A utilizaÃÃo de metodologias de ensino diferenciadas tem se tornado cada vez mais necessÃria diante das exigÃncias da sociedade. As informaÃÃes circulam a cada dia de forma mais rÃpida e eficiente; e a escola, como espaÃo de construÃÃo do conhecimento, deve estar preparada para dotar o aluno de competÃncias e habilidades pertinentes ao uso de novas tecnologias e, ainda, ao reconhecimento de fenÃmenos cientÃficos em meio a fatos cotidianos, outra importante habilidade a ser desenvolvida. Este trabalho teve por objetivo analisar o uso e a aceitaÃÃo de blogs e aulas experimentais como ferramentas pedagÃgicas no ensino de FÃsico-QuÃmica, à luz da aprendizagem significativa. A pesquisa ancorou-se na proposta de aprendizagem significativa de Ausubel (1978), nas concepÃÃes sobre avaliaÃÃo da aprendizagem de Luckesi (2008) e na proposta construcionista de Valente(1993). A pesquisa realizada foi de natureza descritivo-bibliogrÃfica, de cunho experimental e com estudo de caso realizado em campo, seguindo uma abordagem quali-quantitativa e realizada com alunos da 2 sÃrie do Ensino MÃdio matriculados numa escola da rede estadual de ensino. Os alunos foram divididos em grupos, dos quais um teve aulas de QuÃmica em que o professor utilizou mÃtodos tradicionais, enquanto os outros grupos tiveram acesso a um blog criado especialmente para o desenvolvimento deste trabalho, bem como aulas experimentais no LaboratÃrio de CiÃncias, utilizando experimentos do seu cotidiano. Os resultados mostraram que a implantaÃÃo de aulas diferenciadas atravÃs do uso do blog e de aulas experimentais à capaz de despertar a curiosidade dos alunos e pode favorecer a busca pelo conhecimento. Contudo, o profissional em educaÃÃo deve estar preparado para escolher a melhor estratÃgia didÃtica, conforme as possibilidades sociais e econÃmicas do espaÃo escolar. / The use of differentiated teaching methods has become increasingly necessary for the demands of society. Information circulates every day more quickly and efficiently; and the school, as a space of knowledge construction, must be prepared to provide the student with skills and abilities which are relevant to the use of new technologies and also to the recognition of scientific phenomena within daily facts, another important skill to be developed. This work aimed to analyze the use and acceptance of blogs and experimental classes as pedagogical tools in the teaching of Physical Chemistry, in the light of significant learning. The research was anchored in the meaningful learning theory of Ausubel (1978), the concepts of assessment of learning by Luckesi (2008) and the constructionist proposal of Valente (1993). The research developed was descriptive and bibliographical in nature, of experimental model and with case study developed in field, following a quali-quantitative approach held with students of 2nd year of high school enrolled in a state education system. Students were divided in groups, one of which had Chemistry classes where the teacher used traditional methods, while the other groups had access to a blog create especially for the development of this work, as well as experimental classes in the Science Lab, making use of experiments from their daily lives. The results showed that the deployment of differentiated classes by the use of the blog and of the experimental classes is able to arouse the curiosity of students and may facilitate the search for knowledge. However, the professional in education must be prepared to choose the best teaching strategy, according to the social and economic possibilities of the school.

