Much scientific research has been conducted to examine the effects of music on the brain and abilities of people. The results have shown a positive correlation between music used in various ways and the abilities and skills of people, especially children. However, the use of music in the general intermediate classroom is lacking. After reviewing scientific research to provide a foundation for the study and synthesizing the five Music Integration Practices, two teachers were interviewed and observed on their use of music in their general intermediate classrooms. The interviews, observation checklists, and anecdotal notes taken by the researcher provide music activities and rationales for the use of music in the classroom, as explained by the participating teachers.

Made available in DSpace on 2014-12-17T15:39:04Z (GMT). No. of bitstreams: 1 AndressaMO_DISSERT.pdf: 496864 bytes, checksum: 8aeadc642d4848ec83bc437bd672cdfb (MD5) Previous issue date: 2013-08-23 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The undergraduate courses in Psychology have been historically pointed as defective in aspects related to the critical education and the integration between theory and practice. Hence, the scientific education has been considered a possibility to overcome those lacks. Therefore, this study has investigated the undergraduate education process of Psychology students with PIBIC (Portuguese acronym for Undergraduate Scientific Research Scholarships Institutional Program) scholarships from CNPq (Portuguese acronym Brazilian National Council of Scientific and Technological Development). The scholarship program has been a strategic tool for the undergraduate scientific research. Electronic questionnaires have been sent to all the PIBIC scholarship students of Psychology in Brazil (622; 104 have answered), containing questions about the program developed activities, tutoring and advising, PIBIC evaluation and other ones. The students scientific and academic production has also been investigated through their Lattes (CNPq s Platform in which researchers have their academic r?sum?s). The major part of the participants (70%) has stated that the first motivation to be in the program had been their interest in the research or in the academic career. Furthermore, 60% of the scholarship students has worked as volunteers before receiving PIBIC scholarship. Among the students who have answered the research, 65,4% has reported they are tutored directly by their advisors, and 80% of them attends one or more than one advising meeting every fifteen days. It has been identified that the Psychology scholarship students do not participate in all the research activities and that the proximity with the advisor is related to the accomplishment of tasks which contributes with the student critical and reflexive education. Finally, less than 25% of the students has published scientific articles or book chapters during the scholarship, what XI demonstrates a possible exclusion of them in that phase of the process. In general, the scholarship students evaluate the program positively by revealing that it contributes with their professional and academic education. For those reasons, it is observed PIBIC s potential role for the undergraduate education in order to develop more critical psychologists able to propose innovations and contextualized practices. However, the results obtained in programs like the studied one denounce the disqualification of the provided undergraduate education for the major part of the university students, who do not have a PIBIC scholarship. As a result, it is emphasized that it there should be more investment for improving the quality of the undergraduate education itself and not only for programs which are available for few students / A gradua??o em Psicologia tem sido, historicamente, apontada como deficit?ria em aspectos relacionados ? forma??o cr?tica e integra??o entre teoria e pr?tica. Nesse sentido, a forma??o cient?fica ? indicada como uma possibilidade para suprir essas lacunas. Dessa forma, este trabalho investigou como acontece a forma??o dos alunos de Psicologia bolsistas do PIBIC/CNPq, iniciativa estrat?gica para a forma??o inicial em pesquisa na gradua??o. Foram enviados question?rios eletr?nicos para todos os bolsistas em Psicologia do Brasil (622, 104 responderam), com quest?es sobre atividades desenvolvidas, orienta??o, avalia??o sobre o programa, entre outras. Investigou-se tamb?m a produ??o acad?mico-cient?fica, por meio de consulta aos curr?culos Lattes dos respondentes. A maioria dos participantes (70%) afirmou que a principal motiva??o para entrar no programa foi o interesse na pesquisa ou na carreira acad?mica. 60% dos bolsistas exerceram atividade como volunt?rios antes de serem contemplados com a bolsa. Dos respondentes, 65,4% s?o de fato acompanhados diretamente pelo orientador e 80% t?m orienta??es uma ou mais vezes a cada 15 dias. Identificou-se que os bolsistas de Psicologia n?o participam de todas as atividades da pesquisa e que a proximidade com o orientador est? relacionada ? realiza??o de tarefas que favorecem a forma??o cr?tico-reflexiva do aluno. Por fim, menos de 25% dos alunos publicaram artigos ou cap?tulos de livros, demonstrando poss?vel exclus?o do aluno dessa fase. No geral, os bolsistas avaliam positivamente o programa, acreditando que esse contribui para sua forma??o acad?mica e profissional. Diante disso, assinala-se o potencial do PIBIC para a forma??o de psic?logos mais cr?ticos e capazes de propor inova??es e pr?ticas contextualizadas. Contudo, resultados obtidos em programas como esse denunciam a desqualifica??o da forma??o que a maior parte dos alunos, n?o bolsistas, recebem. IX Assim, ressalta-se que deve haver maior investimento para melhoria do ensino de gradua??o e n?o apenas para programas que atingem poucos alunos

In dieser Dissertation wurden drei zentrale Ziele mit einem Mixed-Methods-Ansatz verfolgt. Ein erstes Ziel war es, ein umfassendes Modell affektiv-motivationaler Forschungsdispositionen für Studierende der Sozialwissenschaften zu entwerfen, da sich existierende Konzeptionen von Forschungskompetenz ausschließlich auf kognitive Leistungsdispositionen konzentrieren. Mithilfe von Experteninterviews und einem Expertenrating wurden neun affektiv-motivationale Forschungsdispositionen identifiziert, die notwendig sind, um die Anforderungen eines sozialwissenschaftlichen Forschungsprozesses zu meistern. Ein zweites Ziel lag in der Entwicklung und Validierung von Testinstrumenten zur Erfassung der identifizierten affektiv-motivationalen Forschungsdispositionen. Basierend auf den Standards der psychologischen Testkonstruktion konnten Selbsteinschätzungsskalen für alle neun affektiv-motivationalen Forschungsdispositionen erarbeitet und Validierungsnachweise erbracht werden. Diese Arbeiten bildeten die Grundlage für das Erreichen des dritten Ziels: Es sollte getestet werden, inwieweit die Teilnahme am Forschenden Lernen zu einer Entwicklung kognitiver und affektiv-motivationaler Forschungsdispositionen führt. Das Forschende Lernen ist ein didaktisches Format, bei dem Studierende eigenständig einen Forschungszyklus durchlaufen, um eine Forschungsfrage zu beantworten. Bis dato lagen zwar theoretische Postulate zur Wirksamkeit Forschenden Lernens in den Sozialwissenschaften vor, aber kaum empirische Befunde. Im Rahmen einer Prä-Post-Studie (N=952) in Veranstaltungen des Forschenden Lernens zeigte sich, dass Studierende sowohl positive als auch negative Entwicklungen verschiedener Forschungsdispositionen aufweisen. Als zentral erwies sich die Rolle der begleitenden Lehrperson. / This dissertation addressed three central goals using a mixed-methods approach: The first goal was to develop a comprehensive model of affective-motivational research dispositions for students of the social sciences since existing models of research competence concentrate on cognitive dispositions. With the help of expert interviews and an expert rating, nine affective-motivational research dispositions were identified. The second goal was the development and validation of test instruments to assess the identified affective-motivational research dispositions. Based on the standards of psychological test construction, self-assessment scales were developed for all nine affective-motivational research dispositions and evidence for their validity was generated. These previous steps formed the basis for addressing the third goal: To test whether research-based learning is a suitable format to foster different cognitive and affective-motivational research dispositions in the social sciences. Research-based learning is a didactic format in which students complete a full research cycle to answer a research question. So far, there are many theoretical claims on the effectiveness of research-based learning in the social sciences but a lack of empirical evidence. In a pre-post study (N=952) in research-based learning courses, it was shown that students benefit from a favourable development of some of the research dispositions, whereas other dispositions decreased. The role of the facilitating instructor proved to be central.