A presente pesquisa teve por objetivo conhecer as concepções de alunos de Ensino Médio em relação à fotossíntese e a cadeia alimentar e aplicar a metodologia Módulo Didático visando favorecer o processo ensino-aprendizagem. A metodologia Módulo Didático, concebida por Delizoicov e Angotti (1990), consiste em três etapas: problematização inicial (PI), organização do conhecimento (OC) e aplicação do conhecimento (AC). A pesquisa foi desenvolvida com uma classe de 35 alunos do 1º Ano do Ensino Médio de uma escola pertencente à Rede Estadual de Ensino, localizada no município de Lorena, SP. O desenvolvimento da pesquisa ocorreu em quatro etapas: aplicação de um questionário socioeconômico e de uma avaliação diagnóstica inicial, desenvolvimento do Módulo Didático, aplicação de uma avaliação diagnóstica final ao término da aplicação da metodologia e uma nova aplicação da avaliação diagnóstica final após o período de férias escolares dos discentes. A aplicação da metodologia foi pautada no pluralismo metodológico por meio dos seguintes recursos: questões problematizadoras, leitura e análise de textos de divulgação científica, vídeos, simuladores, jogo e mapa conceitual. Dentre os resultados relacionados à análise do perfil socioeconômico dos discentes, percebeu-se que 41% possui preferência por desenvolver as atividades em um grupo pequeno, enquanto 38% tem preferência por trabalhar com outra pessoa. A análise comparativa das avaliações diagnósticas inicial, final e final após o período de férias escolares revelou tendências ao se considerar o processo ensino-aprendizagem de fotossíntese e de cadeia alimentar. Para a temática fotossíntese, alguns assuntos necessitam ser abordados a partir de recursos distintos dos utilizados para o desenvolvimento da pesquisa, uma vez que não houve efetividade no conhecimento construído; para outros, o conhecimento construído se mostrou efetivo. Em relação à temática cadeia alimentar, o conhecimento construído apresentou efetividade. Os resultados obtidos, portanto, revelaram que o Módulo Didático se constitui como uma estratégia metodológica viável para desenvolvimento com alunos de Ensino Médio. A efetividade do processo ensinoaprendizagem está atrelada a outros fatores condicionantes, tais como os recursos utilizados, o modo pelo qual os discentes preferem desenvolver as atividades bem como o número de alunos por classe. / The following research has the aim to discover the views of secondary school (high school) students in relation to photosynthesis and the food chains, and the application of the Didactic Module methodology to facilitate the teaching-learning process. The Didactic Module methodology, designed by Delizoicov and Angotti (1990), consists of three stages: initial questioning, organization of knowledge, and the application of knowledge. The research was conducted with a class of 35 students from the 1st year of a secondary school which belonged to a network of public schools, located in the city of Lorena, SP. The development of the research took place in four steps: the application of a socioeconomic questionnaire and an initial diagnostic evaluation, the development of the Didactic module, the application of a final diagnostic evaluation at the end of the methodology application and a new application of the final diagnostic evaluation after a period of the student\'s school holidays. The methodology was based on methodological pluralism through the following resources: questions which cause problems, the reading and the analysis of scientific texts, videos, simulators, games and concept map. Among the results related to the analysis of the socioeconomic profile of students, it was noticed that 41% have preference for developing activities in a small group, while 38% have a preference for working with someone else. The comparative analysis of the diagnostic evaluations from the beginning, middle and end of the school holiday period revealed trends when considering the teaching-learning process of photosynthesis and the food chain. For the theme photosynthesis, some issues need to be addressed from different resources used for the development of the researches, since there was no effectiveness in the knowledge which was constructed; for others, the knowledge built was effective. Regarding the thematic food chain, the knowledge built was showed to be effective. The results obtained show that the Didactic Module is constituted as a viable methodological strategy for the development of students in high school (secondary school). The effectiveness of the teaching-learning process is linked to other conditioning factors such as the resources used, the way in which students prefer to develop the activities and the number of students per class.

