att de förskollärare som har någon form av musikalisk utbildning har en större förståelse och medvetenhet av vad musiken gör med barnet. Även hur förskollärare kan undervisa didaktiskt i musikens olika lärandeformer och hur barnen kan få uppleva musikens egna magiska värld.
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O estudo dirigido como estratégia de ensino na educação profissional em enfermagem\". / Directed study as a teaching strategy applied in nursing education.Okane, Eliana Suemi Handa 17 June 2004 (has links)
Este estudo é uma pesquisa do tipo exploratório-descritiva que objetivou identificar como os alunos de um Curso Técnico de Enfermagem de uma Escola de Educação Profissional na cidade de São Paulo avaliam a estratégia de ensino estudo dirigido aplicada na Disciplina Saúde do Adulto. A população constituiu-se de 17 alunos e a amostragem 14, com formação básica profissional de auxiliar de enfermagem que concluíram o Curso de Habilitação Profissional de Técnico de Enfermagem. O instrumento de coleta de dados utilizado foi um questionário, contendo 11 questões, aplicado em um único momento, após autorização do Comitê de Ética da mantenedora da Escola e da diretoria da Instituição, os preceitos éticos que envolvem os sujeitos participantes foram seguidos.A metodologia para análise dos resultados ocorreu de acordo com a natureza das questões, quantificados em porcentuais simples e as demais analisadas pelo conteúdo de acordo com a proposta de Bardin (1977). Os resultados foram apresentados em quadros, tabelas e gráficos. A análise dos resultados foi realizada à luz do referencial de Freire (2000). Os alunos conceituaram como boa (86,0%) e excelente (14,0%) a estratégia utilizada, e foram identificadas 83 (100%) unidades semânticas na análise das respostas que justificaram os conceitos, sendo categorizados em: Vantagens, 44 (53,0%); Não Legal", 13 (16,0%); Dificuldades, 6 (7,0%); Sentimentos, 10 (12,0%) e Sugestões, 10 (12,0%). Os sujeitos aferiram notas de 1 a 4 em nível crescente de aceitação aos propósitos didático-pedagógicos, conferidos ao estudo dirigido inspirado em Nérici (1992), os proósitos didático-pedagógicos receberam maiores notas que permitem o desenvolvimento de temas de interesse do aluno; estimulam o prazer para estudar e incentivam o aluno a ser o sujeito de seu aprendizado. Considerando que o estudo dirigido foi usado dentro de uma pedagogia interacionista, dialética, materialista e progressista, concluiu-se que os alunos justificaram o conceito atribuído ao estudo dirigido de forma competente e responsável, contribuindo para a melhoria dos resultados do processo ensino-aprendizado em sala de aula, trazendo importantes reflexões docentes para o desenvolvimento de habilidades e competências no uso do estudo dirigido. / This is a descriptive exploratory study that aimed to identify how students attending a practical nurse course at a vocational school in the city of São Paulo evaluate the teaching strategy of direct study applied to the course Health of Adults. The population was comprised by seventeen students and the sample by fourteen of them. Students had a basic professional training as nursing assistants, and had finished the practical nurse course by the time the evaluation of direct study was carried out. A questionnaire with twelve questions was used as the tool to collect data. It was applied once after the authorization of the Ethics Committee of the entity that supports the school and the school management team. Ethical concepts with regards to the subjects were followed. Different methodology was applied to study the results based on the type of questions: quantified in simple percentages or content analysis, according to what was proposed by Laurence Bardin (1977). Results are presented in charts, tables and graphs. Result analysis was performed according to Freire (2000). Students rated the strategy used as good (86%) and excellent (14%). Eighty-three (100%) semantic units were identified to examine the answers that justified the rates. The units were separated in cathegories: advantages, 44 (53%); not nice", 13 (16%); difficulties, 6 (7%); feelings, 10 (12%), and suggestions, 10 (12%). Subjects graded the didatic educational proposals from 1 to 4, in crescent order of acceptance regarding directed study as proposed by Nérici (1992); the educational proposals that received higher rates were those that allowed the development of issues that interest the student, that increases the pleasure in studying, and that encourage the student to be the subject of his learning process. Considering that directed study was used in a progressive materialist dialectical interactive educational style, we conclude that the students justify the concept given to directed study in a competent and responsible manner, contributing to the improvement of results of learning-teaching process in the classroom, and raising important thoughts on teacher regarding development of skills and competences to use directed study.
