Increasingly, culturally and ethnically diverse environments provide an abundance of ordinary, everyday intergroup encounters, especially in public settings---often consisting of a conglomeration of positive and negative experiences. Yet few intergroup contact studies have focused on measuring and assessing contact in public settings. Reasons for this include both theoretical and methodological considerations. However, before the impact of mundane, everyday encounters on prejudice reduction can be assessed, it is necessary to examine the following questions: (1) Which situations are perceived as intergroup contact by participants? (2) How do individuals conceptualise where the boundaries for contact lie? (3) How are public and private forms of contact typically experienced? (4) Do they differ in the ways researchers have assumed in the past? and (5) Which methods are most appropriate for assessing public encounters? How can memory bias, temporality and locatedness be taken into account? Using qualitative, quantitative and near-time in-the-field methods, the following research examines these aspects in both public and private settings and provides first insights into how a novel method---the Contact Logger---can be used to assess the effects of public and private contact on attitudes. A three-day diary/interview study (N=17) explored how contact is experienced, understood and conceptualised in a variety of everyday intergroup contexts. This was followed by a survey study (N=525) that examined the boundaries of what is typically perceived as being contact. Insights from both studies fed into the development of a context-aware mobile application, which enabled the capturing of near-time intergroup encounters in situ. The usability of the resulting research tool---the Contact Logger---was tested, leading to further refinements. Following an initial feasibility study (N=104) that explored contact between young and older people, a field experiment (N=112) examined intergenerational contact in public and private contexts. Data collected with the Contact Logger were analysed on aggregate and day-to-day levels, and where possible compared to traditional retrospective survey data. Results from the first two studies indicated that while traditional intergroup encounters, such as contact with family and friends, are clearly conceptualised and viewed as contact, experiences and perceptions of contact in public settings are more disparate. Moreover, effects of such contact on attitudes are dependent on the idiosyncratic meaning attributed to the specific encounter as well as past experiences. Near-time data from a field-experiment (Study 5) provided evidence that intergroup encounters reported in situ compared to retrospective survey data differed in key variables (i.e., contact quality, duration, perceived status and group typicality). Correlational analyses between near-time and retrospective measures showed less correspondence than expected. Further, additional day-to-day analyses revealed that attitudes towards older people were less positive during weekends than weekdays, indicating that attitudes may be more dynamic than previously thought. Findings, as well as the different methodological and theoretical approaches, are critically discussed. Finally, a broad range of further applications for the Contact Logger are presented and important limitations are discussed.

Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-09-05T19:25:29Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Rogerio Wanis - Dissertação Final.pdf: 4272777 bytes, checksum: f499434ddc57901f74a483946b225ba2 (MD5) / Approved for entry into archive by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br) on 2017-09-27T18:49:05Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Rogerio Wanis - Dissertação Final.pdf: 4272777 bytes, checksum: f499434ddc57901f74a483946b225ba2 (MD5) / Made available in DSpace on 2017-09-27T18:49:05Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Rogerio Wanis - Dissertação Final.pdf: 4272777 bytes, checksum: f499434ddc57901f74a483946b225ba2 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Instituto de Ciências Exatas. Programa de Pós-Graduação em Ensino de Física. Volta Redonda, RJ. / O Peer Instruction é uma metodologia centrada no aluno, voltada para a compreensão dos conceitos de uma dada disciplina. Nela, alunos devem, após uma breve exposição sobre um tópico da disciplina, responder a questões conceituais de múltipla escolha, chamadas Conceptests, individualmente após um minuto ou dois para reflexão sobre a resposta correta. Dependendo do número de respostas corretas dadas em um primeiro levantamento das respostas escolhidas pelos estudantes, pode haver um momento de dois a três minutos onde os estudantes procuram colegas com respostas diferentes das suas, explicam o raciocínio seguido e tentam chegar a um consenso sobre a resposta correta. Após estas sessões de debate, o professor procede a um levantamento das novas respostas, e discute a resposta correta com os estudantes. Neste trabalho, descrevemos a experiência de aplicação da metodologia de ensino descrita acima a duas turmas de 1º ano do ensino médio do Colégio Estadual Dr. Antônio Fernandes, no município de Miguel Pereira, RJ ao longo do ano de 2014, cobrindo a ementa de Cinemática e Mecânica. Analisamos os resultados de desempenho dos estudantes ao responder aos Conceptests, e verificamos os efeitos da metodologia sobre o engajamento dos estudantes sobre o processo de aprendizagem e sobre o interesse no estudo da disciplina de Física. / Peer Instruction is a student-centered teaching method, focused on the conceptual understanding of a discipline. Within its framework, after watching a mini-class on a given topic, students must answer multiple choice conceptual questions (dubbed Conceptests) individually, after one or two minutes of reflection. Depending on the number of correct answers given to the question in a first instance, students must find a peer who has chosen a different answer, and debate with them explaining the reasoning followed for arriving at the answer of choice, with two or three minutes for that. The peers should, if possible, try to reach a consensus on what the correct answer would be. After these debate sessions, the teacher proceeds to a second round of answers, and then discusses the correct answer with the students. In our work, we present a report on the application of this teaching method to two first-year high school classes from Colégio Estadual Dr. Antônio Fernandes, in Miguel Pereira county, which is part of the educational network of the State of Rio de Janeiro. The work was conducted along the year 2014, and the syllabus was Kinematics and Mechanics. We analyse the performance of students in answering the Conceptests, and we investigate the effects of applying the method on student engagement in the learning process, as well as on their interest in the study of Physics.

