121 |
O uso de videoaulas para a aprendizagem de cinemáticaScheffer, Fabricio da Silva January 2014 (has links)
Nesse trabalho foi produzido um minicurso de Cinemática com ênfase em interpretação de gráficos. Foram elaboradas seis Videoaulas que abrangeram conceitos básicos da Cinemática tais como referencial, posição, deslocamento, velocidade e aceleração. Utilizou-se testes iniciais e finais de interpretação de gráficos da cinemática para verificar se houve ganho de aprendizagem por parte dos alunos após cursarem o minicurso. A aplicação desse material ocorreu em um site particular, mas pode ser adaptado a outros ambientes de ensino como o Moodle, por exemplo. Nessa aplicação, no site do minicurso de Cinemática, houve um questionário inicial no qual traçou-se um perfil dos participantes, um teste inicial sobre interpretação de gráficos, as seis Videoaulas, um teste final sobre interpretação de gráficos e um questionário final. As Videoaulas foram elaboradas à luz da teoria da aprendizagem significativa de David Ausubel e dos pressupostos pedagógicos e técnicos de Jack Koumi para a produção de vídeos didáticos. Ambos referenciais orientaram o processo de construção dos vídeos no que tange aos cuidados pedagógicos e técnicos de uma produção audiovisual voltada para o ensino. O resultado da aplicação mostrou-se favorável ao uso do minicurso de Cinemática, pois houve um ganho de 36% entre os testes inicial e final com o uso das Videoaulas. Entretanto, apenas uma parcela menor do total de inscritos no minicurso concluiu todas as atividades propostas. Os comentários finais do feedback mostraram que a maioria aprovou o minicurso e recomendaria aos seus colegas, mas ainda preferem aulas presenciais, pois podem sanar suas dúvidas diretamente com o professor. / In this work was produced a kinematics mini course focused on graphics interpretation. It was created six video lessons covering basics such as framework, position, velocity and acceleration. A private website was used as an application platform for the mini course. Initial and Final tests of understanding graphs in kinematics were applied to assess the learning gain achieved by the students after the teaching activities. A questionnaire, to establish the profile of the students, and a feedback questionnaire at the end of the mini course, to gather the students impressions about the video lessons, were also applied. The video lessons were construct based on the principles of the Ausubel’s meaningful learning theory and the recommendations of Koumi about technicalities of filming instructional videos. The group composed of the students that watched all the videos, and answered the initial and final tests (29 of 212 enrolled), obtained an average normalized gain of 0.36. The results of the feedback questionnaire point out for a high appreciation of the mini course by the students, however, they still prefer to meet the teacher in class for the lessons.
|
122 |
Lições do Rio Grande: “a boa pedagogia” nos discursos sobre a produção de um currículo para a educação física escolarSilva, Bruno de Oliveira e January 2014 (has links)
Submitted by Gilmar Barros (gilmargomesdebarros@gmail.com) on 2015-04-10T17:45:22Z
No. of bitstreams: 1
Dissertação - Bruno de Oliveira e Silva.pdf: 1624473 bytes, checksum: 85e1a81ea08b29d9d14599e7175ba671 (MD5) / Rejected by Vitor de Carvalho (vitor_carvalho_im@hotmail.com), reason: Citação incorreta (ver citações de dissertações já depositadas no RI como exemplo);
Nome dos autores no primeiro campo de preenchimento estão com letra maiúscula no início;
Faltam palavras-chave em inglês;
Falta resumo em inglês on 2015-04-29T19:10:19Z (GMT) / Submitted by Gilmar Barros (gilmargomesdebarros@gmail.com) on 2015-05-12T16:36:56Z
No. of bitstreams: 1
Dissertação - Bruno de Oliveira e Silva.pdf: 1624473 bytes, checksum: 85e1a81ea08b29d9d14599e7175ba671 (MD5) / Rejected by Vitor de Carvalho (vitor_carvalho_im@hotmail.com), reason: Sobrenome do autor e orientador não pode ser em caixa alta nos primeiros campos. on 2015-06-12T19:38:05Z (GMT) / Submitted by Gilmar Barros (gilmargomesdebarros@gmail.com) on 2015-06-15T15:30:28Z
No. of bitstreams: 1
Dissertação - Bruno de Oliveira e Silva.pdf: 1624473 bytes, checksum: 85e1a81ea08b29d9d14599e7175ba671 (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-06-22T12:33:59Z (GMT) No. of bitstreams: 1
Dissertação - Bruno de Oliveira e Silva.pdf: 1624473 bytes, checksum: 85e1a81ea08b29d9d14599e7175ba671 (MD5) / Made available in DSpace on 2015-06-22T12:33:59Z (GMT). No. of bitstreams: 1
Dissertação - Bruno de Oliveira e Silva.pdf: 1624473 bytes, checksum: 85e1a81ea08b29d9d14599e7175ba671 (MD5)
Previous issue date: 2014 / Este estudo se localiza na linha de Pesquisa Educação Científica: Implicações das
