A presente pesquisa tem como base a formação continuada de professores do Ensino Médio, que ministram as disciplinas pertencentes à área de Ciências da Natureza, tendo como objetivo aplicar uma metodologia didática que busca o desenvolvimento de habilidades dos alunos, denominada nessa pesquisa de \"Aula Operatória\", e analisar seu efeito na prática pedagógica de professores de Ciências da Natureza. Dessa forma, a partir do ajuste das metodologias utilizadas pelos professores, as aulas possam ser mais motivadoras, interessantes e envolventes, promovendo a melhoria do ensino. As bases teóricas utilizadas para essa pesquisa foram de Cleide do Amaral Terzi e Paulo Afonso Caruso Ronca - que fundamentam as bases do entendimento a respeito de Aula Operatória -, e Philippe Perrenoud, esclarecendo a respeito das competências dos professores, necessárias nos dias de hoje, e fundamentando a parametrização utilizada pelo pesquisador, no processo avaliativo que teve enfoque qualitativo. Buscando as raízes conceituais e práticas da Aula Operatória no decorrer da história, a pesquisa traz os fundamentos do trabalho didático com foco no desenvolvimento de habilidades dos discentes, apresentando John Dewey e as bases da operacionalização do conhecimento, dentro da sua visão instrumentalista; Jean William Fritz Piaget e a teoria desenvolvimentista; Lev Semenovitch Vygotsky e a concepção da aprendizagem mediada; Louis Raths e a importância do \"pensar\". Considerando o problema do baixo índice de aprendizagem e de interesse dos alunos, nas disciplinas pertencentes à área de Ciências da Natureza no cenário da educação no Brasil e no mundo, esta pesquisa propõe a Aula Operatória como prática na formação continuada de professores para a mudança no ensino, visando ao desenvolvimento das habilidades dos alunos. Os professores das disciplinas foram escolhidos de forma voluntária, e a formação para a Aula Operatória se deu nas seguintes etapas: análise diagnóstica realizada a partir de observações qualificadas individuais para planejamento das ações; encontros formativos para oportunizar aos professores a reflexão sobre a própria prática, e para repertoriálos teoricamente com as bases para o desenvolvimento de Aulas Operatórias; execução de Aula Compartilhada como estratégia formativa prática; avaliação final com entrevista e relatório da coordenadora pedagógica em cada caso. Os resultados, de modo geral, mostraram resistência inicial à aplicação da nova metodologia, eliminada com o apoio fornecido pelo pesquisador na elaboração e planejamento das atividades. Posteriormente, foi possível verificar mudança na abordagem dos temas em sala de aula, por parte dos professores, ao empregar os princípios da Aula Operatória, mas mantiveram o registro de planejamento sem mudanças significativas. Desta forma, conclui-se pela necessidade de acompanhamento contínuo para que não haja a retomada de hábitos antigos. / The present research is based on the continuing education of high school teachers, who teach the subjects belonging to the area of Natural Sciences, aiming to apply a teaching methodology which seeks the development of abilities of students, named in this research of \"Operative Classroom\" and analyze your effect on pedagogical practice of teachers of natural sciences. In this way, from the set of methodologies used by teachers, classes may become more motivating, engaging and interesting, promoting the improvement of education. The theoretical bases used for this research were Cleide do Amaral Terzi and Paulo Afonso Caruso Ronca - that underlie the basis of understanding regarding Operative Classroom -, and Philippe Perrenoud, clarifying the competences of teachers, needed these days, and basing the parameterization used by the researcher, in the evaluation process that had a qualitative approach. Seeking practical and conceptual roots of the Operative Classroom in the course of the story, the research brings the basics of didactic work with focus on developing skills of students, featuring John Dewey and the bases of the operationalization of the knowledge within its instrumentalist vision; Jean William Fritz Piaget and theory development; Lev Semenovitch Vygotsky and mediated learning design; Louis Raths and the importance of \"thinking. Considering the problem of the low content of learning and interest of students, in the subjects belonging to the area of natural sciences in education in Brazil and in the world, this research proposes the Operative Classroom practice on continuing education of teachers for change in education, aiming at the development of the skills of the students. Teachers of disciplines were chosen voluntarily, and training for the Operative Classroom took the following steps: diagnostic analysis undertaken from qualified individual observations for planning of actions; formative meetings to provide opportunities for teachers to reflect on their own practice, and for the repertoriár in theory with the bases for the development of Operative Classroom; executing Shared Lessons as formative strategy practice; final review with interview and report the pedagogical coordinator in each case. The results generally showed initial resistance to the application of the new methodology, eliminated with the support provided by the researcher in the development and planning activities. Later, it was possible to verify change in approach the topics in the classroom, on the part of teachers, to employ the principles of Operative Classroom, but they held the record of planning without significant changes. Thus, it is concluded by the need for ongoing monitoring to prevent the resumption of old habits.

Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-08-25T13:18:46Z No. of bitstreams: 1 Dissert Pamella Macedo Drummond.pdf: 2354781 bytes, checksum: 3601fa4eee4bd71f8c5bfc5ca1c9d48e (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-09-05T16:28:13Z (GMT) No. of bitstreams: 1 Dissert Pamella Macedo Drummond.pdf: 2354781 bytes, checksum: 3601fa4eee4bd71f8c5bfc5ca1c9d48e (MD5) / Made available in DSpace on 2017-09-05T16:28:13Z (GMT). No. of bitstreams: 1 Dissert Pamella Macedo Drummond.pdf: 2354781 bytes, checksum: 3601fa4eee4bd71f8c5bfc5ca1c9d48e (MD5) Previous issue date: 2015-09-17 / Os sistemas ERP têm sido adotados pelas empresas como forma de integrar distintas vertentes dos negócios, por meio do aprimoramento dos seus processos. A literatura aponta a importância do desenvolvimento da capacidade de mudança como fatores críticos de sucesso nas implantações de sistemas ERP. Este trabalho tem como contexto um projeto de implantação de ERP de alta complexidade, caracterizado por mais de 200 processos redesenhados, elevado volume de empregados impactados e dispersão geográfica por todo território brasileiro. O referido projeto ocorreu entre fevereiro de 2011 e novembro de 2014 em uma empresa multinacional brasileira de grande porte do setor de mineração. O presente estudo tem como objetivo analisar os resultados e lições aprendidas desta implantação de ERP sob a ótica de gestão de mudanças, considerando a influência de elementos como cultura organizacional, resistência à mudança e liderança através das percepções dos implementadores (especialistas de gestão de mudanças) e usuários finais do sistema. Foram realizadas 30 entrevistas estruturadas tanto com o grupo dos implementadores (10), como com os pontos focais representantes dos usuários finais das diretorias impactadas (20). Como resultados, o estudo identificou como pontos críticos para a implantação do ERP: a integração das áreas para facilitar a mudança, diversificação das formas de capacitação de usuários finais, análise prévia da cultura e sua influência para o sucesso do projeto, bem como análise da maturidade da companhia para cumprir com todos os requisitos do projeto e análise das diversidades dos nichos de culturas existentes dentro da organização. / ERP systems have been adopted by companies as a way of integrating different business aspects, by improving their processes. The literature shows the importance of developing the capacity for change as critical success factors in the deployment of ERP systems. The context of this work is an ERP implementation project of high complexity, characterized by more than 200 redesigned processes, high number of impacted employees and geographical spread throughout Brazil. This project took place between February 2011 and November 2014 in a Brazilian multinational large firm in the mining sector. This study aims to analyze the results and lessons learned from this deployment of ERP from the perspective of change management, considering the influence of elements such as organizational culture, resistance to change and leadership through the perceptions of the implementers (change management specialists) and end users of the system. They were conducted 30 structured interviews with both the group of implementers (10) as focal points with representatives of end users of the affected boards (20). As a result, the study identified as critical to the implementation of ERP: the integration of areas to facilitate change, diversification of forms of training end users, previous analysis of culture and its influence on the success of the project and analysis of Company maturity to meet all project requirements and analysis of the diversities of cultures existing niches within the organization.