O objetivo deste trabalho foi verificar a utilização da Aprendizagem Baseada em Projetos com a aplicação do método PBL (Problem Based Learnig) para estudos extracurriculares no Ensino Fundamental. Os estudos tiveram como base os PCN que prevêem conteúdos básicos de Física nas aulas de Ciências, mas de acordo com o currículo acabam tendo uma parcela menor de desenvolvimento em sala de aula. Partindo deste pressuposto planejou-se aplicar um Projeto que contribuísse sem causar impactos no planejamento do professor. Foram realizadas reuniões de acordo com a sequencia didática para a discussão e definição do Projeto. Quanto aos procedimentos técnicos foi realizada uma Pesquisa-Ação, analisando inicialmente o conhecimento prévio e após o Projeto verificaram-se os conhecimentos adquiridos. Com o auxílio das professoras os alunos verificaram o \"problema\" e organizaram-se em grupos cooperativos para o desafio de construir um carrinho de corrida com material reciclado propulsionado a ar. Sem utilizar água ou qualquer equipamento eletrônico os alunos iniciaram a pesquisa, discussão, coleta e separação dos materiais, sempre com o apoio da família e dos membros dos grupos. Pretendeu-se também responder as perguntas: a Aprendizagem Baseada em Projetos pode complementar o ensino de Ciências nas séries iniciais e contribuir para uma aprendizagem significativa? Dentro dos procedimentos metodológicos, aplicou-se uma Avaliação Diagnóstica Inicial para a análise dos conhecimentos prévios do aluno sobre os conteúdos, Mapa Conceitual e avaliação diagnóstica final para averiguar a evolução dos conhecimentos acerca dos conteúdos de Física e a argumentação científica desenvolvida. Ainda na fase de aplicação aconteceu uma \"corrida final\", na qual os alunos em grupos de seis integrantes participaram, registraram e discutiram os resultados obtidos por todos os grupos participantes. Preocupou-se com a análise e os registros de forma geral utilizando algumas técnicas avaliação, como por exemplo, registros escritos, depoimentos e explicações individuais dos fenômenos observados. Para verificar a evolução da argumentação científica e a construção dos conceitos a partir de hipóteses utilizaram-se os modelos de Toulmin e Lawson. Fez-se um levantamento bibliográfico sobre a literatura atual e de bases teóricas que sustentam as metodologias ativas. / The objective of this work was to verify the use of Project Based Learning with the application of the Problem Based Learning (PBL) method for extracurricular studies in Elementary School. The studies were based on PCN (Parâmetros Curriculares Nacionais) predict basic contents of Physics in science classes, but according to the curriculum they end up having a smaller portion of development in the classroom. Starting from this assumption it was planned to apply a Project that contributed without causing impacts on the teacher\'s planning. Meetings were held according to the didactic sequence for the discussion and definition of the Project. As for the technical procedures, a Research-Action was carried out, initially analyzing the previous knowledge and after the Project verified the acquired knowledge. With the help of the teachers the students verified the \"problem\" and organized themselves in cooperative groups for the challenge of constructing a race car with recycled material propelled by air. Without using water or any electronic equipment, they began the research, discussion, collection and separation of materials, always with the support of the family and the members of the groups. It was also intended to answer the questions: Can Project-Based Learning complement science teaching in the initial grades and contribute to meaningful learning? Within the methodological procedures, an Initial Diagnostic Assessment was applied for the analysis of the student\'s previous knowledge about the contents, Conceptual Map and final diagnostic evaluation to ascertain the evolution of the knowledge about the contents of Physics and the scientific argument developed. Also in the application phase was a \"final race\", in which the students in groups of six members participated, registered and discussed the results obtained by all the participating groups. He worried about analysis and records in general using some evaluation techniques, such as written records, testimonials and individual explanations of the phenomena observed. In order to verify the evolution of the scientific argumentation and the construction of the concepts from hypotheses we used the models of Toulmin and Lawson. A literature review was made on the current literature and on theoretical bases that support the active methodologies.