Este trabalho é um relato de um projeto visando inserir o estudante do Ensino Médio no contexto da mecânica ondulatória, portal de entrada da física moderna, através de uma abordagem diferenciada enfocando duas das propriedades mais importantes e definidoras de qualquer fenômeno ondulatório, a Difração e a Interferência, assuntos que normalmente não são tratados adequadamente no Ensino Médio. Preparamos, para professores de Física do Ensino Médio, um material instrucional sobre o tema, o qual inclui um hipertexto de apoio, uma seleção de 25 experimentos de baixo custo e uma relação de animações e simulações, acessíveis a partir da Internet, relacionados aos conceitos físicos envolvidos nos experimentos. Este material foi testado em um modelo didático de aulas prevendo uma intensa participação dos estudantes em todas as atividades e incluindo também o trabalho com mapas conceituais em todas as aulas, tanto com objetivos de reforço pedagógico no processo de aprendizagem como na avaliação da evolução cognitiva dos estudantes. O material instrucional desenvolvido como produto deste projeto está disponibilizado no servidor Wiki do Instituto de Física da UFRGS. Apesar deste produto ter sido desenvolvido como material de apoio ao professor, pode ser utilizado como material de consulta por parte dos estudantes. / This monograph is related to a project whose main objective is to insert the high school student in the context of wave mechanics, the entrance to modern Physics. This goal achieved using a peculiar approach of the two main properties which define any ondulatory phenomenon: diffraction and interference. These matters are not usually properly handled at high school. We prepared support material for teachers including several lessons, hypertext, a selection of 25 low cost experiments and web available animations and simulations. These animations are all related to all the physical phenomenon involved in the experiments. This material was extensively tested in a didactic class model, having extensive students participation in all activities, and also including concept maps exercises in all classes. Concept maps were applied as a pedagogic reinforcement on learning process and to evaluate cognitive improvements of the students. The institutional material developed as a product of this available at the Wiki server of UFRGS Physics Institute. Although this product have been developed as support material for teachers, it can also be used as research source for students.

A presente tese apresenta como foco de investigação um tipo de produção textual: a narrativa escrita de pré-adolescentes. O estudo teve como objetivo geral compreender como as operações mentais do sujeito se expressam nas atividades que envolvem a escrita da narrativa-conto na escola. A questão levantada é: Como os sujeitos préadolescentes constroem a coerência em seus textos narrativos? O problema é analisado do ponto de vista da Epistemologia Genética de Jean Piaget, incluindo contribuições relevantes de estudos relacionados com a área investigada. Este trabalho tem como unidade central de análise a operatividade do pensamento de pré-adolescentes durante a construção da coerência em textos de narrativa-conto e utiliza o estudo de casos múltiplos (YIN, 2001) como delineamento de pesquisa e as contribuições do método clínico em conversações durante a observação sistemática dos sujeitos envolvidos. A coleta das evidências foi realizada no ano de 2008, em 19 encontros extraclasse com alunas da turma em que a pesquisadora atuava como professora. As alunas frequentavam o 5º ano de escolaridade em uma escola pública da Rede Municipal de Ensino, em Porto Alegre. As tarefas propostas nas situações de produção exigiram regulações ativas das quatro alunas que constituíram os casos analisados. Essas tarefas possibilitaram o acompanhamento das modificações cognitivas que aconteceram durante o processo de construção da coerência na escrita de textos narrativos. Estudos que correspondem ao quarto período da obra de Jean Piaget (1974a, 1974b, 1986) mostraram-se fundamentais para a análise das evidências, por abordarem conceitos explicativos do progresso cognitivo através dos processos da tomada de consciência e da lógica das significações. Os resultados empíricos dos quatro casos foram analisados a partir de três categorias: 1) Implicação Significante (situação problema e desfecho); 2) Estruturação do Real (níveis de coerência e recursos coesivos); 3) Descentração / Tomada de Consciência: regulações e construção de novos possíveis. Os resultados alcançados mostram que as relações entre processos gerais de desenvolvimento cognitivo, como as tomadas de consciência e as implicações significantes, e a construção da coerência em textos escritos em narrativas-conto como conhecimento específico, se evidenciam no uso dos elementos de coesão que expressam relações lógicas na articulação do desfecho com a introdução e meio da história, no uso do tempo dos verbos e no uso de nexos com valor temporal, bem como na distinção da fala do narrador da fala do personagem através da mudança de linha nos parágrafos e no uso do sinal de dois pontos e travessão. / This thesis focuses on a type of textual