Made available in DSpace on 2014-12-17T15:42:08Z (GMT). No. of bitstreams: 1 JarleyFSN_DISSERT.pdf: 2533548 bytes, checksum: 39d6d8830893aa00a9a6f864592c8d56 (MD5) Previous issue date: 2013-07-03 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In today`s society the use of so-called information technology and communication (ICT), is promoting a revolution in the forms of teaching and learning through the methods of distance learning courses, especially in higher education. Studies show that students in this way have great difficulties in the learning process, especially when dealing with experimental subjects that require high power of abstraction as chemistry. The goal of this work is to promote improvement in the teaching and learning in the discipline Chemistry of Life offered for the Bachelor`s Degree in Chemistry in distance UFRN. For this we analyzed evidence of the semester 2011.2, in order to identify what are the main difficulties of the students on the assessments. That`s why video lessons related to matters that create the majority of difficulties for students were developed, the final product this work. Being obtained the improvements by video classes in the learning process of the students, from a questionnaire answered by the students in the virtual learning environment, and from their success rate at the end of the course / Na sociedade atual, o uso das chamadas tecnologias da informa??o e comunica??o (TICs) est? promovendo uma revolu??o nas formas de ensinar e aprender atrav?s das modalidades de cursos ? dist?ncia, especialmente no ensino superior. Estudos mostram que alunos nesta modalidade apresentam grandes dificuldades no processo de aprendizagem, principalmente quando tratamos de disciplinas experimentais e com alto poder de abstra??o como a Qu?mica. O objetivo do presente trabalho ? promover melhorias no processo de ensino e aprendizagem na disciplina Qu?mica da vida ofertada para o curso de licenciatura em Qu?mica na modalidade ? dist?ncia da UFRN. Para isto foram analisadas provas do semestre 2011.2, com o intuito de identificar quais s?o as principais dificuldades dos alunos nos aspectos conceituais abordados na disciplina. A partir dessas dificuldades foram desenvolvidas v?deo-aulas, referentes aos assuntos que geram maiores dificuldades aos alunos as quais foram o produto final deste trabalho. Sendo as melhorias promovidas pelos v?deos no processo de aprendizagem dos alunos, obtidas a partir de um question?rio respondido pelos mesmos no ambiente virtual de aprendizagem, e a partir da sua taxa de sucesso ao final da disciplina

In the introduction of theoretical part, a sport discipline In line skating is described. Legislative aspect together with use of cycle paths is considered.The second chapter describes system of cyclopaths in the cities. Following chapters are describing the concept of parks and cyclopaths development in the rural area until 2020. Next, the work establishes criteria for evaluation of locations discussed in charter 5. Theoretical part of this work discusses in chapter six general rules for cyclopaths and park use. In chapter seven traffic signalization and in line skaters' equipment are discussed. Further chapters focus on sport and safety equipment. In the end of theoretical part of chapter ten and eleven I comment on particularities of in line skating education for children 7- 10 years old. Practical part describes mapping and evaluation of 10 selected cyclopaths located on the left side of Vltava River and close surroundings in chapter 12-13. Chapter 14 is dedicated to in-line skating and its categories. In the end of the practical part, the structure and methodology of teaching lesson of in-line skating is depicted together with description of basics of in line skating. Appendix consists of graphical comparison of results from public survey Keywords In-line skating, skating lessons, mapping of...

This diploma thesis is focusing on the application of the French text analysis method in history teaching in the Czech Republic. The objective of this thesis is to introduce the French method not only theoretically, but also to create specific lessons based on it. The terminology uses the term method for the translation of the French term méthode. The basis for this thesis is mainly drown from the French history textbooks, the interviews with the teachers and the history lessons in French. The thesis is divided into theoretical and practical part. The theoretical part deals with the introduction of history teaching in France, including the textbooks used at both primary and secondary schools. Furthermore, it presents the individual methods of working in history lessons according to the French method. In the practice part, this thesis presents the lessons prepared for history lessons in Czech, which were realized during the school year 2018/2019 at the bilingual section of the Jan Neruda Grammar School in Prague. These lessons were created for the purpose of this work based on the French method or were translated from French history textbooks. Lessons are devoted to both Czech and world history from antiquity to the 18th century. Written and pictorial sources are used. This thesis has shown that...

In this discusses four different approaches used during a statistics tutorial of a group of first year undergraduates studying computer science related degrees at the University of Westminster UK. The four approaches were each implemented in an attempt to keep the students interested in the statistics topics delivered. It was found that “Chalk and Talk” (i.e. board work) was not the best form of imparting knowledge to the students of the group as determined by student analysing feedback forms and generally observing student behaviour and listening to student comments over a number of years delivering statistics topics. The duration of each tutorial was two hours. The teaching strategies adopted were: a) A class quiz. b) Group explanation of material to members of the individual’s group. c) Group explanation of material to members of the entire class. d) Students teaching at the front of the class. Each of the methods will now be discussed with the relative merits and defects included for a comparison. It was found that each method worked better at the end of each module when the students were more familiar with the topics introduced on the module.