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O auto religioso vicentino em diálogo com a pintura / Gil Vicente\'s religious plays in dialogue with paintingGuimarães, Alexandre Huady Torres 21 December 2007 (has links)
O teatro de Gil Vicente traz em si características de um momento de transição portuguesa, assim é marcado por traços que indicam desde elementos medievais até elementos renascentistas. Dentre estes traços um elemento surge, a religiosidade em sua vertente católica que foi dominante para a cultura européia deste período, com mais ênfase na Península Ibérica. A arte, seja ela literária, pictórica, musical, arquitetônica, dentre outras manifestações, serviu, a esta época, em muitas ocasiões, como suporte de um processo didático-catequético. Os três autos vicentinos selecionados, Auto de Mofina Mendes, Auto da Alma e Auto da Barca do Inferno, que destacam o nascimento, o correr da vida e a morte, caracterizam-se, entre outras funções e possibilidades de leitura, como veículos deste processo de ensino aprendizagem religiosa, conseqüentemente, os mesmos são analisados com o intuito de se estabelecer o diálogo com outra linguagem que também exerceu esta função, a pintura, em suas manifestações medievais, renascentistas, barrocas e flamencas. É importante destacar que este processo de análise se vale de uma metodologia mista calcada em pressupostos teóricos advindos de estudos de Bakthin, de Kristeva, da Literatura Comparada e da Gestalt, uma vez que ainda não há um suporte teórico que se ocupe particularmente deste exercício. / Gil Vicente\'s theater brings in itself features of a moment of transition in the Portuguese literature, so it is marked by traces that indicate elements from medieval unti Renaissance elements. Almong these traits, an element arises, the Catholic religion in its side that has been dominant for the European culture of this period, with more emphasis on the Peninsula Iberica.The art, be it literary, pictural, musical, architectural, among other manifestations, served, at that time, on many occasions, as a support to the teaching process-catequetico. The three selected \"autos vicentinos\", Auto de Mofina Mendes, Auto da Alma and Auto da Barca do Inferno, which highlight the birth, the running of the life and death, are caracterized among other functions and possibilities for reading, as vehicles of this process of teaching religious learning. Therefore, they are reviewed in order to establish a dialogue with another language that also exercises this function, the painting, in its medieval, Renaissance, Baroque and flamenco manifestations. It is important to note that this process of analysis uses a mixed methodology based on theoretical assumptions arising from the studies of Bahktin, Kristeva, Comparative Literature and Gestault, since there isn\'t a theoretical support that studies this particular subject.
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Proposta didático-pedagógica para a disciplina Administração dos Serviços de Enfermagem Hospitalar: Desenvolvimento e Implementação da Metodologia WebQuest / Didactic-pedagogic proposal for the course Administration of Hospital Nursing Services: development and implementation of WebQuest methodologyPereira, Marta Cristiane Alves 05 August 2009 (has links)
As reflexões sobre a realidade atual e as possibilidades futuras não permitem ignorar as influências das novas tecnologias no processo ensino-aprendizagem. O processo de aprender, mediado pelas tecnologias da informação e da comunicação, assume enorme importância no contexto atual. Este estudo é uma pesquisa exploratório-descritiva, com objetivos de desenvolver e implementar um ambiente virtual de aprendizagem (AVA), na temática Gerenciamento de Recursos Materiais em Enfermagem, utilizando-se a metodologia WebQuest. O estudo foi realizado, no segundo semestre de 2008, com 23 alunos do oitavo semestre do curso de graduação em Enfermagem, em três etapas: planejamento, desenvolvimento e implementação. A etapa 1 consistiu no aspecto pedagógico de elaboração e definição do conteúdo, de acordo com os passos propostos pela metodologia WebQuest. A etapa 2 envolveu a organização do conteúdo, inclusão de imagens e conclusão do acabamento da WebQuest. A etapa 3 correspondeu à disponibilização da WebQuest na plataforma educacional da instituição de ensino e sua implementação pelos alunos, por meio do acesso às ferramentas da internet. Os resultados confirmaram a importância das tecnologias da informática e informação como instrumento para uma prática docente mediadora na integração entre conhecimentos válidos e a realidade complexa e dinâmica dos serviços de saúde, tendo em vista sua transformação para o alcance da qualidade da assistência de enfermagem. Da mesma forma, foi reconhecido o valor da avaliação descritiva pelos alunos, como estímulo à manifestação livre de opiniões, associada à atribuição de critérios numéricos, ao longo de todo o processo de aprendizagem. As conclusões dos alunos evidenciaram o reconhecimento da função gerencial do enfermeiro, na aplicação das etapas de tomada de decisão e planejamento, especificamente em relação aos recursos materiais que viabilizam o trabalho da equipe de enfermagem e o alcance da qualidade almejada. As manifestações dos alunos permitiram compreender que a dedicação de um tempo maior para o desenvolvimento da proposta assim como as possibilidades de aperfeiçoamento das ferramentas de navegação devem ser consideradas, enquanto aspectos relevantes na busca de avanços que favoreçam