production: written narratives produced by preadolescents. The study aims at understanding how the subject’s mental operations are expressed in activities involving the writing of tales in school. The question is: how do preadolescents construct coherence in their narrative texts? The problem is analyzed according to Piaget’s Genetic Epistemology viewpoint. including relevant contributions from studies related to the investigated area. The central unit of analysis of the study is the operativity of preadolescent thought while constructing coherence in tales. It uses the multiple case study design (YIN, 2001) and the contributions of the clinical method while systematically observing the participants during their conversations. Data collection occurred in the 19 extra-class meetings with girls who were drawn from the class the researcher was teaching in the 2008 year. The students were 5th graders of a public school of the city of Porto Alegre, farthest south of Brazil. Tasks presented during the situations of text production required active regulations from the four students who compounded the analyzed cases. These tasks made it possible to follow the cognitive changes that occurred during the process of construction of coherence in the writing of the narrative texts. Studies corresponding to the fourth period of Piaget’s work (1974a, 1974b, 1986) have showed to be critical for analyzing the evidences, as they addressed explanations of the cognitive progress by processes of grasping of consciousness and logic of meanings. The empirical results of the four cases were analyzed according to three categories: 1) significant implication (problem situation and end); 2) Structuring of the real (coherence levels and cohesive resources); Decentralization/ grasp of consciousness: regulations and construction of new possibles. Results show that relationships between general processes of cognitive development, such as the grasping of consciousness and significant implications, and the construction of coherence in tale type written texts as specific knowledge, become evident in the utilization of cohesive elements expressing logic relationships in the articulation of the end with the introduction and the middle of the story, in the use of verbs tenses and connections with temporal value. It becomes evident as well in the distinction between the narrator’s and the character’s speech by changing to another line in paragraphs, and in the use of colon and dash.

Submitted by (lucia.rodrigues@ufrpe.br) on 2016-10-20T14:47:11Z No. of bitstreams: 1 Ageu de Almeida Matos.pdf: 482814 bytes, checksum: ebdc3b91b3d6a50f8ba536ea9d319533 (MD5) / Made available in DSpace on 2016-10-20T14:47:11Z (GMT). No. of bitstreams: 1 Ageu de Almeida Matos.pdf: 482814 bytes, checksum: ebdc3b91b3d6a50f8ba536ea9d319533 (MD5) Previous issue date: 2006-12-20 / The notion of time, seem this not to have definiton, was the target of our bibliographical research, in which we identify as alternative to boading of the subject the use of the Physics history, when of the didatic transposition, with sights to take care of critical however the gifts. We realize an enclose research centered in textbooks, involving other cientific works especifically deal on the subject time, as much in Physics how much in Philosophy. In this way we focalize our research in the chapter of textboks where the time has proeminence position: in the presentention of the seven basic units and in the theory of the relativity of Einstein, as the main target of our research. We worried with the science vision in textbooks we classify and we develop topics on the subjects, we still elaborate a proposal like a script to presents the theme, as possible contribution to the textbook together whit a historical briefing of the nain thinkers who if had detached in the subject. Of this form this work if inserts in the context and was elaborated appealing to Physics history as a subsumer, in accord whit the Theory of Significant Learning of Ausubel. / A noção do tempo, visto este não ter definição, foi o alvo de nossa pesquisa bibliográfica, na qual identificamos como alternativa para abordagem do tema o uso da história da Física, quando da transposição didática, com vistas a atender às críticas ora presentes. Realizamos uma pesquisa abrangente, centrada no livro didático, envolvendo também outras obras científicas que tratam especificamente do tema tempo, tanto em Física quanto em Filosofia. Desse modo, focamos nossa pesquisa nos capítulos do livro didático em que o tempo tem posição de destaque: na apresentação das sete unidades fundamentais e da Teoria da Relatividade de Einstein, como alvo principal de nossa pesquisa. Preocupados com a visão de ciência presente no livro didático,classificamos e desenvolvemos tópicos sobre o tema, elaboramos ainda uma proposta de seqüência para apresentação do tema, como possível contribuição ao livro didático juntamente com um breve histórico dos principais pensadores que se destacaram no tema. Dessa forma, este trabalho se insere no contexto e foi elaborado recorrendo-se à história da Física como subsunçor, em consonância com a Teoria da Aprendizagem Significativa de Ausubel.

