Submitted by Alciano Oliveira (alcianoliveira@gmail.com) on 2017-01-10T03:09:14Z No. of bitstreams: 1 Oliveira_dhe_me_sjrp.pdf: 2092453 bytes, checksum: 94092310c872107bbc01f5999659f295 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-01-12T19:41:44Z (GMT) No. of bitstreams: 1 oliveira_agg_me_sjrp.pdf: 2092453 bytes, checksum: 94092310c872107bbc01f5999659f295 (MD5) / Made available in DSpace on 2017-01-12T19:41:44Z (GMT). No. of bitstreams: 1 oliveira_agg_me_sjrp.pdf: 2092453 bytes, checksum: 94092310c872107bbc01f5999659f295 (MD5) Previous issue date: 2016-11-29 / Atualmente, as instituições de ensino, em sua grande maioria, estão disponibilizando cursos na modalidade de ensino a distância com o intuito de possibilitar aos indivíduos que não podem frequentar as aulas regularmente a realização de estudos a distância. Em muitos casos, os indivíduos desistem dessa modalidade de ensino sem concluir os estudos, isso se deve a vários fatores, sendo um deles, a dificuldade no entendimento do conteúdo disponibilizado durante as aulas devido a forma com que o mesmo é apresentado. Esta dissertação apresenta a utilização da lógica nebulosa em um classificador computacional, que tem por objetivo classificar indivíduos por aspectos cognitivos que estão relacionados com a Teoria das Inteligências Múltiplas propostas, originalmente, por Howard Gardner. O resultado dessa classificação possibilita direcionar os indivíduos para ambientes de ensino em que o conteúdo esteja adequado ao seu perfil cognitivo. Os testes foram realizados utilizando uma ferramenta acadêmica de mineração de dados que possibilitou determinar padrões cognitivos em cada indivíduo pela inserção de dados de entrada obtidos por meio da aplicação de um questionário e retornando os aspectos cognitivos mais aflorados de cada indivíduo. Após validados, os resultados mostraram aproximadamente 67% das classificações condizentes com os aspectos cognitivos identificados em aula. / Most educational institutions are offering distance-learning courses, in order to enable individuals who cannot attend classes regularly, to conduct their studies. In many cases, individuals drop out of this mode of teaching without completing their studies. One of the factors for that being the difficulty in understanding the content due to the way content is presented. This dissertation presents the use of fuzzy logic in a computational classifier that aims to classify individuals by cognitive aspects related to Howard Gardner’s Theory of Multiple Intelligences. The outcome of such a classifier makes it possible to direct individuals to learning environments in which the content is presented according to his/her main cognitive profile. The tests were performed using a data mining academic tool that allowed determining cognitive patterns for each individual by inputting data obtained from a questionnaire and returning the cognitive aspect most outlined in each individual. After validated, about 67% of the classification outcomes were considered in accordance to the cognitive aspects identified in classroom observations.

