Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-01-09T12:21:59Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) andre_vinicius_gon?alves.pdf: 1266538 bytes, checksum: 42c3fe90b9d66c8cb7b901a10e548f1b (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-01-31T13:56:36Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) andre_vinicius_gon?alves.pdf: 1266538 bytes, checksum: 42c3fe90b9d66c8cb7b901a10e548f1b (MD5) / Made available in DSpace on 2017-01-31T13:56:36Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) andre_vinicius_gon?alves.pdf: 1266538 bytes, checksum: 42c3fe90b9d66c8cb7b901a10e548f1b (MD5) Previous issue date: 2016-06 / Nos ?ltimos dez anos muitos pesquisadores t?m realizado estudos sobre assist?ncia personalizada e inteligente em Ambientes Educacionais a Dist?ncia, baseada na identifica??o dos Estilos de Aprendizagem. Sabe-se que o aprendizado ? algo extremamente particular, pois cada estudante possui estilos pr?prios e pode sofrer mudan?as diante de situa??es diversas como, por exemplo, objetivo, motiva??o, personalidade, etc. Por isso, o conceito de adaptabilidade do conte?do did?tico tem se tornado de grande import?ncia na personaliza??o do Sistema de Gerenciamento de Aprendizagem (SGA). Diante desse fato, Dor?a (2012) prop?e uma abordagem de Sistema Adaptativo e Inteligente para Educa??o (SAIE), utilizando t?cnicas probabil?sticas e Intelig?ncia Artificial (IA), capaz de detectar e adaptar, de maneira din?mica e autom?tica, os estilos de aprendizagem do estudante, considerando o Modelo de Estilo de Aprendizagem Felder-Silverman?s. Ap?s pesquisa detalhada, foram propostas algumas adapta??es baseadas na abordagem original, alterando o funcionamento de dois componentes espec?ficos: o M?dulo Pedag?gico e o Componente de Modelagem do Estudante. Al?m disso, prop?e-se uma nova estrutura do Modelo Estudante, contemplando o hist?rico de desempenho do aluno nos processos avaliativos. Por conseguinte, realizaram-se testes para avaliar os impactos de tais mudan?as por meio uma compara??o estat?stica utilizando o m?todo T-Pareado. Pelos resultados obtidos, as ideias deste trabalho proporcionaram uma melhora m?dia de 6,07% no desempenho avaliativo do estudante e uma redu??o m?dia de 68,27% nos problemas de aprendizagem, demonstrando efici?ncia e efic?cia da proposta. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2015. / Since last decade many researchers have been conducting studies on personalized and intelligent assistance in distance education based on identification of learning styles. It is known that learning is something very particular because each student has their own styles and are subject to change on a variety of situations such as goal, motivation, personality, etc. Therefore, this study discusses the concept of adaptability of educational content as a way to provide customization of Learning Management System (LMS). Through probabilistic techniques and Artificial Intelligence (AI), Dor?a (2012) proposed a approach Adaptive and Intelligent System for Education (AIES) able to dynamically and automatically detect, select and adapt learning objects based on the student?s profile through Felder-Silverman Learning Styles Model (FSLSM). After detailed study, it has been proposed some adaptations based on this approach, thereby altering the operation of two specific components: the Pedagogical Module and the Student Modeling Component. In addition, it is proposed a new structure Model Student, considering learner performance history in the evaluation processes. Therefore, it carried out tests to assess the impacts of such changes through a statistical comparison by T-Paired method. From the results, the ideas in this work provides an average improvement of 6.07% in the performance evaluation of the student and an average reduction of 68.27% in the learning problems, demonstrating proposal of efficiency and effectiveness.

This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners. / Dissertation (MEd)--University of Pretoria, 2014. / gm2014 / Science, Mathematics and Technology Education / unrestricted

This study explores the use of computer simulations to supplement learning in Science lessons, specifically the photoelectric effect. This study uses the Felder and Silverman Learning Style Model (FSLSM) as a theoretical framework to investigate the use of simulations as it provides a useful lens through which to explore the consistent way in which a person learns regardless of the teaching method or content learnt. Using this theoretical framework, this research investigates the experiences of learners with different learning styles when an interactive computer simulation is used to aid teaching the photoelectric effect in Physical Science. This case study used qualitative data collected from 17 computer literate Grade 12 learners in three different classes at a secondary school in Nelspruit, Mpumalanga. Analysis of the data collected in this study shows that when the simulation is used in Science, the learning experience of the learners is enhanced. Positive experiences for all four the Dimensions in the FSLSM could be indentified when the ICS was used and this could be linked to specific learning styles. Sensory and Intuitive learners enjoyed conducting the experiment that would normally require unsafe conditions and that the experiment could be set up quickly and with ease. The different dimension brought about by using the ICS was enjoyed by Intuitive learners. The visualisation of the abstract physical systems enhanced the learning for Visual and Verbal learners, whilst Global and Sequential learners felt that they gained a deeper understanding of the photoelectric phenomenon by using the ICS. Reflective learners enjoyed the precision of their pseudo-experimental data, but the Active learners felt that they did not understand the graphs given in the ICS. The interactive control variables and the fact that the learners had an option to work in either a group or on their own, benefitted both Active and Reflective learners. / Dissertation (MEd)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / unrestricted