a adequação contínua dos processos de aprendizagem. A avaliação desta proposta, pelos alunos, como favorável para a aproximação à realidade do trabalho dos enfermeiros bem como a manifestação de satisfação pelo seu cumprimento com sucesso, enquanto contribuição para a formação acadêmica e adequação ao mercado de trabalho, permitiram considerar a metodologia WebQuest como válida e inovadora para o processo de ensino-aprendizagem, na temática Gerenciamento de Recursos Materiais em Enfermagem. / Reflections on current reality and future possibilities do not permit to ignore the influence of new technology in the teaching-learning process. The learning process mediated by technology of information and communication has considerable importance in the current context. This exploratory-descriptive study aimed to develop and implement a virtual learning environment (AVA) on the theme Management of Material Resources in Nursing using the WebQuest methodology. The study was carried out with 23 students at the eighth semester of the Nursing undergraduate program in the second semester of 2008 in three stages: planning, development and implementation. Stage 1 consisted of its pedagogical aspect, that is, elaboration and definition of content according to the WebQuest methodology. Stage 2 involved the organization of content, inclusion of images and completion of WebQuest. Stage 3 corresponded to the availability of the WebQuest in the institutions educational website and its implementation by students through access to Internet tools. Results confirm the importance of information technology and information as instrument for a mediator teaching practice in the integration of valid knowledge and the complex and dynamic reality of health services with a view to transform it so to achieve quality in nursing care. The value of students descriptive evaluation was also acknowledged as a stimulus to free speech associated to the attribution of numerical criteria along the whole learning process. Students conclusions evidenced the acknowledgment of nurses managerial function in the application of decision-making stages and planning, specifically in relation to material resources that make possible the work of the nursing team and the achievement of desired quality. Students expressions permitted to understand that devotion of more time to the development of this proposal as well as possibilities of improvement of navigation tools should be taken into account, considering them relevant aspects in the search of advancements that favor ongoing adaptation of learning processes. Students evaluated this proposal as favorable to approximate the reality of nurses work and also expressed satisfaction for having successfully completed it. In their view it contributes to academic education and suitability for the job market. Hence, the methodology WebQuest was considered valid and innovating for the teaching-learning process on the theme Management of Material Resources in Nursing.
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Redação no vestibular: a língua cindida / Essay writing in College Entrance exams: the schismatized languageCastaldo, Márcia Martins 24 March 2009 (has links)
Ao término da Educação Básica, espera-se que um indivíduo esteja habilitado a redigir adequadamente em qualquer situação, que saiba interagir com a palavra para a produção escrita nos diversos gêneros textuais em circulação. Embora tais expectativas se realizem em alguns casos, em geral, a realidade vivenciada é diversa: mesmo após completarem os ensinos Fundamental e Médio, muitos sujeitos elaboram textos repletos de desvios, marcas que expõem as muitas dificuldades com a produção escrita, as quais revelam uma língua cindida entre um saber-dizer e um dever-dizer. Questionamentos sobre o que leva a essa cisão motivaram esta pesquisa. Considerando-se a perspectiva sócio-histórica, os conceitos bakhtinianos de gênero, dialogismo e polifonia, bem como preceitos da Lingüísitca Textual, o trabalho consistiu na análise de elementos composicionais da redação dissertativa de vestibular, gênero que desafia estudantes interessados em ingressar no Ensino Superior. Mais especificamente, foram analisados: (a) a norma lingüística, (b) os índices de pessoalidade e (c) a macroarticulação em uma amostra de 374 redações (1% do total) produzidas por candidatos inscritos no Vestibular-2007 promovido pela FUVEST (Fundação Universitária para o Vestibular) São Paulo, Brasil. Foram analisadas, também, algumas relações entre o perfil sócio-histórico dos candidatos e os perfis de escrita verificados nos textos. Depreendeu-se, das observações realizadas, que a excessiva preocupação com o outro, com o molde e com a demonstração do saber-fazer interfere no movimento de exteriorização do discurso: em vez de tentar levar ao texto seu universo e sua idéia, o estudante se propõe à tarefa de levar, para o papel, mundo e idéias presumidos do interlocutor e da interlocução, vivencia um confronto - e não uma negociação - entre um saber-dizer que se esvaece diante de um dever-dizer e cinde a língua. As observações realizadas revelaram, ainda uma escolarização que, no âmbito de sua atuação, parece não promover satisfatoriamente condições para o desenvolvimento de estratégias para o diálogo entre os saberes, parece não promover satisfatoriamente a possibilidade de escrever com autonomia. / After concluding high school, students are expected to be able to write proficiently in any situation. They are supposed to interact with words in order to