In dieser Studie wurde eine auf eigenständiges Schreiben beruhende Lernmethode im Rahmen einer quasiexperimentellen Studie im Themengebiet Akustik im 11. Jahrgang des Gymnasiums eingesetzt. Aus den vorliegenden lernpsychologischen Grundlagen und didaktischen Erkenntnissen wird eine auf selbstständiges Schreiben beruhende Lernmethode und ein Modell für die Textproduktion für den Einsatz im Physikunterricht entwickelt. Die Intervention, die in der sieben Schulstunden umfassenden Lerneinheit durchgeführt wurde, bestand aus einer vorhergehenden kurzen Einführung in das Schreiben von Texten zu physikalischen Fragestellungen und dem anschließenden Einsatz von speziellen Schreibaufgaben, die in dem herkömmlichen Physikunterricht eingebettet wurden. Der Unterricht zur Akustik in der Interventions- und einer Vergleichsgruppe hatte den selben zeitlichen Umfang und war überwiegend identisch, da die gleiche Grobplanung des Unterrichts und die gleichen Lernziele vorlagen. An der Studie nahmen vier Kurse, zwei davon in der Interventionsgruppe und zwei in der Vergleichsgruppe, teil. Insgesamt konnten 47 Schülerinnen und Schüler in der statistischen Auswertung berücksichtigt werden. Unter Verwendung von Vortests, direkten und verzögerten Nachtests, und dem Vergleich der Interventions- mit der Vergleichsgruppe, wurde der Lernerfolg durch das eigenständige Schreiben untersucht. Als Kontrollvariable wurde der vorhandene allgemeine Wortschatz erhoben. Am Ende der Studie wurde außerdem mit Hilfe eines Fragebogens in der Interventionsgruppe die Einstellung zu der Schreib-Lernmethode erhoben. Die Studie zeigt, dass der Einsatz der Schreib-Lernmethode im Physikunterricht auch in einem nur begrenzten Zeitraum nach einer kurzen Einführung (eine Schulstunde) in die Thematik des Erstellens von Texten mit physikalischen Inhalten möglich ist. Die Auswertung zeigt, dass die Schülerinnen und Schüler durch das in den traditionellen Unterricht eingebettete selbstständige Schreiben von Texten zu physikalischen Fragestellungen Faktenwissen und Fähigkeiten zum Auslesen und Interpretieren von Diagrammen ebenso wie bei rein traditionellen Lernmethoden erwerben und festigen. Somit bereichert das selbstständige Produzieren von Physik-Texten die Methodenvielfalt des Physikunterrichts. Zusätzlich zu dem physikalischen Fachwissen lernen die Schülerinnen und Schüler durch die Schreib-Lernmethode physikalische Sachverhalte zu versprachlichen und in Kontexte einzubinden. Der statistisch signifikante Effekt bei dieser Fähigkeit ist im mittleren Bereich. Es zeigt sich eine deutliche Abhängigkeit der Fähigkeit, physikalische Sachverhalte zu versprachlichen, vom vorhandenen physikalischen Fachwissen. Zum allgemeinen Wortschatz besteht ein geringer Zusammenhang. Da kein Zusammenhang zwischen der Fähigkeit, die Fachsprache korrekt zu verwenden und der Fähigkeit zum eigenständigen Versprachlichen von physikalischen Sachverhalten festgestellt werden konnte, scheinen sich diese beiden Arten der Versprachlichung hinsichtlich der involvierten Kompetenzen zu unterscheiden. Das vorgestellte Modell für die Textproduktion wurde insgesamt von den Schülerinnen und Schülern, und besonders von denen mit einer geringen Selbsteinschätzung ihrer Fähigkeiten zum Schreiben von Physik-Texten, als hilfreich eingestuft und kann daher für den Einsatz im Physikunterricht empfohlen werden.

The moral values forms man‘s moral position content and determinate his relationship with other values world. Its distinguish feature to exchange according to realizable humanity (transcendental, sociocentric or athropocentric). Problems of moral values close relate with human education, his valuable orientations development, so most important purpose of moral education is to help for person to search moral values and care its internalization, it is values realizing give meaning and go experience to its. However person couldn’t realize all moral values in development of moral education, because its complex is hardly embraced. That way it is adopting still some values and only some aspects. In age from fourteen to twenty one years in values internalization importance centre is cognitive factors. Therefore person cans deeply realizing values only in adolescence and in early youth. One from possible methods to grow moral values of pupils is the art, because it is one of most properly way to change moral perception of the individual and to develop his ability to make serious moral decisions. The art work‘s moral influence is conditioned various factors: the art work’s content (idea, subject) and form, its artistic value, artist’s intentions and spectator’s personal features. The religious stories taking up special place in structure of moral content of the art work, because the Religion express normative and emotional orientation to its subscribing reality. The Religion sort... [to full text]