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The Eudaimonic turn: Well-being in Literary Studies (2013), a study by Pawelski et al, sheds light on a recent turn in literary studies. The eudaimonic approach entails that texts are examined with the help of a hermeneutic of affirmation rather than the sceptical, suspicious methods of the deconstruction and post-structuralism. Pawelski et al’s text is drawn upon in this study because it corresponds to the way in which Marlene van Niekerk utilises themes such as relationships, friendship and loss in Die sneeuslaper (2009). The eudaimonic turn focusses on the way in which complex interpersonal connections are able to add to an individual’s well-being through positive as well as negative processes. Die sneeuslaper is mainly a reflection on what it means to be an author. However, it also raises important questions about the nature of being. The four short stories provide different perspectives on friendship, on how friendship can sometimes be problematic and even a nuisance, but also how relations with others repeatedly prove to be beneficial to a person’s well-being. In my study, the relational theme of friendship in Die sneeuslaper is studied from a eudaimonic point of view. Kaja Silverman’s text, Flesh of my Flesh (2009), is referred to in order to shed light on the term relationality. The relational themes of finitude (or mortality) and interpersonal connection are clearly present in Van Niekerk’s text. Although the death of a beloved friend causes trauma in Die sneeuslaper, the trauma proves to have positive effects in the form of posttraumatic growth, comfort and acceptance as time goes by. Comfort is also construed through the creation and appreciation of a work of art like Die sneeuslaper. Cognitive narratology is referenced to show how Marlene van Niekerk overthrows and plays with fixed ideas regarding relationality and friendship, causing the reader to converse with the text. Views on friendship held by thinkers such as Aristotle, Montaigne, Lacan, Kierkegaard and Derrida are referenced to give Van Niekerk’s use of the theme in Die sneeuslaper a certain context. This context represents the fixed frames of thinking generally applicable with regard to friendship. When a reader is willing to critically interpret these as well as personal frames of reference, it provides him or her the opportunity to contemplate reality from new perspectives. In Die sneeuslaper the reader is continually challenged to question existing frames of reference by means of never ending methods (resembling a Möbius-strip) and strange notions. This study concludes with the notion that it is necessary for artists (like the writers in Die sneeuslaper) to reflect differently on reality, so that readers may be inspired to also view reality in a different light. This will result in a broader view of reality, which in turn will have a more defining influence on personal well-being. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2014

The Eudaimonic turn: Well-being in Literary Studies (2013), a study by Pawelski et al, sheds light on a recent turn in literary studies. The eudaimonic approach entails that texts are examined with the help of a hermeneutic of affirmation rather than the sceptical, suspicious methods of the deconstruction and post-structuralism. Pawelski et al’s text is drawn upon in this study because it corresponds to the way in which Marlene van Niekerk utilises themes such as relationships, friendship and loss in Die sneeuslaper (2009). The eudaimonic turn focusses on the way in which complex interpersonal connections are able to add to an individual’s well-being through positive as well as negative processes. Die sneeuslaper is mainly a reflection on what it means to be an author. However, it also raises important questions about the nature of being. The four short stories provide different perspectives on friendship, on how friendship can sometimes be problematic and even a nuisance, but also how relations with others repeatedly prove to be beneficial to a person’s well-being. In my study, the relational theme of friendship in Die sneeuslaper is studied from a eudaimonic point of view. Kaja Silverman’s text, Flesh of my Flesh (2009), is referred to in order to shed light on the term relationality. The relational themes of finitude (or mortality) and interpersonal connection are clearly present in Van Niekerk’s text. Although the death of a beloved friend causes trauma in Die sneeuslaper, the trauma proves to have positive effects in the form of posttraumatic growth, comfort and acceptance as time goes by. Comfort is also construed through the creation and appreciation of a work of art like Die sneeuslaper. Cognitive narratology is referenced to show how Marlene van Niekerk overthrows and plays with fixed ideas regarding relationality and friendship, causing the reader to converse with the text. Views on friendship held by thinkers such as Aristotle, Montaigne, Lacan, Kierkegaard and Derrida are referenced to give Van Niekerk’s use of the theme in Die sneeuslaper a certain context. This context represents the fixed frames of thinking generally applicable with regard to friendship. When a reader is willing to critically interpret these as well as personal frames of reference, it provides him or her the opportunity to contemplate reality from new perspectives. In Die sneeuslaper the reader is continually challenged to question existing frames of reference by means of never ending methods (resembling a Möbius-strip) and strange notions. This study concludes with the notion that it is necessary for artists (like the writers in Die sneeuslaper) to reflect differently on reality, so that readers may be inspired to also view reality in a different light. This will result in a broader view of reality, which in turn will have a more defining influence on personal well-being. / MA (Afrikaans and Dutch), North-West University, Potchefstroom Campus, 2014