produce texts in the diverse genres currently circulating. Although some of these expectations are sometimes met, in general, the reality is different. Even after having fulfilled the academic requirements of high school, many students produce texts with several deviations, which signal difficulties with writing. This also reveals a schism between knowing-how-to-say-it and should-say. Questioning the reasons for this schism was the starting point for research. Based on sociohistorical patterns, bakhtinian concepts for genres of discourse, dialogism, and polyphony, as well as the Textual Linguistics precepts, this work consisted in analyzing the elements found in the Writing Essays from students participating in Standardized College Entrance Exams for the public universities in the state of São Paulo, Brazil. This is a genre of text which challenges students who want to enter into a college career. Specifically, the topics analyzed were: (a) proficiency in standard Portuguese , (b) personal input and (c) macroarticulation in a sample of 374 essays (1% of the total) from the entrance exam that was ministered through FUVEST (Foundation for College Entrance Exams), São Paulo, Brazil, from the year 2007. The analysis included also the relationship between the candidates socio-historic profile and the writing patterns found in their work. Through this analysis I could detect an exaggerated concern with the other one, with following a model, and with a concern in demonstrating the knowing-how-to-say-it. These concerns interfere with the movement of the discourse exteriorization: instead of putting in the text their own world view and their own ideas, students try to present a perspective that agrees with a presumed readers world view and ideas foreign to themselves: a confrontation and not an exchange between the knowhow- to-say-it and the should-say that schisms the language. My observations revealed also a schooling process that does not seem to promote satisfactory conditions to develop strategies that foster the dialogue among the diverse facets of knowledge, and does not promote the individuals self-reliance in their own writing.
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AVALIAÇÃO DE UM SOFTWARE PARA O ENSINO DE PESQUISA OPERACIONAL:UM ESTUDO DE CASO.Sousa, Elke Dias de 27 January 2014 (has links)
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Previous issue date: 2014-01-27 / The objective of this study is to evaluate the contributions that software, called
LOPT calculator (calculator for Linear Optimization), can offer when used as a support
tool for teachers and undergraduate students in solving problems of linear programming
(LP ) through simplex algorithm. To this end, we performed a study on the use of
computers in education, highlighting the importance of a given educational technology
in pedagogical mediation. The approach used was qualitative and quantitative. Initially,
the research development occurred with the application the software in a class of 11
students from Computer Engineering and Computer Science at PUC Goiás, considering
a pilot sample this first step for this research. Then we constructed a questionnaire to
evaluate the effectiveness software, which was the first result of this work. The
questionnaire was applied in two undergraduate classes, setting the master sample
consisted of 81 participants. The analyses and interpretation of data, through the
bootstrap technique, generated strong evidence that the use of software to solve linear
programming problems contributes significantly to the teaching and learning process of
this discipline. This was considered the second result. It is proposed, given the results
found, stimulate teachers and students interested in studying and solving LP problems to
the use of the new computer technology, the LOpt calculator, as a tool to support the
teaching and learning process in operational research. / O objetivo deste trabalho é avaliar as contribuições que o software, denominado
calculadora LOpt (calculadora para Otimização Linear), pode oferecer quando utilizado
como instrumento de apoio por professores e alunos de graduação, na resolução de
problemas de programação linear (PL) por meio do algoritmo simplex. Para tanto,
realizou-se um estudo sobre o uso da informática na educação, destacando a
importância de uma dada tecnologia educacional na mediação pedagógica. A
abordagem utilizada foi qualitativa e quantitativa. Inicialmente, o desenvolvimento da
pesquisa se deu com a aplicação do software numa turma de 11 alunos dos cursos de
Engenharia de Computação e Ciências da Computação da PUC Goiás, considerando
esta primeira etapa uma amostra piloto para a presente pesquisa. Em seguida, construiuse
um questionário objetivando avaliar a efetividade do software, sendo este o primeiro
resultado deste trabalho. O questionário foi aplicado em duas turmas de graduação,
definindo a amostra mestre constituída de 81 participantes. As análises e interpretações
dos dados, por meio da técnica bootstrap, geraram fortes evidências de que o uso do
software na resolução de problemas de programação linear contribui significativamente
no processo de ensino e aprendizagem dessa disciplina. Considerou-se este, o segundo
resultado. Propõe-se, face aos resultados encontrados, estimular professores e alunos
interessados no estudo e resolução de problemas de PL, ao uso dessa nova tecnologia
informática, a calculadora LOpt, como uma ferramenta de apoio ao processo de ensino e
aprendizagem de pesquisa operacional.