No atual sistema educacional os métodos de ensino normalmente privilegiam a transmissão autoritária de conhecimentos, valorizando a habilidade do aluno em memorizar e reproduzir o conteúdo curricular, sem evidenciar a apropriação do conhecimento de forma significativa. Priorizar a construção do conhecimento, dar significado ao que se ensina e apresentar a Física atraente ao aluno representam desafios da prática docente. Com o intuito de valorizar as trocas entre os pares discentes e di-docente no processo ensino-aprendizagem e de promover uma ação educativa em que a aprendizagem de Física ocorra de forma consistente e duradoura, desenvolvemos uma proposta que integra um conjunto de metodologias: atividades experimentais, metodologia de projetos, e uso de mapas conceituais, como ferramentas no processo de ensino e aprendizagem. A fim de instrumentalizar professores de Física e de outras áreas do conhecimento, estruturamos uma página na internet, denominada “Experimentando Física”, que apresenta as etapas de construção, as metodologias utilizadas e o material resultante. Através de mapas conceituais relacionamos experimentos físicos com os conceitos que os fundamentam. A página apresenta uma sugestão metodológica, bem como um vasto arsenal de projetos experimentais que podem ser utilizados em sala de aula a partir de vídeos criados pelos próprios alunos. Utilizamos como aportes principais dessa pesquisa a teoria da aprendizagem significativa de Ausubel e a teoria sociointeracionista de Vygotsky, enfatizando a importância da mediação no desenvolvimento do aluno e de seu aprendizado. Outros autores são citados a fim de reforçar a escolha desse referencial teórico. A proposta foi desenvolvida em seis turmas do ensino médio de uma escola privada no município de Carazinho/RS, no período de março a dezembro de 2011. / In the current educational system, teaching methods usually favor the transmission of authoritative knowledge, enhancing the student's ability to memorize and to reproduce the curriculum content, without exhibiting significant appropriation of knowledge. To give a priority to the construction of knowledge and to the meaning of what is taught, introducing Physics in an attractive manner to the student, those are some challenges of the teaching practice. In order to valorize exchanges among students themselves and the students with the teacher, in the teaching-learning process, and to promote an educational practice which results in a consistent and lasting Physics learning, we have developed a proposal that includes a set of methodologies: experimentation activities, projects methodology, and the use of concept maps as tools for the teaching-learning process. In order to equip the Physics teachers, and from other fields of knowledge, we designed a website called "Experiencing Physics", which introduces the construction stages, the methodologies used and the resulting material. Through concept maps we relate physical experiments with their underlying concepts. The page presents a methodological suggestion, as well as an extensive list of experimental projects that can be used in classroom, through videos created by the students themselves. We have adopted, as the main basis for this research, the theories of meaningful learning, by Ausubel, and of social interaction, by Vygotsky, emphasizing the importance of mediation in student's progress and learning. Other authors are cited to reinforce this theoretical choice. The proposal was developed in six high school classes at a private school in the city of Carazinho/RS, from March to December 2011.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-05T12:26:35Z No. of bitstreams: 1 MARCELA MARIA FARIA PERES CAVALCANTE.pdf: 953230 bytes, checksum: 41e28c78eb65e1ed9c00c046f5fa7a47 (MD5) / Made available in DSpace on 2017-10-05T12:26:35Z (GMT). No. of bitstreams: 1 MARCELA MARIA FARIA PERES CAVALCANTE.pdf: 953230 bytes, checksum: 41e28c78eb65e1ed9c00c046f5fa7a47 (MD5) Previous issue date: 2011-08-01 / The study investigated changes in undergraduate education in nursing and the challenges and contradictions arising from the change process. We started from the consideration that today, in nursing courses, there is a strong presence of active teaching methodologies to promote in students a higher degree of activity and role in the learning process. These methodologies are very valuable to promote the activity of the student but does not have its focus centered on the concept formation and development of theoretical thinking of the student, as has the methodology proposed by V. V. Davydov, the theory of developmental teaching. With this consideration, the main question that was investigated in this study was: what contributions have the principles of the theory of Davydov in a nursing course emphasizes active methods that already? The overall objective