A cultura de segurança na área nuclear é definida como o conjunto de características e atitudes da organização e dos indivíduos que fazem que, com uma prioridade insuperável, as questões relacionadas à proteção e segurança nuclear recebam a atenção assegurada pelo seu significado. Até o momento, não existem instrumentos validados que permitam avaliar a cultura de segurança na área nuclear. Em vista disso, os resultados da definição de estratégias para o seu fortalecimento e o acompanhamento do desempenho das ações de melhorias tornam-se difíceis de serem avaliados. Este trabalho teve como objetivo principal desenvolver e validar um instrumento para a avaliação da cultura de segurança de organizações nucleares, utilizando o Instituto de Pesquisas Energéticas e Nucleares como unidade de pesquisa e coleta de dados. Os indicadores e variáveis latentes do instrumento foram definidos utilizando como referência modelos de avaliação de cultura de segurança da área da saúde e área nuclear. O instrumento de coleta de dados proposto inicialmente foi submetido à avaliação por especialistas da área nuclear e, posteriormente, ao pré-teste com indivíduos que pertenciam à população pesquisada. A validação do modelo foi feita por meio da modelagem por equações estruturais utilizando o método de mínimos quadrados parciais (Partial Least Square - Structural Equation Modeling PLS-SEM), no software SmartPLS. A versão final do instrumento foi composta por quarenta indicadores distribuídos em nove variáveis latentes. O modelo de mensuração apresentou validade convergente, validade discriminante e confiabilidade e, o modelo estrutural apresentou significância estatística, demonstrando que o instrumento cumpriu adequadamente todas as etapas de validação. / The safety culture in the nuclear area is defined as that assembly of characteristics and attitudes in organizations and individuals which establishes that, as an overriding priority, nuclear plant safety and protection issues receive the attention warranted by their significance. Until now, there are no validated instruments to evaluate the safety culture in the nuclear area. This fact makes it difficult to assess the results of strategies for its strengthening and of the improvement actions. The main objective of this work was to develop and validate an instrument for the evaluation of the safety culture of nuclear organizations, using the Instituto de Pesquisas Energéticas e Nucleares as a research unit and data collection. The indicators and latent variables of the instrument were defined using health and nuclear area models of safety culture evaluation as reference. The data collection instrument initially proposed was submitted to the evaluation by nuclear area experts and, subsequently, to the pretest with individuals who belonged to the researched population. The validation of the model was performed through structural equation modeling using the Partial Least Square - Structural Equation Modeling - PLS-SEM method in the SmartPLS software. The final version of the instrument was composed by forty indicators distributed in nine latent variables. The measurement model showed convergent validity, discriminant validity and composite reliability, and the structural model showed statistical significance. Therefore the overall model has successfully accomplished all the validation steps.

Thesis advisor: Lauren Saenz / Methods for classifying and treating an outcome variable are critical to explore in health research and evaluation, given the potential impact the choice of method may have on the findings and subsequent recommendations (Merbitz, Morris, & Grip, 1989). Further, given the prominent application of the Transtheoretical Model in health research, the stages of change construct continues to be a critical outcome measure concept used in various applied evaluation studies (Bridle et al., 2005; Nigg, 2002; Prochaska, DiClemente, & Norcross, 1992). The purpose of this dissertation study was to determine if findings differ depending on the approach to categorizing and analyzing a stage of change outcome variable, and if so, to highlight how these may affect policy and programmatic decision-making. Using data from a study on evidence-based program adoption decisions, this dissertation examined five approaches to treating and analyzing a single Decision to Adopt outcome variable. These different approaches were compared from both a methodological and pragmatic perspective. Hypothetical stakeholder illustrations were used to highlight differences in decision-making priorities and use of findings based on role, background, and organizational priorities. In comparing methods for classifying and treating the stage of change outcome variable, findings revealed notable differences in effect size, estimation, implication of major findings, and limitations of approach. The hypothetical stakeholder illustrations stressed the significance of personal values and preferences as key influential factors in decision-making and use of evaluation results. This dissertation highlighted how decisions are inextricably linked to the logic model and underlying theory, particularly as it relates to defining evaluation questions, determining how to categorize constructs, and assigning value to codes. Further, it reinforces the significance of contextual considerations in evaluation and how these cannot be ignored in the decision-making process (e.g., budgetary limitations, practical constraints, political factors). The proposed directions for future research seek to continue advancing this understanding of the impact of methodological decisions in different contexts and help improve the utility of evaluations more broadly. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

