Made available in DSpace on 2016-01-26T18:49:35Z (GMT). No. of bitstreams: 1 dissertacao.pdf: 529853 bytes, checksum: af572056683ba0bfa619de3c0e11aed7 (MD5) Previous issue date: 2008-06-11 / The survey aimed to identify the level of understanding in reading and strategies for learning in universities, establishing comparisons between students and beginners concluintes the course of an IES Lyrics of the interior of the state of Tocantins (N = 80). The instruments used to gather data were Text Scheduled in Cloze and Scale of Assessment of Strategies for Learning. The results showed that with respect to understanding in reading, the majority of subjects (42%) presents serious difficulties, with no statistically significant differences between the classes of periods. With regard to strategies for learning it was found that students of Term 1 (Beginners) have an average of more significant positive strategies that the subject of the 8 th Period (Concluintes). It is suggested the holding of other studies that explore more widely in understanding the relationship between reading and learning strategies, and evaluate the effectiveness of programmes remediativos of reading with students. / A pesquisa teve como objetivo identificar o nível de compreensão em leitura e as estratégias de aprendizagem em universitários, estabelecendo comparações entre alunos iniciantes e concluintes do Curso de Letras de uma IES do interior do Estado do Tocantins (N=80). Os instrumentos utilizados para a coleta de dados foram Texto Programado em Cloze e Escala de Avaliação de Estratégias de Aprendizagem. Os resultados obtidos indicaram que, com relação à compreensão em leitura, a maioria dos sujeitos (42%) apresenta sérias dificuldades, não havendo diferenças estatisticamente significantes entre as turmas dos Períodos. Com relação às estratégias de aprendizagem verificou-se que os alunos do 1º Período (Iniciantes) apresentam uma média mais significativa de estratégias positivas do que os sujeitos do 8º Período (Concluintes). Sugere-se a realização de outros estudos que explorem mais amplamente a relação entre compreensão em leitura e estratégias de aprendizagem, bem como avaliem a eficácia de programas remediativos de leitura com estudantes universitários.

Made available in DSpace on 2016-07-18T17:54:10Z (GMT). No. of bitstreams: 1 dissertacao.pdf: 529853 bytes, checksum: af572056683ba0bfa619de3c0e11aed7 (MD5) Previous issue date: 2008-06-11 / The survey aimed to identify the level of understanding in reading and strategies for learning in universities, establishing comparisons between students and beginners concluintes the course of an IES Lyrics of the interior of the state of Tocantins (N = 80). The instruments used to gather data were Text Scheduled in Cloze and Scale of Assessment of Strategies for Learning. The results showed that with respect to understanding in reading, the majority of subjects (42%) presents serious difficulties, with no statistically significant differences between the classes of periods. With regard to strategies for learning it was found that students of Term 1 (Beginners) have an average of more significant positive strategies that the subject of the 8 th Period (Concluintes). It is suggested the holding of other studies that explore more widely in understanding the relationship between reading and learning strategies, and evaluate the effectiveness of programmes remediativos of reading with students. / A pesquisa teve como objetivo identificar o nível de compreensão em leitura e as estratégias de aprendizagem em universitários, estabelecendo comparações entre alunos iniciantes e concluintes do Curso de Letras de uma IES do interior do Estado do Tocantins (N=80). Os instrumentos utilizados para a coleta de dados foram Texto Programado em Cloze e Escala de Avaliação de Estratégias de Aprendizagem. Os resultados obtidos indicaram que, com relação à compreensão em leitura, a maioria dos sujeitos (42%) apresenta sérias dificuldades, não havendo diferenças estatisticamente significantes entre as turmas dos Períodos. Com relação às estratégias de aprendizagem verificou-se que os alunos do 1º Período (Iniciantes) apresentam uma média mais significativa de estratégias positivas do que os sujeitos do 8º Período (Concluintes). Sugere-se a realização de outros estudos que explorem mais amplamente a relação entre compreensão em leitura e estratégias de aprendizagem, bem como avaliem a eficácia de programas remediativos de leitura com estudantes universitários.

While there has been research on development of multiplicative reasoning, and how to teach multiplication facts, there is little research on how children consider they learn these. This study explores the children's learning as they consider how they commit their multiplication facts to memory, discover calculation strategies and develop multiplicative thinking. A group of eleven Year 4 children (8 years old) participated in a series of 13 lessons where they became coresearchers in the exploration of their learning. A contextually based thematic approach was provided through 'Crocodilian Studies'. The mixed-method approach to this study included formal assessment, participant observation, individual interviews, the children's written ideas, and individual case studies. The most significant finding of this study was the powerful influence of peer learning. The children enriched and directed each other's learning as they shared ideas and reflected on their own mathematical learning as they observed and critiqued the thinking of peers. As the children were involved in thinking about how they learn they were able to identify gaps and construct their own learning pathways. A significant finding was that children can develop their multiplicative strategies while they commit their multiplication facts to memory, in a relatively short time provided that the learning process facilitates strategy development and understanding. By exposing the children to multiplication facts in sequenced clusters provided them with a manageable number of facts to be learnt at one time. Another finding related to how children develop calculation strategies through lesson activities rather than being explicitly taught them. The children considered practice important for memorisation. Parental support was significant in enriching the children's learning.