nÃo hà / O uso dos jogos matemÃticos possibilita aos alunos um ambiente favorÃvel à constituiÃÃo e reelaboraÃÃo da aprendizagem, ajudando no desenvolvimento de estruturas cognitivas que capacitem à generalizaÃÃo das informaÃÃes conceituais e coloque, acima de tudo, o professor como mediador no processo de organizaÃÃo e elaboraÃÃo das ideias matemÃticas. O presente estudo tem como objetivo principal investigar se o curso de licenciatura em MatemÃtica da Universidade Estadual do Cearà està preparando os futuros professores para o uso de jogos nas aulas de matemÃtica. Para coleta de dados foi feito um estudo da matriz curricular e do projeto polÃtico pedagÃgico do curso, bem como a realizaÃÃo de um minicurso para utilizaÃÃodos jogos matemÃticos destinado a 23 alunos. Os instrumentos utilizados foram trÃs questionÃrios, alÃm da observaÃÃo, filmagem e registro fotogrÃfico. Os resultados mostram que o curso de Licenciatura nÃo prepara de forma adequada o futuro professor de matemÃtica para a inclusÃo de jogos em sala de aula; o minicurso e os jogos aplicados tiveram um bom nÃvel de aceitaÃÃo por parte dos participantes. As consideraÃÃes finais ressaltam que o uso de jogos matemÃticos nÃo deve ser concebido como o fim, mas como meio de se promover uma aprendizagem significativa. / The use of mathematics games enables students to be in a proper enviroment for building and reelaborating learning, so helping out their development of cognitive structures to enable them to generelize conceptual information and turning, above all, the teacher a mediator of the process of organization and elaboration of mathematical ideas. This research has as main objective to investigate if the Mathematics Teacher Formation Course at Universidade Estadual do Cearà is preparing its undergradute students, prospective teachers, to the use of games in regular math classes. To collect data we carried out a study of the course syllabus matrix and the political pedagogical project, as well as a minicourse on how to use mathematics games to 23 students. The tools used were three questionaires, besides film footage and photographic recording. The outcomes show that the Teacher Formation Course does not prepare adequately its undergradute students, prospective mathematics teachers, on the use of games in class; the minicourse and the games used had a good level of acceptance by the participants. Final considerations highlight that the use of mathematics games can not be taken as an aim itself but as a pathway to promote significant learning.

As frequentes demonstrações de desinteresse pela disciplina Geografia por parte dos alunos e a desmotivação por parte dos professores foram os motivos que impulsionaram a presente pesquisa. Na preocupação de buscar alternativas para uma aprendizagem significativa, o objetivo deste estudo é explorar os conhecimentos prévios dos alunos, por meio da elaboração de mapas conceituais de paisagem geográfica, demonstrar que o papel da escola não é apenas consolidar o conceito, mas que, o que se aprende na escola tem relação com a vida. Para isso, buscou-se aporte teórico da Aprendizagem Significativa em Ausubel e referência metodológica da construção de mapas conceituais de Novak. A partir da delimitação da Paisagem como objeto de estudo, elegeram-se as turmas das 6ª séries (7º ano), do Ensino Fundamental, de duas escolas públicas do município de Maringá-PR que participaram das atividades propostas de observação, trabalho de campo, construção de mapas conceiuais e elaboração de textos. O resultado da investigação indica que os conceitos teóricos foram melhor apreendidos quando asociados aos conhecimenos que se relacionam com suas vidas. / The frequent demonstrations of miss interest for the subject Geography, for the students, and the lack of motivation, for the professors, had been the reasons that had stimulated the present research. In the concern to search alternatives for a significant learning, the objective of this study is to explore the previous knowledge of the students by means of the elaboration of conceptual geographic maps landscape and to demonstrate that the importance of the school is not only to consolidate the theoretic concept, but to emphasize that what is learned in the school it is relate to life. For this search the meaning was to reach theoretical support of the Significant Learning in Ausubel and methodological reference of the construction of conceptual maps of Novak. From the delimitation of the Landscape as object of study, it chose the groups of 6ª series (7º year) of Elementary Education of two public schools of the city of Maringá-PR, that had participated of the activities comment proposals, work on field, construction of conceptual maps and elaboration of papers. The result of the inquiry indicates that the theoretical concepts had been better lernead when associates to the knowledge related to their lives.