was to conduct a teaching experiment involving insulin content, based on the principles of the theory of Davydov, to analyze their contributions to drive change in a course that already use active methods. Based on historical-cultural theory of Vygotsky and the developmental teaching theory of Davydov, the research was qualitative in nature as a procedure with the teaching experiment. We chose a nursing degree course using active methods and the subjects were students of the 5th cycle of this course and a teacher. Data collection took place through interviews, observations and analysis of school documents. The qualitative data analysis sought to capture the contradictions and dilemmas in the process of change in course from the use of active methods and repercussions of the teaching experiment with the methodology proposed by Davydov and contradictions arising. There was the presence of some contradictions and deadlocks among them including: - permanence, between teachers and students, concepts and practices attached to a traditional pedagogy in a course that is in the process of change in teaching methodologies based on active ; - little interaction and active participation of students in class. During the teaching experiment guided by principles of the theory of Davydov, there was increased participation and involvement of most students. Teaching during the teaching experiment was evaluated as a good or very good experience for most students. The results show that developmental teaching can be an innovative opportunity to advance quality of graduate programs in nursing. It was concluded that the most promising aspect of using the principles proposed by Davydov was the qualitative expansion of the thinking of students, enabling its critical development, active and strong theoretical and scientific value, contributing to compose a professional profile more focused on contemporary requirements work in nursing. / A pesquisa investigou mudanças no ensino de graduação em enfermagem e os impasses e contradições decorrentes do processo de mudança. Partiu-se da consideração de que hoje, nos cursos de enfermagem, há uma forte presença de metodologias ativas de ensino visando promover nos alunos um grau mais elevado de atividade e protagonismo no processo de aprendizagem. Essas metodologias são muito válidas para promover a atividade do aluno, mas não têm seu foco centralizado na formação de conceitos e no desenvolvimento do pensamento teórico do aluno, como tem a metodologia proposta por V. V. Davydov, na teoria do ensino desenvolvimental. Com essa consideração, a questão principal que se buscou investigar na presente pesquisa foi: que contribuições apresentam os princípios da teoria de Davydov em um curso de enfermagem que já privilegia metodologias ativas? O objetivo geral foi realizar um experimento didático envolvendo o conteúdo insulinoterapia, com base em princípios da teoria de Davydov, a fim de analisar suas contribuições para impulsionar mudanças em um curso que já utiliza metodologias ativas. Com base na teoria histórico-cultural de Vygotsky e na teoria do ensino desenvolvimental de Davydov, a pesquisa foi de natureza qualitativa tendo como procedimento o experimento didático. Foi escolhido um curso de graduação enfermagem que utiliza metodologias ativas e os sujeitos da pesquisa foram alunos do 5º ciclo deste curso e uma professora. A coleta de dados deu-se por meio de entrevistas, observações das aulas e análise de documentos. A análise qualitativa dos dados buscou captar as contradições e impasses no processo de mudança no curso a partir da utilização de metodologias ativas e repercussões do experimento didático com a metodologia proposta por Davydov e as contradições decorrentes. Verificou-se a presença de algumas contradições e impasses entre eles destacando-se: - a permanência, entre professores e alunos, de concepções e práticas presas a uma pedagogia tradicional em um curso que está em processo de mudança para o ensino baseado em metodologias ativas; - pouca interação e participação efetiva dos alunos nas aulas. Durante o experimento didático orientado por princípios da teoria de Davydov, verificou-se ampliação da participação e envolvimento da maior parte dos alunos. O ensino durante o experimento didático foi avaliado como uma experiência ótima ou muito boa pela maioria dos alunos. Os resultados mostram que o ensino desenvolvimental pode ser uma possibilidade inovadora para o avanço qualitativo dos cursos de graduação em enfermagem. Concluiu-se que o aspecto mais promissor da utilização de princípios propostos por Davydov foi a ampliação qualitativa do pensamento dos alunos, possibilitando o seu desenvolvimento crítico, ativo e com forte valorização teórico-científica, contribuindo para compor um perfil profissional mais voltado às exigências contemporâneas do trabalho em enfermagem.