Made available in DSpace on 2015-05-07T15:09:10Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3015256 bytes, checksum: 869a7c79699c450ab0bbebe071bb95c8 (MD5) Previous issue date: 2014-05-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research deals with the authoring productions of interactive videos by professors to trigger human capabilities, based on a conceptual model that is based on Gardner`s Theory of Multiple Intelligences (2000). It was used the experimental descriptive methodology, within a qualitative approach and involved staff from the computer science and education areas, in a context where experimentation created a computational tool for construction of interactive educational content (MARKER). This authoring tool validated the conceptual model, since the interactive application produced by this tool is anchored in Gardner, whose perception the subject, having certain intelligence driven, will have improved their cognitive potential. As proof of concept, four professors produced three interactive applications, using thirty-one interactive features involving the linguistic, logic-mathematical, spatial, musical, interpersonal and bodily-kinesthetic intelligences. From the use of these intelligences it was possible to create entry points or routes to knowledge as Gardner discusses in his theory. The types of media used were image, audio and video. The analyzes show that the audiovisual content were produced in order to trigger a set of intelligences on the learner. Professors, according to the characteristics indicated for each intelligence by Gardner in his theory, were able to make use of innovative forms of authoring educational content. The produced interactive application test was conducted with undergraduate and career school learners in the areas of computer science and health, respectively, with the age group between 20 and 40 years. Considering that skills to use technologies is a requirement of the globalized world, the findings of this study can serve as a basis so that audiovisual content already produced can be reinterpreted. / Esta pesquisa trata da autoria de produção de vídeos interativos por docentes do ensino superior para acionar as capacidades humanas, tomando como base um modelo conceitual ancorado na Teoria das Inteligências Múltiplas de Gardner (2000). A metodologia utilizada foi a experimental descritiva, dentro de uma abordagem qualitativa, e envolveu uma equipe de desenvolvedores da área de ciência da computação e de educação, num contexto em que a experimentação fez surgir uma ferramenta computacional para a construção de conteúdos educativos interativos (MARKER). Essa ferramenta de autoria validou o modelo conceitual, uma vez que a aplicação interativa produzida foi ancorada na Teoria de Gardner, em cuja percepção o sujeito, ao ter determinadas inteligências acionadas, terá o seu potencial cognitivo melhorado. Como prova de conceito, quatro docentes do ensino superior produziram três aplicações interativas, fazendo uso de trinta e um recursos interativos, envolvendo as inteligências linguística, lógico-matemática, espacial, musical, interpessoal e corporal-cinestésica. A partir do uso dessas inteligências, foi possível criar os pontos de entradas ou rotas para o conhecimento conforme Gardner aborda em sua teoria. As mídias utilizadas foram do tipo imagem, áudio e vídeo. As análises mostram que os conteúdos audiovisuais foram produzidos com vistas a acionar um conjunto de inteligências no aprendente. Os docentes, de acordo com as características apontadas por Gardner para cada inteligência em sua teoria, puderam lançar mão das formas inovadoras de autoria de conteúdos educativos. O teste da aplicação interativa produzida foi realizado com aprendentes do ensino superior e do ensino tecnológico, das áreas da ciência da computação e da saúde, respectivamente, estando a faixa etária dos mesmos entre 20 e 40 anos. Considerando que as competências para o uso das tecnologias são uma exigência do mundo globalizado, os achados desta pesquisa podem servir de base para que conteúdos audiovisuais já produzidos possam ser ressignificados.

Durante muito tempo o cerne de muitos processos de ensino e aprendizagem têm sido o “aprender a aprender”. As mudanças têm sido a característica mais estável ao longo dos tempos e é necessário adequar o processo de ensino e aprendizagem, para desenvolver profissionais melhores. O mercado atual provoca uma valorização de profissionais diferenciados, a aplicação de certas técnicas de gestão moderna exige competências específicas, e estas devem ser estimuladas no ambiente formal de aprendizagem (sala de aula). Nesse trabalho a incorporação da Teoria das Inteligências Múltiplas às estratégias de ensino aula: expositiva, seminário e projeto, dentro do curso de engenharia, tem como objetivo refletir sobre novas possibilidades de ensino que auxiliará o processo de aprendizagem e o desenvolvimento de características pessoais e técnicas necessárias ao profissional em formação. / For a long time the heartwood of the learning and teaching process has been “how people can learn how to learn”. Nowadays, the changing process due to economy globalization a high competitive imposed by social changes leads to some adjustments on the learning and teaching process. The stock option available has to be fulfilled by professional with specific and nonconventional capabilities. The present paper deals with those aspects, concerning the engineering teaching process and the new exigencies of performance, and introduces the Multiples Intelligences Theory into the higher education. The Multiples Intelligences Theory is one of the available tools to revitalize the engineering teaching situation by been incorporated into the teaching methods: expositive class, seminars and project, on behalf of the learning process and to the development of personal and technical capability needed by the professional been formed.