In this master thesis, the formation of supramolecular complexes between vortioxetine active substance and cyclodextrins (α, β, γ) is examined and the stability constants of these complexes are determined. The stoichiometric ratios of cyclodextrin and vortioxetine 1:1 and 2:1 are considered. The results suggest that the 1:1 ratio of cyclodextrin and vortioxetine is more accurate for each of used cyclodextrins and that the strongest interaction is between vortioxetine and β-cyclodextrin. Further, a method for vortioxetine assay in a tablet is developed by using non-aqueous capillary electrophoresis technique. The precision, accuracy, and robustness are validated and the values of detection and quantification limits are determined. This method can be used as a verification method for the results obtained by HPLC as the separation principle is different in capillary electrophoresis. Also, the stability of vortioxetine as a pure powder and as a mixture with excipients is examined under the conditions of elevated temperature and humidity.

Abstract The aim of the present study was to work out how students of soloist music education construct their identities in their life stories and what they narrate about the meaning of significant persons, instrumental teachers and instrumental studies for the advancement of their studies. In addition, it was worked out what the soloist students narrate about their performances in music competitions and how recognition achieved in music competitions appears in their stories. Research problems were solved by using narrative-biographical approach and the data were collected by interviewing five students in the soloist department at the Sibelius Academy. Three of them were interviewed five times and two of them four times. The data were collected during the years 1999-2002. The analysis of the data has been done both horizontally (thematic analysis) and vertically (narrative analysis). In the present study the construction of identity is regarded both as a social identity project and as a personal identity project. Social interaction with significant persons and recognition achieved through successful studies and music competitions are regarded as essential factors in the construction of identity. So, the experiences achieved during the long process of instrumental studies are an important element in the construction of identity. The Finnish instrumental education system establishes the essential context in which the life stories of the students take place and the identities of the students are constructed. The students who participated in the present study have begun instrument playing early before starting school, but for a long time it has been one hobby among others. In many descriptions one particular instrumental teacher is regarded as a key person for the orientation of the studies. With the support of a teacher of this kind instrumental studies have become professional. At the beginning of soloist studies the main motivation for music studies is pleasure of playing, not any special professional mission. When the studies continue, the identity of a student begins to be constructed to be e.g. that of a chamber musician or a musician. In the present culture music competitions have become one of the most important ways of getting social respect and recognition for one?s talent in music society. The students who participated in this study have begun their competing at high school age. The present study reveals competitions to be very essential but also conflicting events in the lives of the students. Some students even regard competitions as the most important events from the point of view of orientating to professional studies. On the other hand, competitions and preparing for them during the studies may have been felt to be phases of extreme stress and to cause feelings of insufficiency. / Tiivistelmä Tutkimuksen tarkoituksena oli selvittää, miten solistisen koulutuksen musiikinopiskelijat rakentavat identiteettiään omaa elämäänsä kuvaavissa kertomuksissa ja mitä he kertovat merkittävien ihmisten, soitonopettajien ja soitonopiskelun merkityksestä opintojensa etenemiselle. Lisäksi tutkimuksessa selvitettiin, mitä musiikinopiskelijat kertovat osallistumisestaan musiikkikilpailuihin ja miten heidän kertomuksissaan tulee esiin kilpailuissa saatu tunnustus. Tutkimusongelmia selvitettiin narratiivis-elämäkerrallista tutkimusotetta käyttäen, ja aineistona oli viiden Sibelius-Akatemian solistisen koulutuksen opiskelijan haastattelut. Tutkimuksen kuluessa kolmea opiskelijaa haastateltiin viisi kertaa ja kahta opiskelijaa neljä kertaa. Tutkimusaineisto kerättiin vuosien 1999-2002 aikana. Aineiston analyysi tehtiin sekä horisontaalisesti (temaattisesti) että