The purpose of this study was to identify (1) the effectiveness of the Intel Essentials model of project-based learning based on student Florida Comprehensive Assessment test (FCAT) reading scores; (2) the differences in student engagement between students in classes with teachers trained in the Intel Essentials model of project-based learning and teachers not trained in the model as measured by the Beliefs about Classroom Structures Survey; (3) the level of implementation (high, average, or low) of teachers trained in the Intel Essentials model of project-based learning; and (4) any correlation between the level of implementation and the level of student engagement. A total of 32 teachers participated in the study. The teachers were split into 2 groups: the experimental group (N = 16) that participated in the Intel Essentials Training, and the control group (N = 16) that did not participate in the training. The results for this study were mixed. The students of the experimental group teachers (N = 780) had significantly higher (p < .05) FCAT scores than that of the control group students (N = 643). The control group with the exception of Motivating Tasks subscale had significantly higher levels of engagement. The correlation between level of implementation and student engagement produced a moderate negative correlation, meaning that the Intel trained teachers with the highest levels of implementation had the lowest levels of engagement. / by Jeremy R. Wright. / Thesis (Ed.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Made available in DSpace on 2016-04-27T16:33:25Z (GMT). No. of bitstreams: 1 Ana Claudia Caldas de Arruda Leite.pdf: 161304 bytes, checksum: 3fcc7f1788ee6fb26577233250e14dfe (MD5) Previous issue date: 2007-08-08 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This work, carried through from social sciences circumscribed education issues, has as object of study the concept of project, its introduction in the educational context, and its relation with modernity. Moreover, it is based on the project method , developed in 1918 by William Heard Kilpatrick, due to its contribution for the understanding of the nexuses established between psychology and education. Also, this method allows analyzing the input of the education and psychology in the history of teaching based on projects. The conception of project in modernity reveals two main features from the XVI century: the ascension of the individual and the development of the capitalism. From the hypothesis that the concept of projects evidences the lack of synchronism produced in this period, between the emphasis on the individual and on the transformations of the modes of production. Thus, it turns the making of this self-governing reasoning oriented person unachievable. In order to analyze the idea of project, Kilpatrick essays on the project method were used as primary reference source. Finally, the theoretical referential which support this work were Karl Marx and the authors of the critical theory / Este trabalho, realizado a partir de problemas circunscritos às ciências sociais da educação, tem como objeto de estudo a noção de projeto, sua relação com a modernidade e introdução no contexto educacional, com base no método de projeto , elaborado em 1918 por William Heard Kilpatrick. A escolha por esta concepção justifica-se na medida em que o método de projeto contribui para o entendimento dos nexos estabelecidos entre a psicologia e a educação, bem como possibilita analisar a entrada de ambas na história do ensino por projetos. Na modernidade, a noção de projeto relaciona-se com dois aspectos constituídos desde o século XVI, quais sejam: a ascensão do indivíduo e o desenvolvimento do capitalismo. Baseia-se na hipótese de que o conceito de projeto evidencia o descompasso, produzido neste período, entre a centralidade atribuída ao indivíduo e as transformações no modo de produção. Os conceitos básicos que orientam a análise do material são: experiência, formação, liberdade e indivíduo, definidos com base nos autores da teoria crítica e em Karl Marx. No intuito de analisar a noção de projeto, em particular sua introdução na educação, no início do século XX, utilizaram-se os ensaios de Kilpatrick sobre o método de projeto