A cultura de segurança na área nuclear é definida como o conjunto de características e atitudes da organização e dos indivíduos que fazem que, com uma prioridade insuperável, as questões relacionadas à proteção e segurança nuclear recebam a atenção assegurada pelo seu significado. Até o momento, não existem instrumentos validados que permitam avaliar a cultura de segurança na área nuclear. Em vista disso, os resultados da definição de estratégias para o seu fortalecimento e o acompanhamento do desempenho das ações de melhorias tornam-se difíceis de serem avaliados. Este trabalho teve como objetivo principal desenvolver e validar um instrumento para a avaliação da cultura de segurança de organizações nucleares, utilizando o Instituto de Pesquisas Energéticas e Nucleares como unidade de pesquisa e coleta de dados. Os indicadores e variáveis latentes do instrumento foram definidos utilizando como referência modelos de avaliação de cultura de segurança da área da saúde e área nuclear. O instrumento de coleta de dados proposto inicialmente foi submetido à avaliação por especialistas da área nuclear e, posteriormente, ao pré-teste com indivíduos que pertenciam à população pesquisada. A validação do modelo foi feita por meio da modelagem por equações estruturais utilizando o método de mínimos quadrados parciais (Partial Least Square - Structural Equation Modeling PLS-SEM), no software SmartPLS. A versão final do instrumento foi composta por quarenta indicadores distribuídos em nove variáveis latentes. O modelo de mensuração apresentou validade convergente, validade discriminante e confiabilidade e, o modelo estrutural apresentou significância estatística, demonstrando que o instrumento cumpriu adequadamente todas as etapas de validação. / The safety culture in the nuclear area is defined as that assembly of characteristics and attitudes in organizations and individuals which establishes that, as an overriding priority, nuclear plant safety and protection issues receive the attention warranted by their significance. Until now, there are no validated instruments to evaluate the safety culture in the nuclear area. This fact makes it difficult to assess the results of strategies for its strengthening and of the improvement actions. The main objective of this work was to develop and validate an instrument for the evaluation of the safety culture of nuclear organizations, using the Instituto de Pesquisas Energéticas e Nucleares as a research unit and data collection. The indicators and latent variables of the instrument were defined using health and nuclear area models of safety culture evaluation as reference. The data collection instrument initially proposed was submitted to the evaluation by nuclear area experts and, subsequently, to the pretest with individuals who belonged to the researched population. The validation of the model was performed through structural equation modeling using the Partial Least Square - Structural Equation Modeling - PLS-SEM method in the SmartPLS software. The final version of the instrument was composed by forty indicators distributed in nine latent variables. The measurement model showed convergent validity, discriminant validity and composite reliability, and the structural model showed statistical significance. Therefore the overall model has successfully accomplished all the validation steps.

Made available in DSpace on 2016-07-27T13:52:25Z (GMT). No. of bitstreams: 1 BRUNA CARDOSO CRUZ.pdf: 4333799 bytes, checksum: f0a6cca0c2c1af3048e215ca2f2cf9c3 (MD5) Previous issue date: 2011-08-26 / The research refers to aspects of teacher training for primary education in the Faculty of Education. Aims to collect data on how the subjects are being worked on specific training in these courses and if they are contributing to the appropriation of knowledge in the profession of teaching future teachers. The research topic was chosen because the search for relationships between the curriculum of graduate training in pedagogy and low school performance of elementary students shown in the official statistics. The research examines whether the content worked in teaching in theoretical and methodological foundations and content-specific elementary schools meet the needs depending on training future professional performance of the undergraduates. It s in the form of qualitative research case study conducted in four institutions of higher education pedagogy courses that maintain the state of Goias, two public and two private. As research procedures were used: observations of lessons, interviews and questionnaires, proof of application use, besides the analysis of educational projects and curricula of the institutions surveyed. For the analysis and interpretation of data, we used the theoretical framework of cultural-historical theory, especially the theory of developmental education V. Davydov. It s expected that the results obtained in this investigation can bring elements to a critical evaluation of Pedagogy, helping to improve the quality of education in our country. / A pesquisa refere-se a aspectos da formação de professores para o ensino fundamental no curso de Pedagogia. Visa colher dados sobre como estão sendo trabalhadas as disciplinas de formação profissional específica nesses cursos e se elas estão contribuindo para a apropriação de saberes docentes ao exercício profissional de futuro professores. O tema de investigação foi escolhido em razão da busca de relações entre o currículo de formação profissional do licenciado em pedagogia e os baixos resultados escolares de alunos do ensino fundamental evidenciados nas estatísticas oficiais. A investigação analisa se os conteúdos trabalhados na didática, nos fundamentos e metodologias e nos conteúdos específicos do ensino fundamental correspondem às necessidades formativas em função do desempenho profissional futuro dos licenciandos. Trata-se de pesquisa qualitativa na modalidade de estudo de caso, realizada em quatro instituições de ensino superior que mantêm curso de Pedagogia no Estado de Goiás, sendo duas públicas e duas privadas. Como procedimentos de pesquisa, foram utilizados: observações de aulas, realização de entrevistas e questionários, aplicação de prova de aproveitamento, além da análise de projetos pedagógicos e curriculares das instituições pesquisadas. Para a análise e interpretação dos dados, recorreu-se ao referencial teórico da teoria histórico-cultural, especialmente da teoria de ensino desenvolvimental de V. Davydov. Espera-se que os resultados obtidos nesta investigação possam trazer elementos a uma avaliação crítica dos cursos de Pedagogia, contribuindo para a melhoria da qualidade da educação de nosso país.