Práticas Científicas na Constituição dos Sujeito. E teve como objetivo descrever,
problematizar e investigar os artefatos pedagógicos colocados em operação na
produção do documento conhecido como ‘Lições do Rio Grande’, referencial
curricular para as escolas estaduais do Rio Grande do Sul, em especial o
componente curricular da Educação Física. O material foi produzido no âmbito da
Secretaria de Estado da Educação entre os anos de 2008 e 2009. A investigação
realizada apoiou-se nas teorizações pós-estruturalistas, utilizando termos analíticos
da análise cultural, com contribuições da história oral na construção de dados
empíricos (entrevistas). Dessa maneira, considero os Referenciais Curriculares do
RS um artefato pedagógico que emerge de objetos resultantes das relações de
poder-saber-sujeito, de ordem política, epistemológica, científica e pedagógica,
tornado visível no regime de verdade de uma determinada política curricular, que em
sua discursividade determina o conhecimento a ser desenvolvido/trabalhado no
ambiente escolar. As Lições do Rio Grande estimulam e pautam um conjunto de
técnicas de si e de denominação que objetivam organizar e administram a condução
de condutas do professorado e permite governar a conduta dos alunos. É possível
afirmar que o currículo por competências se associa a uma perspectiva de educação
sintonizada, sobretudo, com os processos de inserção social e de controle dos
conteúdos a serem ensinados e, por conseguinte, de controle do trabalho docente.
Ao produzir os referenciais, o Governo estadual busca educar e moralizar para o
exercício de uma certa cidadania, articulada com a formação de trabalhador
adaptado, conformado e flexível. Algumas críticas a esse material se apoiam nas
noções mais contemporâneas, avaliando que os referenciais não deixam espaço e
tempo pedagógico para aspectos sócio-históricos em termos de formação do
professorado, como a história pessoal, o contexto cultural e político de cada escola,
ou ainda as características, os anseios e os desejos dos alunos. O fascículo que
versa sobre a Educação Física deste documento é organizado a partir de
competências e habilidades, princípios e temas estruturadores, que perpassam o
tratamento crítico da cultura corporal do movimento. Tendo como base o Movimento
Renovador, a praxiologia motriz e a citada lógica por competências (também
dominante nas outras áreas), produz saberes que entendem a Educação Física
como a sistematização das práticas corporais, compreendendo-as como produções
culturais dinâmicas, diversificadas e contraditórias. O documento permite
problematizações que questionam a rigidez desses saberes, que dificulta a produção
de outros sentidos, significados e significantes, nas relações com os sujeitos. Por
fim, cabe sinalizar que a discursividade acerca dos saberes da Educação Física,
privilegiados nos referenciais curriculares, não partiu dos interesses, da história, do
ambiente ou da comunidade escolar em questão, mais, sim, da justificativa de que
esses saberes são hegemônicos na área há várias décadas. / This
thesis
is located in the
line
Education Scientific Research: Implications of
the
Scientific Practices in the Construction of Subject.
And
it
had the
objective to
describe, discuss and analyze the pedagogical artifacts
set in operation in the
production of the document known as ‘Lessons of Rio Grande’, the curricul
ar
reference for state schools
of Rio Grande do Sul
, especially the curricular component
of Physical Education. The material was produced under the State Department of
Education
between 2008 and 2009. The research was based on post
-
structuralist
theories, using analytical terms of cultural analysis, with contributions of oral history
in the construction of empirical data (interviews).
Thus, we consider the Curricular
Reference of
RS a pedagogical artifact that emerges from the resulting objects of
relations of power
-
knowledge
-
subject
, from political, epistemological, scientific and
educational order, made visible in the regime of truth of the curriculum, which in its
discourse det
ermines the knowledge being developed/worked in the school
environment.
The Lessons of Rio Grande stimulate and guide a number of
techniques of self and of denomination that aim to organize and manage the
conduction of teacher’s conduct and allow
governing
students’ conduct.
It is possible
to argue that the competence
-
based curriculum is associated with a perspective of
education
particularly in tune with the processes of social
integration and control of
the content to be taught, and therefore control of t
eachers’ work. To produce the
reference, the state government seeks to educate and moralize for the exercise of a
certain kind of citizenship, articulated to the
training of a adapted, shaped and flexible
worker.