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2017-05-09T18:36:46Z No. of bitstreams: 1 2012 - Lara Bruna Brito Castro de Souza.pdf: 1742693 bytes, checksum: ba11eb8a42de7e55b1dc15155d044abb (MD5) / Made available in DSpace on 2017-05-09T18:36:46Z (GMT). No. of bitstreams: 1 2012 - Lara Bruna Brito Castro de Souza.pdf: 1742693 bytes, checksum: ba11eb8a42de7e55b1dc15155d044abb (MD5) Previous issue date: 2012-08-06 / This study evaluated the contributions of working with a project method applied in the teaching-learning process, aiming that the students of the agribusiness course of the Federal Institute in the North of Minas Gerais ? Campus Salinas might understand and fixed knowledge. Aiming to verify how interdisciplinarity contributes to the development of students? learning through their own construction of knowledge due to their inclusion in the research project for developing the product ?pasteurized cane juice?. To evaluate the learning of each student individually, we used the method of the attitude constructing a questionnaire composed of 25 statements regarding the theoretical and practical knowledge on the production of pasteurized sugarcane juice. The questionnaire was administered to students at four different times: the first time (TI), considered as time zero, where the group of students responded to questionnaires when the teacher had not offered any information about the project and its related disciplines, the second time (TII), the students answered after watching an interdisciplinary exhibition project, the third time (TIII), responded after the production of juice, and the fourth and final time (TIV), where the group responded to questionnaires after the completion of analysis. Through this assessment it was revealed that the development of students? learning was significant and growing. They were also evaluated in relation to commitment to the proposed activities through: image registration, self-assessment of learning, development flowchart, and practice in the production of the juice and their laboratory tests. This other form of assessment showed differently the growth of these students during the research. They proved to be encouraged to work with the project because they could participate in activities that were not included in their daily profession. Through self-assessments, they show the desire to have an education focused on issues related to their reality, based on a curriculum in the various areas of knowledge can act in an integrated manner. And by working with flowchart, we could clearly see the development in relation to the production process of the cane juice. The work was very important in guiding the teacher to work other teaching methods both in the classroom, field or laboratory to stimulate the interest of the student of a pedagogical discipline. Students learn better and showed more satisfaction when they felt part of the learning process and not just passively receiving knowledge. / Esta pesquisa avaliou as contribui??es de se trabalhar com m?todo de projeto aplicado no processo de ensino-aprendizagem, almejando que os estudantes do Curso T?cnico em Agroind?stria do Instituto Federal do Norte de Minas Gerais ? Campus Salinas, compreendessem e solidificassem o conhecimento. Tendo como objetivo verificar como a interdisciplinaridade contribui para o desenvolvimento da aprendizagem dos discentes atrav?s da pr?pria constru??o do conhecimento devido ? sua inser??o no projeto de pesquisa para o desenvolvimento do produto ?suco de cana pasteurizado?. Para avaliar a aprendizagem desses alunos, utilizou-se o m?todo de atitude do indiv?duo construindo-se um question?rio composto de 25 afirmativas referentes aos conhecimentos te?ricos e pr?ticos relativos ? produ??o de suco de cana pasteurizado. O question?rio foi aplicado aos alunos em quatro momentos diferentes: o primeiro tempo (TI), considerado como tempo zero, onde o grupo de alunos respondeu aos question?rios quando o professor ainda n?o havia ofertado nenhuma informa??o sobre o projeto e suas disciplinas correlatas; o segundo tempo (TII), os alunos responderam ap?s assistirem a uma exposi??o interdisciplinar do projeto; o terceiro tempo (TIII), responderam ap?s a produ??o do suco; e o quarto e ?ltimo tempo (TIV), onde o grupo respondeu aos question?rios ap?s a conclus?o das an?lises. Atrav?s dessa avalia??o foi poss?vel perceber que o desenvolvimento da aprendizagem dos discentes foi crescente e significativo. Eles tamb?m foram avaliados em rela??o ao comprometimento com as atividades propostas atrav?s de: registro de imagens; auto-avalia??o da aprendizagem; desenvolvimento de fluxograma; e a pr?tica na produ??o do produto suco e suas an?lises laboratoriais. O registro de imagens foi outra forma de avalia??o que mostrou de uma maneira diferente o crescimento desses alunos durante a pesquisa. Eles mostraram-se estimulados ao trabalhar com projeto, pois puderam participar de atividades que n?o estavam inseridas em seu cotidiano escolar. Atrav?s das autoavalia??es, eles mostram a vontade de ter um ensino voltado para as quest?es relacionadas ? realidade deles, baseado em um curr?culo em que as diversas ?reas do conhecimento possam atuar de forma integrada. E atrav?s do trabalho com fluxograma, p?de-se perceber claramente o desenvolvimento com rela??o ao processo produtivo do suco de cana. O trabalho mostrou-se muito importante no sentido de orientar o professor a trabalhar outros m?todos de ensino tanto em sala de aula, campo ou laborat?rio para estimular o interesse do discente pela proposta pedag?gica de uma disciplina. Os estudantes aprenderam melhor e demonstraram maior satisfa??o quando se sentiram fazendo parte do processo de aprendizagem e n?o apenas recebendo os conhecimentos passivamente.

The Virtual Chemical Vapor Deposition (CVD) Process Development Project provides the context for the two areas of the research presented in this dissertation. The first area, generally referred to as feedback in this dissertation, focuses on student learning and the interactions of students and instructors that take place in the project, specifically focused on characterizing feedback and determining the influence of feedback as student teams progress towards completing the project. The characteristics of feedback found in this project are presented within a situative perspective using the analytical framework of episodes. The characteristics include: a list and categorization of episode themes, the structure and flow of episodes during the coaching session, the sub-structure present within individual episodes, and the types of feedback present. This dissertation shows how these characteristics frame participation in a community of practice and can be used as tools to scaffold instructor feedback in project-based learning. Episodes analysis is also used to investigate how feedback on professional skills can help to enculturate students into a community of practice and influence their fluency with professional skills and engagement in more technical activities. The second area examines the spread of this innovative project from its home institution to other institutions. In this area an analysis of the spread of the Virtual CVD Process Development Project in the high school setting is presented. The project was found to provide versatility for instructors and afford student learning in the areas of motivation, cognition, and epistemological beliefs. These two areas inform each other. As the project is assessed at different institutions, it is continually improved and the sensitivity of different aspects of the project is explored, e.g., the aspects of the project that are crucial to maintain effectiveness are identified. One of these aspects is the feedback that takes place in the project. As the project is further examined at the home institution in depth, more can be learned about the best ways it can be delivered. This information informs scaffolding that then can be provided to faculty at other institutions such that they can attend to crucial aspects of the project in the most efficient, effective manner, improving not only the probability of successful adaptation, but also the likelihood that the project will further diffuse to other institutions. / Graduation date: 2013

University of Macau / Faculty of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education