Este trabalho tem como objetivo desenvolver um conjunto de procedimentos metodológicos para análise de peças gráficas de apartamentos de interesse social e aplicá-lo, como pré-teste, em uma amostra sistematizada em banco de dados de exemplares produzidos na cidade de São Paulo, ao longo do século XX. Os procedimentos metodológicos propostos foram elaborados segundo categorias sugeridas em trabalhos de pesquisadores que já desenvolveram metodologias de avaliação, além de outras inseridas por esta pesquisa. A partir desses procedimentos buscamos utilizar as peças gráficas dos projetos explorando as possibilidades de uso da planta como um dos principais documentos em análises espaciais qualitativas. / This research aim is to develop a set of methodological procedures to analyse apartment ground plans for low-income families, and then, apply it as previous test as a sample arranged methodically in a file, whose examples are buildings in São Paulo city throughout the twentieth century. The methodological procedures were elaborated according to suggested categories given by researchers who have already developed assessment methodology besides other ones which have been added by this research. From these procedures we have tried to use the building ground plans observing the possibilities of using the plan as one of the main document about qualitative spacious analyses.

Sustainable development (SD) is a pressing global issue that is becoming increasingly prominent on clients and governing bodies agendas. In order to survive, organisations are seeking ways to negate their detrimental environmental impacts. This is no easy feat: SD is both complex and dynamic. To be successful, organisations need to leverage and expand their most valuable asset – knowledge. Civil engineering plays a significant role in SD – it shapes our environment and governs our interaction with it. However, extant research asserts that civil engineering related disciplines have been slow to adopt SD oriented practices; a possible result of their complex and fragmented organisational environments. The literature suggests that effective knowledge sharing (KS) can overcome these barriers, thus driving enhanced SD performance. Consequently, this research aims to investigate how the civil engineering sector can improve its intra-organisational sharing of SD knowledge, using an international civil engineering consultancy as an exemplar. Whilst there has been much research surrounding KS and SD there has been limited research that has investigated KS for SD, thus this thesis contributes to this limited body of knowledge. Mixed-method research was used to address the abovementioned aim. An increasingly popular approach, it is widely believed to generate greater value through complementary integration of quantitative and qualitative research paradigms. This approach lends itself also to the ethnographic inclinations of the reported research: the author was embedded within the case organisation, and sought a rich and reliable understanding of the study phenomena. An initial set of semi-structured interviews suggested that the case organisation’s members exhibit positive attitudes towards KS and SD, yet are often constrained by a number of common KS barriers, namely: a lack of organisation slack (i.e. time); a silo mentality; and poor SD ICT systems. These socio-cultural and technical barriers were subsequently investigated and contested using social network analysis techniques and an intranet acceptance model. A number of observations are made on the relationships between the findings from the research activities. It is believed the organisation often exhibits a reactive approach to KS for SD, which is deemed undesirable. This signals the need for greater senior management support to cultivate a culture where KS for SD is the norm and is integrated with work practices. A series of recommendations are provided to help the case organisation understand how such change could be cultivated. Several implications follow from this work. The mixed-method approach revealed a number of contradictions between the findings of each research activity. It is therefore postulated that mixed-method designs can provide a richer understanding, thus reducing misconceptions of KS phenomena. Following from this, the research contends that it may be too easy for researchers to identify with ubiquitous KS barriers as the reported research suggests that these may be perceived rather than actual. The research also reinforces the need for senior management support. These individuals govern the systems in which organisational members operate and thus have the ability to enhance KS for SD. Finally, the research demonstrates that SD ICT systems have little impact unless they are embedded in receptive contexts. Thus, an action research approach to KS system development is advocated to ensure systems are shaped to meet user expectations and drive desired KS behaviours. This research is presented in five peer-reviewed articles.