vertikaalisesti (narratiivinen analyysi). Tutkimuksessa identiteetin rakentumista tarkasteltiin sekä sosiaalisena että persoonallisena identiteettiprojektina. Identiteetin rakentumisessa pidetään osaltaan olennaisina sosiaalista vuorovaikutusta merkittävien ihmisten kanssa sekä opintosuoritusten ja kilpailujen kautta saatavaa tunnustusta. Opiskelijoiden identiteetin rakentumisessa merkityksellisiä ovatkin pitkän soitonopiskeluprosessin mukanaan tuomat kokemukset. Suomalainen soitonopetusjärjestelmä muodostaa sen keskeisen kontekstin, johon musiikinopiskelijoiden elämää kuvaavat kertomukset sijoittuvat ja jossa musiikinopiskelijoiden identiteetti rakentuu. Opiskelijat ovat aloittaneet soittamisen jo runsaasti ennen kouluikää, mutta soittaminen on ollut pitkään yksi harrastus muiden joukossa. Useissa kuvauksissa jotakuta tiettyä soitonopettajaa pidetään avainhenkilönä opintojen suuntautumisen kannalta. Tällaisen soitonopettajan johdolla, peruskoulun loppupuolella, opiskelijan opinnot ovat saaneet tavoitteellisen, ammattimaisuuteen suuntaavan käänteen. Solistisen koulutuksen opintojen alkaessa opiskelijoiden tärkeimpänä motivaationa opinnoissa on halu soittaa, ei niinkään minkään erityisen musiikin alan työtehtävän tavoittelu. Opintojen edetessä opiskelijoiden musiikki-identiteetti alkaa rakentua esimerkiksi kamarimuusikko-identiteetiksi tai muusikko-identiteetiksi. Musiikkikilpailuista on tullut nykykulttuurissa yksi merkittävimmistä sosiaalisen arvonannon saamisen välineistä musiikin alalla. Kilpailut ovat yhä huomattavampi tapa saada tunnustusta omille kyvyilleen ja parantaa asemaansa musiikkiyhteisössä. Musiikkikilpailuihin osallistuminen on tutkimuksen opiskelijoilla alkanut lukioikäisenä. Tutkimuksessa tulee esille, että kilpailujen merkitys on musiikinopiskelijoiden elämässä hyvin tärkeä mutta kilpailut aiheuttavat myös ristiriitaisia tunteita. Jotkut opiskelijat pitävät kilpailutilanteita jopa merkittävimpinä tapahtumina ammattiopintoihin suuntautumisen kannalta. Toisaalta kilpailut ja niihin valmistautuminen on voitu kokea äärimmäisen stressaavina, riittämättömyyden tunteita aiheuttavina vaiheina opintojen aikana.

The upgrading of facilities for the Music Department of the University of Pretoria has long been overdue. The Department is constantly growing in terms of enrolment numbers and academic expertise, however, the facilities for the Department are limited and obsolete. This dissertation will thus explore the possibilities of extending and converting the existing Music Department's facilities in an effort to provide sufficient venues for performances and tuition, as well as portray the Department's contemporary image and dynamics through its new facilities on Campus in an effort to revitalise the music precinct and provide more exposeure to a public audience for the Department. Copyright / Dissertation (MArch(Prof))--University of Pretoria, 2010. / Architecture / unrestricted

Although unilateral cochlear implants generally provide good speech understanding under quiet conditions, patients with unilateral cochlear implants frequently report difficulty in understanding speech in the presence of background noise and difficulty in localizing the source of sound. Since these two listening functions require binaural hearing in normal hearing individuals, there has been a growing interest in bilateral cochlear implants as intervention type for people with severe-to-profound bilateral hearing loss. This study investigated the outcomes of bilateral cochlear implants in all the adult recipients of the Pretoria Cochlear Implant Program. All the subjects with BCIs were asked to choose a significant other person to participate in the study. All the subjects (i.e. subjects with BCIs and their significant other people) were asked to participate in a semi-structured interview and to fill out a researcher-generated questionnaire. The subjects with BCIs also underwent audiometric testing. The majority of the subjects with BCIs were found to demonstrate improved ability to understand speech in the presence of background noise and, to some extent, in their ability to localize sound sources. As both quantitative and qualitative methods were used to determine the outcomes, it could be demonstrated that the majority of adult bilateral cochlear implant recipients gain from the auditory benefits in everyday listening situations. The majority of subjects and their significant other people conferred that their improved auditory skills allow them to be more participative in social, cultural, and other activities, which add to the quality of their lives. / Dissertation (MCommunication Pathology)--University of Pretoria, 2009. / Speech-Language Pathology and Audiology / Unrestricted