Some criticisms to this material are based
in the most contemporary notions,
assessing that the references leave no pedagogical space and time to social
-
historical aspects in terms of teacher training, such as personal history, cultural and
political context of each school
, or aspirations and
desires of students. The issue that
concerns the Physical Education in this document is organized based in
competences and skills, principles and structuring themes that pervade the critical
treatment
of body movement culture. Based on the Renewal Movement
, t
he motor
praxiology and the cited logic
of competences (also dominant in other areas),
produces knowledge that understands Physical Education as the systematization of
bodily practices, considering them as dynamic, diverse and contradictory cultural
pro
ductions.
The document allows discussions that question the rigidity of such
knowledge, with make difficult the production of other senses, meanings and
signifiers in the relationship with subjects.
Finally, we point that the discourse over
the knowledge o
f Physical Education, privileged in the curricular references
, did not
started from the interests, history, environment or the school community in question,
but rather from the justification that this knowledge is hegemonic in the area for
several decades.
|
123 |
Storytelling as a Teaching Method in ESL ClassroomsYang, Jie January 2011 (has links)
Until now, a lot of work has been done to explore methods for teaching English as a Second Language (ESL). Considering the nature of human beings as storytellers, teachers can use storytelling as a teaching method in English classrooms. The aim with this study is to discuss the storytelling teaching method adopted in ESL Classroom. The study is based on class observations on three Internet lessons, namely lessons of English vocabulary, grammar and spoken English. Videos on the Internet are wacthed and the narrative parts in these lessons are recorded. Previous studies related to this subject is on narration in the field of rhetoric and on methods for second language teaching and learning. Some earlier studies concern about children’s education and military training. The main focus of present study is to analyze stories told by the teacher in the three classes—what they consist of, what effects they would achieve, and how many types of stories are used. In a classroom setting, the teacher is the narrator, students are the audience. Five types of stories are used: stories that are made up by the teacher, cultural backgrounds, stories told with physical responses, personal experiences and everyday life experiences. Anyway, narration is helpful in making the teacher and students closer. Hopefully with the help of present study on the selected lessons, one can find out how teachers use narration in general classroom settings.
|
124 |
Kung Fu a jeho zařazení do výuky úpolů ve školní tělesné výchově / Kung Fu and its inclusion in Combatives Instruction in Physical EducationKrbcová, Pavlína January 2015 (has links)
The goal of this thesis is to analyse kung fu from the pespective of teaching Combatives in Physicial Education courses, suggest model exercises with the help of the consultants named in the theoretical part and create model lessons that teachers may use in their Physical Education courses. The teoretical part focuses on history, taxonomy and teaching of Combatives in Physical Education courses. In addition, in describes history, characteristics and taxonomy of kung fu. The experimental part suggest model exercises with pictures and characteristics of model lessons. It also analyses questionnaires collected from students and teachers and summarises the results in tables. Questiaonnaires investigation attended 257 stunednts from second grade of elementary shool in centralbohemie region and 6 their teachers of Physical Education courses. Model classes and questionnaires for students ann teachers are included in attchments. From research part ensues these facts: In Physical Education courses meets with downfall technique 28% of requested students,with martial arts teaching 42,4% and with self-defence teaching 55.6% respondents. 72% requested students has interest to add kung fu to Physical Education courses. More than half of requested students (57,6%) founds teaching of Combatives usefull in common...
|
125 |
Mikrobiologické exkurze / Microbiological excursionsZáhořová, Karolína January 2017 (has links)
This thesis work is aimed at the meaning of excursion in teaching biology at secondary vocational school for thematic complex of microbiology. The topic of microbiology is not attractive for students of secondary vocational school and it is very important to find out what the impact of the excursion will be on the knowledge of students who will participate on the excursion Part of this work is evaluation of excursion as an alternative method of teaching and its overall importance in the teaching of biology. Diploma thesis work brings an overview how the individual stages of the excursion should theoretically look like. It provides list of institutions and factories which may be asked for microbiology excursion in practice. Next part includes completely described excursion in brewery U Fleků including preparation realization and evaluation. Excursion was taken by two classes of different fields with identical pre concept of their studies. Part of the school phase of the excursion is testing students in the form of pre test with the knowledge of microbiology theme, particularly beer production and yeasting process. It is followed by excursion part of brewery and at the end comes diagnostic school part when the students will be again tested in the form of post test. At the end of this work there are...