Mobile technologies are increasingly being used to support students in outdoor learning activities. For instance, in a growing number of research projects, smartphones and positioning technologies are being used to support students in exploring the natural environment. However, previous research has identified challenges with the introduction of mobile technology into outdoor lessons. One fundamental challenge is that interaction with mobile technology in outdoor lessons may distract students from interacting with the physical environment. In this thesis this challenge is approached from the perspective of human-computer interaction, guided by the following research question: How can we design, evaluate, and reflect on mobile technology for interacting with the physical environment in outdoor lessons? The thesis presents four design cases on outdoor geometry and biology lessons, which act as probes for developing conceptual design tools. The design cases were developed through a concept-driven design approach and evaluated on field tests with primary school students. Future workshop and Interaction analysis were the main methods used. The results of the field tests suggest that mobile technology needs to be designed to orientate students in their interaction with the physical environment. In line with the concept-driven design approach, the thesis proposes three design tools. The design tools proposed are: Design guidelines that are specific enough for guiding the design of mobile technology for outdoor lessons, a Design model for designing and evaluating mobile technology for outdoor lessons, and Design concepts for reflecting on the placement of mobile technology in outdoor lessons. The design tools are proposed as tools for researchers and designers to take the challenge of distraction into account in designing mobile technology for outdoor lessons. / Mobilteknologi används allt oftare för att stödja elever i läraktiviteter utomhus. Till exempel, i ett växande antal forskningsprojekt, används mobiltelefoner och teknik för positionsbestämning som stöd för skolelever i att utforska naturen. Tidigare forskning har dock identifierat utmaningar med införandet av mobilteknologi i utomhuslektioner. En av de huvudsakliga utmaningarna är att interaktion med mobilteknologi i utomhuslektioner kan distrahera eleverna från att interagera med den fysiska omgivningen. Den här avhandlingen angriper den utmaningen ur ett människa-datorinteraktionsperspektiv, vägledd av följande frågeställning: Hur kan vi designa, utvärdera och reflektera över mobilteknologi för att interagera med den fysiska omgivningen i utomhuslektioner? I avhandlingen presenteras fyra designinterventioner bestående av utomhuslektioner i geometri och biologi, som låg till grund för att utveckla konceptuella designverktyg. Designverktygen utvecklades genom en koncept-driven designstrategi och utvärderades i fälttester med skolelever. Framtidsverkstad och Interaktionsanalys var de huvudsakliga metoder som användes. Resultaten från fälttesterna visar att mobilteknologin behöver utformas så att den kan orientera eleverna i interaktionen med den fysiska omgivningen. I linje med den koncept-drivna designstrategin, bidrar avhandlingen med tre designverktyg. De föreslagna designverktygen är: Designriktlinjer som är specifika nog för att vägleda utformningen av mobilteknologi för utomhuslektioner, en Designmodell för att utforma och utvärdera mobilteknologi för utomhuslektioner, och Designkoncept för att reflektera över hur mobilteknologi placeras och används i utomhuslektioner. Designverktygen föreslås som verktyg för att forskare och designers, som vill designa mobilteknologi för utomhuslektioner, ska kunna möta utmaningen i att mobilteknologin kan distrahera eleverna från att interagera med den fysiska omgivningen.

This article describes and analyses the present conditions of the application of the Public Work Tax Deduction (PWTD) mechanism, identifying six main obstacles that difficult on a appreciable way his concrete implementation or the rate of it.For this purpose, this study has identify and analyze the 30 main highlights that conform the critical path of PWTD process, determining the actual times for his performance and comparing them with the legal times established on the PWTD actual law, and so with the optimal times reasonably according with the experience on the public management of similar work projects. / El presente artículo describe y analiza las condiciones actuales de la aplicación delmecanismo de Obras por Impuestos (OXI), identificando seis obstáculos principales que dificultan de manera apreciable su implementación concreta o la velocidad de la misma. Para efectos del presente estudio se han identificado y analizado los principales 30 hitos que conforman la ruta crítica del proceso OXI, determinando los tiempos reales para su cumplimiento y comparándolos con los tiempos legales establecidos en la normativa OXI actual, y con los tiempos óptimos estimados razonablemente de acuerdo a la experiencia en la gestión pública de proyectos similares.