No description available.

Despite the substantial amount of education research on “teaching for understanding” and “learning for understanding” processes that has occurred in the fields of achievement goals, constructivist-based pedagogy, motivational beliefs and self-regulated learning there is little research that considers in unison the pillar constructs of these fields. Three studies comprised the present research which was designed to address the proposal that important social- and personal-based constructs associated with achievement goals, constructivist-based pedagogy, motivational beliefs, and self-regulated learning act in an interdisciplinary fashion to influence learning in the high school science classroom. All the large-scale quantitative studies presented a single-level structural equation model that was applicable to the general high school science student, controlling for the variance associated with age, gender, and student type (regular or selective high school student). Results from the two large-scale trait-level correlational studies of Study 1 (n = 655) and Study 2 (n = 617) using the Achievement Goals Questionnaire (Elliot & Church, 1997), Constructivist Learning Environment Survey (Taylor, Fraser, & Fisher, 1997) and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991) as the main quantitative instruments found support for the hypothesis that a perceived emphasis on the constructivist-based pedagogical dimensions of personal relevance and student negotiation in science classrooms promotes the adoption of mastery-approach and intrinsic value. These analyses also showed the importance of self-efficacy in promoting mastery-approach, performance-approach and the use of regulatory strategies, and that test anxiety had positive associations with mastery-avoidance and performance-avoidance goals. / Study 3 comprised of two mini-studies that investigated the associations of competence perceptions, achievement goals and self-regulated learning in two science classroom learning contexts: teacher-led discussion (n = 451) and group work (n = 476). Using specifically developed context-level questionnaires, the results of these studies affirmed current theories concerning the interactions of self-efficacy, achievement goals, self-regulated learning (regulatory strategy use) and maladaptive strategy use. Students interviewed in Study 3 mostly reported the adoption of their achievement goals depended upon personal reasons that were commensurate with current achievement goal theory (Elliot, 1999) rather than specific classroom practices. The present research was also significant in that it tested the empirical stature of two frameworks by which social/cognitive research affiliated with learning environments, achievement goals and self-regulated learning may be conducted. Firstly, the results of the construct validity measures generated across Studies 1, 2 and 3 found support for the existence of the hypothesised 2 X 2 achievement goals framework (Elliot, 1999; Elliot & McGregor, 2001; Pintrich, 2000a). Secondly, the research introduced the tenets of a “context” hypothesis and found support for this perspective throughout the context-level studies. Adjunct multilevel multiple regressions were used in all the quantitative studies to examine the impact of subpopulation variables (age, gender, regular or selective high school student) and multiple goal interactions upon response variables, and to assess the variance attributed to the response variables at the class-level. Implications for the research disciplines studied are presented in terms of teaching practice, theory, future research and research methods.

AIM AND OBJECTIVES The investigation aimed to determine how the learning of the life sciences is facilitated (mediated) in special schools for blind learners and to establish how the lessons learnt from this experience could be implemented to the advantage of blind learners in the Senior Phase and Further Education and Training Band in inclusive Outcomes-based education settings. METHODOLOGY Educators and blind learners were interviewed through the use of the Qualitative Inquiry methodology as well as its techniques and strategies for data gathering. Analysis of the transcripts resulted in the development of themes/codes discussed in the research investigation. RESULTS Educators spent a good amount of time and effort with blind learners in the biology and life sciences classrooms. It appeared as if the pastoral role of the educator predominantly exceeded the teaching of biology and life sciences to these learners. Further, it became evident that the emphasis did not fall strongly enough on the achievement of the outcomes envisaged with the biology curriculum but more on the establishment of a caring and supportive classroom environment. CONCLUSIONS Biology and other life sciences subjects have much potential for the blind learners in South Africa but they are not offered at some of the schools or efficiently mediated due to educators’ reluctance, lack of knowledge and resources. Learning mediation strategies to make biology and life sciences more accessible to blind learners could be explored. / Thesis (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

The goal of this research study was to determine whether extensive reading, supported by the instruction and use of appropriate strategies, would a) improve learners' comprehension achievement b) increase academic achievement in English, and c) promote higher achievement in general academic performance. One hundred and twenty-one learners participated in this project. Three groups of learners: extensive readers, less extensive readers and non-extensive readers were identified and studied. The result indicated that extensive reading not only leads to improved achievement in comprehension, but that it also leads to improvement in general academic performance in all subjects across the curriculum; while lack of extensive reading has an adverse effect on both reading comprehension achievement and general academic performance as a whole. / Teacher Education / M.Ed. (Didactics)

The goal of this research study was to determine whether extensive reading, supported by the instruction and use of appropriate strategies, would a) improve learners' comprehension achievement b) increase academic achievement in English, and c) promote higher achievement in general academic performance. One hundred and twenty-one learners participated in this project. Three groups of learners: extensive readers, less extensive readers and non-extensive readers were identified and studied. The result indicated that extensive reading not only leads to improved achievement in comprehension, but that it also leads to improvement in general academic performance in all subjects across the curriculum; while lack of extensive reading has an adverse effect on both reading comprehension achievement and general academic performance as a whole. / Teacher Education / M.Ed. (Didactics)