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Sentidos partilhados nas intera??es em sala de aula: miss?o, trabalho, tramas e dramas / Shared senses in interactions in the classroom: task, work, plot and dramasMachado, Elisana Marta 15 February 2008 (has links)
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Previous issue date: 2008-02-15 / This research consists about the meanings engendered in the interactions as to collaborate or not in the teach-learning process. Its locus is the classroom, understood as a place, which synthesize elements proceeding of other instances with different social backgrounds of each one in a permanent transit of the different directions of these same elements and its own educational scenery. The objective is to describe and analysis the interactions in the classroom, to understand the relationship between the interactions undertaking by the students and teachers and the teach-learning process, as well as to understand by which ways their own singular histories participate in the development and learning process of one another. The method undertaken inserts in the paradigm of the quality researched and constitutes in a narrative of the day by day scenes between two classes of elementary school, and started to be built based on observation and audio-recording. The analysis was elaborated through indicatory survey of the senses shared in the interactions, flowing grouping that we call nucleous of shared senses based on the theoretical focus of Gonz?lez Rey for the subjectivity study. This focus was based sustained for the interpretations elaborated during the analyze, flowing a plot which the teachers and students emerged as singular person and sharing senses. In the conclusion, we detached interpretable elements as having more of the shared senses in the two-empiric moments of the research, which led our understanding of the relation between the senses, development and learning. It is possible to say that the senses engendered in the interactions can be understood as more favored or not of the learning process and of the development to depend on by which way teachers and students insure as subjects. This manner seems to be intimacy attached to the possibilities of meaning and senses of these subjects and their ways of facing the obstacles that interpose in the different models of interaction: dealing with their students by their teachers, arbitrate by their duties; dealing with their duties by the students, arbitrate by their teachers; and dealing of the subjects with the others actors in the classroom. / Esta pesquisa versa sobre os sentidos engendrados nas intera??es como favorecedores ou n?o do processo ensino-aprendizagem. Seu locus ? a sala de aula, entendida como espa?o em que se sintetizam elementos de sentido e significa??o procedentes de outras inst?ncias das experi?ncias sociais de seus protagonistas, em um tr?nsito permanente de diferentes sentidos atuais dos sujeitos e dos pr?prios cen?rios educativos. Seu objetivo ? descrever e analisar as intera??es em sala de aula, entender a rela??o entre as intera??es empreendidas pelos alunos e professores e o processo de ensino-aprendizagem, bem como compreender de que forma as hist?rias singulares dos sujeitos participam de seu processo de desenvolvimento e aprendizagem. O m?todo utilizado insere-se no paradigma da pesquisa qualitativa, e constitui-se da narra??o de cenas do cotidiano de duas salas de aula do Ensino Fundamental, constru?das a partir de observa??es e grava??es em ?udio. A an?lise foi elaborada a partir do levantamento de indicadores dos sentidos partilhados nas intera??es, derivando agrupamentos que chamamos de n?cleos de sentidos partilhados, com base no enfoque te?rico de Gonz?lez Rey para o estudo da subjetividade. Tal enfoque constituiu-se enquanto sustenta??o para as interpreta??es formuladas ao longo da an?lise, que desvelou uma trama em que as singularidades de professores e alunos emergem imbricadas e partilham sentidos. Na conclus?o, s?o destacados elementos interpretados como mais significativos dos sentidos partilhados nos dois momentos emp?ricos da pesquisa, que conduziram ? nossa compreens?o da rela??o entre os sentidos, o desenvolvimento e aprendizagem. ? poss?vel dizer que os sentidos engendrados nas intera??es podem ser entendidos como mais favorecedores ou n?o da aprendizagem e do desenvolvimento a depender da maneira pela qual professores e alunos insurgem como sujeitos singulares. Tal maneira parece estar intimamente atrelada ?s possibilidades de significa??o desses sujeitos e ?s suas formas de enfrentamento dos obst?culos que se interp?em nas diferentes modalidades de intera??o lida das professoras com seus alunos, mediada pela tarefa; lida dos alunos com a tarefa, mediada pelas professoras; e lida dos sujeitos com os demais atores em sala de aula.
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