Made available in DSpace on 2016-08-16T18:10:32Z (GMT). No. of bitstreams: 1 Dissertacao THAYS FERNANDA SILVA DOS SANTOS.pdf: 1241725 bytes, checksum: 2f5aefd209c044dd52f8bf2be340a206 (MD5) Previous issue date: 2014-07-31 / This research is based on the theory of Multiple Intelligences and the implications of its trajectory development for Distance Education. The main objective of the study is to understand how human intellectual competencies are being stimulated and combined in the context of Distance Education to foster teaching and learning methods capable of developing different skills. In order to carry out this analysis, procedures guided by a quantitative methodology with some qualitative treatment were used with a descriptive and interpretative orientation. From a conceptual standpoint, the study starts with the measurement/evaluation of behavioral and/or social-affective variables that could be measured, compared and/or related during the course of the empirical research, and also, the use of validated and standardized questionnaires through the sampling technique of simple random probability. Thirty-five Pedagogy Teaching Degree Distance Education students of the Federal University of Maranhão (NEAD-UFMA) took part in the study that sought to investigate students cognitive profiles and technological competence domains as well as explore an array of exercises proposed by their teachers in Moodle environment through the use of note taking and inquiry techniques. Results obtained revealed the existence of some heterogeneity in the average score of self-identification with students' multiple intelligences from the sampling, however, although no dominance of any particular intelligence was found by applying the Multiple Intelligences Check-List, higher averages for self-identification scores of linguistic and intrapersonal intelligences were found by applying the Iconic Questionnaire. The analysis of activities in the Moodle revealed that, despite the myriad of possibilities of tasks afforded by the environment, the linguistic and logical-mathematical intelligences are the most valued ones in the Distance Education context analyzed. Furthermore, it was possible to perceive that parameters deployed by the teachers to assign grades to students are limited to reading, writing and logical problems solving skills. / Esta pesquisa tem por base a teoria das inteligências múltiplas e as implicações da sua trajetória de desenvolvimento para a Educação a Distância. O objetivo maior do estudo é o de entender a maneira como as competências intelectuais humanas estão sendo estimuladas e combinadas no contexto da EaD, produzindo outras formas de ensino-aprendizagem capazes de fomentar diferentes habilidades. Para a realização desta análise, foram utilizados procedimentos pautados numa metodologia quantitativa com algum tratamento qualitativo, de caráter descritivo e interpretativo. Do ponto de vista conceitual, a pesquisa partiu da medição/avaliação de variáveis comportamentais e/ou socioafetivas passíveis de serem medidas, comparadas e/ou relacionadas no decurso da investigação empírica e, também, da aplicação de questionários válidos e estandardizados através da técnica de amostragem probabilística aleatória simples. Participaram do estudo 35 (trinta e cinco) acadêmicos do curso de Licenciatura em Pedagogia do Núcleo de Educação a Distância, da Universidade Federal do Maranhão (NEAD-UFMA) e, por meio da técnica de notação e inquérito, buscou-se traçar o perfil cognitivo e as competências de domínio tecnológico dos estudantes bem como explorar uma variedade de exercícios propostos pelos professores no ambiente Moodle para a promoção da aprendizagem dos discentes. Os resultados obtidos revelaram a existência de certa heterogeneidade na média dos escores de autoidentificação com IM dos estudantes que formaram a amostragem. Todavia, apesar de não haver dominância de nenhuma inteligência particular com a aplicação da Lista de Conferência das Inteligências Múltiplas, constatou-se maiores médias para os escores de autoidentificação das inteligências linguística e intrapessoal com o emprego do Questionário Icônico. Já o exame das atividades realizadas no Moodle revelou que apesar das inúmeras possibilidades de tarefas que o ambiente admite, as inteligências linguística e lógico-matemática vêm sendo, entre outras capacidades, as mais valorizadas na EaD. Ademais, pôde-se perceber que o parâmetro adotado pelos professores para atribuir notas aos alunos é resumido em termos de habilidades de leitura, escrita e solução de problemas lógicos.