O presente trabalho teve por objetivo desenvolver uma ferramenta computacional interativa para a elaboração de mapas conceituais e objetos de aprendizagem, como um módulo integrado ao ambiente virtual HyperCAL online. A partir disso, melhorou-se a interação do usuário, no módulo professor, com o sistema no desenvolvimento de objetos de aprendizagem, oportunizando a flexibilidade e customização no acesso ao conteúdo. Para a execução deste trabalho, foram investigados os seguintes temas: Design Instrucional, Ambientes Virtuais e Objetos de Aprendizagem, os processos de desenvolvimento de Software e as metodologias ágeis, os conceitos de Design de Interação e Interface, seguindo principalmente os princípios de design e usabilidade, com foco na experiência do usuário. Todo este estudo possibilitou a construção e a integração da ferramenta de mapas conceituais no ambiente HyperCAL online com a aplicação da metodologia ágil Extreme Programming (XP) que, por ter premissas de simplificação de processos e proximidade constante com o usuário, garantiu a qualidade do projeto durante o processo de aplicação das técnicas propostas. A implementação de mapas conceituais no ambiente virtual HyperCAL online demonstrou grande aplicabilidade para a proposta desta pesquisa, pois potencializou a possibilidade de pesquisa e aprendizado do usuário, contribuindo no seu foco de interesse, aumentando sua capacidade de informação, interação e recuperação de dados do sistema. E ainda, tornou o ambiente virtual mais atrativo, interativo e dinâmico para os seus usuários. / Abstract: This study aims to develop an interactive computational tool to elaborate conceptual maps and learning objects, as an integrated module to the online virtual environment HyperCAL. We sought to improve the teacher module’s user interaction with the system of development of learning objects, allowing the flexibility and customization when accessing content. For the execution of this study, the following issues have been investigated: Instructional Design, Virtual Environments and Learning Objects; the processes of software development and agile methodologies; and concepts of Interaction and Interface Design, mainly following the principles of design and usability, focusing on the user’s experience. The study enabled the construction of the tool of conceptual maps and its integration to the HyperCAL online environment with the implementation of an agile methodology, which assured the quality of the project during the process of application of the proposed techniques, due to assumptions of simplifications of processes and to the constant proximity with the user. The implementation of concept maps in the online virtual environment HyperCAL has shown great applicability to the proposal of this research, as it has opened up new possibilities for research and learning for the user, contributing to their focus of interest, increasing its capacity for information, interaction and data recovery from the system. In addition, it has made the virtual environment more attractive, interactive and dynamic for its users.

This study is an investigation into why people with depression and anxiety use complementary and alternative medicines at higher rates than the general population. The study examines perceptions of mental illness and meanings assigned to depression and anxiety, others’ perceptions of mental illness, and experiences with conventional medicine. All participants were using complementary and alternative medicine at the time of the study; their reasons for CAM use as well as how CAM affected perceptions of their illness were main research questions. I conducted three focus groups with individuals diagnosed with depression who were using complementary and alternative medicine as forms of treatment. Focus groups were transcribed verbatim and analyzed using the coding software Nvivo. Participants were also given two questionnaires that were analyzed using SPSS. This study shows that complementary and alternative medicine ultimately gives individuals perceived control, a sense of agency, action, and acceptance in regards to their mental illness.

Popular culture scholar Henry Jenkins chronicles the intellectual and emotional labor of being an “aca/fan” – or an academic, trained in media criticism, who also operates as a media consumer. This panel explores aca/fan identity through Joss Whedon’s media narratives, such as The Avengers, Buffy the Vampire Slayer, Cabin In the Woods, Dollhouse, Dr. Horrible’s Sing Along Blog and Fire

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Studies have demonstrated that classroom climate strongly affects the likelihood of students communicating within the classroom (e.g., Henson & Denker, 2009; Ifert Johnson, 2009). Furthermore, students are more likely to engage within a supportive environment (Myers & Claus, 2012). By exploring the impact of classroom discussions of diversity, such as gender, race, sexuality and class, this panel seeks to highlight the importance, difficulties, and possibilities of discussing diverse issues while maintaining a supportive classroom climate.