|
126 |
Flygvapnets erfarenhetshantering : Hur lär sig vem vad?Jacobsson, Peter January 2016 (has links)
In the mid 60´s the Swedish Air Force started a disturbance reporting program to improve the flight safety. The reason was the large number of fatal aircraft crashes; of which many was hard to explain due to the lack of relevant data. This reporting program is still running and flight safety is today a natural part of flight operations. High standards in flight safety will improve the operative effect. This type of lessons learned are vital but not enough. Lessons learned from a tactical and operative perspective is needed. In 2013 the Air Force implemented a lessons learned-program to evaluate the yearly Air Force-exercises. The purpose of this study is to describe and compare the two LL-processes from a theoretical perspective to show how they contribute to the common knowledge and complement each other. The result shows that the processes look similar as they both from a theoretical perspective can be called formal with both collecting and connecting parts. On local level the organization are similar with local representatives, namely the Lessons Learned-officer and the Flight Safety-officer who supports local and central commanders. In both cases, the disturbance-program and LL-program, the aim is to manage the observations locally as far as possible. The disparity between the two processes are mainly the HQ-organization, where the flight safety-organization is staffed and have clear instructions and mandates. When it comes to the LL-process the responsibility for the actions is not clear in the HQ. Furthermore, the deviation reports are managed in a IT-system with a database while LL are managed in an Excel-sheet. An obvious disparity is that the disturbance-program runs without an end-date, while the LL-program is more like a sub-project to the Air-Force exercise. A general conclusion is the need for a common nomenclature within the Armed Forces concerning the Lessons Learned-process.
|
127 |
My Personal Paso Doble: An Autoethnographic Performance “Starring” the Hidden Curriculum of Confidence Within International Latin DanceSportPasco-Pacheco, Crestina January 2015 (has links)
Using an autoethnographic methodology in tandem with a social constructivist lens, the purpose of this study is to critically inquire into the implicit lessons learned by competitive Latin dancers from their participation in the hidden curriculum of DanceSport culture. Additionally, this research looks to outline the intrapersonal and interpersonal development experienced by DanceSport dancers. Doing so, I focus on the voice of the dancers in the exploration of International DanceSport studios and competition floors as sites of informal and non-formal education, particularly in relation to the hidden curriculum of DanceSport.
My role as an autoethnographic researcher and participant in this study was to collect data through multimodal expression, as well as ongoing dialogue with participants. As researcher and participant, I completed the same hands-on task and interview questions as participants, and journaled to explore thoughts concerning my DanceSport experience. Information obtained from interview transcripts and journal entries has been organized, coded, and analyzed creating themes. A description and interpretation of the findings uncovers the unifying theme(s) of six narratives. Narrative inquiry reveals that the hidden curriculum of DanceSport is the awakening and development of dormant confidence as dancers acquire implicit lessons pertaining to the development of intra and interpersonal knowledge. A discussion exploring the unique ways this dissertation contributes to the DanceSport community and body of literature concludes this study. This is alongside an assessment as to the culture’s ability to meet current goals of formal education, and the potential Latin DanceSport has to be used as an educational tool in the development of student well-being.
|
128 |
Podnikatelský plán – zprostředkování kuchařských kurzů / Business plan – platform for home cooking lessonsMarková, Kristýna January 2015 (has links)
Business plan is an important document any start-up, who is standing in front of a decision of realisation a new business idea. The main goal of this master thesis is complex business plan and evaluation of profitability and attractively of CookForMe, a platform where can people contact yourself and order home cooking lessons by not professional chef on the Czech market. The thesis is divided into two sections, theoretical and practical. Theoretical part presents necessary information for the beginning entrepreneur and describes the structure of the business plan including Lean Canvas. Practical part is based on the theoretical part and contains business plan of CookForMe company, which contains necessary and well provided analysis of cooking lessons market and design a new web platform, which will be attractive.
|
129 |
Analysing the negotiation and implementation process of the Comprehensive Peace Agreement on the Sudan question : lessons learntSmuts, Melanie January 2012 (has links)
No abstract available. / Dissertation (LLM)--University of Pretoria, 2012. / gm2014 / Centre for Human Rights / unrestricted
|
130 |
Exploring the Private Music Studio: Problems Faced by Teachers in Attempting to Quantify the Success of Teaching Theory in Private Lessons through One Method as Opposed to AnotherMcKnight, Michael 08 1900 (has links)
I present strategies and methods for teaching fundamentals of music theory in the context of the private music studio through a variety of techniques and research. Beginning with a background in educational psychology, examples of behaviorist and cognitive teaching models are presented, and how each applies to teaching music is explained. Two detailed examples of actual lessons are presented, coupled with musical examples, to describe both the process and the concepts that can be presented. A qualitative experiment based upon the learning styles of three music students and the effect of different teaching styles when teaching the same concept is presented and discussed in detail.
|
Page generated in 0.5437 seconds