Submitted by Simone Maisonave (simonemaisonave@hotmail.com) on 2014-09-22T17:41:45Z No. of bitstreams: 3 Letícia de Queiroz Maffei_Dissertação.pdf: 7915724 bytes, checksum: af81755b1aa1ba032d52f2cd99be3d2e (MD5) Letícia de Queiroz Maffei_Produto da Dissertação.pdf: 4225630 bytes, checksum: fbb482952c929043ebfe94554971aac8 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-22T17:41:45Z (GMT). No. of bitstreams: 3 Letícia de Queiroz Maffei_Dissertação.pdf: 7915724 bytes, checksum: af81755b1aa1ba032d52f2cd99be3d2e (MD5) Letícia de Queiroz Maffei_Produto da Dissertação.pdf: 4225630 bytes, checksum: fbb482952c929043ebfe94554971aac8 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-04-10 / O Clube de Matemática é um projeto de encontros para que alunos e alunas possam, através de atividades lúdicas, jogar e brincar com suas múltiplas inteligências. Realizado em turno inverso ao da escola formal, apresenta-se como um espaço em que atividades como papertoys, origamis, desafios e jogos dos mais diversos sejam desfrutados de maneira que habilidades latentes apareçam na forma de diversão, criação, arte, alegria e interação. Esta dissertação apresenta a experiência do Clube de Matemática realizada com alunos e alunas de séries finais do ensino fundamental de duas escolas da rede pública de Pelotas. A argumentação que sustenta esse trabalho está na Teoria das Inteligências Múltiplas desenvolvida por Howard Gardner (1994,1995), principalmente em suas ideias sobre o espectro particular de inteligências que cada indivíduo possui e pode desenvolver desde que em contextos que reconheçam esta multiplicidade. Subsidiado em outros autores foi explorado mais profundamente o universo dos jogos e origamis, recursos que ocuparam lugares de destaque tanto na experiência com o Clube de Matemática quanto na construção deste estudo. Realizou-se um mapeamento de revistas, livros, artigos e dissertações que contemplam elementos como clube de matemática, jogos, origami e inteligências múltiplas com a finalidade de agregar novos olhares. Com o objetivo de responder a pergunta que orienta este trabalho – Como defender a prática de atividades diferenciadas nas aulas de Matemática de modo que estas atividades ocorram sem vínculo direto com conteúdos programáticos, porém desenvolvendo atitudes e posturas favoráveis ao desempenho dos alunos em sala de aula? – optou-se como método de trabalho por um relato de experiência, resgate bibliográfico e principalmente observações, vivências e análise do cotidiano do Clube. Defendo, nesse estudo, que o Clube de Matemática é um potencial educativo e ficou evidente sua capacidade de favorecer, fazer aparecer, produzir ideias, pensamentos e habilidades lúdicas interligadas, na forma de criação, com os conteúdos matemáticos formais ensinados na escola. / The “Clube de Matemática” (Mathematics Club) is a project of meetings that, through playful activities, allows students to play and have fun using their multiple intelligences. Performed in opposite to the formal school shift, the club is a space where activities like papertoys, origami, puzzles and varied games are enjoyed in a way that latent abilities arise in the form of entertainment, creation, art, joy and interaction. This dissertation presents the experience of the “Clube de Matemática” held with students of final elementary grades from two public schools in Pelotas. The argument in support to this work is the Theory of Multiple Intelligences developed by Howard Gardner (1994,1995), specially his ideas on the particular spectrum of intelligences that each individual possesses and can develop, when in contexts that recognize this multiplicity. Subsidized in other authors, the universe of games and origami – resources that occupied prominent places both in the “Clube de Matemática” experience and in the construction of this study – was more deeply explored. We conducted a mapping of journals, books, articles and thesis that include elements such as math club, games, origami and multiple intelligences aiming to get new perspectives. In order to answer the question that guides this work – “How to defend the practice of different activities in mathematics lessons so that such activities occur without direct link to the syllabus, but developing favorable attitudes and postures to the student performance in the classroom?” – the chosen working method was the reporting experience, the bibliographic research and specially the daily observations and analysis of the “Clube de Matemática”. I argue in this study that the “Clube de Matemática” is an educational potential and that was evident his ability to encourage, make it appear and produce ideas, thoughts and playful skills linked, as creation, with the formal mathematical content taught in school.