Submitted by Mariana Dornelles Vargas (marianadv) on 2015-04-13T13:34:17Z No. of bitstreams: 1 tratamento_metodologico.pdf: 548010 bytes, checksum: 09022a9afe6fa669d0d3e3e7e268d8a8 (MD5) / Made available in DSpace on 2015-04-13T13:34:17Z (GMT). No. of bitstreams: 1 tratamento_metodologico.pdf: 548010 bytes, checksum: 09022a9afe6fa669d0d3e3e7e268d8a8 (MD5) Previous issue date: 2012-03-29 / Nenhuma / O objetivo deste estudo é avaliar a abordagem metodológica adotada nos artigos publicados nas revistas científicas brasileiras de contabilidade. Trata-se de uma investigação de cunho descritivo, com abordagem quantitativa e procedimento técnico documental. A análise considera os 292 artigos publicados nas revistas nacionais de contabilidade em 2010, classificadas nos estratos B1 a B5 do sistema Qualis - CAPES. Os principais resultados do estudo permitem constatar a utilização das abordagens metodológicas: quantitativa, qualitativa e qualitativa/quantitativa, com predomínio das duas primeiras, que são adotadas em praticamente 90% dos artigos publicados, observando-se equilíbrio entre ambas. Nas revistas científicas B1 e B2 há predominância de artigos com abordagem metodológica quantitativa, enquanto nas B5 a maior quantidade de artigos apresenta abordagem qualitativa. Os achados revelam que as linhas metodológicas adotadas pelos autores ainda se apresentam difusas. / This study aims to evaluate the methodological approach adopted in the articles published in The Brazilian Scientific Journals of Accounting. This investigation consists of a descriptive method supported on quantitative approaches and technical documental procedures. The analysis considers 292 articles published in national accounting journals in 2010, classified in the extracts B1 to B5 Qualis System- CAPES. The main study results allow to verify the using of the methodological approaches: quantitative, qualitative and qualitative/quantitative with the predominance from the first ones, which are adopted in nearly 90 percent of the articles published, observing the balance between both. In scientific journals B1 and B2 there is a predominance of articles in quantitative methodological approach, whereas B5 presents a large amount of qualitative one. The findings reveal that the methodological approach adopted by the authors are currently still diffuse.