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Attention Deficit Hyperactivity Disorder (ADHD) has typically been treated with a deficits-based response while most research has ignored any intelligence differences between the subtypes, despite differing symptomology. This quantitative study explored whether or not a distinct pattern of intelligences existed within each of the subtypes or presentations of ADHD: inattentive (IT), hyperactive (HT), and combined (CT). Using Gardner's multiple intelligences theory, data were collected via an online, self-administered survey from a sample of 132 participants, over 18 years of age, with IT, HT, and CT ADHD. The goal was to identify the most predominant of 8 different strengths or intelligences. Predominant intelligence types were measured through the completion of the online Multiple Intelligences Developmental Assessment Scale (MIDAS). Discriminant function analysis was used to interpret differences and combinations among predictors through identification of interdependency and pattern delineation. Study results failed to identify a distinct pattern of a relationship between the types of intelligence and ADHD subtypes. Further research is needed in the area of identifying the strengths of individuals diagnosed with ADHD in an effort to shift treatment and intervention responses to a more strengths-based perspective, possibly impacting individual, academic, and social success for those with ADHD.

Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students’ learning characteristics and the effectiveness of teachers’ instructional strategies are imperative to educational success. In this qualitative case study, geometry teachers’ instructional strategies, as defined by the Marzano Causal Teacher Evaluation Model, were explored once teachers were informed of students’ multiple intelligences and trained in multiple-intelligence-based lessons. Participants were 2 geometry teachers and 15 secondary geometry students in a traditional public school. Using Howard Gardner’s multiple intelligences theory and the van Hiele model of learning geometry, the researcher analyzed interviews, observations, and teachers’ lesson plans to shed light on teachers’ use of multiple intelligence data and training. Significant conclusions emerged from the findings of the case study. First, teachers’ dominant intelligences shape the use of instructional strategies. Second, multiple intelligences were used to personalize instruction, create a student-centered classroom environment, and nurture student engagement among secondary geometry learners. Lastly, when instructors taught based on students’ van Hiele levels, 5 of 8 intelligences are excluded. Teachers used strategies steeped in spatial, logical, and linguistic intelligences to teach students how to draw, think, and write. Strategies for students with interpersonal, intrapersonal, musical, naturalist, and kinesthetic intelligences were excluded. Based on the conclusions of the study, educators have new information on ways to make geometry instruction more inclusive for their diverse learning population. Education stakeholders are also enlightened with what may be missing in geometry classrooms and impeding student success.

The purpose of this causal-comparative study was to determine if a relationship exists between implementing Gardner's theory of multiple intelligences and fifth graders' attitudes toward school. The focus population consisted of fifth grade students within a 300-mile radius of Kingsport, Tennessee. Surveys were administered to students at 15 elementary schools. Data were collected from five schools identified as implementing multiple intelligences theory, five schools identified as partially implementing multiple intelligences theory, and five schools identified as not implementing multiple intelligences theory in educational planning. Data collected primarily focused on students' attitudes toward school; however, information concerning gender was also solicited. The study employed quantitative data, and descriptive analysis was performed. Findings indicated that there was no significant difference in students' attitudes toward school among fifth graders attending schools implementing multiple intelligences theory, fifth graders attending schools partially implementing multiple intelligences theory, and fifth graders attending schools not implementing multiple intelligences theory. There were no gender related differences found. All 15 schools participating in the study could be characterized as institutions having good academic records, community support, and a dedicated faculty. The major conclusion was that these factors and others identified in the review of literature could affect students' attitudes toward school and possibly contribute to the closeness of the means among the three implementation groups.

Mirroring the changing demographics of the nation, the community college student population continues to grow in size and in diversity. Almost half of all students who enter these institutions need at least one remedial course, which is often developmental mathematics. Developed in 1973, Supplemental Instruction (SI) has quickly gained recognition as an academic support program that is used to aid student performance, retention, and academic success. This dissertation used a phenomenological approach to identify factors that motivated students' attendance and subsequent learning experiences in SI sessions associated with developmental mathematics. Sources of data included five rounds of interviews (three with SI learners and two with SI leaders), a Multiple Intelligence Inventory, and statistical information from the referent community college. Study findings revealed eight themes that characterized motivating factors for attending these optional instructional sessions. Moreover, nine themes emerged from the data regarding types of activities learners experienced in SI. Findings suggest that SI helps create a climate of achievement for learners taking developmental mathematics in a community college setting.