Este trabalho nasce dos anseios da pesquisadora em conhecer quem são e como estão desenvolvendo suas atividades os profissionais que são responsáveis por formar professores de Química para atuarem na Educação Básica. Assim, fez-se um estudo de caso, em que foram sujeitos da pesquisa os docentes do curso de Licenciatura em Química do Instituto Federal Farroupilha- Campus Alegrete. Com o objetivo de saber os referenciais que subsidiam as práticas desses docentes, inicialmente buscou-se conhecer, a partir de um resgate histórico como, no Brasil, aconteceu o processo de profissionalização docente. Para compreender as especificidades das Licenciaturas dos Institutos Federais (IFs), traçou-se um diálogo entre as normativas para cursos de licenciatura dos IFs, as políticas públicas, a partir das Diretrizes Curriculares, autores que discutem a formação de licenciados em Química e o Projeto Pedagógico do Curso (PPC). Para as discussões sobre quais referenciais subsidiam as atividades dos professores apresentaram-se algumas possibilidades, como as sistematizadas por Garcia Perez (1997) e as considerações de Tardif (2008). Metodologicamente o estudo se utiliza de uma abordagem mista, quali-quantitativa, com a realização de entrevistas e aplicação de questionários. Para análise dos dados obtidos nas entrevistas utilizou-se os pressupostos da Análise de Conteúdo (BARDIN, 2011) e para o questionário a escala Likert (1932). Com relação aos resultados observou-se que os docentes apresentam um discurso próximo de suas práticas, porém com distanciamentos quanto às normativas e proposições para o Curso de Licenciatura ao qual atuam. Tal constatação não é vista como um ponto negativo, uma vez que se observa que os professores demonstram as fragilidades, as quais foram apontadas na constituição de cursos de formação de professores, como algumas características do positivismo. No entanto visualizamos possibilidades de mudanças, numa perspectiva de uma teoria que dialogue com os discursos e a prática dos docentes. / This work comes from the longing of this researcher in knowing who are the professionals in charge of educating the Chemistry teachers to act in the Basic Education and how are they developing their activities. This way, a study case was done, in which the subjects of research were teachers from the Bachelor’s Course in Chemistry from the Farroupilha Federal Institute – Campus Alegrete. With the aim of knowing the referential that base the practices of those teachers, we initially tried to know, from the historical research of how, in Brazil, happened the process of teachers professionalization. To understand the specificity of Bachelor Courses from the Federal Institutes (FIs), we started a dialogue among the regulation for Bachelor Courses from FIs, the public policies, from the Curricular Guideline, authors who discuss about the formation of licentiates in Chemistry and the Course Pedagogical Project (CPP). For the discussions about which referential bases the teachers activities, there were some possibilities such as the ones systematized by Garcia Pérez (1997) and the considerations from Tardif (2008). Methodologically, the study uses a mixed quali-quanti approach, with the realization of interviews and questionnaire application. For the analysis of the data obtained in the interviews, we used the tenet of the Content Analysis (BARDIN, 2011) and for the questionnaire, the Likert Scale (1932). In relation to the results, we observed that the teachers have a speech pretty closer to their practices, however, with some distance in relation to the regulation and propositions for the Bachelors’ Course to which they work for. Such verification is not seen as a negative thing, once it is observed that teachers show their weaknesses, which are pointed in the constitution of courses for teachers formation, as some characteristics of positivism. Nevertheless, we have seen some possibilities of changes, in a perspective of a theory that dialogues with the teachers discourses and the practices.

Jordan is a developing country and there are ten Palestine refugee camps throughout Jordansince the Arab-Israel conflict in 1948 and the Arab-Israel war in 1967. The camps are run byUnited Nation Relief and Works Agency for Palestine Refugees in the Near East (UNRWA)which is the main provider of health care in the camp. Today, the fourth generation ofrefugees lives in the camps which are extremely overpopulated. The social and economicconditions in the camps are poor. The nurses&apos; workload in the Health care centre in the campis getting harder and UNRWA&apos;s resources are getting strained due to funding shortfalls. Weasked ourselves the question: How do the nurses experience providing care for the patientswith limited resources? The aim of this study is to elucidate the nurses&apos; experiences ofworking and caring in a Palestine refugee camp in Jordan and also to describe challengeswhile conducting a qualitative study within this field. Qualitative data were collected byperforming interviews with an open ended question with nurses who are working in one of theHealth care centres in the largest Palestine refugee camp in Jordan. Methodologicalreflections were made out of our experiences while conducting the study. The nurses talkedabout providing good care for the patients and their satisfaction when caring. They alsoreflected over the resources in the Health care centre. Since the Palestine refugee camp is thenurses&apos; home and workplace, a place where they have their professional and private life, itseems that there is a very strong connection between the nurse and the patient. / <p>Program: Sjuksköterskeutbildning</p><p>Uppsatsnivå: C</p>